CUA11 Live Performance Training Package

Release: 1.0

Contents

CUA11 Live Performance Training Package	9

CUA11 Live Performance Training Package	10

Training Package Details	11

Preliminary Information	12

History	13

Summary of AQF qualifications in this Training Package	13

Units of Competency in this Training Package and their prerequisites	14

Overview	28

Qualifications Framework	34

CUA11 at a glance	42

Employability Skills	44

Assessment Guidelines	49

Designing Assessment tools	65

Competency Standards	73

Appendices	78

CUA10111 Certificate I in Dance	90

CUA20111 Certificate II in Dance	93

CUA30111 Certificate III in Dance	98

CUA30211 Certificate III in Community Dance, Theatre and Events	103

CUA30311 Certificate III in Assistant Dance Teaching	109

CUA40111 Certificate IV in Dance	114

CUA40211 Certificate IV in Dance Teaching and Management	120

CUA40311 Certificate IV in Community Culture	125

CUA50111 Diploma of Dance (Elite Performance)	132

CUA50211 Diploma of Musical Theatre	137

CUA50311 Diploma of Dance Teaching and Management	143

CUA60111 Advanced Diploma of Dance (Elite Performance)	149

CUASS00001 Advanced Classical Ballet Teaching Skill Set	154

CUASS00002 Advanced Contemporary Dance Teaching Skill Set	155

CUASS00003 Advanced Cultural Dance Teaching Skill Set	156

CUASS00004 Advanced Dance Teaching Skill Set	157

CUASS00005 Advanced Jazz Dance Teaching Skill Set	158

CUASS00006 Advanced Tap Dance Teaching Skill Set	159

CUASS00007 Dance Teaching Skill Set	160

CUASS00008 Movement Skills Training for People with Disabilities Skill Set	161

CUACHR301A Develop basic dance composition skills	163

CUACHR401A Create and perform dance pieces	173

CUACHR402A Create short dance pieces	185

CUACHR403A Develop skills in the craft of choreography	194

CUACHR501A Create and perform complex dance pieces	207

CUACHR601A Create choreography for stage and screen	218

CUACHR602A Develop skills in dance notation	231

CUADAN101A Develop foundation dance techniques	239

CUADAN102A Develop foundation ballet dance technique	249

CUADAN103A Develop foundation jazz dance technique	258

CUADAN104A Develop foundation tap dance technique	267

CUADAN105A Develop foundation street dance technique	275

CUADAN106A Develop foundation cultural dance technique	284

CUADAN201A Develop basic dance techniques	293

CUADAN202A Incorporate artistic expression into basic dance performances	306

CUADAN203A Perform basic jazz dance technique	318

CUADAN204A Perform basic Aboriginal and Torres Strait Islander dance technique	329

CUADAN205A Perform basic contemporary dance technique	339

CUADAN206A Perform basic ballet technique	349

CUADAN207A Perform basic tap technique	360

CUADAN208A Perform basic street dance technique	370

CUADAN209A Perform basic cultural dance technique	379

CUADAN301A Explore rhythm in the context of dance or movement technique	390

CUADAN302A Increase depth of Aboriginal and Torres Strait Islander dance technique	404

CUADAN303A Develop dance partnering techniques	421

CUADAN304A Develop dance improvisational skills	431

CUADAN305A Increase depth of jazz dance technique	440

CUADAN306A Increase depth of ballet dance technique	450

CUADAN307A Increase depth of cultural dance technique	461

CUADAN308A Increase depth of contemporary dance technique	472

CUADAN309A Increase depth of street dance technique	483

CUADAN310A Increase depth of social dance technique	494

CUADAN311A Increase depth of tap dance technique	504

CUADAN401A Develop on-camera dance performance skills	514

CUADAN402A Improvise an advanced dance sequence	524

CUADAN403A Develop expertise in jazz dance technique	534

CUADAN404A Develop expertise in bodyweather and butoh dance technique	544

CUADAN405A Develop expertise in street dance technique	556

CUADAN406A Develop expertise in social dance technique	567

CUADAN407A Develop expertise in dance performance skills	579

CUADAN408A Develop expertise in ballet technique	591

CUADAN409A Develop expertise in contemporary dance technique	601

CUADAN410A Develop expertise in tap dance technique	612

CUADAN411A Develop expertise in cultural dance technique	622

CUADAN501A Refine ballet technique	633

CUADAN502A Refine ballet performance skills	649

CUADAN503A Perform repertoire for corps de ballet	666

CUADAN504A Perform solo variations	685

CUADAN505A Refine contemporary dance technique	703

CUADAN506A Refine cultural dance technique	716

CUADAN507A Refine dance partnering techniques	728

CUADAN508A Develop expertise in allied contemporary dance techniques	738

CUADAN509A Refine pointe work techniques	749

CUADAN601A Perform dance repertoire at a professional level	760

CUADAN602A Perform advanced classical ballet technique	772

CUADAN603A Extend ballet technique to a professional level	785

CUADAN604A Extend ballet performance skills to a professional level	801

CUADAN605A Perform pas de deux at a professional level	819

CUADAN606A Extend pointe work techniques to a professional level	832

CUADAN607A Extend contemporary dance technique to a professional level	843

CUADAN608A Extend contemporary dance performance skills to a professional level	856

CUADAN609A Extend cultural dance performance skills to a professional level	870

CUADAN610A Extend allied contemporary dance techniques at a professional level	882

CUADAN611A Perform virtuoso contemporary dance technique	896

CUADLT301A Develop basic dance analysis skills	908

CUADLT401A Document dance	918

CUADLT402A Explore the relationship between music and dance	931

CUAWRT501A Write about dance	940

CUADTM301A Assist with teaching dance	950

CUADTM401A Plan and organise dance classes	959

CUADTM402A Teach basic classical ballet dance technique	974

CUADTM403A Apply safe dance teaching methods	985

CUADTM404A Teach basic jazz dance technique	1000

CUADTM405A Teach basic contemporary dance technique	1010

CUADTM406A Teach basic tap dance technique	1020

CUADTM407A Teach basic cultural dance technique	1030

CUADTM408A Teach Cecchetti Ballet method at introductory level	1040

CUADTM409A Teach Cecchetti Ballet method at junior level	1050

CUADTM410A Teach Cecchetti Ballet method at intermediate level	1061

CUADTM411A Teach basic dance technique	1072

CUADTM501A Maintain professional practice as a dance school or studio manager	1083

CUADTM502A Teach medium level classical ballet dance technique	1094

CUADTM503A Teach medium level jazz dance technique	1105

CUADTM504A Teach medium level contemporary dance technique	1116

CUADTM505A Teach medium level tap dance technique	1127

CUADTM506A Teach medium level cultural dance technique	1137

CUADTM507A Teach classical ballet pointe technique	1148

CUADTM508A Refine dance teaching methodologies	1158

CUADTM509A Refine professional practice as a dance teacher	1170

CUADTM510A Develop teaching programs for the Advanced 1 level of the Cecchetti Ballet method	1180

CUADTM511A Teach medium level dance technique	1191

CUADTM601A Teach high level classical ballet dance technique	1202

CUADTM602A Teach high level jazz dance technique	1215

CUADTM603A Teach high level contemporary dance technique	1225

CUADTM604A Teach high level tap dance technique	1236

CUADTM605A Teach high level cultural dance technique	1246

CUADTM606A Teach high level dance technique	1258

CUAIND301A Work effectively in the creative arts industry	1269

CUAIND302A Develop and maintain relationships with Indigenous Australian performance mentors	1281

CUAIND401A Extend expertise in specialist field	1292

CUAIND601A Work professionally in the creative arts industry	1303

CUAOHS101A Follow basic safe dance practices	1315

CUAOHS201A Develop a basic level of physical condition for dance performance	1326

CUAOHS301A Condition the body for dance performances	1335

CUAOHS401A Apply movement and behavioural principles to physical conditioning	1349

CUAOHS402A Participate in gym and weight training for performances	1361

CUAOHS403A Incorporate anatomy and nutrition principles into skill development	1368

CUAOHS501A Maintain a high level of fitness for performance	1378

CUAOHS601A Apply advanced gym and weight training to ballet	1389

CUAOHS602A Develop techniques for maintaining resilience in a competitive environment	1395

CUAMPF301A Employ music and singing in performance	1406

CUAMPF302A Develop vocal techniques for use in performance	1419

CUAMUP301A Prepare personal appearance for performances	1433

CUAPRF201A Prepare self for performances	1446

CUAPRF301A Create and tell stories	1455

CUAPRF302A Develop basic acting skills	1465

CUAPRF303A Perform basic on-ground acrobatic skills	1475

CUAPRF304A Develop audition techniques	1483

CUAPRF305A Perform in ways that respect customary law, ethics and traditions	1492

CUAPRF306A Develop musical theatre techniques	1503

CUAPRF307A Develop performance techniques	1516

CUAPRF401A Employ a range of acting skills in performance	1526

CUAPRF402A Develop conceptual and expressive skills as a performer	1539

CUAPRF403A Employ a range of performance techniques	1549

CUAPRF404A Refine movement skills for performance	1560

CUAPRF405A Rehearse technique for performance	1571

CUAPRF406A Use technique in performance	1579

CUAPRF407A Develop expertise in musical theatre techniques	1587

CUAPRF501A Refine performance skills	1599

CUAPRF502A Apply theatrical make-up	1612

CUAPRF503A Prepare for and perform in a competitive environment	1626

CUAPRF504A Refine musical theatre techniques	1637

CUAPRF601A Extend musical theatre performance skills to a professional level	1652

CUAPPM301A Assist with designing performance spaces	1665

CUAPPM401A Contribute to the organisation of productions	1675

CUAPPM501A Manage live productions	1685

CUASTA301A Assist with production operations for live performances	1698

CUARES601A Research and apply concepts of live performance practice	1711

CUARES401A Research dance concepts	1721

CUARES501A Refine conceptual understanding of dance	1732

AHCCCF405A Develop community networks	1740

AHCILM303A Work in an Indigenous community or organisation	1747

BSBADM405B Organise meetings	1753

BSBATSIC411C Communicate with the community	1761

BSBATSIC412A Maintain and protect cultural values in the organisation	1769

BSBCMM401A Make a presentation	1779

BSBCRT101A Apply critical thinking techniques	1787

BSBCRT301A Develop and extend critical and creative thinking skills	1796

BSBCRT401A Articulate, present and debate ideas	1807

BSBCRT402A Collaborate in a creative process	1815

BSBCRT501A Originate and develop concepts	1824

BSBDIV301A Work effectively with diversity	1836

BSBFIM501A Manage budgets and financial plans	1842

BSBHRM402A Recruit, select and induct staff	1851

BSBIND301A Work effectively in an educational environment	1858

BSBINM301A Organise workplace information	1868

BSBITU202A Create and use spreadsheets	1877

BSBITU402A Develop and use complex spreadsheets	1886

BSBLED101A Plan skills development	1895

BSBMGT515A Manage operational plan	1902

BSBMGT617A Develop and implement a business plan	1910

BSBMKG413A Promote products and services	1917

BSBMKG415A Research international markets	1925

BSBOHS201A Participate in OHS processes	1934

BSBOHS407A Monitor a safe workplace	1942

BSBOHS509A Ensure a safe workplace	1951

BSBPMG510A Manage projects	1959

BSBPUB503A Manage fundraising and sponsorship activities	1968

BSBPUR402B Negotiate contracts	1977

BSBSMB301A Investigate micro business opportunities	1985

BSBSMB401A Establish legal and risk management requirements of small business	1993

BSBSMB403A Market the small business	2002

BSBSMB405A Monitor and manage small business operations	2010

BSBSMB407A Manage a small team	2018

BSBSUS201A Participate in environmentally sustainable work practices	2027

BSBSUS301A Implement and monitor environmentally sustainable work practices	2035

BSBSUS501A Develop workplace policy and procedures for sustainability	2049

BSBWOR201A Manage personal stress in the workplace	2060

BSBWOR203A Work effectively with others	2069

BSBWOR402A Promote team effectiveness	2076

BSBWOR404B Develop work priorities	2084

BSBWRT401A Write complex documents	2092

CHCCD307C Support community resources	2100

CHCCD401D Support community participation	2108

CHCCD420A Work to empower Aboriginal and/or Torres Strait Islander communities	2115

CHCCHILD301A Support behaviour of children and young people	2128

CHCCHILD401A Identify and respond to children and young people at risk	2141

CHCDIS301B Work effectively with people with a disability	2151

CUEAUD06B Apply a general knowledge of vision systems to work activities	2164

CUECOR04B Deal with conflict and resolve complaints	2172

CUECOS09B Develop and apply knowledge of costume	2179

CUEEVT03B Integrate knowledge of creative and technical production into management processes	2186

CUEFOH03C Provide seating and ticketing advice	2193

CUEFOH04C Usher patrons	2202

CUEIND01D Source and apply entertainment industry knowledge	2210

CUEMAR02C Undertake market research	2219

CUEMAR03C Undertake marketing activities	2227

CUESCE05B Apply a general knowledge of scenic art	2235

CUESMT10B Organise and facilitate rehearsals	2242

CUESOU07B Apply a general knowledge of audio to work activities	2252

CUESOU08B Select and manage microphone and other audio input sources	2260

CUESOU09B Manage and compile audio replay material	2268

CUESTA05C Apply a general knowledge of staging to work activities	2275

CUETEM01C Coordinate production operations	2283

CUETEM03C Establish and manage production requirements and resources	2291

CUETEM09B Manage diversity	2299

CUETGE15B Handle physical elements during bump in/bump out	2305

CUFCMP301A Implement copyright arrangements	2312

CUFCMP501A Manage and exploit copyright arrangements	2321

CUFDIG201A Maintain interactive content	2331

CUFDIG303A Produce and prepare photo images	2338

CUFDRT501A Direct rehearsals of performers	2350

CUFGMT301A Repair and maintain production equipment	2364

CUFIND201A Develop and apply creative arts industry knowledge	2379

CUFIND301B Work effectively in the screen and media industries	2389

CUFIND401A Provide services on a freelance basis	2404

CUFLGT101A Apply a general knowledge of lighting to work activities	2416

CUFLGT301A Prepare, install and test lighting equipment	2425

CUFLGT302A Record and operate standard lighting cues	2439

CUFWRT301A Write content for a range of media	2451

CUFWRT402A Write extended stories	2463

CUFWRT501A Develop storylines and treatments	2475

CUSADM301A Administer operations for rehearsals and performances	2488

CUSFIM501A Secure funding for projects	2497

CUSIND302A Plan a career in the creative arts industry	2507

CUSIND501A Apply music knowledge and artistic judgement	2519

CUSMKG501A Manage the promotion of creative acts	2530

CUSMKG301A Assist with the promotion of creative acts	2543

CUSMLT201A Develop and apply musical ideas and listening skills	2553

CUSMLT302A Develop and apply aural-perception skills	2563

CUSMLT303A Notate music	2571

CUSMLT501A Refine aural-perception skills	2578

CUSMPF301A Develop technical skills in performance	2588

CUSMPF303A Contribute to backup accompaniment	2599

CUSMPF402A Develop and maintain stagecraft skills	2608

CUSMPF404A Perform music as part of a group	2617

CUSMPF405A Develop instrumental techniques	2628

CUSMPF406A Perform music as a soloist	2640

CUSMPF407A Develop vocal techniques	2651

CUSMPF410A Perform music from written notation	2663

CUSMPF502A Incorporate interactive technology into performance	2672

CUSMPF503A Perform accompaniment	2683

CUSMPF505A Perform improvisation for audiences	2694

CUSMPF506A Develop technical skills and expand repertoire	2704

CUSMPF602A Manage stagecraft aspects of performances	2716

CUSMPF605A Develop advanced vocal techniques	2727

CUSOHS301A Follow occupational health and safety procedures	2739

CUSSOU303A Set up and disassemble audio equipment	2756

CUSWRT501A Write about music	2772

CUVATS101A Develop understanding of own Aboriginal or Torres Strait Islander identity	2783

CUVATS301A Develop and apply knowledge of Aboriginal or Torres Strait Islander cultural arts	2789

CUVIND401A Communicate effectively with arts professionals	2796

CUVPRP402A Select sites for creative projects and plan work	2805

CUVPRP404A Develop self as artist	2812

CUVPRP502A Prepare for sustainable professional practice	2823

CUVPRP505A Establish and maintain safe professional practice	2831

CUVPUA501A Create works of art for public spaces	2840

CUVPUB501A Develop and manage public relations strategies	2850

CUVRES201A Source and use information relevant to own arts practice	2858

CUVRES301A Apply knowledge of history and theory to own arts practice	2864

CUVRES401A Research history and theory to inform own arts practice	2872

CUVRES502A Analyse cultural history and theory	2880

HLTFA201A Provide basic emergency life support	2888

HLTFA301B Apply first aid	2897

ICAICT101A Operate a personal computer	2910

MEM18001C Use hand tools	2920

SISCCRO302A Apply legal and ethical instructional skills	2927

SISCDAN301A Teach recreational dance	2935

SISFFIT309A Plan and deliver group exercise sessions	2944

SISFFIT311A Deliver approved community fitness programs	2957

SITTGDE006A Prepare and present tour commentaries or activities	2966

SITTGDE007A Develop and maintain the general and regional knowledge required by guides	2976

SITTGDE008A Research and share general information on Australian Indigenous cultures	2986

SITTGDE009A Interpret aspects of local Australian Indigenous culture	2996

SITTGDE012A Prepare specialised interpretive content on cultural and heritage environments	3003

SITTPPD004A Plan and implement minimal impact operations	3012

SITXEVT008A Plan and develop event proposals and bids	3022

SITXEVT009A Develop event concepts	3031

SITXFIN002A Maintain financial records	3040

SITXHRM004A Manage volunteers	3048

SITXMPR001A Coordinate production of brochures and marketing materials	3056

SITXMPR005A Develop and manage marketing strategies	3065

TAEASS301A Contribute to assessment	3073

TAEASS401A Plan assessment activities and processes	3083

TAEASS402A Assess competence	3093

TAEASS403A Participate in assessment validation	3105

TAEDEL301A Provide work skill instruction	3111

TAEDES401A Design and develop learning programs	3121

CUA11 Live Performance Training Package

Modification History

Version	Release Date	Comments
1	Primary release

CUA11 Live Performance Training Package

Copyright Statement
© 2011 Commonwealth of Australia. With the exception of the Commonwealth Coat of Arms, the Department’s logo, any material protected by a trade mark and where otherwise noted, all material presented in this document is provided under a Creative Commons Attribution-No Derivative Works 3.0 Australia licence. The details of the relevant licence conditions are available on the Creative Commons website (www.creativecommons.org.au) as is the full legal code. The document must be attributed as the CUA11 Live Performance Training Package version 1.0
Disclaimer
This work is the result of wide consultations with Australian industry participants. It is a collaborative view and does not necessarily represent the view of DEEWR or any specific body. For the sake of brevity it may omit factors which could be pertinent in particular cases. While care has been taken in the preparation of this Training Package, DEEWR and the original developer do not warrant that any licensing or registration requirements specified here are either complete or up-to-date for your State or Territory. DEEWR and the original developer do not accept any liability for any damage or loss (including indirect and consequential loss) incurred by any person as a result of relying on the information contained in this Training Package. The Commonwealth, through the Department of Education, Employment and Workplace Relations, does not accept any liability to any person for the information or advice (or the use of such information or advice) which is provided in this material or incorporated into it by reference. The information is provided on the basis that all persons accessing this material undertake responsibility for assessing the relevance and accuracy of its content. No liability is accepted for any information or services which may appear in any other format. No responsibility is taken for any information or services which may appear on any linked websites

Published by:	Innovation & Business Skills Australia Ltd Level 11, 176 Wellington Parade East Melbourne VIC 3002 Phone: +61 3 9815 7000 Fax: +61 3 9815 7001 www.ibsa.org.au email reception@ibsa.org.au
Print Version Number:	1.0
Release Date:	October 2011
Review Date:	23 June 2014

Training Package Details

Training Package Code:	CUA11
Training Package Name:	Live Performance Training Package
First Published:	2011
AEShareNet Code:	FfE
Print Version Number:	1.0
Endorsed Date:	2011
Copyright Year:	2011
Training Package Review Date:	23 June 2014
ISC Name:	Innovation and Business Skills Australia
ISC Website URL:	www.ibsa.org.au http://www.ibsa.org.au

Training Package Volume Number	Training Package Volume Name

Training Package Volume Number	Training Package Volume Statement

Training Package Volume Number	Training Package Volume Description
This document is Volume 1 of CUA11 Live Performance Training Package endorsed components. As such, it provides the introduction to the Training Package, including the Assessment Guidelines and the Qualification Framework. It should not be used in isolation; users will need to ensure they have the relevant volume or volumes for the particular industry sector containing the endorsed units of competency.

Preliminary Information

Important Note to Users

Training Packages are not static documents; they are amended periodically to reflect the latest industry practices and are version controlled. It is essential that the latest version is always used.

Check the version number before commencing training or assessment

This Training Package is Version 1.0 – check whether this is the latest version by going to the National Training Information Service (www.ntis.gov.au) and locating information about the Training Package. Alternatively, contact Innovation and Business Industry Skills Council at www.ibsa.org.au to confirm the latest version number.

Explanation of version number conventions

The primary release Training Package is Version 1. When changes are made to a Training Package, sometimes the version number is changed and sometimes it is not, depending on the extent of the change. When a Training Package is reviewed it is considered to be a new Training Package for the purposes of version control, and is Version 1. Do not confuse the version number with the Training Package’s national code (which remains the same during its period of endorsement).

Explanation of the review date

The review date (shown on the title page and in the footer of each page) indicates when the Training Package is expected to be reviewed in the light of changes such as changing technologies and circumstances. The review date is not an expiry date. Endorsed Training Packages and their components remain current until they are reviewed or replaced.

Version modification history

The version details of this endorsed Training Package are in the table below. The latest information is at the top of the table.

Version	Release Date	Comments
1	Primary release

History

Consultation with industry through IBSA’s Cultural Industry Sector Advisory Committee identified the need to develop national qualifications for dancers, dance teachers and managers of private dance studios.

Key indicators of this need included:

The proliferation of dance competition television shows and high profile dance events has led to an increase in demand for training in all styles of dance.

The number of dance courses accredited in states and territories in the past decade has grown rapidly, numbering almost 90 in 2010. Qualifications range from Certificate I through to Advanced Diploma. Issues of concern to both industry and state accrediting authorities include:

lack of consistency in terms of course documentation between states/territories

no provision for mutual recognition between registered training organisations (RTOs)

no clear pathways from vocational education and training (VET) qualifications into higher education dance and performing arts programs

increased provision of VET in Schools dance programs and a strong possibility that dance will be included in the Australian Curriculum for the Arts, leading to an increase in demand for AQF 1 to 3 level qualifications in dance.

An increase in demand for dance and movement skills in the community recreation, cultural heritage, fitness and health industries has led to a wider range of employment opportunities for dancers. National qualifications need to reflect these employment opportunities.

Private dance studio teachers are usually responsible for managing, or providing administrative services in the private dance studio in which they teach. Because of this dual role, the TAE40110 Certificate IV in Training and Assessment does not address all of the skills and knowledge required by this sector of the dance industry workforce. With the increased demand for dance training, there is strong industry and community demand for national qualifications to help lift standards across the profession and set clear national benchmarks, which promote consistency while maintaining flexibility.

Summary of AQF qualifications in this Training Package

Summary of AQF qualifications in CUA11 Live Performance Training Package

Code	Title
CUA10111	Certificate I in Dance
CUA20111	Certificate II in Dance
CUA30111	Certificate III in Dance
CUA30211	Certificate III in Community Dance, Theatre and Events
CUA30311	Certificate III in Assistant Dance Teaching
CUA40111	Certificate IV in Dance
CUA40211	Certificate IV in Dance Teaching and Management
CUA40311	Certificate IV in Community Culture
CUA50111	Diploma of Dance (Elite Performance)
CUA50211	Diploma of Musical Theatre
CUA50311	Diploma of Dance Teaching and Management
CUA60111	Advanced Diploma of Dance (Elite Performance)

Units of Competency in this Training Package and their prerequisites

Summary of Units of Competency in CUA11 Live Performance Training Package and their Pre-Requisite Requirements

Code	Unit title
Choreography
CUACHR301A	Develop basic dance composition skills
CUACHR401A	Create and perform dance pieces
CUACHR402A	Create short dance pieces
CUACHR403A	Develop skills in the craft of choreography
CUACHR501A	Create and perform complex dance pieces
CUACHR601A	Create choreography for stage and screen
CUACHR602A	Develop skills in dance notation
Dance
CUADAN101A	Develop foundation dance techniques
CUADAN102A	Develop foundation ballet dance technique
CUADAN103A	Develop foundation jazz dance technique
CUADAN104A	Develop foundation tap dance technique
CUADAN105A	Develop foundation street dance technique
CUADAN106A	Develop foundation cultural dance technique
CUADAN201A	Develop basic dance techniques
CUADAN202A	Incorporate artistic expression into basic dance performances
CUADAN203A	Perform basic jazz dance technique
CUADAN204A	Perform basic Aboriginal and Torres Strait Islander dance technique
CUADAN205A	Perform basic contemporary dance technique
CUADAN206A	Perform basic ballet technique
CUADAN207A	Perform basic tap technique
CUADAN208A	Perform basic street dance technique
CUADAN209A	Perform basic cultural dance technique
CUADAN301A	Explore rhythm in the context of dance or movement technique
CUADAN302A	Increase depth of Aboriginal and Torres Strait Islander dance technique
CUADAN303A	Develop dance partnering techniques
CUADAN304A	Develop dance improvisational skills
CUADAN305A	Increase depth of jazz dance technique
CUADAN306A	Increase depth of ballet dance technique
CUADAN307A	Increase depth of cultural dance technique
CUADAN308A	Increase depth of contemporary dance technique
CUADAN309A	Increase depth of street dance technique
CUADAN310A	Increase depth of social dance technique
CUADAN311A	Increase depth of tap dance technique
CUADAN401A	Develop on-camera dance performance skills
CUADAN402A	Improvise an advanced dance sequence
CUADAN403A	Develop expertise in jazz dance technique
CUADAN404A	Develop expertise in bodyweather and butoh dance technique
CUADAN405A	Develop expertise in street dance technique
CUADAN406A	Develop expertise in social dance technique
CUADAN407A	Develop expertise in dance performance skills
CUADAN408A	Develop expertise in ballet technique
CUADAN409A	Develop expertise in contemporary dance technique
CUADAN410A	Develop expertise in tap dance technique
CUADAN411A	Develop expertise in cultural dance technique
CUADAN501A	Refine ballet technique
CUADAN502A	Refine ballet performance skills
CUADAN503A	Perform repertoire for corps de ballet
CUADAN504A	Perform solo variations
CUADAN505A	Refine contemporary dance technique
CUADAN506A	Refine cultural dance technique
CUADAN507A	Refine dance partnering techniques
CUADAN508A	Develop expertise in allied contemporary dance techniques
CUADAN509A	Refine pointe work techniques
CUADAN601A	Perform dance repertoire at a professional level
CUADAN602A	Perform advanced classical ballet technique
CUADAN603A	Extend ballet technique to a professional level
CUADAN604A	Extend ballet performance skills to a professional level
CUADAN605A	Perform pas de deux at a professional level
CUADAN606A	Extend pointe work techniques to a professional level
CUADAN607A	Extend contemporary dance technique to a professional level
CUADAN608A	Extend contemporary dance performance skills to a professional level
CUADAN609A	Extend cultural dance performance skills to a professional level
CUADAN610A	Extend allied contemporary dance techniques at a professional level
CUADAN611A	Perform virtuoso contemporary dance technique
Dance literacy
CUADLT301A	Develop basic dance analysis skills
CUADLT401A	Document dance
CUADLT402A	Explore the relationship between music and dance
CUAWRT501A	Write about dance
Dance teaching and management
CUADTM301A	Assist with teaching dance
CUADTM401A	Plan and organise dance classes
CUADTM402A	Teach basic classical ballet dance technique
CUADTM403A	Apply safe dance teaching methods
CUADTM404A	Teach basic jazz dance technique
CUADTM405A	Teach basic contemporary dance technique
CUADTM406A	Teach basic tap dance technique
CUADTM407A	Teach basic cultural dance technique
CUADTM408A	Teach Cecchetti Ballet method at introductory level
CUADTM409A	Teach Cecchetti Ballet method at junior level
CUADTM410A	Teach Cecchetti Ballet method at intermediate level
CUADTM411A	Teach basic dance technique
CUADTM501A	Maintain professional practice as a dance school or studio manager
CUADTM502A	Teach medium level classical ballet dance technique
CUADTM503A	Teach medium level jazz dance technique
CUADTM504A	Teach medium level contemporary dance technique
CUADTM505A	Teach medium level tap dance technique
CUADTM506A	Teach medium level cultural dance technique
CUADTM507A	Teach classical ballet pointe technique
CUADTM508A	Refine dance teaching methodologies
CUADTM509A	Refine professional practice as a dance teacher
CUADTM510A	Develop teaching programs for the Advanced 1 level of the Cecchetti Ballet method
CUADTM511A	Teach medium level dance technique
CUADTM601A	Teach high level classical ballet dance technique
CUADTM602A	Teach high level jazz dance technique
CUADTM603A	Teach high level contemporary dance technique
CUADTM604A	Teach high level tap dance technique
CUADTM605A	Teach high level cultural dance technique
CUADTM606A	Teach high level dance technique
Industry context
CUAIND301A	Work effectively in the creative arts industry
CUAIND302A	Develop and maintain relationships with Indigenous Australian performance mentors
CUAIND401A	Extend expertise in specialist field
CUAIND601A	Work professionally in the creative arts industry
Occupational health and safety/safe dance
CUAOHS101A	Follow basic safe dance practices
CUAOHS201A	Develop a basic level of physical condition for dance performance
CUAOHS301A	Condition the body for dance performances
CUAOHS401A	Apply movement and behavioural principles to physical conditioning
CUAOHS402A	Participate in gym and weight training for performances
CUAOHS403A	Incorporate anatomy and nutrition principles into skill development
CUAOHS501A	Maintain a high level of fitness for performance
CUAOHS601A	Apply advanced gym and weight training to ballet
CUAOHS602A	Develop techniques for maintaining resilience in a competitive environment
Other performance modalities
CUAMPF301A	Employ music and singing in performance
CUAMPF302A	Develop vocal techniques for use in performance
CUAMUP301A	Prepare personal appearance for performances
CUAPRF201A	Prepare self for performances
CUAPRF301A	Create and tell stories
CUAPRF302A	Develop basic acting skills
CUAPRF303A	Perform basic on-ground acrobatic skills
CUAPRF304A	Develop audition techniques
CUAPRF305A	Perform in ways that respect customary law, ethics and traditions
CUAPRF306A	Develop musical theatre techniques
CUAPRF307A	Develop performance techniques
CUAPRF401A	Employ a range of acting skills in performance
CUAPRF402A	Develop conceptual and expressive skills as a performer
CUAPRF403A	Employ a range of performance techniques
CUAPRF404A	Refine movement skills for performance
CUAPRF405A	Rehearse technique for performance
CUAPRF406A	Use technique in performance
CUAPRF407A	Develop expertise in musical theatre techniques
CUAPRF501A	Refine performance skills
CUAPRF502A	Apply theatrical make-up
CUAPRF503A	Prepare for and perform in a competitive environment
CUAPRF504A	Refine musical theatre techniques
CUAPRF601A	Extend musical theatre performance skills to a professional level
Production management
CUAPPM301A	Assist with designing performance spaces
CUAPPM401A	Contribute to the organisation of productions
CUAPPM501A	Manage live productions
CUASTA301A	Assist with production operations for live performances
Research
CUARES401A	Research dance concepts
CUARES501A	Refine conceptual understanding of dance
CUARES601A	Research and apply concepts of live performance practice

Imported Units of Competency in CUA11 Live Performance Training Package

Code	Unit title	Origin
AHCCCF405A	Develop community networks	AHC10
AHCILM303A	Work in an indigenous community or organisation	AHC10
BSBADM405B	Organise meetings	BSB07
BSBATSIC412A	Maintain and protect cultural values in the organisation	BSB07
BSBATSIC411C	Communicate with the community	BSB07
BSBCMM401A	Make a presentation	BSB07
BSBCRT101A	Apply critical thinking techniques	BSB07
BSBCRT301A	Develop and extend critical and creative thinking skills	BSB07
BSBCRT401A	Articulate, present and debate ideas	BSB07
BSBCRT402A	Collaborate in a creative process	BSB07
BSBCRT501A	Originate and develop concepts	BSB07
BSBDIV301A	Work effectively with diversity	BSB07
BSBFIM501A	Manage budgets and financial plans	BSB07
BSBHRM402A	Recruit, select and induct staff	BSB07
BSBIND301A	Work effectively in an educational environment	BSB07
BSBINM301A	Organise workplace information	BSB07
BSBITU202A	Create and use spreadsheets	BSB07
BSBITU402A	Develop and use complex spreadsheets	BSB07
BSBLED101A	Plan skills development	BSB07
BSBMGT515A	Manage operational plan	BSB07
BSBMGT617A	Develop and implement a business plan	BSB07
BSBMKG413A	Promote products and services	BSB07
BSBMKG415A	Research international markets	BSB07
BSBOHS201A	Participate in OHS processes	BSB07
BSBOHS407A	Monitor a safe workplace	BSB07
BSBOHS509A	Ensure a safe workplace	BSB07
BSBPMG510A	Manage projects	BSB07
BSBPUB503A	Manage fundraising and sponsorship activities	BSB07
BSBPUR402B	Negotiate contracts	BSB07
BSBSMB301A	Investigate micro business opportunities	BSB07
BSBSMB401A	Establish legal and risk management requirements of small business	BSB07
BSBSMB403A	Market the small business	BSB07
BSBSMB405A	Monitor and manage small business operations	BSB07
BSBSMB407A	Manage a small team	BSB07
BSBSUS201A	Participate in environmentally sustainable work practices	BSB07
BSBSUS301A	Implement and monitor environmentally sustainable work practices	BSB07
BSBSUS501A	Develop workplace policy and procedures for sustainability	BSB07
BSBWOR201A	Manage personal stress in the workplace	BSB07
BSBWOR203A	Work effectively with others	BSB07
BSBWOR402A	Promote team effectiveness	BSB07
BSBWOR404B	Develop work priorities	BSB07
BSBWRT401A	Write complex documents	BSB07
CHCCD307C	Support community resources	CHC08
CHCCD401D	Support community participation	CHC08
CHCCD420A	Work to empower Aboriginal and/or Torres Strait Islander communities	CHC08
CHCCHILD301A	Support behaviour of children and young people	CHC08
CHCCHILD401A	Identify and respond to children and young people at risk	CHC08
CHCDIS301B	Work effectively with people with a disability	CHC08
CUEAUD06B	Apply a general knowledge of vision systems to work activities	CUE03
CUECOR04B	Deal with conflict and resolve complaints	CUE03
CUECOS09B	Develop and apply knowledge of costume	CUE03
CUEEVT03B	Integrate knowledge of creative and technical production into management processes	CUE03
CUEFOH03C	Provide seating and ticketing advice	CUE03
CUEFOH04C	Usher patrons	CUE03
CUEIND01D	Source and apply entertainment industry knowledge	CUE03
CUEMAR02C	Undertake market research	CUE03
CUEMAR03C	Undertake marketing activities	CUE03
CUESCE05B	Apply a general knowledge of scenic art	CUE03
CUESMT10B	Organise and facilitate rehearsals	CUE03
CUESOU07B	Apply a general knowledge of audio to work activities	CUE03
CUESOU08B	Select and manage microphone and other audio input sources	CUE03
CUESOU09B	Manage and compile audio replay material	CUE03
CUESTA05C	Apply a general knowledge of staging to work activities	CUE03
CUETEM01C	Coordinate production operations	CUE03
CUETEM03C	Establish and manage production requirements and resources	CUE03
CUETEM09B	Manage diversity	CUE03
CUETGE15B	Handle physical elements safely during bump in/bump out	CUE03
CUFCMP301A	Implement copyright arrangements	CUF07
CUFCMP501A	Manage and exploit copyright arrangements	CUF07
CUFDIG201A	Maintain interactive content	CUF07
CUFDIG303A	Produce and prepare photo images	CUF07
CUFDRT501A	Direct rehearsals of performers	CUF07
CUFGMT301A	Repair and maintain production equipment	CUF07
CUFIND201A	Develop and apply creative arts industry knowledge	CUF07
CUFIND301B	Work effectively in the screen and media industries	CUF07
CUFIND401A	Provide services on a freelance basis	CUF07
CUFLGT101A	Apply a general knowledge of lighting to work activities	CUF07
CUFLGT301A	Prepare, install and test lighting equipment	CUF07
CUFLGT302A	Record and operate standard lighting cues	CUF07
CUFWRT301A	Write content for a range of media	CUF07
CUFWRT402A	Write extended stories	CUF07
CUFWRT501A	Develop storylines and treatments	CUF07
CUSADM301A	Administer operations for rehearsals and performances	CUS09
CUSFIM501A	Secure funding for projects	CUS09
CUSIND302A	Plan a career in the creative arts industry	CUS09
CUSIND501A	Apply music knowledge and artistic judgement	CUS09
CUSMKG301A	Assist with the promotion of creative acts	CUS09
CUSMKG501A	Manage the promotion of creative acts	CUS09
CUSMLT201A	Develop and apply musical ideas and listening skills	CUS09
CUSMLT302A	Develop and apply aural-perception skills	CUS09
CUSMLT303A	Notate music	CUS09
CUSMLT501A	Refine aural-perception skills	CUS09
CUSMPF301A	Develop technical skills in performance	CUS09
CUSMPF303A	Contribute to backup accompaniment	CUS09
CUSMPF402A	Develop and maintain stagecraft skills	CUS09
CUSMPF404A	Perform music as part of a group	CUS09
CUSMPF405A	Develop instrumental techniques	CUS09
CUSMPF406A	Perform music as a soloist	CUS09
CUSMPF407A	Develop vocal techniques	CUS09
CUSMPF410A	Perform music from written notation	CUS09
CUSMPF502A	Incorporate interactive technology into performance	CUS09
CUSMPF503A	Perform accompaniment	CUS09
CUSMPF505A	Perform improvisation for audiences	CUS09
CUSMPF506A	Develop technical skills and expand repertoire	CUS09
CUSMPF602A	Manage stagecraft aspects of performances	CUS09
CUSMPF605A	Develop advanced vocal techniques	CUS09
CUSOHS301A	Follow occupational health and safety procedures	CUS09
CUSSOU303A	Set up and disassemble audio equipment	CUS09
CUSWRT501A	Write about music	CUS09
CUVATS101A	Develop understanding of own Aboriginal or Torres Strait Islander identity	CUV11
CUVATS301A	Develop and apply knowledge of Aboriginal or Torres Strait Islander cultural arts	CUV11
CUVIND401A	Communicate effectively with arts professionals	CUV11
CUVPRP402A	Select sites for creative projects and plan work	CUV11
CUVPRP404A	Develop self as artist	CUV11
CUVPRP502A	Prepare for sustainable professional practice	CUV11
CUVPRP505A	Establish and maintain safe professional practice	CUV11
CUVPUA501A	Create works of art for public spaces	CUV11
CUVPUB501A	Develop and manage public relations strategies	CUV11
CUVRES201A	Source information relevant to own arts practice	CUV11
CUVRES301A	Apply knowledge of history and theory to own arts practice	CUV11
CUVRES401A	Research history and theory to inform own arts practice	CUV11
CUVPRP402A	Select sites for creative projects and plan work	CUV11
CUVRES502A	Analyse cultural history and theory	CUV11
HLTFA201A	Provide basic emergency life support	HLT07
HLTFA301B	Apply first aid	HLT07
ICAICT101A	Operate a personal computer	ICA11
MEM18001C	Use hand tools	MEM05
SISCCRO302A	Apply legal and ethical instructional skills	SIS10
SISCDAN301A	Teach recreational dance	SIS10
SISFFIT309A	Plan and deliver group exercise sessions	SIS10
SISFFIT311A	Deliver approved community fitness programs	SIS10
SITTGDE006A	Prepare and present tour commentaries or activities	SIT07
SITTGDE007A	Develop and maintain the general and regional knowledge required by guides	SIT07
SITTGDE008A	Research and share general information on Australian Indigenous cultures	SIT07
SITTGDE009A	Interpret aspects of local Australian Indigenous culture	SIT07
SITTGDE012A	Prepare specialised interpretive content on cultural and heritage environments	SIT07
SITTPPD004A	Plan and implement minimal impact operations	SIT07
SITXEVT008A	Plan and develop event proposals and bids	SIT07
SITXEVT009A	Develop event concepts	SIT07
SITXFIN002A	Maintain financial records	SIT07
SITXHRM004A	Manage volunteers	SIT07
SITXMPR001A	Coordinate production of brochures and marketing materials	SIT07
SITXMPR005A	Develop and manage marketing strategies	SIT07
TAEASS301A	Contribute to assessment	TAE10
TAEASS401A	Plan assessment activities and processes	TAE10
TAEASS402A	Assess competence	TAE10
TAEASS403A	Participate in assessment validation	TAE10
TAEDEL301A	Provide work skill instruction	TAE10
TAEDES401A	Design and develop learning programs	TAE10

Overview

What is a Training Package?

A Training Package is an integrated set of nationally endorsed competency standards, assessment guidelines and Australian Qualifications Framework (AQF) qualifications for a specific industry, industry sector or enterprise.

Each Training Package:

provides a consistent and reliable set of components for training, recognising and assessing peoples skills, and may also have optional support materials

enables nationally recognised qualifications to be awarded through direct assessment of workplace competencies

encourages the development and delivery of flexible training which suits individual and industry requirements

encourages learning and assessment in a work-related environment which leads to verifiable workplace outcomes.

How do Training Packages fit within the National Skills Framework?

The National Skills Framework applies nationally, is endorsed by the Ministerial Council for Vocational and Technical Education, and comprises the Australian Quality Training Framework 2010 (AQTF 2010), and Training Packages endorsed by the National Quality Council (NQC).

How are Training Packages developed?

Training Packages are developed by Industry Skills Councils or enterprises to meet the identified training needs of specific industries or industry sectors. To gain national endorsement of Training Packages, developers must provide evidence of extensive research, consultation and support within the industry area or enterprise.

How do Training Packages encourage flexibility?

Training Packages describe the skills and knowledge needed to perform effectively in the workplace without prescribing how people should be trained.

Training Packages acknowledge that people can achieve vocational competency in many ways by emphasising what the learner can do, not how or where they learned to do it. For example, some experienced workers might be able to demonstrate competency against the units of competency, and even gain a qualification, without completing a formal training program.

With Training Packages, assessment and training may be conducted at the workplace, off-the-job, at a training organisation, during regular work, or through work experience, work placement, work simulation or any combination of these.

Who can deliver and assess using Training Packages?

Training and assessment using Training Packages must be conducted by a Registered Training Organisation (RTO) that has the qualifications or specific units of competency on its scope of registration, or that works in partnership with another RTO, as specified in the AQTF 2010.

Training Package Components

Training Packages are made up of mandatory components endorsed by the NQC, and optional support materials.

Training Package Endorsed Components

The nationally endorsed components include the Competency Standards, Assessment Guidelines and Qualifications Framework. These form the basis of training and assessment in the Training Package and, as such, they must be used.

Competency Standards

Each unit of competency identifies a discrete workplace requirement and includes the knowledge and skills that underpin competency as well as language, literacy and numeracy; and occupational health and safety requirements. The units of competency must be adhered to in training and assessment to ensure consistency of outcomes.

Assessment Guidelines

The Assessment Guidelines provide an industry framework to ensure all assessments meet industry needs and nationally agreed standards as expressed in the Training Package and the AQTF 2010. The Assessment Guidelines must be followed to ensure the integrity of assessment leading to nationally recognised qualifications.

Qualifications Framework

Each Training Package provides details of those units of competency that must be achieved to award AQF qualifications. The rules around which units of competency can be combined to make up a valid AQF qualification in the Training Package are referred to as the ‘packaging rules’. The packaging rules must be followed to ensure the integrity of nationally recognised qualifications issued.

Training Package Support Materials

The endorsed components of Training Packages are complemented and supported by optional support materials that provide for choice in the design of training and assessment to meet the needs of industry and learners.

Training Package support materials can relate to single or multiple units of competency, an industry sector, a qualification or the whole Training Package. They tend to fall into one or more of the categories illustrated below.

Training Package support materials are produced by a range of stakeholders such as RTOs, individual trainers and assessors, private and commercial developers and Government agencies.

Training Package, Qualification and Unit of Competency Codes

There are agreed conventions for the national codes used for Training Packages and their components. Always use the correct codes, exactly as they appear in the Training Package, and with the code always before the title.

Training Package Codes

Each Training Package has a unique five-character national code assigned when the Training Package is endorsed, for example XYZ08. The first three characters are letters identifying the Training Package industry coverage and the last two characters are numbers identifying the year of endorsement.

Qualification Codes

Within each Training Package, each qualification has a unique eight-character code, for example CUA20111. Qualification codes are developed as follows:

the first three letters identify the Training Package;

the first number identifies the qualification level (noting that, in the qualification titles themselves, arabic numbers are not used);

the next two numbers identify the position in the sequence of the qualification at that level; and

the last two numbers identify the year in which the qualification was endorsed. (Where qualifications are added after the initial Training Package endorsement, the last two numbers may differ from other Training Package qualifications as they identify the year in which those particular qualifications were endorsed.)

Unit of Competency Codes

Within each Training Package, each unit of competency has a unique code. Unit of competency codes are assigned when the Training Package is endorsed, or when new units of competency are added to an existing endorsed Training Package. Unit codes are developed as follows:

a typical code is made up of 12 characters, normally a mixture of uppercase letters and numbers, as in CUADAN401A;

the first three characters signify the Training Package – Live Performance CUA11 – in the above example and up to eight characters, relating to an industry sector, function or skill area, follow;

the last character is always a letter and identifies the unit of competency version. An ‘A’ at the end of the code indicates that this is the original unit of competency. ‘B’, or another incremented version identifier means that minor changes have been made. Typically this would mean that wording has changed in the range statement or evidence guide, providing clearer intent; and

where changes are made that alter the outcome, a new code is assigned and the title is changed.

Training Package, Qualification and Unit of Competency Titles

There are agreed conventions for titling Training Packages and their components. Always use the correct titles, exactly as they appear in the Training Package, and with the code always placed before the title.

Training Package Titles

The title of each endorsed Training Package is unique and relates the Training Packages broad industry coverage.

Qualification Titles

The title of each endorsed Training Package qualification is unique. Qualification titles use the following sequence:

first, the qualification is identified as either Certificate I, Certificate II, Certificate III, Certificate IV, Diploma, Advanced Diploma, Vocational Graduate Certificate, or Vocational Graduate Diploma;

this is followed by the words ‘in’ for Certificates I to IV, and ‘of’ for Diploma, Advanced Diploma, Vocational Graduate Certificate and Vocational Graduate Diploma;

then, the industry descriptor, for example Telecommunications; and

then, if applicable, the occupational or functional stream in brackets, for example (Computer Systems).

For example:

CUA20111 Certificate II in Dance

Unit of Competency Titles

Each unit of competency title is unique. Unit of competency titles describe the competency outcome concisely, and are written in sentence case.

For example:

CUADAN401A Develop on-camera dance performance skills

Historical and General Information

In July 2004, the then Australian National Training Authority (ANTA) established the Innovation and Business Industry Skills Council (which trades as Innovation and Business Skills Australia, or IBSA) to assist industry and governments to identify and coordinate activities directed towards meeting the people and skill needs of six key industry sectors of the Australian economy, including:

business services

cultural industries

education

financial services

information and communication technologies

printing.

The cultural industries comprise the following sectors:

community cultural development

live performance

interactive digital media

library and information services

museums, galleries and cultural heritage sites

screen and media

visual arts, craft and design.

This is the primary release of the Live Performance Training Package which is one of a suite of Training Packages within the cultural industries. It reflects the Training Package development requirements outlined in the Training Package Development Handbook, which can be accessed online at www.tpdh.deewr.gov.au.

This primary release of CUA11 Live Performance Training Package contains qualifications relevant to the dance industry. Development of these qualifications was undertaken within a context of consultation and feedback from industry and training providers.

A number of principles that reflect IBSA’s guiding design principles for qualifications underpin the qualifications. Namely:

maximising flexibility to ensure the qualifications meet a range of different needs and contexts, including multi-skilling, specialisation and small or large business focus

providing clear guidance on how to package units to meet specific job outcomes

maximising opportunity to draw units from other Training Packages under IBSA’s coverage to increase flexibility, pathways and recognition, e.g. units from:

CUS09 Music Training Package to address musical theatre skill requirements

BSB07 Business Services Training Package to address dance school management requirements

importing units from Training Packages outside IBSA coverage, e.g. units from the SIT07 Tourism, Hospitality and Events Training Package to address event management requirements

embedding sustainability practice and language, literacy and numeracy support into Training Packages.

The qualifications are not courses and the units of competency are not curriculum documents. Conceptually, units represent logical chunks of work and the combination of units in qualifications reflect a whole job role. Guided by the packaging rules, RTOs select units that cover the skills required in whatever job roles they wish to target in courses. The qualification structure allows them to decide what they will teach, as well as when and how. It describes the outcomes of training but leaves the detailed decision making and implementation to RTOs.

Introduction to the CUA11 Live Performance Training Package

The live performance industry includes many different styles and genres associated with:

dance

music

theatre

circus arts.

Performances take place in a wide range of contexts, such as theatres, outdoor stadiums, festivals and corporate functions.

Australians are engaging with the arts in ever-increasing numbers, which is leading to an increase in demand for artists and performers.

Research undertaken by the Australia Council for the Arts in 2009 (More than bums on seats: Australian participation in the arts, Research summary, Australian Council for the Arts, 2010, p. 4.) showed that:

"In the year leading up to the research nine in ten Australians aged 15 and older had creatively participated in the arts (by making something themselves), or receptively participated (by attending a live event, an exhibition or reading literature)." "Theatre was attended by one in four (26%) with most going to traditional or contemporary theatre (19%), followed by circus or physical theatre (10%). Dance was attended by 16%, with most going to ballet or classical dance (10%), followed by social dance like ballroom or street (5%) and contemporary (5%)."

Other research undertaken by the Australia Council on artists’ careers (Research findings available at http://www.australiacouncil.gov.au/research/artists/reports_and_publications/artistcareers ) reveals that:

"Most artists do a range of paid work in both arts and non arts related jobs in order to make a living….less than half of artists’ income comes from their creative work, with the rest earned through arts related or non arts work."

Rarely do people become professional artists for the money. They are driven by their passion and commitment to art."

Private dance studio teachers and Pilates instructors were the two most common second income streams for dancers.

Qualifications Framework

The Australian Qualifications Framework

What is the Australian Qualifications Framework?

A brief overview of the Australian Qualifications Framework (AQF) follows. For a full explanation of the AQF, see the AQF Implementation Handbook. http://www.aqf.edu.au/Portals/0/Documents/Handbook/AQF_Handbook_07.pdf

The AQF provides a comprehensive, nationally consistent framework for all qualifications in post-compulsory education and training in Australia. In the vocational education and training (VET) sector it assists national consistency for all trainees, learners, employers and providers by enabling national recognition of qualifications and Statements of Attainment.

Training Package qualifications in the VET sector must comply with the titles and guidelines of the AQF. Endorsed Training Packages provide a unique title for each AQF qualification which must always be reproduced accurately.

Qualifications

Training Packages can incorporate the following eight AQF qualifications.

Certificate I in ...

Certificate II in ...

Certificate III in ...

Certificate IV in ...

Diploma of ...

Advanced Diploma of ...

Vocational Graduate Certificate of ...

Vocational Graduate Diploma of ...

On completion of the requirements defined in the Training Package, a Registered Training Organisation (RTO) may issue a nationally recognised AQF qualification. Issuance of AQF qualifications must comply with the advice provided in the AQF Implementation Handbook and the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Statement of Attainment

A Statement of Attainment is issued by a Registered Training Organisation when an individual has completed one or more units of competency from nationally recognised qualification(s)/courses(s). Issuance of Statements of Attainment must comply with the advice provided in the current AQF Implementation Handbook and the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Under the AQTF 2010, RTOs must recognise the achievement of competencies as recorded on a qualification or Statement of Attainment issued by other RTOs. Given this, recognised competencies can progressively build towards a full AQF qualification.

AQF Guidelines and Learning Outcomes

The AQF Implementation Handbook provides a comprehensive guideline for each AQF qualification. A summary of the learning outcome characteristics and their distinguishing features for each VET related AQF qualification is provided below.

Certificate I Characteristics of Learning Outcomes Breadth, depth and complexity of knowledge and skills would prepare a person to perform a defined range of activities most of which may be routine and predictable. Applications may include a variety of employment related skills including preparatory access and participation skills, broad-based induction skills and/or specific workplace skills. They may also include participation in a team or work group. Distinguishing Features of Learning Outcomes Do the competencies enable an individual with this qualification to: demonstrate knowledge by recall in a narrow range of areas; demonstrate basic practical skills, such as the use of relevant tools; perform a sequence of routine tasks given clear direction receive and pass on messages/information.

Certificate II Characteristics of Learning Outcomes Breadth, depth and complexity of knowledge and skills would prepare a person to perform in a range of varied activities or knowledge application where there is a clearly defined range of contexts in which the choice of actions required is usually clear and there is limited complexity in the range of operations to be applied. Performance of a prescribed range of functions involving known routines and procedures and some accountability for the quality of outcomes. Applications may include some complex or non-routine activities involving individual responsibility or autonomy and/or collaboration with others as part of a group or team. Distinguishing Features of Learning Outcomes Do the competencies enable an individual with this qualification to: demonstrate basic operational knowledge in a moderate range of areas; apply a defined range of skills; apply known solutions to a limited range of predictable problems; perform a range of tasks where choice between a limited range of options is required; assess and record information from varied sources; take limited responsibility for own outputs in work and learning.

Certificate III Characteristics of Learning Outcomes Breadth, depth and complexity of knowledge and competencies would cover selecting, adapting and transferring skills and knowledge to new environments and providing technical advice and some leadership in resolution of specified problems. This would be applied across a range of roles in a variety of contexts with some complexity in the extent and choice of options available. Performance of a defined range of skilled operations, usually within a range of broader related activities involving known routines, methods and procedures, where some discretion and judgement is required in the section of equipment, services or contingency measures and within known time constraints. Applications may involve some responsibility for others. Participation in teams including group or team co-ordination may be involved. Distinguishing Features of Learning Outcomes Do the competencies enable an individual with this qualification to: demonstrate some relevant theoretical knowledge apply a range of well-developed skills apply known solutions to a variety of predictable problems perform processes that require a range of well-developed skills where some discretion and judgement is required interpret available information, using discretion and judgement take responsibility for own outputs in work and learning take limited responsibility for the output of others.

Certificate IV Characteristics of Learning Outcomes Breadth, depth and complexity of knowledge and competencies would cover a broad range of varied activities or application in a wider variety of contexts most of which are complex and non-routine. Leadership and guidance are involved when organising activities of self and others as well as contributing to technical solutions of a non-routine or contingency nature. Performance of a broad range of skilled applications including the requirement to evaluate and analyse current practices, develop new criteria and procedures for performing current practices and provision of some leadership and guidance to others in the application and planning of the skills. Applications involve responsibility for, and limited organisation of, others.
Distinguishing Features of Learning Outcomes Do the competencies enable an individual with this qualification to: demonstrate understanding of a broad knowledge base incorporating some theoretical concepts apply solutions to a defined range of unpredictable problems identify and apply skill and knowledge areas to a wide variety of contexts, with depth in some areas identify, analyse and evaluate information from a variety of sources take responsibility for own outputs in relation to specified quality standards take limited responsibility for the quantity and quality of the output of others.

Diploma Characteristics of Learning Outcomes Breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and co-ordination. The self directed application of knowledge and skills, with substantial depth in some areas where judgment is required in planning and selecting appropriate equipment, services and techniques for self and others. Applications involve participation in development of strategic initiatives as well as personal responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation functions. Group or team co-ordination may be involved. The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level. Distinguishing Features of Learning Outcomes Do the competencies or learning outcomes enable an individual with this qualification to: demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas analyse and plan approaches to technical problems or management requirements transfer and apply theoretical concepts and/or technical or creative skills to a range of situations evaluate information, using it to forecast for planning or research purposes take responsibility for own outputs in relation to broad quantity and quality parameters take some responsibility for the achievement of group outcomes.

Advanced Diploma Characteristics of Learning Outcomes Breadth, depth and complexity involving analysis, design, planning, execution and evaluation across a range of technical and/or management functions including development of new criteria or applications or knowledge or procedures. The application of a significant range of fundamental principles and complex techniques across a wide and often unpredictable variety of contexts in relation to either varied or highly specific functions. Contribution to the development of a broad plan, budget or strategy is involved and accountability and responsibility for self and others in achieving the outcomes is involved. Applications involve significant judgement in planning, design, technical or leadership/guidance functions related to products, services, operations or procedures. The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level. Distinguishing Features of Learning Outcomes Do the competencies or learning outcomes enable an individual with this qualification to: demonstrate understanding of specialised knowledge with depth in some areas analyse, diagnose, design and execute judgements across a broad range of technical or management functions generate ideas through the analysis of information and concepts at an abstract level demonstrate a command of wide-ranging, highly specialised technical, creative or conceptual skills demonstrate accountability for personal outputs within broad parameters demonstrate accountability for personal and group outcomes within broad parameters.

Vocational Graduate Certificate Characteristics of Competencies or Learning Outcomes The self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills. Substantial breadth and complexity involving the initiation, analysis, design, planning, execution and evaluation of technical and management functions in highly varied and highly specialised contexts. Applications involve making significant, high-level, independent judgements in major broad or planning, design, operational, technical and management functions in highly varied and specialised contexts. They may include responsibility and broadranging accountability for the structure, management and output of the work or functions of others. The degree of emphasis on breadth, as opposed to depth, of knowledge and skills may vary between qualifications granted at this level.
Distinguishing Features of Learning Outcomes Demonstrate the self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills. Initiate, analyse, design, plan, execute and evaluate major broad or technical and management functions in highly varied and highly specialised contexts. Generate and evaluate ideas through the analysis of information and concepts at an abstract level. Demonstrate a command of wide-ranging, highly specialised technical, creative or conceptual skills in complex contexts. Demonstrate responsibility and broad-ranging accountability for the structure, management and output of the work or functions of others.

Vocational Graduate Diploma Characteristics of Competencies or Learning Outcomes The self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills. Substantial breadth, depth and complexity involving the initiation, analysis, design, planning, execution and evaluation of major functions, both broad and highly specialised, in highly varied and highly specialised contexts. Further specialisation within a systematic and coherent body of knowledge. Applications involve making high-level, fully independent, complex judgements in broad planning, design, operational, technical and management functions in highly varied and highly specialised contexts. They may include full responsibility and accountability for all aspects of work and functions of others, including planning, budgeting and strategy development. The degree of emphasis on breadth, as opposed to depth, of knowledge and skills may vary between qualifications granted at this level. Distinguishing Features of Learning Outcomes Demonstrate the self-directed development and achievement of broad and highly specialised areas of knowledge and skills, building on prior knowledge and skills. Initiate, analyse, design, plan, execute and evaluate major functions, both broad and within highly varied and highly specialised contexts. Generate and evaluate complex ideas through the analysis of information and concepts at an abstract level. Demonstrate an expert command of wide-ranging, highly specialised, technical, creative or conceptual skills in complex and highly specialised or varied contexts. Demonstrate full responsibility and accountability for personal outputs. Demonstrate full responsibility and accountability for all aspects of the work or functions of others, including planning, budgeting and strategy.
Qualification Pathways The following pathways charts are provided to show the types of pathways into and from qualifications that are possible with this Training Package. For more information about qualifications and pathways contact Innovation and Business Skills Australia (IBSA Website http://www.ibsa.org.au) CUA11 Live Performance Training Package does not mandate particular pathways to the achievement of qualifications. It is the prerogative of RTOs to use the rules of the qualifications to provide the best learning programs and sequences to meet the needs of their students and customers. Skill Sets Definition Skill sets are defined as single units of competency, or combinations of units of competency from an endorsed Training Package, which link to a licence or regulatory requirement, or defined industry need. Wording on Statements of Attainment Skill sets are a way of publicly identifying logical groupings of units of competency which meet an identified need or industry outcome. Skill sets are not qualifications. Where skill sets are identified in a Training Package, the Statement of Attainment can set out the competencies a person has achieved in a way that is consistent and clear for employers and others. This is done by including the wording ‘these competencies meet [insert skill set title or identified industry area] need’ on the Statement of Attainment. This wording applies only to skill sets that are formally identified as such in the endorsed Training Package. See the 2010 edition of the AQF Implementation Handbook for advice on wording on Statements of Attainment. http://www.aqf.edu.au/Portals/0/Documents/Handbook/AQF_Handbook_07.pdf Skill Sets in this Training Package This section provides information on Skill Sets within this Training Package, with the following important disclaimer: Readers should ensure that they have also read the part of the Training Package that outlines licensing and regulatory requirements. Where this section is blank, nationally recognised Skill Sets have yet to be identified in this industry. The following pathways chart shows the types of pathways into and from the skill sets in this Training Package. SKILL SETS IN CUA11 LIVE PERFORMANCE TRAINING PACKAGE
Advanced Classical Ballet Teaching Skill Set
Advanced Contemporary Dance Teaching Skill Set
Advanced Cultural Dance Teaching Skill Set
Advanced Dance Teaching Skill Set
Advanced Jazz Dance Teaching Skill Set
Advanced Tap Dance Teaching Skill Set
Dance Teaching Skill Set
Movement Skills Training for People with Disabilities Skill Set

CUA11 at a glance

Qualifications

Work outcome

All VET qualifications must lead to a work outcome. A main vocational outcome of qualifications is ‘dancer’ at varying degrees of expertise and in a range of performance contexts.

The job profile for dancers includes the following core activities:

developing and refining technique

participating in daily training sessions

maintaining peak physical fitness

adhering to safe dance practice

participating in rehearsals

performing before audiences.

In terms of the proportion of time devoted to each activity, by far the largest component is developing and refining technique, which takes place in training sessions, rehearsals and private practice time. Some dancers specialise in a single dance style such as classical ballet, while others perform in a range of styles, such as jazz, contemporary, street and Latin.

Key aspects of the CUA11 qualifications that reflect this job profile include:

a high proportion of units address aspects of developing technique

the development of technique in a range of specified dance styles is clearly delineated at each AQF level

there are sufficient ‘generic’ dance technique units that can be contextualised to any dance style

qualification packaging rules allow RTOs to structure courses around a single dance style or several dance styles

safe dance practice is addressed specifically in a suite of units at each AQF level and embedded in every dance technique and performance unit.

Another key vocational outcome is that of private dance teacher. These teachers are usually responsible for managing or providing administrative services in the private dance studio in which they teach. Because of this dual role, the TAE40110 Certificate IV in Training and Assessment falls short of addressing all of the skills and knowledge required by this sector of the dance industry workforce.

The dance teaching and management qualifications in CUA11 Live Performance Training Package address the full range of training needs in this area by including:

units from TAE10 Training and Education Training Package

units from BSB07 Business Services Training Package

specialist units in areas such as safe dance practice, injury prevention strategies, and teaching strategies aimed at facilitating skills development in a range of dance styles.

The Certificate III in Assistant Dance Teaching caters for a common practice in private dance studios – that of senior students assisting with the teaching of beginners.

Dance styles and levels

Dance style specialisations in the Certificates I to IV in Dance increase as the level of the qualifications increases.

Certificate I and II qualifications are pre-vocational, therefore a limited number of specialised units are offered. Common to both levels are:

ballet

cultural

jazz

street

tap.

Additional specialisations at Certificate II level are:

Aboriginal or Torres Strait Islander

contemporary.

One additional specialisation (social dance) comes in at Certificate III, with a further specialisation (bodyweather and butoh) coming in at Certificate IV.

Consistent terminology has been applied to unit titles to indicate levels:

AQF I: Develop foundation (dance style) techniques

AQF II: Perform basic (dance style) technique

AQF III: Increase depth of (dance style) technique

AQF IV: Develop expertise in (dance style) technique.

Dance societies

In Australia a number of dance societies provide dance studios with syllabi linked to a particular dance style and offer graded certification exams. Societies include Australian Dance Vision, Cecchetti Ballet Australia, ComDance and the Royal Academy of Dance. Children from the age of five participate in the dance training and examination systems offered by the various societies.

The important role of training provided through these systems is acknowledged in the following statement that appears in the ‘pathways’ section of each dance qualification:

"Candidates entering this qualification must demonstrate competence in the units specified in the entry requirements, or could be expected to demonstrate equivalent competence."

Dance societies wanting to map their courses to CUA11 qualifications would compare the content of their syllabi to the requirements of groups of units of competency. For example, the content of a dance society’s intermediate jazz syllabus could be expected to be covered in units such as those at AQF III/IV that specialise in jazz, but also in units that can be contextualised to any dance style, e.g. units on improvisation, exploring rhythm in the context of dance, partnering techniques, and performance technique.

Maximising employability

In all cases, when packaging qualifications in CUA11 Live Performance Training Package, RTOs must follow the principle of providing groups and individuals with the broadest possible combination of skills and attributes.

When combining units, therefore, choices must be exercised so that duplication of work outcomes does not occur either within the Live Performance Training Package or among other Training Packages.

Sustainability practice

In 2009 the Ministerial Council on Training, Education and Employment acted on the Commonwealth Government’s policy of embedding sustainability practice in all Training Packages. In the context of dancers and other performers, sustainability means:

sustainability as a performer, such as:

injury-prevention strategies

healthy nutritional practice

maintaining peak physical fitness

maintenance of a sustainable environment, including:

measures to reduce energy consumption and recycle materials

reduction in water usage, such as sweeping rather than hosing

maintenance of biodiversity and protecting habitat from damage

awareness of air quality and noise.

These aspects of sustainability have been addressed through:

a suite of units at all AQF levels on safe dance practice, injury prevention and healthy nutritional practice

including sustainable work practices in required knowledge sections of units

importing the following units from other Training Packages:

BSBSUS201A Participate in environmentally sustainable work practices

BSBSUS301A Implement and monitor environmentally sustainable work practices

BSBSUS501A Develop workplace policy and procedures for sustainability

CUVPRP502A Prepare for sustainable professional practice.

Employability Skills

Employability Skills replacing Key Competency information from 2006

In May 2005, the approach to incorporate Employability Skills within Training Package qualifications and units of competency was endorsed. As a result, from 2006 Employability Skills will progressively replace Key Competency information in Training Packages.

Background to Employability Skills

Employability Skills are also sometimes referred to as generic skills, capabilities or Key Competencies. The Employability Skills discussed here build on the Mayer Committee's Key Competencies, which were developed in 1992 and attempted to describe generic competencies for effective participation in work.

The Business Council of Australia (BCA) and the Australian Chamber of Commerce and Industry (ACCI), produced the Employability Skills for the Future report in 2002 in consultation with other peak employer bodies and with funding provided by the Department of Education, Science and Training (DEST) and the Australian National Training Authority (ANTA). Officially released by Dr Nelson (Minister for Education, Science and Training) on 23 May 2002, copies of the report are available from the DEST website at: http://www.dest.gov.au/archive/ty/publications/employability_skills/index.htm.

The report indicated that business and industry now require a broader range of skills than the Mayer Key Competencies Framework and featured an Employability Skills Framework identifying eight Employability Skills:

Communication

Teamwork

Problem solving

Initiative and enterprise

Planning and organising

Self-management

Learning

Technology.

The report demonstrated how Employability Skills can be further described for particular occupational and industry contexts by sets of facets. The facets listed in the report are the aspects of the Employability Skills that the sample of employers surveyed identified as being important work skills. These facets were seen by employers as being dependent both in their nature and priority on an enterprise's business activity.

Employability Skills Framework

The following table contains the Employability Skills facets identified in the report

Employability Skills for the Future.

Skill	Facets Aspects of the skill that employers identify as important. The nature and application of these facets will vary depending on industry and job type.
Communication that contributes to productive and harmonious relations across employees and customers	listening and understanding speaking clearly and directly writing to the needs of the audience negotiating responsively reading independently empathising using numeracy effectively understanding the needs of internal and external customers persuading effectively establishing and using networks being assertive sharing information speaking and writing in languages other than English
Teamwork that contributes to productive working relationships and outcomes	working across different ages irrespective of gender, race, religion or political persuasion working as an individual and as a member of a team knowing how to define a role as part of the team applying teamwork to a range of situations e.g. futures planning and crisis problem solving identifying the strengths of team members coaching and mentoring skills, including giving feedback
Problem solving that contributes to productive outcomes	developing creative, innovative and practical solutions showing independence and initiative in identifying and solving problems solving problems in teams applying a range of strategies to problem solving using mathematics, including budgeting and financial management to solve problems applying problem-solving strategies across a range of areas testing assumptions, taking into account the context of data and circumstances resolving customer concerns in relation to complex project issues
Initiative and enterprise that contribute to innovative outcomes	adapting to new situations developing a strategic, creative and long-term vision being creative identifying opportunities not obvious to others translating ideas into action generating a range of options initiating innovative solutions
Planning and organising that contribute to long and short-term strategic planning	managing time and priorities - setting time lines, coordinating tasks for self and with others being resourceful taking initiative and making decisions adapting resource allocations to cope with contingencies establishing clear project goals and deliverables allocating people and other resources to tasks planning the use of resources, including time management participating in continuous improvement and planning processes developing a vision and a proactive plan to accompany it predicting - weighing up risk, evaluating alternatives and applying evaluation criteria collecting, analysing and organising information understanding basic business systems and their relationships
Self-management that contributes to employee satisfaction and growth	having a personal vision and goals evaluating and monitoring own performance having knowledge and confidence in own ideas and visions articulating own ideas and visions taking responsibility
Learning that contributes to ongoing improvement and expansion in employee and company operations and outcomes	managing own learning contributing to the learning community at the workplace using a range of mediums to learn - mentoring, peer support and networking, IT and courses applying learning to technical issues (e.g. learning about products) and people issues (e.g. interpersonal and cultural aspects of work) having enthusiasm for ongoing learning being willing to learn in any setting - on and off the job being open to new ideas and techniques being prepared to invest time and effort in learning new skills acknowledging the need to learn in order to accommodate change
Technology that contributes to the effective carrying out of tasks	having a range of basic IT skills applying IT as a management tool using IT to organise data being willing to learn new IT skills having the OHS knowledge to apply technology having the appropriate physical capacity

Employability Skills Summary

An Employability Skills Summary exists for each qualification. Summaries provide a lens through which to view Employability Skills at the qualification level and capture the key aspects or facets of the Employability Skills that are important to the job roles covered by the qualification. Summaries are designed to assist trainers and assessors to identify and include important industry application of Employability Skills in learning and assessment strategies.

The following is important information for trainers and assessors about Employability Skills Summaries.

Employability Skills Summaries provide examples of how each skill is applicable to the job roles covered by the qualification.

Employability Skills Summaries contain general information about industry context which is further explained as measurable outcomes of performance in the units of competency in each qualification.

The detail in each Employability Skills Summary will vary depending on the range of job roles covered by the qualification in question.

Employability Skills Summaries are not exhaustive lists of qualification requirements or checklists of performance (which are separate assessment tools that should be designed by trainers and assessors after analysis at the unit level).

Employability Skills Summaries contain information that may also assist in building learners' understanding of industry and workplace expectations.

Industry Requirements for Employability Skills

CUA11 Live Performance Training Package seeks to ensure that industry-endorsed Employability Skills are explicitly embedded in units of competency. The application of each skill, and the level of detail included in each part of the unit, vary according to industry requirements and the nature of the unit of competency.

Employability Skills are both explicit and embedded within units of competency. This means that Employability Skills are:

embedded in units of competency as part of the other performance requirements that make up the competency as a whole

explicitly described within units of competency to enable Training Package users to identify accurately the performance requirements of each unit with regards to Employability Skills.

CUA11 Live Performance Training Package seeks to ensure that Employability Skills are well-defined and written into units of competency so that they are apparent, clear and can be delivered and assessed as an essential component of unit work outcomes.

Assessment Guidelines

Introduction

These Assessment Guidelines provide the endorsed framework for assessment of units of competency in this Training Package. They are designed to ensure that assessment is consistent with the Australian Quality Training Framework (AQTF) Essential Standards for Initial and Continuing Registration. Assessments against the units of competency in this Training Package must be carried out in accordance with these Assessment Guidelines.

Assessment System Overview

This section provides an overview of the requirements for assessment when using this Training Package, including a summary of the AQTF requirements; licensing and registration requirements; and assessment pathways.

Quality assessment underpins the credibility of the vocational education and training sector. The Assessment Guidelines of a Training Package are an important tool in supporting quality assessment.

Assessment within the National Skills Framework is the process of collecting evidence and making judgements about whether competency has been achieved to confirm whether an individual can perform to the standards expected in the workplace, as expressed in the relevant endorsed unit of competency.

Assessment must be carried out in accordance with the:

benchmarks for assessment

specific industry requirements

principles of assessment

rules of evidence

assessment requirements set out in the AQTF

Benchmarks for Assessment

The endorsed units of competency in this Training Package are the benchmarks for assessment. As such, they provide the basis for nationally recognised Australian Qualifications Framework (AQF) qualifications and Statements of Attainment issued by Registered Training Organisations (RTOs).

Principles of Assessment

All assessments carried out by RTOs are required to demonstrate compliance with the principles of assessment:

validity

reliability

flexibility

fairness

sufficiency

These principles must be addressed in the:

design, establishment and management of the assessment system for this Training Package

development of assessment tools, and

the conduct of assessment.

Validity

Assessment is valid when the process is sound and assesses what it claims to assess. Validity requires that:

(a) assessment against the units of competency must cover the broad range of skills and knowledge that are essential to competent performance

(b) assessment of knowledge and skills must be integrated with their practical application

(c) judgement of competence must be based on sufficient evidence (that is, evidence gathered on a number of occasions and in a range of contexts using different assessment methods). The specific evidence requirements of each unit of competency provide advice on sufficiency

Reliability

Reliability refers to the degree to which evidence presented for assessment is consistently interpreted and results in consistent assessment outcomes. Reliability requires the assessor to have the required competencies in assessment and relevant vocational competencies (or to assess in conjunction with someone who has the vocational competencies). It can only be achieved when assessors share a common interpretation of the assessment requirements of the unit(s) being assessed.

Flexibility

To be flexible, assessment should reflect the candidate’s needs; provide for recognition of competencies no matter how, where or when they have been acquired; draw on a range of methods appropriate to the context, competency and the candidate; and support continuous competency development.

Fairness

Fairness in assessment requires consideration of the individual candidate’s needs and characteristics, and any reasonable adjustments that need to be applied to take account of them. It requires clear communication between the assessor and the candidate to ensure that the candidate is fully informed about, understands and is able to participate in, the assessment process, and agrees that the process is appropriate. It also includes an opportunity for the person being assessed to challenge the result of the assessment and to be reassessed if necessary.

Sufficiency

Sufficiency relates to the quality and quantity of evidence assessed. It requires collection of enough appropriate evidence to ensure that all aspects of competency have been satisfied and that competency can be demonstrated repeatedly. Supplementary sources of evidence may be necessary. The specific evidence requirements of each unit of competency provide advice on sufficiency. Sufficiency is also one of the rules of evidence.

Rules of Evidence

The rules of evidence guide the collection of evidence that address the principles of validity and reliability, guiding the collection of evidence to ensure that it is valid, sufficient, current and authentic.

Valid

Valid evidence must relate directly to the requirements of the unit of competency. In ensuring evidence is valid, assessors must ensure that the evidence collected supports demonstration of the outcomes and performance requirements of the unit of competency together with the knowledge and skills necessary for competent performance. Valid evidence must encapsulate the breadth and depth of the unit of competency, which will necessitate using a number of different assessment methods.

Sufficient

Sufficiency relates to the quality and quantity of evidence assessed. It requires collection of enough appropriate evidence to ensure that all aspects of competency have been satisfied and that competency can be demonstrated repeatedly. Supplementary sources of evidence may be necessary. The specific evidence requirements of each unit of competency provide advice on sufficiency.

Current

In assessment, currency relates to the age of the evidence presented by a candidate to demonstrate that they are still competent. Competency requires demonstration of current performance, so the evidence collected must be from either the present or the very recent past.

Authentic

To accept evidence as authentic, an assessor must be assured that the evidence presented for assessment is the candidate’s own work.

Assessment Requirements of the Australian Quality Training Framework

Assessment leading to nationally recognised AQF qualifications and Statements of Attainment in the vocational education and training sector must meet the requirements of the AQTF as expressed in the AQTF 2010 Essential Standards for Registration.

The AQTF 2010 Essential Standards for Initial and Continuing Registration can be downloaded from <www.training.com.au>.

The following points summarise the assessment requirements.

Registration of Training Organisations

Assessment must be conducted by, or on behalf of, an RTO formally registered by a State or Territory Registering Body in accordance with the AQTF. The RTO must have the specific units of competency and/or AQF qualifications on its scope of registration.

Quality Training and Assessment

Each RTO must provide quality training and assessment across all its operations. See the AQTF 2010 Essential Standards for Initial and Continuing Registration, Standard 1.

Assessor Competency Requirements

Each person involved in training and assessment must be competent for the functions they perform. See the AQTF 2010 Essential Standards for Initial and Continuing Registration, Standard 1 for assessor (and trainer) competency requirements. See also the AQTF 2010 Users’ Guide to the Essential Standards for Registration – Appendix 2.

Assessment Requirements

The RTOs assessments, including RPL, must meet the requirements of the relevant endorsed Training Package. See the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Assessment Strategies

Each RTO must have strategies for training and assessment that meet the requirements of the relevant Training Package or accredited course and are developed in consultation with industry stakeholders. See the AQTF 2010 Essential Standards for Initial and Continuing Registration.

National Recognition

Each RTO must recognise the AQF qualifications and Statements of Attainment issued by any other RTO. See the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Access and Equity and Client Outcomes

Each RTO must adhere to the principles of access and equity and maximise outcomes for its clients. See the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Monitoring Assessments

Training and/or assessment provided on behalf of the RTO must be monitored to ensure that it is in accordance with all aspects of the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Recording Assessment Outcomes

Each RTO must manage records to ensure their accuracy and integrity. See the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Issuing AQF qualifications and Statement of Attainment

Each RTO must issue AQF qualifications and Statements of Attainment that meet the requirements of the current AQF Implementation Handbook and the endorsed Training Packages within the scope of its registration. An AQF qualification is issued once the full requirements for a qualification, as specified in the nationally endorsed Training Package are met. A Statement of Attainment is issued when an individual has completed one or more units of competency from nationally recognised qualification(s)/courses(s). See the AQTF and the edition of the AQF Implementation Handbook – available on the AQF Council website <www.aqf.edu.au>

Licensing/Registration Requirements

This section provides information on licensing/registration requirements for CUA11 Live Performance Training Package, with the following important disclaimer.

The developers of this Training Package, and DEEWR, consider that no registration requirements apply to registered training organisations (RTOs), assessors or candidates with respect to this Training Package. Contact the relevant state or territory department(s) to check if there are any registration requirements with which you must comply. For further information on this topic contact IBSA at www.ibsa.org.au.

Four units were developed by Cecchetti Ballet Australia Inc. and are reproduced with permission in the CUA11 Live Performance Training Package. Any RTO wishing to deliver these units must be licensed to do so by Cecchetti Ballet Australia Inc.
The units are:

CUADTM408A	Teach Cecchetti Ballet method at introductory level

CUADTM409A	Teach Cecchetti Ballet method at junior level

CUADTM410A	Teach Cecchetti Ballet method at intermediate level

CUADTM510A	Develop teaching programs for the Advanced 1 level of the Cecchetti Ballet method.

Requirements for RTOs

Training and assessment in remote and regional areas

Training and assessing candidates in remote and regional areas present a range of challenges. These include:

lack of numbers preventing the establishment of traditional class sizes

physical remoteness of some communities, where access to training facilities is limited

scarcity of teachers with the required industry experience

scarcity of physical training resources (e.g. current and emerging technology).

Some options for overcoming these challenges include:

partnerships between RTOs to establish classes, i.e. programs delivered on a regional rather than local basis

delivering certain units by distance mode

partnerships between industry and RTOs to share resources and personnel

partnerships between schools and RTOs

use of technology (e.g. email, CDs and internet) and self-paced resources.

Training and assessment issues for schools

Implementation of CUA11 Live Performance Training Package within the school sector, while encouraged, needs to ensure the following:

currency of skills and knowledge of those charged with training and assessing students

access to industry-current equipment, facilities and training resources so that students acquire a realistic view of the realities and conditions within the workplace

comprehensive coverage of underpinning skills and knowledge as delineated within the competency standards

appropriateness of learning and assessment experiences to ensure that these are current and realistic.

The competency standards provide more detailed guidance for training and assessment purposes, as well as examples relevant to each standard, and schools are encouraged to use these guidelines when planning training and assessment.

It is recommended that delivery of qualifications in schools should only include Certificates I and II. For more information on VET in Schools, please refer to
Appendix A.

Assessment of units related to Indigenous dance practice

Units directly related to Indigenous dance practice contain the following statement:

‘Trainers and assessors in this unit should be Aboriginal and/or Torres Strait Islander people validated by the Community Advisory Board set up to oversee implementation of this training. They must ensure that the cultural and intellectual property rights of Aboriginal and Torres Strait Islander peoples are protected.’

RTOs are required to establish an Aboriginal and Torres Strait Islander Community Advisory Board (CAB) to advise on delivery, assessment and administration of the courses. The constitution of the CAB, where possible, should be as follows:

a community liaison person

a minimum of two elders recognised by the appropriate community cultural groups, one male and one female

two appropriate industry and/or community practitioners

a practising course graduate or graduate of a similar course

two student representatives, one male and one female

up to two other members who may provide assistance to the CAB when required.

It is recommended that the CAB comprise only Indigenous Australians. The CAB should contain no more than 40% RTO employees, to ensure that the advice given by the CAB reflects community needs and cultural practices.

The terms of reference of the CAB are outlined below.

Cultural protocols are to be defined by the CAB of each specific region or area. These protocols will guide the selection of the community liaison person and the content, delivery, assessment, monitoring and administration of the courses. Specifically, the protocols will assist in addressing issues of access to communities and language speakers, stories and language, kinship structures and cultural rights for men’s and women’s issues.

The CAB has the right to veto or redefine any details of delivery of the training product thought to be culturally inappropriate for a specific region or area. This does not apply to changing or altering elements of units of competency or the structure of the courses. The CAB’s recommendation must first be negotiated with relevant staff delivering the courses. If issues cannot be resolved with this initial negotiation, they must be taken to a meeting of all similar CABs within the region. If agreement still cannot be reached, an appropriate body will arrange arbitration of a final agreement.

Participants must have access to CAB meetings throughout their training as observers. However, only the two elected participant members will have voting rights. Other participants are invited to attend meetings to observe only.

The CAB will work with RTO personnel to develop appropriate criteria for, and participate in, the selection of students.

The CAB may contribute to the recognition of prior learning (RPL) process.

The CAB will provide advice about and be involved in:

participant selection

staff selection

negotiation for involvement of elders, custodians, mentors and advisers

policy guidelines

delivery and assessment issues

training and professional development resources.

The CAB will assist in the acquisition of physical, teaching and financial resources.

Assessment in a simulated environment

Units of competency in CUA11 Live Performance Training Package may be assessed in the workplace or in a simulated environment.

Assessment within a simulated environment may be required because:

suitable employment and/or work experience is not always available

some workplaces or work situations do not use or allow the application of the competency required

conducting assessment within the workplace may be unacceptably disruptive to work requirements of the business

it is sometimes appropriate to practise skills in live settings prior to the acquisition of competency, particularly in potentially dangerous situations or where valuable equipment may be at risk.

Given that simulation may be used and is often indicated as an option for assessment in CUA11 Live Performance Training Package, the following advice is provided.

In order to be valid and reliable, the simulation must closely represent what actually occurs in the workplace, and should seek to replicate an actual work setting. It is critical that the designer of the simulation is thoroughly familiar with the application of the competency and is experienced in current and relevant workplace practices. In deciding whether a simulation or an assessment environment has been adequately designed, the following questions should be asked.

Are there opportunities to:

test the full range of equipment?

use up-to-date equipment and software?

reflect time pressures and deadlines?

show the complexity of dealing with multiple tasks?

involve prioritising among competing tasks?

deal with customers, including difficult ones?

work with others in a team?

communicate with diverse groups?

find, discuss and test solutions to problems?

explore health and safety issues?

answer practically-oriented, applied knowledge questions?

show the level of verbal and written expression sufficient for, but not exceeding, the work requirements?

Pathways

The competencies in this Training Package may be attained in a number of ways including through:

formal or informal education and training

experiences in the workplace

general life experience, and/or

any combination of the above.

Assessment under this Training Package leading to an AQF qualification or Statement of Attainment may follow a learning and assessment pathway, or a recognition pathway, or a combination of the two as illustrated in the following diagram.

Each of these assessment pathways leads to full recognition of competencies held – the critical issue is that the candidate is competent, not how the competency was acquired.

Assessment, by any pathway, must comply with the assessment requirements set out in the Assessment Guidelines of the Training Package , the AQTF and, where relevant, the Australian Qualifications Framework.

Learning and Assessment Pathways

Usually, learning and assessment are integrated, with evidence being collected and feedback provided to the candidate at anytime throughout the learning and assessment process.

Learning and assessment pathways may include structured programs in a variety of contexts using a range of strategies to meet different learner needs. Structured learning and assessment programs could be: group-based, work-based, project-based, self-paced, action learning-based; conducted by distance or e-learning; and/or involve practice and experience in the workplace.

Learning and assessment pathways to suit Australian Apprenticeships have a mix of formal structured training and structured workplace experience with formative assessment activities through which candidates can acquire and demonstrate skills and knowledge from the relevant units of competency.

Credit Pathways

Credit is the value assigned for the recognition of equivalence in content between different types of learning and/or qualifications which reduces the volume of learning required to achieve a qualification.

Credit arrangements must be offered by all RTOs that offer Training Package qualifications. Each RTO must have a systematic institutional approach with clear, accessible and transparent policies and procedures.

Competencies already held by individuals can be formally assessed against the units of competency in this Training Package, and should be recognised regardless of how, when or where they were acquired, provided that the learning is relevant to the unit of competency outcomes.

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is an assessment process which determines the credit outcomes of an individual application for credit.

The availability of Recognition of Prior Learning (RPL) provides all potential learners with access to credit opportunities.

The recognition of prior learning pathway is appropriate for candidates who have previously attained skills and knowledge and who, when enrolling in qualifications, seek to shorten the duration of their training and either continue or commence working. This may include the following groups of people:

existing workers;

individuals with overseas qualifications;

recent migrants with established work histories;

people returning to the workplace; and

people with disabilities or injuries requiring a change in career.

As with all assessment, RPL assessment should be undertaken by academic or teaching staff with expertise in the subject, content of skills area, as well as knowledge of and expertise in RPL assessment policies and procedures.

Assessment methods used for RPL should provide a range of ways for individuals to demonstrate that they have met the required outcomes and can be granted credit. These might include:

questioning (oral or written)

consideration of a portfolio and review of contents

consideration of third party reports and/or other documentation such as documentation such as articles, reports, project material, papers, testimonials or other products prepared by the RPL applicant that relate to the learning outcomes of the relevant qualification component

mapping of learning outcomes from prior formal or non-formal learning to the relevant qualification components

observation of performance, and

participation in structured assessment activities the individual would normally be required to undertake if they were enrolled in the qualification component/s.

In a Recognition of Prior Learning (RPL) pathway, the candidate provides current, quality evidence of their competency against the relevant unit of competency. This process may be directed by the candidate and verified by the assessor. Where the outcomes of this process indicate that the candidate is competent, structured training is not required. The RPL requirements of the AQTF must be met.

As with all assessment, the assessor must be confident that the evidence indicates that the candidate is currently competent against the endorsed unit of competency. This evidence may take a variety of forms and might include certification, references from past employers, testimonials from clients, work samples and/or observation of the candidate. The onus is on candidates to provide sufficient evidence to satisfy assessors that they currently hold the relevant competencies.

In judging evidence, the assessor must ensure that the evidence of prior learning is:

authentic (the candidate’s own work);

valid (directly related to the current version of the relevant endorsed unit of competency);

reliable (shows that the candidate consistently meets the endorsed unit of competency);

current (reflects the candidate’s current capacity to perform the aspect of the work covered by the endorsed unit of competency); and

sufficient (covers the full range of elements in the relevant unit of competency and addresses the four dimensions of competency, namely task skills, task management skills, contingency management skills, and job/role environment skills).

Credit Transfer

Credit transfer is a process which provides learners with agreed and consistent credit outcomes based on equivalences in content between matched qualifications.

This process involves education institutions:

mapping, comparing and evaluating the extent to which the defined learning outcomes and assessment requirements of the individual components of one qualification are equivalent to the learning outcomes and assessment requirements of the individual components of another qualification

making an educational judgment of the credit outcomes to be assigned between the matched components of the two qualifications

setting out the agreed credit outcomes in a documented arrangement or agreement, and

publicising the arrangement/agreement and credit available.

Combination of Pathways

Credit may be awarded on the basis of a combination of credit transfer plus an individual RPL assessment for additional learning. Once credit has been awarded on the basis of RPL, subsequent credit transfer based on these learning outcomes should not include revisiting the RPL assessment but should be based on credit transfer or articulation or other arrangements between providers.

Where candidates for assessment have gained competencies through work and life experience and gaps in their competence are identified, or where they require training in new areas, a combination of pathways may be appropriate.

In such situations, the candidate may undertake an initial assessment to determine their current competency. Once current competency is identified, a structured learning and assessment program ensures that the candidate acquires the required additional competencies identified as gaps.

Assessor Requirements

This section identifies the specific requirements on the vocational competence and experience for assessors, to ensure that they meet the needs of industry and their obligations under AQTF, and clarifies how others may contribute to the assessment process where one person alone does not hold all the required competencies.

Assessor Competencies

The AQTF specifies mandatory competency requirements for assessors. For information, Element 1.4 from the AQTF 2007 Essential Standards for Registration follows:

1.1 Training and assessment are conducted by trainers and assessors who: a) have the necessary training and assessment competencies as determined by the National Quality Council or its successors, and b) have the relevant vocational competencies at least to the level being delivered or assessed, and c) can demonstrate current industry skills directly relevant to the training/assessment being undertaken, and d) continue to develop their Vocational Education and Training (VET) knowledge and skills as well as their industry currency and trainer/assessor competence. * See AQTF 2010 Users’ Guide to the Essential Standards for Registration – Appendix 2

Industry Assessment Contextualisation 1

Assessment for Indigenous organisations

Aboriginal and Torres Strait Islander people have expressed concern about the importance of developing appropriate assessment processes.

There are four main areas of concern:

diversity

cultural appropriateness

community control

accreditation.

Diversity

The term diversity is used to emphasise the wide range of opinions, aspirations, community circumstances, cultural practices, geographic locations, and social, economic and political conditions that exist throughout Australia and the need to guard against assumptions that all communities are the same.

One approach is to distinguish between remote, rural and urban settings. These settings suggest differences that may be relevant to Aboriginal and Torres Strait Islander organisations, including:

culture

language

history

social make-up

geography

social and economic infrastructure

economy

political structure.

These factors suggest that training and assessment, in order to be relevant to the needs of a particular Aboriginal and Torres Strait Islander organisation, should address each situation as unique.

Cultural appropriateness

The word ‘culture’ is used in a broad sense, it refers to:

values, social beliefs and customs, such as Aboriginal and Torres Strait Islander law, land, and family and kinship systems

protocols of behaviour and interaction, such as cultural authority, gender and kinship

ways of thinking, including preferred learning styles

language, both English and Aboriginal English

lifestyles

local history

location, including region and place.

A particularly important aspect of cultural appropriateness is that of learning styles. There is evidence that Aboriginal and Torres Strait Islander people, both traditional and contemporary, approach learning differently from the Western intellectual tradition, which is relevant to effective training and assessment.

It is understood that Aboriginal and Torres Strait Islander people may:

learn better in groups than individually

learn better in the surroundings of their community than in an institutional environment

prefer oral communication to written forms

learn on the basis of trial and error in the presence of an experienced person in preference to concept building approaches

have a highly-developed sense of spatial relations by which they learn; hence stories, maps and pictures would be preferable to oral explanations.

To be effective, it is necessary that training and assessment recognise, adopt and practise appropriate delivery and assessment approaches.

Trainers and assessors who are not Aboriginal or Torres Strait Islanders need information on aspects of Aboriginal and Torres Strait Islander culture. They need to work closely with Aboriginal and Torres Strait Islander people to adopt practices that reflect Aboriginal and Torres Strait Islander approaches. The community should be asked to identify experts to provide information and to assist with assessment of relevant protocols, for example, where required.

There are a number of ways an RTO can establish and maintain culturally appropriate training and assessment practices, including:

ensuring a high proportion of Aboriginal and Torres Strait Islander participation in all aspects of planning, development, delivery and evaluation

establishing and maintaining a collaborative relationship with local Aboriginal and Torres Strait Islander communities

as a mainstream (non-Indigenous) RTO, establishing auspice relationships with Aboriginal and Torres Strait Islander organisations and individuals, including direct and indirect involvement of persons identified as appropriate by the local community

ensuring ongoing training of non-Aboriginal and Torres Strait Islander staff at all levels of the RTO, delivered by Aboriginal and Torres Strait Islander personnel.

Community control

The term ‘community control’ is synonymous with such things as self-determination and self-management, and underpins most community aspirations. It is of fundamental concern to people who see themselves as having been dispossessed by colonisation.

The essence of control is control of decision making. In order to be able to do this, people need all relevant information, relevant competencies, and recognition of their own structures and processes.

Among other things, Aboriginal and Torres Strait Islander people seek control over their training. It is necessary, therefore, that they participate in meaningful ways in all stages of planning, development, delivery and evaluation. One way to achieve this is for communities to have control of the contract for training initiatives.

It is important that training providers and assessors respect and conform to the practice of community control which underpins this field within the CUA11 Live Performance Training Package.

Accreditation

Aboriginal and Torres Strait Islander people have said for a long time that their involvement in training has not been formally recognised and that many of the skills they use in managing their organisations and delivering services to their communities have not been valued.

The first issue may have arisen because much of the training that has been delivered to communities has been customised to particular situations, has not been assessed on an individual basis if at all, and has been delivered by unregistered personnel. Secondly, until this time, recognition of current competencies (RCC) has been underutilised.

Individuals may demonstrate competence in complete units of competency through formal training, informal training, or the recognition of current competencies and skills, resulting in qualifications or statements of attainment being awarded.

In the community group setting, an important feature of likely relevance for assessment is that participants may vary with respect to previous education and training experience, which may result in diverse literacy and numeracy issues. However, literacy and numeracy skills are not a barrier to sophisticated thought, and care must be taken not to use assessment strategies that rely on a person having numeracy and literacy skills that are not intrinsically required by the unit of competency being assessed.

A flexible approach to assessment will be required by RTOs in order to meet the requirements of Aboriginal and Torres Strait Islander organisations and individuals under this domain within CUA11 Live Performance Training Package.

Assessment in Aboriginal and Torres Strait Islander communities

The guiding principles that underpin assessment include:

assessment should be transparent, i.e. clearly seen and understood by the candidate and others

assessment should empower the candidate on the basis of consent, self-assessment and responsibility for the process

members or prospective members of community management committees should have opportunities to demonstrate their competencies and skills

activities undertaken by the candidate in a community management role may be used as the context for assessment where possible (known as on-the-job assessment or workplace assessment); there may also be opportunities to include evidence from other relevant situations

assessment should involve designated community experts working in collaboration with RTO assessors in order to provide appropriate recognition of cultural and community skills and knowledge

assessments must provide constructive feedback to candidates and support for further competency development

assessments must provide a statement of attainment or qualification, listing the units of competency achieved

records of candidate achievement maintained by the RTO must include the statement of attainment, listing the units of competency or qualifications achieved as required by the AQTF

a record of demonstrated competencies will assist in role clarification and performance appraisals in the workplace.

Given the importance of the assessment to the candidate and community management committees, the assessor must make every effort to ensure that assessment is conducted with the highest level of professionalism and integrity.

Units of competency with cultural content, including the following of local protocols, will require the assessor to have knowledge of these cultural matters. As these matters are often governed by local rules regarding access to such knowledge, only those people with the knowledge can genuinely assess these aspects of the competency or provide guidance on their assessment.

Discussion must take place with the community and agreement must be reached on how these matters are assessed. For non-Aboriginal and Torres Strait Islander RTOs, this will usually mean the use of auspice arrangements with appropriate people or knowledge experts, identified by the community.

It should be noted that for Aboriginal and Torres Strait Islander people being assessed in aspects of competency, they will almost invariably have been attained through life experience.

This must also be taken into account in the assessment procedures relating to cultural matters.

Assessors may exercise limited discretion in response to organisational or individual requirements, but any changes must not alter the meaning of the unit of competency or the elements of competency.

Candidates must be informed of the right to access grievance procedures.

Industry Assessment Contextualisation 2

Training and assessment for people with specific needs

Disability Standards for Education were formed under the Disability Discrimination Act 1992 and were introduced in August 2005. They clarify the obligations of education and training providers to ensure that students who have a disability are able to access and participate in education without experiencing discrimination.

The Department of Education, Employment and Workplace Relations (DEEWR) provides further information in the Disability Standards for Education 2005 Guidance Notes, accessible via the DEEWR website (www.deewr.gov.au/Schooling/DisabilityStandardsforEducation/Documents/ Disability_Standards_Education_Guidance_Notes_pdf.pdf).

Good vocational training and assessment are often about making adjustments to what we do to meet the learning support needs of individuals. The information provided in this section is aimed at assisting teachers/trainers to meet the reasonable adjustment needs of people who have a disability.

According to the Australian Bureau of Statistics (ABS), 2003, Survey of Disability, Ageing and Carers (SDAC) in the section on education and employment:

‘In 2003, one in four people (24%) aged 15–64 years with a profound or severe coreactivity limitation, who were living in households, had completed Year 12. This compares to half (49%) of those without a disability. People with a profound or severe coreactivity limitation were less likely to have completed a diploma or higher qualification (14%) than those without a disability (28%).’

Employmentrelated findings, for people aged 15–64 years living in households, from the ABS 2003 SDAC include:

those with a profound level of core-activity limitation had a much lower labour force participation rate (15%) than people without a disability (81%)

people with a disability who were employed were more likely to work part-time (37%) than those who were employed and did not have a disability (29%)

people employed in agriculture, forestry and fishing (16%) had a relatively high disability rate compared to the overall rate for those employed (11%).’

Clearly there is much work still to be done to ensure that people who have a disability are able to participate in employment and vocational education and training as fully as possible.

What is a disability?

A disability presents some impairment to everyday activity. Some people with a disability do not have any impairments resulting from their disability. For example, a person who has a hearing impairment which is compensated for by a hearing aid may function without any adjustments.

While some people with a disability may have an impairment because of the environment, not the disability itself. For example, hearing loss can be accentuated in a room with loud, competing noise and poor acoustics.

A disability may affect or relate to a range of human functions, including mobility, stamina, lifting ability, memory, vision, hearing, speech, comprehension and mood swings. This may be due to accidents, illnesses or birth.

According to the ABS 2003 SDAC:

‘One in five people in Australia (3,958,300 or 20.0%) had a reported disability. This rate was much the same for males (19.8%) and females (20.1%). Disability was defined as any limitation, restriction or impairment, which has lasted, or is likely to last, for at least six months and restricts everyday activities. Examples range from hearing loss which requires the use of a hearing aid, to difficulty dressing due to arthritis, to advanced dementia requiring constant help and supervision.’

The ABS 2003 SDAC information also tells us that:

‘15.2% (600,300) of people with a disability reported that the cause of their main health condition was accident or injury, 14% (557 300) that it was disease, illness or heredity, and 11% (423,500) that it was "working conditions, work or overwork".’

Health conditions can also be acquired through sporting accidents, repetitive or overuse (through regular or sporting activities), or the daily activities of life.

There are many resources available that provide information on how to adjust training and assessment for someone who has a disability; some of these are listed in the contacts section below.

Adjustments in training and assessment

An open mind, common sense and tailoring to individual circumstances will, as often as not, ensure individuals achieve the standards that employers and training providers expect.

Reasonable adjustments need only be that – reasonable. It is about identifying what adjustments might reasonably be made and how they may be put into place.

Training and assessment can be made more appropriate and fairer for a person who has a disability through attitude, preparation and application.

Attitude

The attitude of others is often the greatest barrier for people who have a disability. While most people who have a disability will only ever require minor adjustments to ensure learning is positive, some will require additional support. There are many support agencies that can provide advice, however teachers/trainers may need to take additional time to ensure their teaching/training meets the learning support needs of the individual concerned.

Positive language creates an atmosphere of mutual respect, which is essential to learning. For example, using language that identifies learners as people rather than language that identifies them by one of their characteristics conveys that the person is more important than the characteristic, such as the difference between a ‘person who has an intellectual disability’ and an ‘intellectually disabled person’. A person who has an intellectual disability could also be identified by a range of equally important characteristics – height, age, sporting interests, etc. However, the term ‘intellectually disabled person’ refers to the disability as the major, and often only, defining characteristic.

Preparation

It is important to identify any functional issues arising from the nature and extent of a person’s disability. This can usually be done by discussing such issues with the individual. In most cases, this consultation will identify reasonable adjustment needs which can be put into place. There are many simple things that teachers/trainers can do to make reasonable adjustments to enable individuals who have a disability to succeed in training and assessment. In some cases, professional support may be required.

Application

Once reasonable adjustments have been implemented it is important to monitor and evaluate what has been done to ensure the best environment for continuous learning because:

adjustments may only need to be temporary – i.e. mechanisms may only need to be in place during an induction period or due to a temporary disability, in which case evaluation will ensure appropriateness without the need for ongoing monitoring

adjustments may need reinforcing – when adjustments need to be ongoing, monitoring may reinforce patterns of behaviour in order for them to become ‘natural’

adjustments may need improving – where adjustments are ongoing or substantial, a commitment to continuous improvement is recommended through monitoring.

In most cases an informal discussion with the person concerned may be all that is necessary. However, should adjustments be substantial, or a learner not be acquiring competence at a reasonable rate, a more formal process may be required. This may include:

performance indicators – training providers, learners and employers should have agreed indicators of performance which can be measured and monitored

independent support – a third party, independent of the training and/or assessment environment, may need to be involved

experimentation – if existing adjustments are not proving satisfactory, creative solutions may be needed

continuing review – formal monitoring is encouraged if adjustments are changed or if substantial adjustments are necessary.

For further information on training and assessment for people with specific needs, the DEEWR website has information about the National Disability Coordination Officer Programme, which ‘provides information, coordination and referral services for people with a disability interested in or enrolled in postschool education and training’ (www.deewr.gov.au).

Reasonable adjustment

Below are some of the practical things that can be done as part of providing reasonable adjustment to learners with specific support needs to enable them to undertake training and assessment. Clearly, each case will be different and will need to be discussed with the person and in some cases expert help will be needed, at least in the initial stages.

Type of Disability	Reasonable Adjustment
Acquired brain injury	memory aids (posters, notes, etc.) reflective listening skills stress minimisation time and patience
Hearing impairment	audio loops for people using hearing aids plain English documents fire and alarm systems with flashing lights sign language interpreters telephone typewriters
Intellectual disability	additional time assessment which is appropriate to the skill (i.e. avoiding written assessment for practical tasks) mentors plain English documents practical learning sessions repetition of learning exercises
Mobility impairment	access to aids, such as for holding documents adjustable tables lifting limits note-taking support verbal rather than written presentations personal computers wheelchair access
Psychiatric disability	identification and avoidance of stresses ongoing rather than formal assessments reflective listening skills ‘timeout’ breaks in assessment
Speech impairment	information summaries stress minimisation time and patience written rather than verbal opportunities
Vision impairment	additional writing time for assignments and tests audiotapes Braille translations enlarged computer screen images enlarged text and images good lighting or reading lamps guide dog provision informing the person before moving furniture voice synthesisers on computers

Designing Assessment Tools

Designing Assessment tools

This section provides an overview on the use and development of assessment tools.

Use of Assessment Tools

Assessment tools provide a means of collecting the evidence that assessors use in making judgements about whether candidates have achieved competency.

There is no set format or process for the design, production or development of assessment tools. Assessors may use prepared assessment tools, such as those specifically developed to support this Training Package, or they may develop their own.

Using Prepared Assessment Tools

If using prepared assessment tools, assessors should ensure these relate to the current version of the relevant unit of competency. The current unit of competency can be checked on the National Register <www.ntis.gov.au>.

Developing Assessment Tools

When developing their own assessment tools, assessors must ensure that the tools:

are benchmarked against the relevant unit or units of competency;

are reviewed as part of the validation of assessment strategies required under the AQTF; and

meet the assessment requirements expressed in the AQTF 2010 Essential Standards for Initial and Continuing Registration.

A key reference for assessors developing assessment tools is TAE10 Training and Education Training Package.

Language, Literacy and Numeracy

The design of assessment tools must reflect the language, literacy and numeracy competencies required for the performance of a task in the workplace and not exceed these expectations.

Conducting Assessment

This section details the mandatory assessment requirements and provides information on equity in assessment including reasonable adjustment.

Mandatory Assessment Requirements

Assessments must meet the criteria set out in the AQTF 2010 Essential Standards for Initial and Continuing Registration. For information, the mandatory assessment requirements from Standard 1 from the AQTF 2010 Essential Standards for Initial and Continuing Registration are as follows:

1.2 Assessment, including Recognition of Prior Learning (RPL): e) meets the requirements of the relevant Training Package or accredited course f) is conducted in accordance with the principles of assessment and the rules of evidence g) meets workplace and, where relevant, regulatory requirements h) is systematically validated.

Assessment of Employability Skills

Employability Skills are integral to workplace competency. As such, they must be considered in the design, customisation, delivery and assessment of vocational education and training programs in an integrated and holistic way, as represented diagrammatically below.

Employability Skills are embedded within each unit of competency, and an Employability Skills Summary is available for each qualification. Training providers must use Employability Skills information in order to design valid and reliable training and assessment strategies.

This analysis could include:

reviewing units of competency to locate relevant Employability Skills and determine how they are applied within the unit

analysing the Employability Skills Summary for the qualification in which the unit or units are packaged to help clarify relevant industry and workplace contexts and the application of Employability Skills at that qualification outcome

designing training and assessment to address Employability Skills requirements.

The National Quality Council has endorsed a model for assessing and reporting Employability Skills, which contains further suggestions about good practice strategies in teaching, assessing, learning and reporting Employability Skills. The model is available from <http://www.training.com.au/>.

The endorsed approach includes learners downloading qualification specific Employability Skills Summaries for Training Package qualifications from an online repository at <http://employabilityskills.training.com.au>

For more information on Employability Skills in Innovation and Business Industry Skills Council Training Packages go to the Innovation and Business Industry Skills Council website at <http://www.ibsa.org.au>.

Employability Skills are reported on each qualification using the following statement on the qualification testamur: ‘A summary of the Employability Skills developed through this qualification can be downloaded from http://employabilityskills.training.com.au’

Access and Equity

An individual's access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified in this Training Package: training and assessment must be bias-free.

Under the rules for their development, Training Packages must reflect and cater for the increasing diversity of Australia’s VET clients and Australia’s current and future workforce. The flexibilities offered by Training Packages should enhance opportunities and potential outcomes for all people so that we can all benefit from a wider national skills base and a shared contribution to Australia’s economic development and social and cultural life.

Reasonable Adjustments

It is important that education providers take meaningful, transparent and reasonable steps to consult, consider and implement reasonable adjustments for students with disability.

Under the Disability Standards for Education 2005, education providers must make reasonable adjustments for people with disability to the maximum extent that those adjustments do not cause that provider unjustifiable hardship. While ‘reasonable adjustment’ and ‘unjustifiable hardship’ are different concepts and involve different considerations, they both seek to strike a balance between the interests of education providers and the interests of students with and without disability.

An adjustment is any measure or action that a student requires because of their disability, and which has the effect of assisting the student to access and participate in education and training on the same basis as students without a disability.

An adjustment is reasonable if it achieves this purpose while taking into account factors such as the nature of the student’s disability, the views of the student, the potential effect of the adjustment on the student and others who might be affected, and the costs and benefits of making the adjustment.

An education provider is also entitled to maintain the academic integrity of a course or program and to consider the requirements or components that are inherent or essential to its nature when assessing whether an adjustment is reasonable. There may be more than one adjustment that is reasonable in a given set of circumstances; education providers are required to make adjustments that are reasonable and that do not cause them unjustifiable hardship.

The Training Package Guidelines provides more information on reasonable adjustment, including examples of adjustments. Go to http://www.deewr.gov.au/tpdh/Pages/home.aspx.

Further Sources of Information

The section provides a listing of useful contacts and resources to assist assessors in planning, designing, conducting and reviewing of assessments against this Training Package.

Contacts

This section provides a list of useful contacts and resources to assist trainers and assessors in planning, designing, conducting and reviewing their programs for this Training Package.

Industry Skills Council: Innovation & Business Skills Australia Level 11, 176 Wellington Pde EAST MELBOURNE VIC 3002 Telephone: (03) 9815 7000 Facsimile: (03) 9815 7001 Email: virtual@ibsa.org.au Website: www.ibsa.org.au	Technical and Vocational Education and Training (TVET) Australia Limited Level 21, 390 St Kilda Road MELBOURNE VIC 3150 PO Box 12211 A’Beckett Street Post Office Melbourne, Victoria, 8006 Ph: +61 3 9832 8100 Fax: +61 3 9832 8198 Email: sales@tvetaustralia.com.au Website: www.tvetaustralia.com.au
For information on the TAA04 Training and Assessment Training Package contact: Innovation & Business Skills Australia Level 11, 176 Wellington Pde EAST MELBOURNE VIC 3002 Telephone: (03) 9815 7000 Facsimile: (03) 9815 7001 Email: virtual@ibsa.org.au Website: www.ibsa.org.au

General Resources

Refer to <http://antapubs.dest.gov.au/publications/search.asp> to locate the following publications.

AQF Implementation Handbook, fourth edition. Australian Qualifications Framework Advisory Board, 2007, <www.aqf.edu.au>.

Australian Quality Training Framework (AQTF) - for information and resources go to <www.training.com.au>.

AQTF Essential Conditions and Standards. Training organisations must meet these standards in order to deliver and assess nationally recognised training and issue nationally recognised qualifications.

AQTF User’s Guide to the Essential Standards for Registration. A Users’ Guide for training organisations who must meet these standards in order to deliver and assess nationally recognised training and issue nationally recognised qualifications.

AQTF Standards for Accredited Courses. State and territory accrediting bodies are responsible for accrediting courses. This standard provides a national operating framework and template for the accreditation of courses.

TAE10 Training and Education Training Package. This is available from Innovation and Business Skills Australia (IBSA), the Innovation and Business Industry Skills Council, and can be viewed and components downloaded, from the National Training Information Service (NTIS).

National Training Information Service, an electronic database providing comprehensive information about RTOs, Training Packages and accredited courses (www.ntis.gov.au).

Training Package Development Handbook can be downloaded from www.deeewr.gov.au.

Assessment resources

Training Package Assessment Guides – a range of resources to assist RTOs in developing Training Package assessment materials (originally developed by ANTA with funding from the Department of Education, Training and Youth Affairs) and made up of 10 separate titles, as described at the publications page of <www.deewr.gov.au>. Go to <www.resourcegenerator.gov.au>.

Printed and/or CD versions of the Guides can be purchased from Technical and Vocational Education and Training (TVET) Australia Limited. The resource includes the following guides:

Training Package Assessment Materials Kit

Assessing Competencies in Higher Qualifications

Recognition Resource

Kit to Support Assessor Training

Candidates Kit: Guide to Assessment in New Apprenticeships

Assessment Approaches for Small Workplaces

Assessment Using Partnership Arrangements

Strategies for ensuring Consistency in Assessment

Networking for Assessors

Quality Assurance Guide for Assessment.

An additional guide ‘Delivery and Assessment Strategies’ has been developed to complement these resources.

Assessment tool design and conducting assessment

VETASSESS and Western Australian Department of Training and Employment 2000, Designing Tests – Guidelines for designing knowledge based tests for Training Packages.

Vocational Education and Assessment Centre 1997, Designing Workplace Assessment Tools, A self-directed learning program, NSW TAFE.

Manufacturing Learning Australia 2000, Assessment Solutions, Australian Training Products, Melbourne.

Rumsey, David 1994, Assessment practical guide, Australian Government Publishing Service, Canberra.

Assessor training

Australian Committee on Training Curriculum (ACTRAC) 1994, Assessor training program – learning materials, Australian Training Products, Melbourne.

Australian National Training Authority, A Guide for Professional Development, ANTA, Brisbane.

Australian Training Products Ltd Assessment and Workplace Training, Training Package - Toolbox, ATPL Melbourne (available from TVET).

Green, M, et al. 1997, Key competencies professional development package, Department for Education and Children's Services, South Australia.

Victorian TAFE Association 2000, The professional development CD: A learning tool, VTA, Melbourne.

Assessment system design and management

Office of Training and Further Education 1998, Demonstrating best practice in VET project - assessment systems and processes, OTFE Victoria (now ‘Skills Victoria’).

Toop, L., Gibb, J. & Worsnop, P. Assessment system designs, Australian Government Publishing Service, Canberra.

Support for employment, training and assessment of people with specific needs

Association of Competitive Employment (ACE) National Network ACE represents agencies who deliver open employment services for people who have a disability. PO Box 5198 Alphington VIC 3078 Tel: 03 9411 4033 Fax: 03 9411 4053 Email: info@acenational.org.au Website: www.acenational.org.au	Australian Disability Clearinghouse on Education and Training (ADCET) ADCET provides information about inclusive post-secondary education and training teaching, learning and assessment strategies and support services for people who have a disability. ADCET Locked Bag 1335 Launceston TAS 7250 Tel: 03 6324 3787 Fax: 03 6324 3788 Website: www.adcet.edu.au
Australian Association of the Deaf PO Box 1083 Stafford QLD 4053 Tel: 07 3357 8266 Fax: 07 3357 8377 TTY: 07 3357 8277 Email: aad@aad.org.au Website: www.aad.org.au	Australian Federation of Deaf Societies PO Box 1060 Parramatta NSW 2124 Tel: 02 8833 3615 Fax: 02 9893 8333 TTY: 02 9893 8858
Australian Federation of Disability Organisations 247 Flinders lane Melbourne VIC 3000 Tel: 03 9662 3324 Fax: 03 9662 3325 Email: office@afdo.org.au Website: www.afdo.org.au	Blind Citizens Australia PO Box 24 Sunshine VIC 3020 Tel: 03 9372 6400 Fax: 03 9372 6466 TTY: 03 9372 9275 Freecall: 1800 033 660 Email: bca@bca.org.au Website: www.bca.org.au
Brain Injury Australia PO Box 82 Mawson ACT 2607 Tel: 02 6290 2253 Fax: 02 6290 2252 Email: bianational@apex.net.au	Carers Australia PO Box 73 Deakin West ACT 2600 Tel: 02 6122 9900 Fax: 02 6122 9999 Email: caa@carersaustralia.com.au Website: www.carersaustralia.com.au
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Competency Standards

What is competency?

The broad concept of industry competency concerns the ability to perform particular tasks and duties to the standard of performance expected in the workplace. Competency requires the application of specified skills, knowledge and attitudes relevant to effective participation in an industry, industry sector or enterprise.

Competency covers all aspects of workplace performance and involves performing individual tasks; managing a range of different tasks; responding to contingencies or breakdowns; and, dealing with the responsibilities of the workplace, including working with others. Workplace competency requires the ability to apply relevant skills, knowledge and attitudes consistently over time and in the required workplace situations and environments. In line with this concept of competency Training Packages focus on what is expected of a competent individual in the workplace as an outcome of learning, rather than focussing on the learning process itself.

Competency standards in Training Packages are determined by industry to meet identified industry skill needs. Competency standards are made up of a number of units of competency each of which describes a key function or role in a particular job function or occupation. Each unit of competency within a Training Package is linked to one or more AQF qualifications.

Contextualisation of Units of Competency by RTOs

Registered Training Organisations (RTOs) may contextualise units of competency in this endorsed Training Package to reflect required local outcomes. Contextualisation could involve additions or amendments to the unit of competency to suit particular delivery methods, learner profiles, specific enterprise equipment requirements, or to otherwise meet local needs. However, the integrity of the overall intended outcome of the unit of competency must be maintained.

Any contextualisation of units of competency in this Training Package must be within the bounds of the following advice:

RTOs must not remove or add to the number and content of elements and performance criteria.

RTOs can include specific industry terminology in the range statement.

Any amendments and additions to the range statement made by RTOs must not diminish the breadth of application of the competency, or reduce its portability.

RTOs may add detail to the evidence guide in areas such as the critical aspects of evidence or required resources and infrastructure – but only where these expand the breadth of the competency and do not limit its use.

Components of Units of Competency

The components of units of competency are summarised below, in the order in which they appear in each unit of competency.

Unit Title

The unit title is a succinct statement of the outcome of the unit of competency. Each unit of competency title is unique, both within and across Training Packages.

Unit Descriptor

The unit descriptor broadly communicates the content of the unit of competency and the skill area it addresses. Where units of competency have been contextualised from units of competency from other endorsed Training Packages, summary information is provided. There may also be a brief second paragraph that describes its relationship with other units of competency, and any licensing requirements.

Employability Skills

This sub-section contains a statement that the unit contains Employability skills.

Pre-requisite Units (optional)

If there are any units of competency that must be completed before the unit, these will be listed.

Application of the Unit

This sub-section fleshes out the unit of competency’s scope, purpose and operation in different contexts, for example, by showing how it applies in the workplace.

Competency Field (Optional)

The competency field either reflects the way the units of competency are categorised in the Training Package or denotes the industry sector, specialisation or function. It is an optional component of the unit of competency.

Sector (optional)

The industry sector is a further categorisation of the competency field and identifies the next classification, for example an elective or supervision field.

Elements of Competency

The elements of competency are the basic building blocks of the unit of competency. They describe in terms of outcomes the significant functions and tasks that make up the competency.

Performance Criteria

The performance criteria specify the required performance in relevant tasks, roles, skills and in the applied knowledge that enables competent performance. They are usually written in passive voice. Critical terms or phrases may be written in bold italics and then defined in range statement, in the order of their appearance in the performance criteria.

Required Skills and Knowledge

The essential skills and knowledge are either identified separately or combined. Knowledge identifies what a person needs to know to perform the work in an informed and effective manner. Skills describe the application of knowledge to situations where understanding is converted into a workplace outcome.

Range Statement

The range statement provides a context for the unit of competency, describing 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. As applicable, the meanings of key terms used in the performance criteria will also be explained in the range statement.

Evidence Guide

The evidence guide is critical in assessment as it provides information to the Registered Training Organisation (RTO) and assessor about how the described competency may be demonstrated. The evidence guide does this by providing a range of evidence for the assessor to make determinations, and by providing the assessment context. The evidence guide describes:

conditions under which competency must be assessed including variables such as the assessment environment or necessary equipment;

relationships with the assessment of any other units of competency;

suitable methodologies for conducting assessment including the potential for workplace simulation;

resource implications, for example access to particular equipment, infrastructure or situations;

how consistency in performance can be assessed over time, various contexts and with a range of evidence; and

the required underpinning knowledge and skills

Employability Skills in Units of Competency

The detail and application of Employability Skills facets will vary according to the job-role requirements of each industry. In developing Training Packages, industry stakeholders are consulted to identify appropriate facets of Employability Skills which are incorporated into the relevant units of competency and qualifications.

Employability Skills are not a discrete requirement contained in units of competency (as was the case with Key Competencies). Employability Skills are specifically expressed in the context of the work outcomes described in units of competency and will appear in elements, performance criteria, range statements and evidence guides. As a result, users of Training Packages are required to review the entire unit of competency in order to accurately determine Employability Skills requirements.

How Employability Skills relate to the Key Competencies

The eight nationally agreed Employability Skills now replace the seven Key Competencies in Training Packages. Trainers and assessors who have used Training Packages prior to the introduction of Employability Skills may find the following comparison useful.

Employability Skills	Mayer Key Competencies
Communication	Communicating ideas and information
Teamwork	Working with others and in teams
Problem solving	Solving problems Using mathematical ideas and techniques
Initiative and enterprise
Planning and organising	Collecting, analysing and organising information Planning and organising activities
Self-management
Learning
Technology	Using technology

When analysing the above table it is important to consider the relationship and natural overlap of Employability Skills. For example, using technology may involve communication skills and combine the understanding of mathematical concepts.

Explicitly embedding Employability Skills in units of competency

This Training Package seeks to ensure that industry-endorsed Employability Skills are explicitly embedded in units of competency. The application of each skill and the level of detail included in each part of the unit will vary according to industry requirements and the nature of the unit of competency.

Employability Skills must be both explicit and embedded within units of competency. This means that Employability Skills will be:

embedded in units of competency as part of the other performance requirements that make up the competency as a whole

explicitly described within units of competency to enable Training Packages users to identify accurately the performance requirements of each unit with regards to Employability Skills.

This Training Package also seeks to ensure that Employability Skills are well-defined and written into units of competency so that they are apparent, clear and can be delivered and assessed as an essential component of unit work outcomes.

Sample unit of competency components showing Employability Skills

The following table shows the sequence of a unit of competency, and each cell contains text taken from a range of units. It provides examples of where and how various Employability Skills could be embedded in each component.

Please note that in the example, the bracketed Employability Skills are provided for clarification only and would not be present in units of competency within this Training Package.

Examples from this Training Package of Employability Skills embedded within unit components
Unit component	Example of embedded Employability Skill
Unit Title	Improvise an advanced dance sequence (Initiative and enterprise, problem solving)
Unit Descriptor	This unit describes the performance outcomes, skills and knowledge required to improvise an advanced dance sequence. This involves adhering to established movement boundaries and incorporating dynamics and partner work. (Initiative and enterprise, problem solving, self-management, teamwork)
Element	Develop complex improvisational skills using a variety of stimuli (Learning)
Performance Criteria	Explore and communicate natural physical and emotional response (authentic movement) with various stimuli applying advanced dance technique (Initiative and enterprise, learning)
Range Statement	Injury prevention techniques may include: warming up and cooling down before and after class and performance wearing appropriate clothing, such as form fitting clothing that allows full range of movement footwear appropriate to the style applying intent and focus while dancing not overstretching wearing appropriate bandaging and bracing where appropriate to support body appropriate diet and rest using appropriate equipment, such as barre, mirror and sprung floors attention to teacher. (Communication, learning, self-management)
Required Skills and Knowledge	communicate mood and emotion of various stimuli through dance (Communication) work collaboratively with others in an improvisational environment (Teamwork) interpret and respond to stimuli, such as music, words, text or silent space (Problem solving, initiative and enterprise) create improvisation using various stimuli (Initiative and enterprise) collect information about various styles of dance and improvisation (Planning and organising) apply health and safety techniques to dance (Self-management) improve performance through experimentation and practice (Learning)
Evidence Guide	Evidence of the ability to: perform an improvised sequence within a complex dance sequence (Initiative and enterprise, problem solving) adhere to movement boundaries established for the improvisation (Problem solving, self-management) incorporate movement dynamics and partner work into performance (Initiative and enterprise, problem solving, teamwork)

Employability Skills Summaries and units of competency

An Employability Skills Summary exists for each qualification. Summaries include broad advice on industry expectations with regard to Employability Skills at the qualification level. Summaries should be used by trainers and assessors to assist in identifying the Employability Skills requirements contained within units of competency.

Appendices

Appendix A: VET in Schools

What is VET in Schools?

VET in Schools provides for nationally recognised vocational education and training (VET) based on industry standards undertaken as part of a senior secondary certificate.

Successful completion of a VET in Schools program enables a student to gain a nationally-recognised AQF qualification, usually at the same time as the school-based qualification.

How are VET in Schools programs structured?

VET in Schools programs are packaged and delivered in a variety of ways across Australia. There are three main types of delivery arrangements for VET in Schools programs:

schools can be a registered training organisation (RTO) in their own right

school sectoral bodies (such as Boards of Studies or regional offices) can hold RTO status on behalf of a group of schools

schools can work together in a partnership with an RTO.

States and territories across Australia package VET in Schools programs differently, according to their senior secondary certificate requirements. Generally schools may offer VET in Schools programs as:

stand-alone

embedded

combination of stand-alone and embedded

school-based Australian Apprenticeship.

Stand-alone refers to the delivery of a VET course or qualification outside of a school subject framework.

Embedding refers to an arrangement whereby VET units of competency are delivered within a general education course, producing both vocational and general education outcomes. This aims to minimise the assessment workload of students by avoiding unnecessary duplication. In some states and territories, embedding is necessary to provide recognition of VET within the senior secondary certificate. In others, stand-alone VET components contribute towards the senior secondary certificate.

Given the considerable variation in the manner in which qualifications and units of competency are used across Australia, the relevant authority in each state and territory will provide advice and guidance as to the specific VET in Schools programs that can be undertaken.

Appropriate qualifications for VET in Schools

IBSA acknowledges links between schools, businesses and the community, and strongly supports young people combining schooling with VET and workplace learning.

It is essential that all VET qualifications gained through a VET in Schools program are consistent with the outcomes detailed in the Training Package.

The AQTF Standards for Registered Training Organisations set out minimum competency standards for staff responsible for the delivery of training and the conducting of assessments; and they ensure that VET specialists have skills and competencies consistent with Training Package requirements. All schools using their own teachers for VET delivery must also be aware of the AQTF requirement for assessors to hold relevant vocational competencies, at least equal to that being delivered and assessed, in addition to teaching and assessment competence.

Schools that are RTOs generally deliver Certificate I and II qualifications. Some schools, in most states and territories, may also offer part or all of Certificate III and IV qualifications. However, the delivery of these higher qualifications often requires a partnership arrangement and presents some significant challenges as detailed below.

Schools are encouraged to establish partnerships with industry and effective work placement arrangements to maximise the quality of outcomes for students and industry alike. Recognition of competence gained through voluntary, part-time or vacation work not directly related to the industry focus of the qualification should also be considered.

Certificates I and II

Certificate I and Certificate II qualifications are the most suitable for use in VET in Schools programs. These qualifications are often preparatory in nature or include skills that can be readily trained and assessed in a school setting. For example, many of the units in Certificate I and II Information Technology or Business qualifications describe skills that are considered foundation skills for any employment situation. However, even at this level, schools must ensure adequate attention is paid to the effective assessment of competencies dealing with work environment or employability skills.

Certificate III

The AQF descriptor for Certificate III qualifications includes performance expectations, such as skills transference to new environments and the prospect of potential responsibility for others. A Certificate III qualification is premised on the understanding that it provides a vocational outcome in its own right and stretches beyond ‘preparation for work’. It may even reflect a trade outcome. Some Certificate III qualifications, or the units of competency packaged to make up the qualification, also require or assume prerequisite or required knowledge and skills

For these reasons, effective learning and assessment in a completely institutional environment are extremely difficult to achieve. While some ‘technical’ skills may be effectively learnt and assessed in an appropriately structured, simulated environment, work environment related competencies pose significant challenges. In these cases, statements of attainment for individual units are usually more appropriate than the award of full qualifications.

Certificate IV

At this AQF level, individuals need to demonstrate competence characterised by a degree of unpredictability, varying contexts, critical appraisal and management of diverse and perhaps questionable information and the assumption of responsibility for the quality and quantity of one’s own work and often the work of others. Some Training Packages consider their Certificate IV graduates to be ‘associate professionals and ‘supervisors’.

It is highly unlikely that a full Certificate IV qualification could be achieved in a school environment, other than through a schools-based New Apprenticeship.

Work placement

Work placement usually involves students spending an extended period of time in a workplace gaining experience and skills, and undergoing an assessment process related to the attainment of a qualification in a specific occupational field.

An essential feature of school-industry programs is that they involve students spending some time learning in a workplace. In recent years an increasing number of effective structured workplace learning programs have made significant progress towards greater workplace integrity for those industry training programs that are delivered predominantly off-the-job. The implementation of Training Packages means that structured workplace learning must be a consideration for all RTOs, not only schools, in the delivery of training programs.

Principles for quality workplace learning

The Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEEDYA) endorsed the Principles for Quality Workplace Learning for school students engaged in VET programs throughout Australia. All states and territories apply the principles to their work placement programs, although the nature and extent of work placement programs vary across states and territories.

The broad MCEEDYA principles are documented below.

Quality workplace learning is integrated into a program

It operates within a framework which provides the opportunity for all students to access it, though not all students may choose to do so; and

It operates within the context of vocational courses, which are recognised by industry, are responsive to industry needs and form part of a student’s exit credential.

Quality workplace learning is structured

It has a clearly articulated and documented purpose;

There are clearly identified and documented learning outcomes for students within accredited programs, which are linked to post-school qualifications;

They are of sufficient duration and depth to enable students to acquire a reasonable understanding of the enterprise/industry to demonstrate competence according to industry standards of at least level 1 of the AQF;

There is a matching between the students’ skills and interests and the work placements; and

Students, teachers and employers are thoroughly prepared beforehand so that the expectations and outcomes of the work placement are clearly understood by all parties.

Quality workplace learning is monitored

The learning is coordinated by personnel with appropriate expertise and adequate resources; and

Support should be made available to students and employers throughout the course of the work placement.

Quality workplace learning is regulated

There are clearly stated procedures designed to ensure that:

Students are protected from moral and physical danger;

Students work in a non-discriminatory and harassment-free environment;

Students receive appropriate training and instruction in occupational health and safety;

Students are not exploited by being continuously engaged in a production or service capacity or used to substitute for the employment of employees and payment of appropriate wages; and

Students are required to understand the roles and responsibilities of employees in the workplace and are expected to follow the directions of the workplace supervisors and other employees.

Quality workplace learning is assessed

The assessment, according to industry standards, is of students’ competencies achieved in the workplace which contributes to the overall assessment of the program; and

There are mechanisms for the recording and reporting of students’ competencies.

There is a strong correlation between these MCEEDYA quality principles and the OECD characteristics of high quality learning programs detailed below.

The major 14-country study entitled From Initial Education to Working Life: Making Transitions Work by the OECD (OECD, 2000, From Initial Education to Working Life: Making Transitions Work. Organisation for Economic Cooperation and Development, Paris.) identified 10 characteristics of high quality workplace learning programs. These are:

Work placements that are long enough for real learning to take place.

Systematic analysis of the training capacity of the workplace, to see what it can realistically supply.

A formal training plan, setting out what has to be taught and learned, and clarifying the work-based and school-based parts of a student’s program.

Employer involvement in student selection for work placements.

The presence of a trained program coordinator, able to liaise between the school and the firm and troubleshoot when problems occur.

The use of qualified, highly competent workers as workplace trainers or mentors.

Regular face-to-face contact between the coordinators and employers and in-firm supervisors.

Monitoring of the students on the job by the program coordinator.

The evaluation of student performance against the training plan at the end of the placement, with the evaluation carried out by the job supervisor and coordinator jointly.

Deliberate efforts by schools to relate what has been learned at work to students’ school-based learning.

Effective work placement is characterised by:

activities that complement off-the-job learning programs

clearly articulated and documented purpose

development of appropriate attitudes towards work

development of competence in designated industry skills and employability skills

facility for on-the-job practice of skills acquired in a classroom

flexibility

learning in a range of behaviours appropriate to the relevant industry

opportunities for work-based assessment

regular and frequent use of current technology and equipment

relevance to the VET qualification being undertaken

recognition of student readiness

support of industry partners.

Beyond the above, a number of other provisions are necessary for a successful work placement program. The credibility of work placements and any resultant recognition of competence requires a degree of ‘seriousness’ if the outcomes are to be valued by individuals and industry clients of the VET system.

It is suggested that stakeholders involved in the planning and management of work placements carefully consider and implement the following general principles.

That the RTO assumes responsibility for finding placements and validating the arrangements.

That the workplace has the appropriate resources, tools and staff to conduct the placement, with compliance with any legislative requirements.

That there be regular validation by the RTO that the student and assessor, where relevant, are operating according to RTO AQTF standards.

That a student on work placement must be covered by injury insurance.

That there is a formal contract setting out each party’s responsibilities and obligations.

That, where possible, the workplace has on site a qualified workplace trainer and assessor in ‘direct line’ control of the student (to avoid training and assessment by ‘proxy’).

That if the placement is for assessment-only then there must be clearly documented assessment tasks specifically related to the unit being assessed and evidence retained to support achievement of competence (for both best practice recording purposes and audit/appeal).

That if the placement also includes training, then any ‘academic pass’ cannot be bestowed prior to the placement as clearly all of the learning components have not been undertaken nor can they be assessed in advance if they have not been learned.

That the training be directly related to achievement of competence while recognising the likely acquisition of other skills and knowledge.

That where assessment occurs it be clearly related to a unit of competency relevant to the work placement.

That where more than one performance criterion (possibly over more than one unit) is being assessed there must be a clearly linked and documented relationship between the assessment and the performance criterion.

That the qualifications level be appropriate in context, i.e. if it is advanced programming there must be an advanced programming task observed and assessed.

That the actual variables of the performance criterion be documented for audit purposes and for verification of appropriateness of the range of activities in the work placement.

In some state and territory school systems, part-time student work in an appropriate workplace may be used to fulfil work placement requirements and virtual or simulated work placements may also be legitimate.

Appendix B: Creativity, innovation and design in IBSA Training Packages

What do we mean by creativity, innovation and design?

The terms ‘creativity’, ‘innovation’ and ‘design’ tend to be used very differently by different people and often without shared understanding around the meaning and application of each term. How these terms are used and applied in relation to workplace skills development or within the VET system adds additional layers of complexity.

A key finding of IBSA’s research was, that while definitions of creativity, innovation and design were somewhat vague, there were a number of key elements that united the works of a number of educationalists and theorists, and more recently reports from business and governments, on these concepts:

Creativity, innovation and design as skills-based concepts, behaviours and knowledge areas are concerned with a multiplicity of skills and environmental factors.

The skills/behaviours are complex and work together, iteratively and organically with such things as visual thinking, collaboration, risk taking, problem solving, communication, reflection and meta-cognition. In many instances cross or interdisciplinary educational and business approaches are required for these skills to develop and be used.

Creativity, innovation and design skills and knowledge involve individuals and their relationship with technologies, materials, work practices and processes, and other people, in collaborative and supportive environments.

The value of creativity, innovation and design outputs is context-bound or context-specific. This does not mean that designers and individuals cannot work across contexts; it means that creativity, innovation and design relate in their value and usefulness to a particular set of circumstances, materials, technologies and work practices or systems, within or across a specific time period.

Below are a number of definitions and key descriptors to facilitate common understanding of creativity, innovation and design. IBSA has taken the ideas and spirit of these descriptors as a starting point for developing units of competency.

Creativity is…

Creativity involves the use of the imagination or original ideas in order to create something. (Compact Oxford English Dictionary) Key descriptors: Creativity involves toying with ideas/and or materials, originating concepts, experimenting, conceptualising, exploring, crossing boundaries (usually done individually but often enhanced collectively) and then communicating these.

On a daily basis, our lives are enhanced and enriched by both our individual creativity and that of others. In an example close to home, we note that the very first Victa prototype, the Peach-tin, made in 1952 by Mervyn Victor Richardson, the founder of the Victa lawnmower company, was developed in his backyard in the Sydney suburb of Concord. It was aptly named the Peach-tin after its petrol tank, which was made from an empty can of peaches.

Creativity is also the way an artist or designer experiments with new ways of doing and representing the world, such as the work done by Picasso, or Australia’s own Indigenous artists whose unique representation of Country and Dreaming now generate huge interest both nationally and internationally.

Creativity is enhanced when the free movement of ideas across and between different fields of knowledge is encouraged, or when individuals have their self-confidence, curiosity, flexibility and willingness to take risks facilitated. It is also likely to flourish where individuals work together in multidisciplinary teams and are taught to observe, perceive and imagine more in their thinking. (Imagine Australia: The Role of Creativity in the Innovation Economy. Hoffert, PMSEIC, 2005)

Innovation is…

(Ithaca Group report on innovation, Rod McDonald, 2005)

Coming up with new ideas which embrace invention and everything that would emerge from R&D activities.

Developing new uses for old ideas, which embraces notions of improvement, further development of existing ideas, and identifying existing resources and, through applying knowledge, elevating these ideas to a new level of utility and value to the customer. The changes can be either incremental (e.g. any improvement made to an existing production process) or radical (e.g. the adaptation of new technology to new ways of doing business).

Translating this into competitive advantage or economic growth, which means more than invention or R&D or simply having a good idea: It’s the translation of that idea into a useful reality. This encompasses:

the commercialisation and internationalisation of new technologies (scientific, technological, organisational, financial and business)

all industries, including high technology, traditional manufacturing and service sectors

the anticipation and shaping of market needs and all activities that encourage and support any of the above.

The diagram below shows how these concepts link to each other.

Key descriptors: the innovation process involves managing change, managing ideas, implementing new ideas, working together in communities and/or corporations, anticipating market needs with new products, being entrepreneurial with new ideas, systems, products and materials.

Design is…

Design is the deliberate and considered creative process of devising and producing by independent investigation, experimentation and mental activity something that is useful. (B. Roantree contribution to Innovation, Creativity and Design workshop 2006)

Key descriptors: the design process involves purposeful problem posing and solving with materials, technologies or systems – usually in response to briefs, researching options considering aesthetics, functions and performance, following through with ideas, sequential trialling, evaluating and reflecting, producing something useful.

The way design impacts on our lives is seen in innovations and products such as Apple computers with their unique approach to colour, shape and style; Alessi’s items of everyday use; and medical interventions or inventions, such as the bionic ear.

Design is (most typically) a trained state of mind where individuals constantly examine the world around them to find improvements. In organisations, design thinking – which is really another word for innovation – can be fostered if workers are encouraged to contribute ideas in everything from product design to business processes, in a free-flowing atmosphere. Design solutions can be applied across routine as well as more inventive ways, as shown in Roantree’s diagram below. (Enhancing Creativity and Innovation through Training. A think piece on the future Training Package development to address creativity and innovation, Barry Roantree, 2005)

Using the creativity, innovation and design units of competency

Below is a list of the units which were endorsed as part of the BSB07 Business Services Training Package.

Creative thinking

BSBCRT101A	Apply critical thinking techniques

BSBCRT301A	Develop and extend critical and creative thinking techniques

BSBCRT401A	Articulate, present and debate ideas

BSBCRT402A	Collaborate in a creative process

BSBCRT501A	Originate and develop concepts

BSBCRT601A	Research and apply concepts and theories of creativity

Innovation

BSBINN201A	Contribute to workplace innovation

BSBINN301A	Promote innovation in a team environment

BSBINN501A	Establish systems that support innovation

BSBINN502A	Build and sustain an innovative work environment

BSBINN601A	Manage organisational change

BSBINN801A	Lead innovative thinking and practice

Design

BSBDES201A	Follow a design process

BSBDES202A	Evaluate the nature of design in a specific industry context

BSBDES301A	Explore the use of colour

BSBDES302A	Explore and apply the creative design process to 2D forms

BSBDES303A	Explore and apply the creative design process to 3D forms

BSBDES304A	Source and apply design industry knowledge

BSBDES305A	Source and apply information on the history and theory of design

BSBDES401A	Generate design solutions

BSBDES402A	Interpret and respond to a design brief

BSBDES403A	Develop and extend design skills and practice

BSBDES501A	Implement design solutions

BSBDES502A	Establish, negotiate and refine a design brief

BSBDES601A	Manage design realisation

BSBDES602A	Research global design trends

BSBDES701A	Research and apply design theory

The units are designed for use by different people in different ways and in different contexts. A key objective is that the units provide triggers for a greater focus on developing skills in creativity, innovation and design. How this is done will depend on the needs of different individuals and groups. In fact, effective implementation of the units relies on the creativity, innovation and design skills of those who choose to use them.

Individuals, workplaces or training organisations could:

develop short courses or programs based on one or more of the units to nurture skills in creativity, innovation and design – either in the workplace or a training institution

link the units to other workforce development activities

combine the units with other industry or occupation-specific content to form a ‘skill set’ that meets a specific workplace need

select the units as electives in qualifications

use the units to assist in identifying the nature of creativity, innovation and design skills needed by people working in different roles

select small portions of the units as the basis for learning and development activities.

Users are encouraged to review the whole unit, and pay particular attention to information under ‘Application of the unit’ to assess relevance to particular individuals and groups.

CUA10111 Certificate I in Dance

Modification History

Version	Comments
CUA10111	This version first released with CUA11 Live Performance Training Package version 1.0

Description

This qualification allows learners to develop basic skills and knowledge to prepare for work in the live performance industry. The range of dance techniques associated with this qualification is limited.

Job roles

There are no specific employment outcomes at this level.

Pathways Information

Evidence of some dance skills may be reflected in grades achieved in different dance styles through dance societies that run examinations linked to certification levels. It is recommended that registered training organisations (RTOs) liaise with relevant dance societies to determine certification level equivalence.

Licensing/Regulatory Information

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements.

Entry Requirements

There are no entry requirements for this qualification.

Employability Skills Summary

The following table contains a summary of the employability skills required by the creative industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options. This table is a summary of employability skills that are typical of this qualification and should not be interpreted as definitive.

Employability skill	Industry/enterprise requirements for this qualification
Communication	discussing aspects of exercises and dance techniques with colleagues and teachers interpreting instructions for specific tasks responding appropriately to constructive feedback on own skill development
Teamwork	working cooperatively with others in a learning environment and in dance performances
Problem-solving	maintaining concentration when practising and performing
Initiative and enterprise	developing an attitude towards work and learning that involves asking questions communicating the mood of a dance sequence to spectators moving in line with the mood, rhythm, style and tempo of music
Planning and organising	performing routine tasks in a logical sequence
Self-management	dressing appropriately for classes following safe dance practices to prevent injury to self and others
Learning	keeping up-to-date with developments in relevant industry sector planning a learning or career pathway developing dance techniques
Technology	using the internet to access industry information

Packaging Rules

Total number of units = 6

3 core units plus

3 elective units

The elective units consist of:

1 unit from Group A

of the remaining units:

up to 2 may be from Group A and/or B

1 may be from a Certificate I in any endorsed Training Package or accredited course

1 may be from a Certificate I or II in any endorsed Training Package.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

CUADAN101A Develop foundation dance techniques

CUAOHS101A Follow basic safe dance practices

CUEIND01D Source and apply entertainment industry knowledge

Group A elective units

Dance

CUADAN102A Develop foundation ballet dance technique

CUADAN103A Develop foundation jazz dance technique

CUADAN104A Develop foundation tap dance technique

CUADAN105A Develop foundation street dance technique

CUADAN106A Develop foundation cultural dance technique

Group B elective units

Cross-industry

BSBCRT101A Apply critical thinking techniques

BSBLED101A Plan skills development

CUVATS101A Develop understanding of own Aboriginal or Torres Strait Islander identity

HLTFA201A Provide basic emergency life support

ICAICT101A Operate a personal computer

CUA20111 Certificate II in Dance

Modification History

Version	Comments
CUA20111	This version first released with CUA11 Live Performance Training Package version 1.0

Description

This qualification is a preparatory qualification that can be used as a pathway into specialist Certificate III qualifications within the live performance industry.

Job roles

There are no specific employment outcomes at this level.

Pathways Information

Candidates entering this qualification could be expected to demonstrate competence in at least one dance style at Certificate I level. Evidence of dance expertise may be reflected in grades achieved in different dance styles through dance societies that run examinations linked to certification levels. It is recommended that registered training organisations (RTOs) liaise with relevant dance societies to determine certification level equivalence. Alternatively, candidates may have acquired dance skills through self-directed learning.

Licensing/Regulatory Information

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements.

Entry Requirements

There are no entry requirements for this qualification.

Employability Skills Summary

The following table contains a summary of the employability skills required by the creative industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options. This table is a summary of employability skills that are typical of this qualification and should not be interpreted as definitive.

Employability skill	Industry/enterprise requirements for this qualification
Communication	interpreting and clarifying written or verbal instructions reading and understanding documentation related to dance training program obtaining information in a culturally appropriate way
Teamwork	seeking and responding to feedback on skill development working as a member of a team in the context of preparing for and participating in performances working with others to develop a fitness regime that meets own physical conditioning needs
Problem-solving	monitoring and adjusting technique in practice and rehearsals identifying areas of weakness and planning practice accordingly
Initiative and enterprise	developing an attitude towards work and learning that involves asking questions exploring ways to add artistic expression to performances applying techniques of music to movement in dance forms expressing rhythms in physical form
Planning and organising	collecting and organising information in a way that allows for easy retrieval planning work and learning tasks in a logical sequence
Self-management	following workplace procedures, particularly in relation to OHS maintaining an appropriate standard of personal presentation in a performance context meeting deadlines and prioritising tasks practising and performing with due regard to personal health and safety considerations setting personal goals and planning practice time applying safe dance practices following nutritional guidelines
Learning	keeping up-to-date with industry developments and trends developing and practising basic dance techniques developing a movement memory developing artistic expression and an appreciation of aesthetics in the context of dance
Technology	using the internet to source information

Packaging Rules

Total number of units = 10

7 core units plus

3 elective units

The elective units consist of:

1 unit from Group A

of the remaining units:

up to 2 may be from Group A and/or B

1 may be from a Certificate II in any endorsed Training Package or accredited course

1 may be from a Certificate I or III in any endorsed Training Package.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

BSBWOR203A Work effectively with others

CUADAN201A Develop basic dance techniques

CUADAN202A Incorporate artistic expression into basic dance performances

CUAOHS101A Follow basic safe dance practices

CUAOHS201A Develop a basic level of physical condition for dance performance

CUAPRF201A Prepare self for performances

CUFIND201A Develop and apply creative arts industry knowledge

Group A elective units

Dance

CUADAN203A Perform basic jazz dance technique

CUADAN204A Perform basic Aboriginal and Torres Strait Islander dance technique

CUADAN205A Perform basic contemporary dance technique

CUADAN206A Perform basic ballet technique

CUADAN207A Perform basic tap technique

CUADAN208A Perform basic street dance technique

CUADAN209A Perform basic cultural dance technique

Cross-industry

CUVATS101A Develop understanding of own Aboriginal or Torres Strait Islander identity

CUVRES201A Source information relevant to own arts practice

Group B elective units

Cross-industry

BSBDIV301A Work effectively with diversity

BSBSUS201A Participate in environmentally sustainable work practices

BSBWOR201A Manage personal stress in the workplace

CUEAUD06B Apply a general knowledge of vision systems to work activities

CUESCE05B Apply a general knowledge of scenic art

CUESOU07B Apply a general knowledge of audio to work activities

CUESTA05C Apply a general knowledge of staging to work activities

CUETGE15B Handle physical elements safely during bump in/bump out

CUFLGT101A Apply a general knowledge of lighting to work activities

CUSMLT201A Develop and apply musical ideas and listening skills

HLTFA201A Provide basic emergency life support

CUA30111 Certificate III in Dance

Modification History

Version	Comments
CUA30111	This version first released with CUA11 Live Performance Training Package version 1.0

Description

This qualification reflects the role of a person working in a varied context in the live performance industry, using some discretion and judgement and relevant theoretical knowledge.

Job roles

Possible job title relevant to this qualification includes:

dancer (ensemble).

Pathways Information

Candidates entering this qualification may produce evidence of dance expertise through grades achieved in different dance styles through dance societies that run examinations linked to certification levels. It is recommended that registered training organisations (RTOs) liaise with relevant dance societies to determine certification level equivalence. Alternatively, candidates may have acquired dance skills through self-directed learning.

Licensing/Regulatory Information

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements.

Entry Requirements

An audition or other form of evidence where the candidate demonstrates competence in at least one dance style at Certificate II level.

Employability Skills Summary

The following table contains a summary of the employability skills required by the creative industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options. This table is a summary of employability skills that are typical of this qualification and should not be interpreted as definitive.

Employability skill	Industry/enterprise requirements for this qualification
Communication	reading and understanding relevant sources of information participating in negotiations about work or contractual issues discussing rhythmic movement concepts and dance techniques with colleagues and teachers
Teamwork	working constructively with creative and technical personnel working collaboratively with others involved in rehearsals and performances sharing industry information with colleagues and peers dancing with a partner
Problem-solving	assisting with troubleshooting technical and artistic problems planning work tasks in a logical sequence finding solutions to problems encountered when composing dance sequences implementing appropriate strategies to overcome performance anxiety
Initiative and enterprise	interpreting music elements and structures responding appropriately to the unexpected during performances composing dance within a specified form and following through with own individual style or idea exploring ways to add artistic expression into performances applying techniques of music to movement in dance forms expressing rhythms in physical form
Planning and organising	gathering information on dance styles, elements, forms and structures prioritising work tasks and establishing deadlines developing and following a balanced physical conditioning and exercise program to meet peak physical performance planning and executing warm-up and cool-down routines planning practice time preparing for performances and auditions
Self-management	monitoring own work and introducing strategies to improve performance practising and performing with due regard to personal health and safety considerations prioritising work tasks and working within deadlines demonstrating reliability in all agreed work commitments following nutritional guidelines
Learning	developing knowledge of dance styles and genres improving skills through practice continuously evaluating and adjusting own work through critical analysis of own performance seeking feedback and integrating constructive advice into strategies for developing dance technique
Technology	using the internet to access information using a range of exercise equipment

Packaging Rules

Total number of units = 13

6 core units plus

7 elective units

The elective units consist of:

3 units from Group A

of the remaining units:

up to 4 may be from Group A and/or B

up to 2 may be from a Certificate III in any endorsed Training Package or accredited course

1 may be from a Certificate II or IV in any endorsed Training Package.

The elective units chosen must be relevant to the work outcome and meeting local industry needs.

Core units

CUACHR301A Develop basic dance composition skills

CUADAN202A Incorporate artistic expression into basic dance performances

CUADAN301A Explore rhythm in the context of dance or movement technique

CUAIND301A Work effectively in the creative arts industry

CUAOHS301A Condition the body for dance performances

CUAPRF307A Develop performance techniques

Group A elective units

Dance

CUADAN302A Increase depth of Aboriginal and Torres Strait Islander dance technique

CUADAN303A Develop dance partnering techniques

CUADAN304A Develop dance improvisational skills

CUADAN305A Increase depth of jazz dance technique

CUADAN306A Increase depth of ballet dance technique

CUADAN307A Increase depth of cultural dance technique

CUADAN308A Increase depth of contemporary dance technique

CUADAN309A Increase depth of street dance technique

CUADAN310A Increase depth of social dance technique

CUADAN311A Increase depth of tap dance technique

Dance literacy

CUADLT301A Develop basic dance analysis skills

Industry context

CUAIND302A Develop and maintain relationships with Indigenous Australian performance mentors

Other dance genres

CUAPRF303A Perform basic on-ground acrobatic skills

CUAPRF304A Develop audition techniques

CUAPRF305A Perform in ways that respect customary law, ethics and traditions

CUAPRF306A Develop musical theatre techniques

Cross-industry

CUVRES301A Apply knowledge of history and theory to own arts practice

Group B elective units

Dance teaching

CUADTM301A Assist with teaching dance

Occupational health and safety/safe dance

CUAOHS201A Develop a basic level of physical condition for dance performance

Production management

CUAMUP301A Prepare personal appearance for performances

CUAPPM301A Assist with designing performance spaces

CUASTA301A Assist with production operations for live performances

Cross-industry

BSBDIV301A Work effectively with diversity

BSBSUS301A Implement and monitor environmentally sustainable work practices

BSBWOR201A Manage personal stress in the workplace

BSBWOR203A Work effectively with others

CUECOS09B Develop and apply knowledge of costume

CUFCMP301A Implement copyright arrangements

CUSIND302A Plan a career in the creative arts industry

CUSMLT302A Develop and apply aural-perception skills

CUVATS301A Develop and apply knowledge of Aboriginal or Torres Strait Islander cultural arts

HLTFA301B Apply first aid

SISCCRO302A Apply legal and ethical instructional skills

Selecting electives for different outcomes

The following example is designed to assist in the selection of appropriate electives for particular outcomes at this level, but it is in no way prescriptive.

Dancer (ensemble)

Core units plus:

CUADAN303A Develop dance partnering techniques

CUADAN304A Develop dance improvisational skills

CUADAN305A Increase depth of jazz dance technique

CUADAN308A Increase depth of contemporary dance technique

CUAMUP301A Prepare personal appearance for performances

CUAPRF304A Develop audition techniques

CUAPRF404A Refine movement skills for performance

CUA30211 Certificate III in Community Dance, Theatre and Events

Modification History

Version	Comments
CUA30211	This version first released with CUA11 Live Performance Training Package version 1.0

Description

This qualification reflects the role of individuals working in a variety of community-based performance and production contexts, using some discretion and judgement and relevant theoretical knowledge. They may provide support to others involved in productions.

Job roles

Possible job titles relevant to this qualification include:

assistant project officer

performer (community theatre/events)

production assistant (community theatre/events).

Pathways Information

Candidates may enter the qualification with limited or no vocational experience and without a relevant lower level qualification.

Licensing/Regulatory Information

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements.

Entry Requirements

There are no entry requirements for this qualification.

Employability Skills Summary

The following table contains a summary of the employability skills required by the creative industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options. This table is a summary of employability skills that are typical of this qualification and should not be interpreted as definitive.

Employability skill	Industry/enterprise requirements for this qualification
Communication	reading and understanding relevant sources of information participating in negotiations about work/contractual issues communicating effectively and constructively with people from different cultural backgrounds and with differing abilities completing workplace documentation
Teamwork	working constructively with creative and technical personnel working collaboratively with others involved in productions and events sharing industry information with colleagues and peers
Problem-solving	assisting with troubleshooting technical and artistic problems planning work tasks in a logical sequence
Initiative and enterprise	interpreting music elements and structures responding appropriately to the unexpected during productions identifying and responding to issues that may cause problems in the conduct of community activities
Planning and organising	assisting with the planning of community events helping to plan the order in which to load and unload equipment and set pieces prioritising work tasks and establishing deadlines
Self-management	monitoring own work and introducing strategies to improve performance planning own career carrying out work tasks with due regard to personal health and safety considerations prioritising work tasks and working within deadlines demonstrating reliability in all agreed work commitments operating within boundaries of personal level of responsibility
Learning	improving skills through practice continuously evaluating and adjusting own work through critical analysis of own performance seeking feedback and integrating constructive advice into own performance
Technology	storing and retrieving relevant OHS documents operating basic lighting and sound equipment during performances

Packaging Rules

Total number of units = 13

5 core units plus

8 elective units

The elective units consist of:

4 units from Group A

of the remaining units:

up to 4 units may be from Group A and/or B

up to 2 units may be from a Certificate II in any endorsed Training Package or accredited course

1 may be from a Certificate II or IV in any endorsed Training Package.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

BSBDIV301A Work effectively with diversity

CHCCD307C Support community resources

CUAIND301A Work effectively in the creative arts industry

CUSIND302A Plan a career in the creative arts industry

CUSOHS301A Follow occupational health and safety procedures

Group A elective units

Dance

CUAOHS301A Condition the body for dance performances

CUADAN301A Explore rhythm in the context of dance or movement technique

CUADAN302A Increase depth of Aboriginal and Torres Strait Islander dance technique

CUADAN303A Develop dance partnering techniques

CUADAN304A Develop dance improvisational skills

CUADAN307A Increase depth of cultural dance technique

CUADAN308A Increase depth of contemporary dance technique

CUADAN309A Increase depth of street dance technique

CUADAN310A Increase depth of social dance technique

CUADAN311A Increase depth of tap dance technique

Dance teaching

CUADTM301A Assist with teaching dance

Other dance genres

CUAMPF301A Employ music and singing in performance

CUAMPF302A Develop vocal techniques for use in performance

CUAMUP301A Prepare personal appearance for performances

CUAPRF301A Create and tell stories

CUAPRF302A Develop basic acting skills

CUAPRF303A Perform basic on-ground acrobatic skills

CUAPRF304A Develop audition techniques

CUAPRF305A Perform in ways that respect customary law, ethics and traditions

CUAPRF306A Develop musical theatre techniques

Production management

CUAPPM301A Assist with designing performance spaces

CUAPRF307A Develop performance techniques

CUASTA301A Assist with production operations for live performances

Cross-industry

BSBCRT301A Develop and extend critical and creative thinking skills

BSBINM301A Organise workplace information

BSBSUS301A Implement and monitor environmentally sustainable work practices

CHCDIS301B Work effectively with people with a disability

CUECOR04B Deal with conflict and resolve complaints

CUECOS09B Develop and apply knowledge of costume

CUFCMP301A Implement copyright arrangements

CUFDIG303A Produce and prepare photo images

CUFWRT301A Write content for a range of media

CUSADM301A Administer operations for rehearsals and performances

CUSMKG301A Assist with the promotion of creative acts

CUSMPF301A Develop technical skills in performance

CUSMPF303A Contribute to backup accompaniment

HLTFA301B Apply first aid

AHCILM303A Work in an indigenous community or organisation

SISCCRO302A Apply legal and ethical instructional skills

SISFFIT309A Plan and deliver group exercise sessions

SISFFIT311A Deliver approved community fitness programs

TAEDEL301A Provide work skill instruction

Group B elective units

Occupational health and safety/safe dance

CUAOHS201A Develop a basic level of physical condition for dance performance

Cross-industry

BSBITU202A Create and use spreadsheets

BSBSUS201A Participate in environmentally sustainable work practices

CUEFOH03C Provide seating and ticketing advice

CUEFOH04C Usher patrons

CUVATS301A Develop and apply knowledge of Aboriginal or Torres Strait Islander cultural arts

CUESOU07B Apply a general knowledge of audio to work activities

CUETGE15B Handle physical elements safely during bump in/bump out

CUFDIG201A Maintain interactive content

CUFLGT101A Apply a general knowledge of lighting to work activities

CUFIND201A Develop and apply creative arts industry knowledge

MEM18001C Use hand tools

Selecting electives for different outcomes

The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but they are in no way prescriptive.

Assistant project officer

Core units plus:

BSBCRT301A Develop and extend critical and creative thinking skills

BSBINM301A Organise workplace information

BSBITU202A Create and use simple spreadsheets

CHCDIS301B Work effectively with people with a disability

CUFCMP301A Implement copyright arrangements

CUFWRT301A Write content for a range of media

CUSMKG301A Assist with the promotion of creative acts

CUFIND201A Develop and apply creative arts industry knowledge

Performer/production assistant (community theatre/events)

Core units plus:

AHCILM303A Work in an indigenous community or organisation

CUADAN307A Increase depth of cultural dance technique

CUAMPF301A Employ music and singing in performance

CUAMUP301A Prepare personal appearance for performances

CUAPRF305A Perform in ways that respect customary law, ethics and traditions

CUASTA301A Assist with production operations for live performances

CUECOS09B Develop and apply knowledge of costume

CUSMKG301A Assist with the promotion of creative acts

CUA30311 Certificate III in Assistant Dance Teaching

Modification History

Version	Comments
CUA30311	This version first released with CUA11 Live Performance Training Package version 1.0

Description

This qualification reflects the role of a person working in a varied context in the private dance teaching industry, using some discretion and judgement and relevant theoretical knowledge.

Job roles

Possible job title relevant to this qualification includes:

assistant dance teacher (5-10 year olds in a private dance studio).

Pathways Information

Candidates may enter the qualification with limited or no vocational experience and without a relevant lower level qualification. However, completion of CUA30111 Certificate III in Dance or evidence of competencies equivalent to CUA30111 is desirable.

Licensing/Regulatory Information

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements.

Entry Requirements

There are no entry requirements for this qualification.

Employability Skills Summary

The following table contains a summary of the employability skills required by the creative industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options. This table is a summary of employability skills that are typical of this qualification and should not be interpreted as definitive.

Employability skill	Industry/enterprise requirements for this qualification
Communication	reading and understanding sources of information about anatomy and nutrition communicating effectively and constructively with people from different cultural backgrounds and with differing levels of ability presenting confidently in teaching situations conveying information and instructions in classes completing workplace documentation
Teamwork	working constructively with teachers and mentors sharing industry information with colleagues and peers
Problem-solving	planning work tasks in a logical sequence identifying behavioural issues with learners and taking action within own level of responsibility identifying and responding to situations that require the application of first aid
Initiative and enterprise	interpreting music elements and structures adapting teaching style to suit target group
Planning and organising	prioritising work tasks and establishing deadlines
Self-management	monitoring own work and introducing strategies to improve performance prioritising work tasks and working within deadlines demonstrating reliability in all agreed work commitments complying with OHS requirements in the workplace
Learning	developing knowledge of dance styles and genres providing dance instruction under supervision applying ethical instructional principles to teaching activities responding appropriately to constructive feedback on own performance in a teaching role
Technology	storing and retrieving information using the internet to access information

Packaging Rules

Total number of units = 12

8 core units plus

4 elective units

Of the elective units:

4 may be from the list of elective units below

up to 3 may be from a Certificate III in any endorsed Training Package

up to 2 may be from a Certificate III in any accredited course

1 may be from a Certificate II or IV in any endorsed Training Package.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

BSBOHS201A Participate in OHS processes

CHCCHILD301A Support behaviour of children and young people

CUADLT301A Develop basic dance analysis skills

CUADTM301A Assist with teaching dance

CUAOHS403A Incorporate anatomy and nutrition principles into skill development

CUSMLT201A Develop and apply musical ideas and listening skills

HLTFA301B Apply first aid

SISCCRO302A Apply legal and ethical instructional skills

Elective units

Choreography

CUACHR301A Develop basic dance composition skills

Dance

CUADAN304A Develop dance improvisational skills

Production management

CUAPPM301A Assist with designing performance spaces

CUASTA301A Assist with production operations for live performances

Cross-industry

BSBDIV301A Work effectively with diversity

BSBIND301A Work effectively in an educational environment

BSBSUS301A Implement and monitor environmentally sustainable work practices

CUSIND302A Plan a career in the creative arts industry

CUVRES301A Apply knowledge of history and theory to own arts practice

SISFFIT309A Plan and deliver group exercise sessions

SISFFIT311A Deliver approved community fitness programs

TAEASS301A Contribute to assessment

Selecting electives for different outcomes

The following example is designed to assist in the selection of appropriate electives for particular outcomes at this level, but it is in no way prescriptive.

Assistant dance teacher (5-10 year olds in a private dance studio)

Core units plus:

BSBDIV301A Work effectively with diversity

BSBIND301A Work effectively in an educational environment

CUACHR301A Develop basic dance composition skills

CUADTM411A Teach basic dance technique

CUA40111 Certificate IV in Dance

Modification History

Version	Comments
CUA40111	This version first released with CUA11 Live Performance Training Package version 1.0

Description

This qualification reflects the role of individuals working in a wide variety of dance performance contexts. They apply solutions to a defined range of unpredictable problems, and analyse and evaluate information from a variety of sources. They may provide leadership and guidance to others and have limited responsibility for the output of others.

Job roles

Possible job titles relevant to this qualification include:

dancer (ensemble and solo)

choreographer.

Pathways Information

Candidates entering this qualification may produce evidence of dance expertise through grades achieved in different dance styles through dance societies that run examinations linked to certification levels. It is recommended that registered training organisations (RTOs) liaise with relevant dance societies to determine certification level equivalence. Alternatively, candidates may have acquired dance skills through self-directed learning.

Licensing/Regulatory Information

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements.

Entry Requirements

An audition or other form of evidence where the candidate demonstrates competence in at least one dance style at Certificate III level.

Employability Skills Summary

The following table contains a summary of the employability skills required by the creative industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options. This table is a summary of employability skills that are typical of this qualification and should not be interpreted as definitive.

Employability skill	Industry/enterprise requirements for this qualification
Communication	discussing and writing about choreographic elements in relation to compositional studies discussing body conditioning and dance technique issues with colleagues and teachers interpreting and clarifying written and verbal instructions documenting choreography
Teamwork	working collaboratively with dancers to create dance pieces providing direction to dancers recognising and supporting the contribution of other artists working creatively with individual differences sharing industry information with colleagues and peers dancing with a partner
Problem-solving	evaluating and challenging ideas and moving them forward towards solutions establishing and maintaining personal financial and work record-keeping systems developing personal budgets and monitoring income and expenditure against budgets resolving problems encountered in performance or training
Initiative and enterprise	generating and exploring ideas experimenting with movement to enhance dance performance outcomes developing new choreography and following through with own individual style or idea using original and innovative approaches in stage performances
Planning and organising	setting work and practice goals preparing self for performance monitoring own work and introducing strategies to improve performance prioritising work tasks and establishing deadlines preparing and circulating self-promotional material to potential clients or employers incorporating props, music and costumes into the planning process when developing choreography planning for contingencies
Self-management	setting development goals observing protocols appropriate to the genre, style and context of performance responding appropriately to constructive feedback on own performance
Learning	improving performance and choreographic skills through experimentation and practice reflecting on and enhancing own ability to contribute effectively to a collaborative creative process improving dance craft skills and expression through rehearsal and performance seeking feedback and integrating constructive advice into own work performance
Technology	using the internet to access information using relevant business equipment

Packaging Rules

Total number of units = 14

7 core units plus

7 elective units

The elective units consist of:

4 units from Group A

of the remaining units:

up to 3 may be from Group A and/or B

up to 2 may be from a Certificate IV in any endorsed Training Package or accredited course

1 may be from a Certificate III or Diploma in any endorsed Training Package.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

CUACHR403A Develop skills in the craft of choreography

CUADAN303A Develop dance partnering techniques

CUADAN407A Develop expertise in dance performance skills

CUAOHS401A Apply movement and behavioural principles to physical conditioning

CUAPRF404A Refine movement skills for performance

CUAPRF405A Rehearse technique for performance

CUVPRP404A Develop self as artist

Group A elective units

Choreography

CUACHR401A Create and perform dance pieces

Dance

CUADAN401A Develop on-camera dance performance skills

CUADAN402A Improvise an advanced dance sequence

CUADAN403A Develop expertise in jazz dance technique

CUADAN404A Develop expertise in bodyweather and butoh dance technique

CUADAN405A Develop expertise in street dance technique

CUADAN406A Develop expertise in social dance technique

CUADAN408A Develop expertise in ballet technique

CUADAN409A Develop expertise in contemporary dance technique

CUADAN410A Develop expertise in tap dance technique

CUADAN411A Develop expertise in cultural dance technique

Dance literacy

CUADLT401A Document dance

CUADLT402A Explore the relationship between music and dance

Industry context

CUAIND401A Extend expertise in specialist field

Occupational health and safety/safe dance

CUAOHS402A Participate in gym and weight training for performances

CUAOHS403A Incorporate anatomy and nutrition principles into skill development

Other performance genres

CUAPRF401A Employ a range of acting skills in performance

CUAPRF402A Develop conceptual and expressive skills as a performer

CUAPRF406A Use technique in performance

CUAPRF407A Develop expertise in musical theatre techniques

CUARES401A Research dance concepts

Cross-industry

BSBCRT402A Collaborate in a creative process

CUFIND401A Provide services on a freelance basis

CUSMPF402A Develop and maintain stagecraft skills

CUVRES401A Research history and theory to inform own arts practice

Group B elective units

Choreography

CUACHR301A Develop basic dance composition skills

Dance literacy

CUADLT301A Develop basic dance analysis skills

Dance teaching

CUADTM401A Plan and organise dance classes

CUADTM403A	Apply safe dance teaching methods

Industry context

CUAIND301A Work effectively in the creative arts industry

Occupational health and safety/safe dance

CUAOHS301A Condition the body for dance performances

Other performance genres

CUAMUP301A Prepare personal appearance for performances

CUAPPM301A Assist with designing performance spaces

CUAPRF303A Perform basic on-ground acrobatic skills

CUAPRF304A Develop audition techniques

Production management

CUASTA301A Assist with production operations for live performances

Cross-industry

BSBCRT401A Articulate, present and debate ideas

BSBDIV301A Work effectively with diversity

CUFCMP301A Implement copyright arrangements

CUFDIG303A Produce and prepare photo images

CUFIND301B Work effectively in the screen and media industries

CUSIND302A Plan a career in the creative arts industry

CUSMLT302A Develop and apply aural-perception skills

CUSMLT303A Notate music

HLTFA301B Apply first aid

TAEASS401A Plan assessment activities and processes

TAEASS402A Assess competence

TAEDES401A Design and develop learning programs

Selecting electives for different outcomes

The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but they are in no way prescriptive.

Dancer (ensemble and solo)

Core units plus:

CUADAN401A Develop on-camera dance performance skills

CUADAN402A Improvise an advanced dance sequence

CUADAN403A Develop expertise in jazz dance technique

CUADAN409A Develop expertise in contemporary dance technique

CUAMUP301A Prepare personal appearance for performances

CUAOHS403A Incorporate anatomy and nutrition principles into skill development

CUFIND401A Provide services on a freelance basis

Dancer/choreographer

Core units plus:

CUACHR401A Create and perform dance pieces

CUACHR403A Develop skills in the craft of choreography

CUACHR501A Create and perform complex dance pieces

CUADAN403A Develop expertise in jazz dance technique

CUADLT401A Document dance

CUADLT402A Explore the relationship between music and dance

CUFIND401A Provide services on a freelance basis

CUA40211 Certificate IV in Dance Teaching and Management

Modification History

Version	Comments
CUA40211	This version first released with CUA11 Live Performance Training Package version 1.0

Description

This qualification reflects the role of individuals working in a variety of dance teaching contexts, including private dance studios. They apply solutions to a defined range of unpredictable problems, and analyse and evaluate information from a variety of sources. They may provide leadership and guidance to others and have limited responsibility for the output of others.

Job roles

Possible job titles relevant to this qualification include:

teacher (private dance studio)

administrator (private dance studio)

dance fitness instructor.

Pathways Information

Candidates entering this qualification would have a strong background in dance and could be expected to demonstrate competence in at least one dance style at Certificate IV level or above. Evidence of dance expertise may also be reflected in grades they have achieved in different dance styles through dance societies that run examinations linked to certification levels. It is recommended that registered training organisations (RTOs) liaise with relevant dance societies to determine certification level equivalence.

Licensing/Regulatory Information

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements.

Entry Requirements

There are no entry requirements for this qualification.

Employability Skills Summary

The following table contains a summary of the employability skills required by the creative industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options. This table is a summary of employability skills that are typical of this qualification and should not be interpreted as definitive.

Employability skill	Industry/enterprise requirements for this qualification
Communication	interacting effectively with students, parents and carers presenting confidently in teaching situations speaking clearly when giving dance classes communicating class objectives clearly providing feedback to students
Teamwork	recognising and supporting the contribution of others working creatively with individual differences sharing industry information with colleagues and peers
Problem-solving	anticipating student and parent or carer concerns and acting to minimise or avoid where possible solving technical problems with multimedia equipment using effective strategies to manage individual and class behaviour
Initiative and enterprise	using creative teaching strategies in classes experimenting with the teaching of movement to enhance dance performance outcomes
Planning and organising	setting work goals planning and preparing classes prioritising work tasks and establishing deadlines preparing and circulating promotional material planning for contingencies
Self-management	setting development goals maintaining required standard of physical fitness responding appropriately to constructive feedback on own performance
Learning	monitoring own work and introducing strategies to improve performance reflecting on and enhancing own ability to contribute effectively to a dance teaching environment improving dance teaching skills through professional development opportunities facilitating the learning of others seeking feedback and integrating constructive advice into own work performance
Technology	using technology to produce student reports operating equipment used for teaching purposes using relevant business equipment

Packaging Rules

Total number of units = 14

8 core units plus

6 elective units

The elective units consist of:

3 units from Group A

of the remaining units:

up to 3 may be from Group A and/or B

up to 2 may be from a Certificate IV in any endorsed Training Package or accredited course

1 may be from a Certificate III or Diploma in any endorsed Training Package.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

BSBSMB405A Monitor and manage small business operations

CUADTM401A Plan and organise dance classes

CUADTM403A Apply safe dance teaching methods

CUAPPM401A Contribute to the organisation of productions

HLTFA301B Apply first aid

TAEASS401A Plan assessment activities and processes

TAEASS402A Assess competence

TAEDES401A Design and develop learning programs

Group A elective units

Choreography

CUACHR402A Create short dance pieces

Dance literacy

CUADLT401A Document dance

CUADLT402A Explore the relationship between music and dance

Dance teaching

CUADTM402A Teach basic classical ballet dance technique

CUADTM404A Teach basic jazz dance technique

CUADTM405A Teach basic contemporary dance technique

CUADTM406A Teach basic tap dance technique

CUADTM407A Teach basic cultural dance technique

CUADTM408A Teach Cecchetti Ballet method at introductory level

CUADTM409A Teach Cecchetti Ballet method at junior level

CUADTM410A Teach Cecchetti Ballet method at intermediate level

CUADTM411A Teach basic dance technique

Industry context

CUAIND401A Extend expertise in specialist field

Occupational health and safety/safe dance

CUAOHS403A Incorporate anatomy and nutrition principles into skill development

Cross-industry

BSBOHS407A Monitor a safe workplace

BSBSMB401A Establish legal and risk management requirements of small business

BSBSMB403A Market the small business

BSBSMB407A Manage a small team

CHCCHILD401A Identify and respond to children and young people at risk

CUECOR04B Deal with conflict and resolve complaints

TAEASS403A Participate in assessment validation

Group B elective units

Dance literacy

CUADLT301A Develop basic dance analysis skills

Cross-industry

BSBIND301A Work effectively in an educational environment

BSBSMB301A Investigate micro business opportunities

CHCDIS301B Work effectively with people with a disability

CUFCMP301A Implement copyright arrangements

CUSADM301A Administer operations for rehearsals and performances

SISCCRO302A Apply legal and ethical instructional skills

SISFFIT309A Plan and deliver group exercise sessions

SISFFIT311A Deliver approved community fitness programs

TAEASS301A Contribute to assessment

Selecting electives for different outcomes

The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but they are in no way prescriptive.

Teacher/administrator (private dance studio)

Core units plus:

BSBIND301A Work effectively in an educational environment

BSBSMB403A Market the small business

BSBSMB407A Manage a small team

CUADTM402A Teach basic classical ballet dance technique

CUADTM405A Teach basic contemporary dance technique

CUAIND401A Extend expertise in specialist field

Dance fitness instructor

Core units plus:

CHCCHILD401A Identify and respond to children and young people at risk

CUACHR402A Create short dance pieces

CUADLT402A Explore the relationship between music and dance

CUADTM411A Teach basic dance technique

SISFFIT309A Plan and deliver group exercise sessions

SISFFIT311A Deliver approved community fitness programs

CUA40311 Certificate IV in Community Culture

Modification History

Version	Comments
CUA40311	This version first released with CUA11 Live Performance Training Package version 1.0

Description

This qualification reflects the role of individuals working in a wide variety of community-based performance and production contexts, which can often focus on the maintenance of cultural heritage. They apply solutions to a defined range of unpredictable problems, and analyse and evaluate information from a variety of sources. They may provide leadership and guidance to others and have limited responsibility for the output of others.

Job roles

Possible job titles relevant to this qualification include:

community cultural development officer

project manager

performer (community theatre/events)

production manager (community theatre/events).

Pathways Information

Candidates may enter the qualification with limited or no vocational experience and without a relevant lower level qualification.

Licensing/Regulatory Information

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements.

Entry Requirements

There are no entry requirements for this qualification.

Employability Skills Summary

The following table contains a summary of the employability skills required by the creative industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options. This table is a summary of employability skills that are typical of this qualification and should not be interpreted as definitive.

Employability skill	Industry/enterprise requirements for this qualification
Communication	reading and understanding relevant sources of information participating in negotiations about work/contractual issues liaising with community groups communicating effectively and constructively with people from different cultural backgrounds and with differing abilities completing workplace documentation preparing information for tour groups presenting information to tour groups and visitors to sites
Teamwork	working constructively with creative and technical personnel working collaboratively with others involved in productions and events sharing industry information with colleagues and peers
Problem-solving	assisting with troubleshooting technical and artistic problems planning work tasks in a logical sequence negotiating contracts contributing to the resolution of conflict situations managing budgets and financial plans
Initiative and enterprise	responding appropriately to the unexpected during productions working with communities to develop innovative approaches to community productions and events
Planning and organising	planning productions and events in consultation with community groups prioritising work tasks and establishing deadlines managing projects
Self-management	monitoring own work and introducing strategies to improve performance carrying out work tasks with due regard to personal health and safety considerations prioritising work tasks and working within deadlines demonstrating reliability in all agreed work commitments
Learning	improving skills through practice continuously evaluating and adjusting own work through critical analysis of own performance seeking feedback and integrating constructive advice into own performance
Technology	storing and retrieving relevant workplace documents operating technical equipment during productions accessing the internet to gather information

Packaging Rules

Total number of units = 15

5 core units plus

10 elective units

The elective units consist of:

3 units from Group A

of the remaining units:

up to 7 may be selected from Group A and/or B

up to 3 may be selected from Group C

up to 2 may be from a Certificate IV in any endorsed Training Package or accredited course

1 may be from a Certificate III or Diploma in any endorsed Training Package.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

AHCCCF405A Develop community networks

BSBCRT402A Collaborate in a creative process

CUAPPM401A Contribute to the organisation of productions

CUETEM09B Manage diversity

CUSOHS301A Follow occupational health and safety procedures

Group A elective units

Dance teaching

CUADTM401A Plan and organise dance classes

CUADTM403A Apply safe dance teaching methods

CUADTM407A Teach basic cultural dance technique

CUADTM411A Teach basic dance technique

Industry context

CUAIND401A Extend expertise in specialist field

Occupational health and safety/safe dance

CUAOHS403A Incorporate anatomy and nutrition principles into skill development

Production management

CUAPPM501A Manage live productions

Cross-industry

BSBADM405B Organise meetings

BSBATSIC412A Maintain and protect cultural values in the organisation

BSBATSIC411C Communicate with the community

BSBFIM501A Manage budgets and financial plans

BSBHRM402A Recruit, select and induct staff

BSBITU402A Develop and use complex spreadsheets

BSBMKG413A Promote products and services

BSBMKG415A Research international markets

BSBPMG510A Manage projects

BSBPUR402B Negotiate contracts

BSBSUS501A Develop workplace policy and procedures for sustainability

BSBWOR402A Promote team effectiveness

BSBWOR404B Develop work priorities

BSBWRT401A Write complex documents

CHCCD401D Support community participation

CHCCD420A Work to empower Aboriginal and/or Torres Strait Islander communities

CUEEVT03B Integrate knowledge of creative and technical production into management processes

CUEMAR02C Undertake market research

CUEMAR03C Undertake marketing activities

CUETEM01C Coordinate production operations

CUETEM03C Establish and manage production requirements and resources

CUFIND401A Provide services on a freelance basis

CUVIND401A Communicate effectively with arts professionals

CUVPRP402A Select sites for creative projects and plan work

CUVPUB501A Develop and manage public relations strategies

CUVPUA501A Create works of art for public spaces

SITTGDE006A Prepare and present tour commentaries or activities

SITTGDE007A Develop and maintain the general and regional knowledge required by guides

SITTGDE008A Research and share general information on Australian Indigenous cultures

SITTGDE009A Interpret aspects of local Australian Indigenous culture

SITTGDE012A Prepare specialised interpretive content on cultural and heritage environments

SITTPPD004A Plan and implement minimal impact operations

SITXEVT008A Plan and develop event proposals and bids

SITXEVT009A Develop event concepts

SITXHRM004A Manage volunteers

SITXMPR001A Coordinate production of brochures and marketing materials

Group B elective units

Choreography

CUACHR401A Create and perform dance pieces

Dance

CUADAN401A Develop on-camera dance performance skills

CUADAN402A Improvise an advanced dance sequence

CUADAN403A Develop expertise in jazz dance technique

CUADAN404A Develop expertise in bodyweather and butoh dance technique

CUADAN405A Develop expertise in street dance technique

CUADAN406A Develop expertise in social dance technique

CUADAN409A Develop expertise in contemporary dance technique

CUADAN410A Develop expertise in tap dance technique

CUADAN411A Develop expertise in cultural dance technique

Occupational health and safety/safe dance

CUAOHS401A Apply movement and behavioural principles to physical conditioning

CUAOHS402A Participate in gym and weight training for performances

Other performance genres

CUAPRF401A Employ a range of acting skills in performance

CUAPRF402A Develop conceptual and expressive skills as a performer

CUAPRF405A Rehearse technique for performance

CUAPRF406A Use technique in performance

CUAPRF407A Develop expertise in musical theatre techniques

Cross-industry

CUSMPF402A Develop and maintain stagecraft skills

CUSMPF404A Perform music as part of a group

CUSMPF405A Develop instrumental techniques

CUSMPF406A Perform music as a soloist

CUSMPF407A Develop vocal techniques

CUVPRP404A Develop self as artist

Group C elective units

Other performance genres

CUAMUP301A Prepare personal appearance for performances

Occupational health and safety/safe dance

CUAOHS301A Condition the body for dance performances

Production management

CUAPPM301A Assist with designing performance spaces

Cross-industry

AHCILM303A Work in an Indigenous community or organisation

BSBSUS301A Implement and monitor environmentally sustainable work practices

CHCDIS301B Work effectively with people with a disability

CUESOU08B Select and manage microphone and other audio input sources

CUESOU09B Manage and compile audio replay material

CUFCMP301A Implement copyright arrangements

CUFGMT301A Repair and maintain production equipment

CUFLGT301A Prepare, install and test lighting equipment

CUFLGT302A Record and operate standard lighting cues

CUFWRT301A Write content for a range of media

CUSSOU303A Set up and disassemble audio equipment

HLTFA301B Apply first aid

SISFFIT309A Plan and deliver group exercise sessions

SISFFIT311A Deliver approved community fitness programs

SITXFIN002A Maintain financial records

TAEDEL301A Provide work skill instruction

Selecting electives for different outcomes

The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but they are in no way prescriptive.

Community cultural development officer

Core units plus:

AHCILM303A Work in an indigenous community or organisation

BSBMKG415A Research international markets

BSBWOR402A Promote team effectiveness

BSBWOR404A Develop work priorities

CHCCD401D	Support community participation

CHCCD420A Work to empower Aboriginal and/or Torres Strait Islander communities

CUVPRP402A Select sites and plan work

SITTPPD004A Plan and implement minimal impact operations

SITXHRM004A Manage volunteers

SITXMPR001A Coordinate the production of brochures and marketing materials

Project manager

Core units plus:

BSBADM405B Organise meetings

BSBFIM501A Manage budgets and financial plans

BSBPMG510A Manage projects

BSBPUR402B Negotiate contracts

BSBWRT401A Write complex documents

CUEEVT03B Integrate knowledge of creative and technical production into management processes

CUFWRT301A Write content for a range of media

SITXEVT008A Plan and develop event proposals and bids

SITXMPR001A Coordinate the production of brochures and marketing materials

TAEDEL301A Provide work skill instruction

Performer (community theatre/events)

Core units plus:

BSBWOR404A Develop work priorities

CUADAN411A Develop expertise in cultural dance technique

CUAIND401A Extend expertise in specialist field

CUAOHS401A Apply movement and behavioural principles to physical conditioning

CUAPRF401A Employ a range of acting skills in performance

CUAPRF402A Develop conceptual and expressive skills as a performer

CUAPRF405A Rehearse technique for performance

CUAPRF406A Use technique in performance

CUFIND401A Provide services on a freelance basis

CUSMPF402A Develop and maintain stagecraft skills

Production manager (community theatre/events)

Core units plus:

BSBPMG510A Manage projects

BSBPUR402B Negotiate contracts

BSBWOR402A Promote team effectiveness

CUAIND401A Extend expertise in specialist field

CUAPPM501A Manage live productions

CUESOU09B	Manage and compile audio replay material

CUETEM01C Coordinate production operations

CUFIND401A Provide services on a freelance basis

CUSSOU303A Set up and disassemble audio equipment

SITXHRM004A Manage volunteers

CUA50111 Diploma of Dance (Elite Performance)

Modification History

Version	Comments
CUA50111	This version first released with CUA11 Live Performance Training Package version 1.0

Description

This qualification reflects the role of dancers aspiring to work in professional dance companies. At this level individuals are expected to apply theory and creative skills in a range of situations and to display initiative and judgement in planning activities. They have autonomy in performing complex technical operations and can be responsible for planning, coordinating and evaluating the work of others within broad but generally well-defined parameters.

Job roles

Possible job title relevant to this qualification includes:

dancer at pre-professional level.

Pathways Information

Candidates entering this qualification could be expected to demonstrate dance expertise through extensive vocational experience or in grades achieved in different dance styles through dance societies that run examinations linked to certification levels. It is recommended that registered training organisations (RTOs) liaise with relevant dance societies to determine certification level equivalence.

Licensing/Regulatory Information

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements.

Entry Requirements

An audition or other form of evidence where the candidate demonstrates competence in at least one dance style at Certificate IV level.

Employability Skills Summary

The following table contains a summary of the employability skills required by the creative industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options. This table is a summary of employability skills that are typical of this qualification and should not be interpreted as definitive.

Employability skill	Industry/enterprise requirements for this qualification
Communication	responding appropriately to feedback on own skill development and performance consulting with peers and mentors about a range of issues related to own practice communicating effectively and constructively with people from different cultural backgrounds and with differing abilities engaging in critical discourse with colleagues and peers presenting confidently in a competitive environment
Teamwork	working effectively in a team and acknowledging cultural protocols working cooperatively with other performers and production personnel discussing program requirements in a collaborative manner performing complex dance sequences with a partner
Problem-solving	dealing with complex and non-routine difficulties identifying areas of weakness and planning practice accordingly researching aspects of dance culture and history, and anatomy and nutrition, and incorporating findings into own practice
Initiative and enterprise	working creatively with music and dance dancing with artistry and assurance communicating mood, style and grace through dance interpreting creative work from written notation identifying exercises that best meet own physical conditioning needs recovering errors with minimal disruption to performance achieving own individual style of creative expression
Planning and organising	identifying a range of factors to be considered when developing an advanced exercise program monitoring own work and introducing strategies to improve performance planning work tasks in a logical sequence setting work and practice goals researching information on dance styles, history and concepts planning for contingencies planning for a sustainable professional practice
Self-management	working to personal goals preparing self for performance applying safe dance practices and identifying risk factors demonstrating professional work ethics showing a consistent level of commitment dressing appropriately observing dance discipline and following direction demonstrating reliability in all agreed work commitments acknowledging cultural protocols in work and training contexts
Learning	developing strong dance technique identifying opportunities to maintain and enhance industry knowledge seeking feedback on performance from colleagues and mentors and integrating constructive advice into strategies for improving technique practising strategically to overcome specific technique or creative expression problems extending appropriate repertoire knowledge
Technology	executing a series of advanced body conditioning exercises using a diverse range of equipment accessing and downloading information from the internet

Packaging Rules

Total number of units = 17

9 core units plus

8 elective units

The elective units consist of:

4 units from Group A

of the remaining units:

up to 4 may be from Group A and/or B

up to 3 may be from a Diploma in any endorsed Training Package or accredited course

1 may be from a Certificate IV or Advanced Diploma in any endorsed Training Package.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

CUADAN501A Refine ballet technique

CUADAN502A Refine ballet performance skills

CUADAN505A Refine contemporary dance technique

CUADAN507A Refine dance partnering techniques

CUAOHS403A Incorporate anatomy and nutrition principles into skill development

CUAOHS501A Maintain a high level of fitness for performance

CUAPRF501A Refine performance skills

CUAPRF503A Prepare for and perform in a competitive environment

CUVPRP502A Prepare for sustainable professional practice

Group A elective units

Choreography

CUACHR501A Create and perform complex dance pieces

Dance

CUADAN503A Perform repertoire for corps de ballet

CUADAN504A Perform solo variations

CUADAN506A Refine cultural dance technique

CUADAN508A Develop expertise in allied contemporary dance techniques

CUADAN509A Refine pointe work techniques

Dance literacy

CUAWRT501A Write about dance

Other performance genres

CUAPRF502A Apply theatrical make-up

Research

CUARES501A Refine conceptual understanding of dance

Cross-industry

BSBCRT501A Originate and develop concepts

CUSFIM501A Secure funding for projects

CUVRES502A Analyse cultural history and theory

Group B elective units

Choreography

CUACHR401A Create and perform dance pieces

CUACHR403A Develop skills in the craft of choreography

Dance

CUADAN401A Develop on-camera dance performance skills

CUADAN402A Improvise an advanced dance sequence

Dance literacy

CUADLT401A Document dance

CUADLT402A Explore the relationship between music and dance

Dance teaching

CUADTM401A Plan and organise dance classes

CUADTM403A Apply safe dance teaching methods

Industry context

CUAIND401A Extend expertise in specialist field

Occupational health and safety/safe dance

CUAOHS401A Apply movement and behavioural principles to physical conditioning

CUAOHS402A Participate in gym and weight training for performances

Other performance genres

CUAPRF401A Employ a range of acting skills in performance

CUAPRF402A Develop conceptual and expressive skills as a performer

Cross-industry

BSBCRT401A Articulate, present and debate ideas

CUFIND401A Provide services on a freelance basis

Selecting electives for different outcomes

The following example is designed to assist in the selection of appropriate electives for particular outcomes at this level, but it is in no way prescriptive.

Dancer

Core units plus:

CUACHR401A Create and perform dance pieces

CUADAN402A Improvise an advanced dance sequence

CUADAN503A Perform repertoire for corps de ballet

CUADAN506A Refine cultural dance technique

CUADAN508A Develop expertise in allied contemporary dance techniques

CUADAN509A Refine pointe work techniques

CUADLT402A Explore the relationship between music and dance

CUAPRF502A Apply theatrical make-up

CUVRES502A Analyse cultural history and theory

CUA50211 Diploma of Musical Theatre

Modification History

Version	Comments
CUA50211	This version first released with CUA11 Live Performance Training Package version 1.0

Description

This qualification reflects the role of performers working or aspiring to work in musical theatre and cabaret productions. At this level individuals are expected to apply theory and creative skills in a range of situations and to display initiative and judgement in planning activities. They have autonomy in performing complex technical operations and can be responsible for planning, coordinating and evaluating the work of others within broad but generally well-defined parameters.

Job roles

Possible job titles relevant to this qualification include:

musical theatre performer

cabaret performer or producer.

Pathways Information

Candidates entering this qualification could be expected to demonstrate dance expertise through extensive vocational experience or in grades achieved in different dance styles through dance societies that run examinations linked to certification levels. It is recommended that registered training organisations (RTOs) liaise with relevant dance societies to determine certification level equivalence.

Licensing/Regulatory Information

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements.

Entry Requirements

An audition or other form of evidence where the candidate demonstrates competence in vocal, dance and/or acting skills at Certificate IV level.

Employability Skills Summary

The following table contains a summary of the employability skills required by the creative industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options. This table is a summary of employability skills that are typical of this qualification and should not be interpreted as definitive.

Employability skill	Industry/enterprise requirements for this qualification
Communication	obtaining and interpreting information to ensure currency of work practice sharing industry information with colleagues and peers communicating effectively with audiences
Teamwork	working effectively in a team and acknowledging cultural protocols working cooperatively with other performers and production personnel discussing program requirements in a collaborative manner
Problem-solving	dealing with complex and non-routine difficulties managing own finances developing strategies to overcome performance anxiety
Initiative and enterprise	interpreting musical structures and elements to enhance performance outcomes recovering errors with minimal disruption to performance achieving own individual style of creative expression interpreting a character for performance conveying mood and style of performance pieces to audiences promoting oneself to potential employers
Planning and organising	monitoring own work and introducing strategies to improve performance planning work tasks in a logical sequence setting work and practice goals researching information on dance styles, history and concepts planning for contingencies
Self-management	working to personal goals preparing self for performance seeking expert assistance when problems arise maintaining an appropriate standard of personal presentation demonstrating reliability in all agreed work commitments maintaining a high level of physical fitness
Learning	developing a high level of musical theatre technique identifying opportunities to maintain and enhance industry knowledge seeking feedback and integrating constructive advice into own professional practice practising strategically to overcome specific technique or creative expression problems using feedback to identify strengths and weaknesses in technique to improve own technique extending appropriate repertoire knowledge
Technology	storing and retrieving data using standard word processing and spreadsheet software

Packaging Rules

Total number of units = 16

6 core units plus

10 elective units

The elective units consist of:

5 units from Group A

of the remaining units:

up to 5 may be from Group A and/or B

up to 2 may be from a Diploma in any endorsed Training Package or accredited course

1 may be from a Certificate IV or Advanced Diploma in any endorsed Training Package.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

CUAOHS501A Maintain a high level of fitness for performance

CUAPRF501A Refine performance skills

CUAPRF503A Prepare for and perform in a competitive environment

CUAPRF504A Refine musical theatre techniques

CUFIND401A Provide services on a freelance basis

CUSMPF407A Develop vocal techniques

Group A elective units

Choreography

CUACHR501A Create and perform complex dance pieces

Dance

CUADAN505A Refine contemporary dance technique

CUADAN507A Refine dance partnering techniques

Dance literacy

CUAWRT501A Write about dance

Occupational health and safety/safe dance

CUAOHS403A Incorporate anatomy and nutrition principles into skill development

Other performance genres

CUAPRF502A Apply theatrical make-up

CUAPRF601A Extend musical theatre performance skills to a professional level

Production management

CUAPPM501A Manage live productions

Research

CUARES501A Refine conceptual understanding of dance

Cross-industry

BSBCRT501A Originate and develop concepts

BSBPMG510A Manage projects

CUESMT10B Organise and facilitate rehearsals

CUFCMP501A Manage and exploit copyright arrangements

CUFDRT501A Direct rehearsals of performers

CUFWRT501A Develop storylines and treatments

CUSIND501A Apply music knowledge and artistic judgement

CUSMLT501A Refine aural-perception skills

CUSMPF502A Incorporate interactive technology into performance

CUSMPF503A Perform accompaniment

CUSMPF505A Perform improvisation for audiences

CUSMPF506A Develop technical skills and expand repertoire

CUSMPF602A Manage stagecraft aspects of performances

CUSWRT501A Write about music

CUVPRP502A Prepare for sustainable professional practice

Group B elective units

Choreography

CUACHR401A Create and perform dance pieces

Dance

CUADAN402A Improvise an advanced dance sequence

Dance literacy

CUADLT401A Document dance

CUADLT402A Explore the relationship between music and dance

Industry context

CUAIND401A Extend expertise in specialist field

Occupational health and safety/safe dance

CUAOHS401A Apply movement and behavioural principles to physical conditioning

CUAOHS402A Participate in gym and weight training for performances

Other performance genres

CUAPRF401A Employ a range of acting skills in performance

CUAPRF402A Develop conceptual and expressive skills as a performer

CUAPRF403A Employ a range of performance techniques

CUAPRF407A Develop expertise in musical theatre techniques

Cross-industry

BSBCMM401A Make a presentation

BSBCRT401A Articulate, present and debate ideas

BSBPUR402B Negotiate contracts

CUFWRT402A Write extended stories

CUSMKG501A Manage the promotion of creative acts

CUSMPF402A Develop and maintain stagecraft skills

CUSMPF406A Perform music as a soloist

CUSMPF410A Perform music from written notation

CUSMPF605A Develop advanced vocal techniques

Selecting electives for different outcomes

The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but they are in no way prescriptive.

Musical theatre performer

Core units plus:

CUADAN505A Refine contemporary dance technique

CUADAN507A Refine dance partnering techniques

CUAPRF401A Employ a range of acting skills in performance

CUAPRF402A Develop conceptual and expressive skills as a performer

CUAPRF407A Develop expertise in musical theatre techniques

CUAPRF502A Apply theatrical make-up

CUAPRF601A Extend musical theatre performance skills to a professional level

CUSMPF402A Develop and maintain stagecraft skills

CUSMPF406A Perform music as a soloist

CUSMPF505A Perform improvisation for audiences

Cabaret performer/producer

Core units plus:

BSBCRT501A Originate and develop concepts

CUACHR501A Create and perform complex dance pieces

CUAPPM501A Manage live productions

CUAPRF407A Develop expertise in musical theatre techniques

CUAPRF502A Apply theatrical make-up

CUAPRF601A Extend musical theatre performance skills to a professional level

CUESMT10B Organise and facilitate rehearsals

CUFCMP501A Manage and exploit copyright arrangements

CUFDRT501A Direct rehearsals of performers

CUSMPF602A Manage stagecraft aspects of performances

CUA50311 Diploma of Dance Teaching and Management

Modification History

Version	Comments
CUA50311	This version first released with CUA11 Live Performance Training Package version 1.0

Description

This qualification reflects the role of dance teachers and dance studio managers who have the cognitive and communication skills to transmit knowledge and skills to others. At this level individuals are expected to apply theory and creative skills in a range of situations and to display initiative and judgement in planning activities. They have autonomy in performing complex technical operations and can be responsible for planning, coordinating and evaluating the work of others within broad but generally well-defined parameters.

Job roles

Possible job title relevant to this qualification includes:

dance studio manager or teacher.

Pathways Information

Candidates entering this qualification must demonstrate competence in the units specified in the entry requirements, or could be expected to demonstrate equivalent competence.

Licensing/Regulatory Information

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements.

Entry Requirements

The units of competency listed below or demonstrated competence.

BSBSMB405A	Monitor and manage small business operations

CUADTM401A	Plan and organise dance classes

CUADTM403A	Apply safe dance teaching methods

CUAPPM401A	Contribute to the organisation of productions

HLTFA301B	Apply first aid

TAEASS401A	Plan assessment activities and processes

TAEASS402A	Assess competence

TAEDES401A	Design and develop learning programs

Plus at least one of the following units:

CUADTM402A	Teach basic classical ballet dance technique

CUADTM404A	Teach basic jazz dance technique

CUADTM405A	Teach basic contemporary dance technique

CUADTM406A	Teach basic tap dance technique

CUADTM407A	Teach basic cultural dance technique

CUADTM408A	Teach Cecchetti ballet method at introductory level

CUADTM409A	Teach Cecchetti ballet method at junior level

CUADTM410A	Teach Cecchetti ballet method at intermediate level

CUADTM411A	Teach basic dance technique

Employability Skills Summary

The following table contains a summary of the employability skills required by the creative industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options. This table is a summary of employability skills that are typical of this qualification and should not be interpreted as definitive.

Employability skill	Industry/enterprise requirements for this qualification
Communication	speaking clearly when giving dance classes communicating class objectives clearly providing feedback to students effectively imparting information to students, parents and carers writing reports completing business documentation
Teamwork	adopting an inclusive approach to design and delivery of teaching programs recognising and supporting the contribution of colleagues working creatively with individual differences sharing industry information with colleagues and peers providing leadership
Problem-solving	anticipating student, parent or carer concerns and acting to minimise or avoid where possible encouraging and offering practical solutions to technical and creative issues when managing dance productions using effective strategies to manage individual and class behaviour monitoring income and expenditure against budgets
Initiative and enterprise	generating and exploring ideas contributing creative ideas to dance productions using creative teaching strategies in classes
Planning and organising	managing resource allocation planning and delegating tasks monitoring own work and introducing strategies to improve performance prioritising work tasks and establishing deadlines preparing and circulating promotional material planning for contingencies
Self-management	setting personal development goals maintaining required standard of physical fitness acting as a role model and displaying professionalism
Learning	reflecting on and enhancing own ability to contribute effectively to a collaborative creative process identifying own strengths and weaknesses and recognising how to personally learn organising workplace learning assisting others to learn
Technology	using technology to complete workplace documentation operating equipment used for teaching purposes ensuring process of reporting faulty equipment is understood and carried out

Packaging Rules

Total number of units = 15

8 core units plus

7 elective units

The elective units consist of:

5 units from Group A

of the remaining units:

up to 2 may be from Group A and/or B

up to 2 may be from a Diploma in any endorsed Training Package or accredited course

1 may be from a Certificate IV or Advanced Diploma in any endorsed Training Package.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

BSBFIM501A Manage budgets and financial plans

BSBMGT515A Manage operational plan

BSBOHS509A Ensure a safe workplace

CUACHR501A Create and perform complex dance pieces

CUADTM508A Refine dance teaching methodologies

CUADTM509A Refine professional practice as a dance teacher

CUAPPM501A Manage live productions

SITXMPR005A Develop and manage marketing strategies

Group A elective units

Dance literacy

CUADLT402A Explore the relationship between music and dance

CUAWRT501A Write about dance

Dance teaching

CUADTM501A Maintain professional practice as a dance school or studio manager

CUADTM502A Teach medium level classical ballet dance technique

CUADTM503A Teach medium level jazz dance technique

CUADTM504A Teach medium level contemporary dance technique

CUADTM505A Teach medium level tap dance technique

CUADTM506A Teach medium level cultural dance technique

CUADTM507A Teach classical ballet pointe technique

CUADTM510A Develop teaching programs for the Advanced 1 level of the Cecchetti Ballet method

CUADTM511A Teach medium level dance technique

Industry context

CUAIND401A Extend expertise in specialist field

Occupational health and safety/safe dance

CUAOHS403A Incorporate anatomy and nutrition principles into skill development

Research

CUARES501A Refine conceptual understanding of dance

Cross-industry

BSBMGT617A Develop and implement a business plan

BSBPUB503A Manage fundraising and sponsorship activities

BSBSUS501A Develop workplace policy and procedures for sustainability

CUFCMP501A Manage and exploit copyright arrangements

CUSFIM501A Secure funding for projects

CUVPRP505A Establish and maintain safe professional practice

Group B elective units

Dance teaching

CUADTM601A Teach high level classical ballet dance technique

CUADTM602A Teach high level jazz dance technique

CUADTM603A Teach high level contemporary dance technique

CUADTM604A Teach high level tap dance technique

CUADTM605A Teach high level cultural dance technique

CUADTM606A Teach high level dance technique

Selecting electives for different outcomes

The following example is designed to assist in the selection of appropriate electives for particular outcomes at this level, but it is in no way prescriptive.

Dance studio manager/teacher

Core units plus:

BSBPUB503A Manage fundraising and sponsorship activities

CUADTM501A Maintain professional practice as a dance school or studio manager

CUADTM503A Teach medium level jazz dance technique

CUADTM504A Teach medium level contemporary dance technique

CUADTM602A Teach high level jazz dance technique

CUADTM603A Teach high level contemporary dance technique

CUAIND401A Extend expertise in specialist field

CUA60111 Advanced Diploma of Dance (Elite Performance)

Modification History

Version	Comments
CUA60111	This version first released with CUA11 Live Performance Training Package version 1.0

Description

This qualification reflects the role of dancers who have the necessary technique and talent to work in professional dance companies. At this level individuals are expected to apply wide-ranging, highly specialised technical, creative and conceptual skills to express ideas and perspectives. They have autonomy in performing complex operations and can be expected to apply initiative and judgement in planning, design, and technical or management functions.

Job roles

Possible job title relevant to this qualification includes:

dancer at professional level in any genre.

Pathways Information

Candidates entering this qualification could be expected to demonstrate dance expertise through extensive vocational experience or in grades achieved in different dance styles through dance societies that run examinations linked to certification levels. It is recommended that registered training organisations (RTOs) liaise with relevant dance societies to determine certification level equivalence.

Licensing/Regulatory Information

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements.

Entry Requirements

An audition or other form of evidence where the candidate demonstrates competence in at least one dance style at Diploma level.

Employability Skills Summary

The following table contains a summary of the employability skills required by the creative industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options. This table is a summary of employability skills that are typical of this qualification and should not be interpreted as definitive.

Employability skill	Industry/enterprise requirements for this qualification
Communication	discussing issues associated with maintaining resilience in a competitive environment sharing industry information with colleagues and peers articulating and debating complex concepts, including performance ideas with peers communicating effectively and constructively with people from different cultural backgrounds and with differing abilities researching information to enhance own practice demonstrating high level interpersonal skills responding positively to constructive feedback developing and maintaining effective networks with professional artists and companies reading and understanding a range of complex information related to working at a professional level in the creative arts industry
Teamwork	working effectively in a team environment working collaboratively as part of an ensemble working creatively with individual differences working constructively with group dynamics
Problem-solving	dealing with complex concepts and theories of creativity analysing appropriate musical elements within compositions or performances adjusting to constraints and limitations applying psychological theories to improve own performance
Initiative and enterprise	dancing with artistry and assurance communicating mood, style and grace through dance interpreting creative work from written notation developing lateral solutions for coping with performance anxiety thinking laterally about how own skills and knowledge can be applied in a work context demonstrating originality and innovative approaches to the performance and interpretation of dance for self and others empathising with the creative work of composers and performers
Planning and organising	monitoring own work and introducing strategies to improve performance working within established timeframes to achieve planned outcomes planning practice to improve own dance technique demonstrating punctuality in all work commitments using time-management strategies to set priorities preparing a personal CV and supporting material
Self-management	developing and substantiating own views and ideas extending performance boundaries for self and audience in area of specialisation matching work commitments to best career outcome identifying own knowledge and information needs
Learning	developing high level dance technique identifying opportunities to maintain and enhance industry knowledge seeking feedback on performance from colleagues and mentors and integrating constructive advice into strategies for improving technique discerning and listening to advice of colleagues, experts and audience groups to adjust work in line with career direction viewing recordings of own performances to continuously evaluate and improve performance observing cultural protocols appropriate to the genre or area of specialisation
Technology	accessing and downloading industry information from the internet using the internet as a self-promotional tool using word processing tools proficiently

Packaging Rules

Total number of units = 18

7 core units plus

11 elective units

The elective units consist of:

5 units from Group A

of the remaining units:

up to 6 may be from Group A and/or B

up to 3 may be from a Diploma or Advanced Diploma in any endorsed Training Package or accredited course.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

CUADAN601A Perform dance repertoire at a professional level

CUADAN603A Extend ballet technique to a professional level

CUADAN604A Extend ballet performance skills to a professional level

CUADAN607A Extend contemporary dance technique to a professional level

CUADAN608A Extend contemporary dance performance skills to a professional level

CUAOHS602A Develop techniques for maintaining resilience in a competitive environment

CUVPRP502A Prepare for sustainable professional practice

Group A elective units

Choreography

CUACHR601A Create choreography for stage and screen

CUACHR602A Develop skills in dance notation

Dance

CUADAN602A Perform advanced classical ballet technique

CUADAN605A Perform pas de deux at a professional level

CUADAN606A Extend pointe work techniques to a professional level

CUADAN609A Extend cultural dance performance skills to a professional level

CUADAN610A Extend allied contemporary dance techniques at a professional level

CUADAN611A Perform virtuoso contemporary dance technique

Industry context

CUAIND601A Work professionally in the creative arts industry

Occupational health and safety/safe dance

CUAOHS601A Apply advanced gym and weight training to ballet

Research

CUARES601A Research and apply concepts of live performance practice

Cross-industry

CUSMPF602A Manage stagecraft aspects of performances

Group B elective units

Dance

CUADAN507A Refine dance partnering techniques

CUADAN508A Develop expertise in allied contemporary dance techniques

CUADAN509A Refine pointe work techniques

Dance literacy

CUAWRT501A Write about dance

Dance teaching

CUADTM401A Plan and organise dance classes

Occupational health and safety/safe dance

CUAOHS501A Maintain a high level of fitness for performance

Other performance genres

CUAPRF402A Develop conceptual and expressive skills as a performer

CUAPRF501A Refine performance skills

CUAPRF502A Apply theatrical make-up

CUAPRF503A Prepare for and perform in a competitive environment

Research

CUARES501A Refine conceptual understanding of dance

Cross-industry

CUFCMP501A Manage and exploit copyright arrangements

CUSFIM501A Secure funding for projects

CUVRES502A Analyse cultural history and theory

Selecting electives for different outcomes

The following example is designed to assist in the selection of appropriate electives for particular outcomes at this level, but it is in no way prescriptive.

Ballet dancer (professional level)

Core units plus:

CUADAN507A Refine dance partnering techniques

CUADAN602A Perform advanced classical ballet technique

CUADAN605A Perform pas de deux at a professional level

CUADAN606A Extend pointe work techniques to a professional level (female dancers)

or:

CUAOHS601A Apply advanced gym and weight training to ballet (male dancers)

CUADAN609A Extend cultural dance performance skills to a professional level

CUAIND601A Work professionally in the creative arts industry

CUAPRF502A Apply theatrical make-up

CUAPRF503A Prepare for and perform in a competitive environment

CUARES501A Refine conceptual understanding of dance

CUARES601A Research and apply concepts of live performance practice

CUVRES502A Analyse cultural history and theory

CUASS00001 Advanced Classical Ballet Teaching Skill Set

Modification History

Version	Comments
CUA11 Advanced Classical Ballet Teaching Skill Set	This version first released with CUA11 Live Performance Training Package version 1.0

Description

Pathways Information

These units provide credit towards CUA40211 Certificate IV in Dance Teaching and Management and CUA50311 Diploma of Dance Teaching and Management.

Licensing/Regulatory Information

Not applicable.

Skill Set Requirements

CUADTM403A Apply safe dance teaching methods

CUADTM508A Refine dance teaching methodologies

CUADTM509A Refine professional practice as a dance teacher

CUADTM601A Teach high level classical ballet dance technique

CUAOHS403A Incorporate anatomy and nutrition principles into skill development

Target Group

This skill set is for people with experience in teaching dance, who are responsible for teaching classical ballet at an advanced level.

Suggested words for Statement of Attainment

These units of competency from CUA11 Live Performance Training Package meet industry requirements for providing individuals with advanced training in classical ballet technique.

CUASS00002 Advanced Contemporary Dance Teaching Skill Set

Modification History

Version	Comments
CUA11 Advanced Contemporary Dance Teaching Skill Set	This version first released with CUA11 Live Performance Training Package version 1.0

Description

Pathways Information

These units provide credit towards CUA40211 Certificate IV in Dance Teaching and Management and CUA50311 Diploma of Dance Teaching and Management.

Licensing/Regulatory Information

Not applicable.

Skill Set Requirements

CUADTM403A Apply safe dance teaching methods

CUADTM508A Refine dance teaching methodologies

CUADTM509A Refine professional practice as a dance teacher

CUADTM603A Teach high level contemporary dance technique

CUAOHS403A Incorporate anatomy and nutrition principles into skill development

Target Group

This skill set is for people with experience in teaching dance, who are responsible for teaching contemporary dance at an advanced level.

Suggested words for Statement of Attainment

These units of competency from CUA11 Live Performance Training Package meet industry requirements for providing individuals with advanced training in contemporary dance technique.

CUASS00003 Advanced Cultural Dance Teaching Skill Set

Modification History

Version	Comments
CUA11 Advanced Cultural Dance Teaching Skill Set	This version first released with CUA11 Live Performance Training Package version 1.0

Description

Pathways Information

These units provide credit towards CUA40211 Certificate IV in Dance Teaching and Management and CUA50311 Diploma of Dance Teaching and Management.

Licensing/Regulatory Information

Not applicable.

Skill Set Requirements

CUADTM403A Apply safe dance teaching methods

CUADTM508A Refine dance teaching methodologies

CUADTM509A Refine professional practice as a dance teacher

CUADTM605A Teach high level cultural dance technique

CUAOHS403A Incorporate anatomy and nutrition principles into skill development

Target Group

This skill set is for people with experience in teaching dance, who are responsible for teaching cultural/creative dance at an advanced level.

Suggested words for Statement of Attainment

These units of competency from CUA11 Live Performance Training Package meet industry requirements for providing individuals with advanced training in cultural dance technique.

CUASS00004 Advanced Dance Teaching Skill Set

Modification History

Version	Comments
CUA11 Advanced Teaching Skill Set	This version first released with CUA11 Live Performance Training Package version 1.0

Description

Pathways Information

These units provide credit towards CUA40211 Certificate IV in Dance Teaching and Management, CUA50311 Diploma of Dance Teaching and Management and other qualifications that allow for selection of these units.

Licensing/Regulatory Information

Not applicable.

Skill Set Requirements

CUADTM508A Refine dance teaching methodologies

CUADTM509A Refine professional practice as a dance teacher

CUAOHS403A Incorporate anatomy and nutrition principles into skill development

Target Group

This skill set is for people with experience in teaching dance at an advanced level.

Suggested words for Statement of Attainment

These units of competency from CUA11 Live Performance Training Package meet industry requirements for providing advanced dance training to individuals in a private studio or community environment.

CUASS00005 Advanced Jazz Dance Teaching Skill Set

Modification History

Version	Comments
CUA11 Advanced Jazz Dance Teaching Skill Set	This version first released with CUA11 Live Performance Training Package version 1.0

Description

Pathways Information

These units provide credit towards CUA40211 Certificate IV in Dance Teaching and Management and CUA50311 Diploma of Dance Teaching and Management.

Licensing/Regulatory Information

Not applicable.

Skill Set Requirements

CUADTM403A Apply safe dance teaching methods

CUADTM508A Refine dance teaching methodologies

CUADTM509A Refine professional practice as a dance teacher

CUADTM602A Teach high level jazz dance technique

CUAOHS403A Incorporate anatomy and nutrition principles into skill development

Target Group

This skill set is for people with experience in teaching dance, who are responsible for teaching jazz dance at an advanced level.

Suggested words for Statement of Attainment

These units of competency from CUA11 Live Performance Training Package meet industry requirements for providing individuals with advanced training in jazz dance technique.

CUASS00006 Advanced Tap Dance Teaching Skill Set

Modification History

Version	Comments
CUA11 Advanced Tap Dance Teaching Skill Set	This version first released with CUA11 Live Performance Training Package version 1.0

Description

Pathways Information

These units provide credit towards CUA40211 Certificate IV in Dance Teaching and Management and CUA50311 Diploma of Dance Teaching and Management.

Licensing/Regulatory Information

Not applicable.

Skill Set Requirements

CUADTM403A Apply safe dance teaching methods

CUADTM508A Refine dance teaching methodologies

CUADTM509A Refine professional practice as a dance teacher

CUADTM604A Teach high level tap dance technique

CUAOHS403A Incorporate anatomy and nutrition principles into skill development

Target Group

This skill set is for people with experience in teaching dance, who are responsible for teaching tap dance at an advanced level.

Suggested words for Statement of Attainment

These units of competency from CUA11 Live Performance Training Package meet industry requirements for providing individuals with advanced training in tap dance technique.

CUASS00007 Dance Teaching Skill Set

Modification History

Version	Comments
CUA11 Dance Teaching Skill Set	This version first released with CUA11 Live Performance Training Package version 1.0

Description

Pathways Information

These units provide credit towards CUA30311 Certificate III in Assistant Dance Teaching, CUA40211 Certificate IV in Dance Teaching and Management and other qualifications that allow for selection of these units.

Licensing/Regulatory Information

Not applicable.

Skill Set Requirements

CUADTM401A Plan and organise dance classes

CUADTM403A Apply safe dance teaching methods

HLTFA301B Apply first aid

SISCCRO302A Apply legal and ethical instructional skills

SISCDAN301A Teach recreational dance

Target Group

This skill set is for people with experience in one or more styles of dance, who are responsible for teaching dance in vocational, community and social settings.

Suggested words for Statement of Attainment

These units of competency from CUA11 Live Performance Training Package, HLT07 Health Training Package and SIS10 Sport, Fitness and Recreation Training Package meet industry requirements for providing dance training to individuals in a private studio or community environment.

CUASS00008 Movement Skills Training for People with Disabilities Skill Set

Modification History

Version	Comments
CUA11 Movement Skills Training for People with Disabilities Skill Set	This version first released with CUA11 Live Performance Training Package version 1.0

Description

Pathways Information

These units provide credit towards CUA40211 Certificate IV in Dance Teaching and Management and other qualifications that allow for selection of these units.

Licensing/Regulatory Information

Not applicable.

Skill Set Requirements

CUADTM401A Plan and organise dance classes

CUADTM403A Apply safe dance teaching methods

CUAOHS403A Incorporate anatomy and nutrition principles into skill development

CHCDIS301B Work effectively with people with a disability

HLTFA301B Apply first aid

SISCCRO302A Apply legal and ethical instructional skills

Target Group

This skill set is for people with experience in one or more styles of dance, who are responsible for teaching dance or movement skills to people with disabilities.

Suggested words for Statement of Attainment

These units of competency from CUA11 Live Performance Training Package, CHC08 Community Services Training Package, HLT07 Health Training Package and SIS10 Sport, Fitness and Recreation Training Package meet industry requirements for providing movement skills training to people with disabilities in a private studio or community environment.

CUACHR301A Develop basic dance composition skills

Modification History

Version	Comments
CUACHR301A	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 organise movement in order to compose a short dance sequence with limited topic or scope. It involves using the body in space, designing timing and dynamic contrasts, and building relationships that convey the message of the dance. The skills developed in this unit are the building blocks for the craft of choreography.

Application of the Unit

Dancers who are required to compose short and simple dance sequences apply the skills and knowledge outlined in this unit. At this level dance composition is simple in nature, for example using one prop or taking a theme, such as meeting and parting, and could be applied to a variety of dance styles, such as tap, jazz, contemporary, street and cultural forms of dance. Pieces could be developed as part of dance studies or for informal presentation.

Work is usually undertaken under supervision, though some autonomy and judgement can be expected.

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. Prepare the body for dance	1.1. Perform basic warm-up and cool-down activities 1.2. Adhere to injury-prevention techniques 1.3. Identify common health concerns for dancers
2. Develop an understanding of dance composition	2.1. Discuss with relevant personnel the elements of dance and how they are used and manipulated to craft movement 2.2. Identify components of the composition process by analysing original professional dance compositions 2.3. Through discussion and observation, explore how intent and form are used in dance composition and how they might be documented 2.4. Discuss with relevant personnel how concepts of music assist in providing a range of ways to manipulate form and movement
3. Practise dance composition technique	3.1. Explore the use of a range of starting points when composing dance 3.2. Practise the use of intent and form when composing dance 3.3. Manipulate elements of dance to craft movement using various stimuli 3.4. Generate and organise movement for dance using play and exploration
4. Compose a simple dance sequence	4.1. Compose a dance sequence with a specified intent and form 4.2. Communicate composition ideas and concepts in discussions using appropriate vocabulary 4.3. Demonstrate effective verbal and physical demonstration skills while working with dancers 4.4. Organise to have the sequence recorded for evaluation purposes 4.5. Use the recording to evaluate work and gain feedback from relevant personnel in order to edit and refine the dance sequence

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication and teamwork skills to:

work collaboratively with others, including providing direction

receive constructive feedback and apply it to future work

initiative and creativity skills to:

compose dance within a specified form

work creatively with others

solve problems in a simple dance sequence

follow through with own individual style or idea

learning skills to:

improve performance and skills through experimentation and practice

research a topic to inform basic dance composition tasks

planning and organising skills to collect information about various dance works for analysis

technical skills to:

perform appropriate stretches, exercises and breathing techniques to warm up and cool down

demonstrate the use of starting points, intent and form when composing dance.

Required knowledge

dance as a form of communication

form, intent and starting points in dance composition

appropriate vocabulary used in dance

issues and challenges that arise in the context of composing dance

OHS practices, procedures and standards as they apply to dancing in a range of physical environments

difference between abstraction and stylisation.

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: use form and intent to compose a simple dance sequence that communicates an idea communicate effectively with others using appropriate vocabulary and demonstration skills.
Context of and specific resources for assessment	Assessment must ensure access to a dance studio or space, including: sprung floor tarkett mirrors and curtains sound system video recording and playback equipment.
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: observation of practice and performance verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit video recordings of performances or practice sessions case studies and scenarios as a basis for discussing components of the composition process portfolios or other documentation that demonstrate the reflective processes used in dance composition. 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: CUADLT301A Develop basic dance analysis skills.

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.

Warm-up activities may include:	minor stretches joint-mobility exercises flexibility exercises aerobic activities coordinated breathing activities.
Cool-down activities may include:	floor work stretching.
Injury-prevention techniques may include:	warming up and cooling down before and after class and performance wearing appropriate clothing and footwear applying intent and focus while dancing not overstretching wearing appropriate bandaging and bracing where appropriate to support body appropriate diet and rest use of appropriate equipment, such as: barre mirror sprung floors attention to teacher.
Common health concerns may include:	lack of rest poor diet lack of understanding of basic anatomy and physiology of dance lack of warming up and cooling down adequately overstraining the muscles dehydration.
Relevant personnel may include:	teacher peer director producer agent.
Elements of dance may include:	space time dynamics.
Components may include:	starting points working with intention working with motifs: identifying a motif developing motifs by manipulating components of time, space and dynamics choreographic forms phrasing: shaping creating variety in length structuring a work: unity and variety contrast climax and resolution repetition sequencing transitions abstraction and stylisation.
Intent may include:	reading movement expressing an idea through movement using known movements with intention versus creating new vocabularies working intuitively and cognitively.
Form may include:	choreographic forms: binary ternary rondo theme and variations narrative organic.
Dance may be documented through:	notation video recording.
Concepts of music may include:	duration pitch dynamics tone colour texture structure.
Starting points may include:	beginning with: an idea a movement phrase a piece of music waiting for inspiration other beginnings.
Stimuli may include:	music, such as: musical styles, like jazz, hip-hop and world vocal instrumental percussion, such as: drums hands feet stamps percussion instruments word motivation, such as: wobble, twitch, freeze vault, twirl, collapse pause, swell, jerk vibrate, bound, creep technical equipment, such as: lighting audiovisual fog machines scaffolding other props, objects and materials, such as: fabric instruments puppets or dolls piece of clothing ladder or chair silent space various texts.
Composing a dance sequence may include:	starting points solving problems researching a topic improvisation reflection and analysis refinement and rehearsal.
Working with other dancers may include:	introduction to rehearsing and directing skills recognising the skill level and strengths of available dancers.

Unit Sector(s)

Performing arts - choreography

Custom Content Section

Not applicable.

CUACHR401A Create and perform dance pieces

Modification History

Version	Comments
CUACHR401A	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 create and perform solo and group dance pieces in dance styles, such as tap, jazz, contemporary, street and cultural forms of dance.

The context of creating short dance pieces for others to perform is covered in CUACHR402A Create short dance pieces.

Application of the Unit

This unit applies to those who are required to plan, compose, stage and perform solo and group dance pieces. Performances could be for dance-school productions or other non-professional contexts.

Work is usually undertaken under some supervision, though autonomy and judgement can be expected given the nature of the creative process.

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. Plan, rehearse and compose dance pieces	1.1. Clarify intention of dance pieces with relevant personnel 1.2. Use a range of sources to generate ideas and determine stimuli 1.3. Select ideas and translate intention into choreographic plans 1.4. Through experimentation and improvisation identify dance forms and structures to be included in plans 1.5. Improve and refine choreographic plans in rehearsal for performance of dance pieces 1.6. Demonstrate unity, continuity and variety in dance pieces 1.7. Review the dance-creation process through self-evaluation and in consultation with relevant personnel to improve and modify 1.8. Ensure safe dance practice at all times
2. Create production elements to enhance dance pieces	2.1. Establish and source audio requirements to support mood, creative experience and audience affect 2.2. Resolve lighting and vision system requirements for performance of dance pieces to support intention 2.3. Agree on costuming, make-up and hair to enhance audience experience and aesthetic qualities of dance pieces 2.4. Determine and organise appropriate sets and props to create atmosphere and environment 2.5. Arrange stage markings to reflect choreographic plans
3. Perform dance pieces	3.1. Exercise and control physical movement techniques that reflect choreographic plan for dance pieces 3.2. Recall and execute dance sequences, structures and spatial relationships to support choreographic plans 3.3. Demonstrate flow, phrasing and dynamics showing sensitivity in line with the intention of dance pieces 3.4. Maintain focus and concentration throughout performance, including connecting and interacting with other dancers as required 3.5. Demonstrate performance skills, showing expression and engagement with audience 3.6. Use performance space appropriately
4. Evaluate dance pieces	4.1. Develop a journal to detail composition process for reflection and analysis 4.2. Compare work against previous work to assess development of techniques and ideas 4.3. Discuss strengths and weaknesses of dance pieces with relevant personnel and identify strategies for improving own techniques

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication and teamwork skills to:

work collaboratively and in integrated ways with others involved in performances

receive constructive feedback and apply it to future choreographic work

clarify an expressive intention

document a choreographic plan for reflection and analysis

communicate intention to other dancers and technicians

initiative and creativity skills to:

seek and use a variety of sources and stimuli for creative inspiration

develop new choreography

work creatively with others

translate a choreographic plan into a well-crafted and executed performance

follow through with own individual style or idea

perform in ways that engage an audience

learning skills to:

improve performance and skills through experimentation and practice

evaluate and revise all aspects of a creative process

evaluate and revise own performance as well as that of others

planning skills to:

develop a choreographic plan

reflect on and analyse choreographic structures and processes

devise choreographic work for informal presentations

technical skills to:

experiment with, improvise and refine choreographic plans

incorporate a number of staging elements, such as:

audio

lighting and vision systems

costuming, make-up and hair

set and prop design

stage markings.

Required knowledge

creative process as it relates to choreography

all elements of dance

choreographic devices and structures

dance as a form of communication

issues and challenges that arise in the context of composing dance

dance vocabulary relevant to chosen dance styles

safe dance practices.

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: seek and use a variety of sources for creative inspiration source, select and clarify ideas into choreographic intent develop, revise and evaluate a choreographic plan express choreographic intent through a range of movement forms and structures communicate intention to other dancers and technicians select and organise audiovisual and other staging requirements for performances monitor own performance in creating and performing dance pieces.
Context of and specific resources for assessment	Assessment must ensure access to a dance studio or space, including: sprung floor tarkett mirrors and curtains audio requirements lighting and vision system requirements costuming, make-up and hair requirements set and props requirements video recording and playback equipment.
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: observation of practice and performance verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit video recordings of performances or practice sessions case studies and scenarios as a basis for discussing components of the process portfolios, journals or other documentation and notation that demonstrate the reflective processes used in creating and performing dance pieces. 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: CUACHR403A Develop skills in the craft of choreography CUADAN402A Improvise an advanced dance sequence CUADLT401A Document dance.

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.

Intention may include:	dance piece as a form of expressive, collaborative or interactive communication message to be conveyed through movements and effects mood to be conveyed creative experience intended for audience expressive effect on audience creative and expressive outcome for dancers.
Dance piece may be:	duo trio solo group.
Relevant personnel may include:	teacher performer ensemble member designer: sound lighting costumes make-up and hair special effects client agent conductor tutor mentor.
Sources may include:	improvisation research from: travel study own interests observations of everyday social and political life emotions or feelings observations of other dance forms and works exploration of movement images from nature sounds and visual effects from other art works.
Stimuli may include:	music, such as: musical styles, like jazz, hip-hop and world vocal instrumental percussion, such as: drums hands feet stamps percussion instruments word motivation, such as: wobble, twitch, freeze vault, twirl, collapse pause, swell, jerk vibrate, bound, creep technical equipment, such as: lighting audiovisual fog machines scaffolding other props, objects and materials, such as: fabric instruments puppets or dolls piece of clothing ladder or chair silent space various texts.
Choreographic plan may include:	dance style dance form movement elements of shape, space, dynamics and time dance phrases and sequences dance structures choreographic devices, such as: canon motif repetition mirroring addition retrograde inversion accumulation.
Experimentation and improvisation may include:	stimuli driven free-form structured spontaneous chance individual or shared investigation.
Dance forms may include:	binary ternary rondo theme and variation narrative free-form.
Dance structures may include:	space shape group structures group formations dancer combinations.
Unity, continuity and variety may include:	unified beginning, development and resolution sense of wholeness or completeness of piece sense of connectedness between phrases and sequences contrasts in use of space contrasts in energy contrasts in movement and motifs contrasts in phrasing, tempo and duration.
Dance-creation process may include:	creativity effectiveness inspiration audience response.
Safe dance practices may include:	understanding the body’s capabilities and limitations, including: alignment: flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance warm-up and cool-down activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises doing exercises and performing routines on flooring appropriate to the genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined floor for ballroom and Latin dance non-slip for ballet wood for tap and Spanish correct execution of dance steps appropriate clothing and footwear nutrition and diet.
Audio requirements may include:	music tracks cue sheets equipment, such as: CDs cassettes mini disks loudspeakers audio-mixing consoles.
Lighting and vision system requirements may include:	cue sheets lighting plots set up plans stage markings types of lighting equipment, such as: projectors video players and monitors computer-operated equipment tape recorders CD players speakers effects and mixing desks lighting equipment screens portable liquid crystal display (LCD) and digital light processing (DLP).
Flow may include:	smoothness of individual movements fluidity of sequence of movement patterns smoothness of transitions between phrases and sections of pieces.
Phrasing may include:	meaningful translation of the emotions and physical elements of the dance piece intention cohesiveness of dance phrases or sequences hearing and translating the nuances of the music.
Dynamics may include:	accent intensity quality.
Focus may include:	line of sight whole body communication intention emotions spatial relationships energy.
Performance skills may include:	physical skills projection of emotions projection of confidence in body movement and energy stage presence.
Reflection and analysis may include:	class discussions video replays journal entries adjusted choreographic showings drawings or diagrams visual and audiovisual stimuli and references.

Unit Sector(s)

Performing arts - choreography

Custom Content Section

Not applicable.

CUACHR402A Create short dance pieces

Modification History

Version	Comments
CUACHR402A	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 create short dance pieces in dance styles, such as tap, jazz, contemporary, street and cultural forms of dance.

The context of performing and creating dance pieces, are covered in CUACHR401A Create and perform dance pieces.

Application of the Unit

Dance teachers and choreographers who are required to plan, compose and stage, but not perform in, short dance pieces apply the skills and knowledge outlined in this unit. Dance pieces could be for dance school productions or other non-professional contexts.

Work is usually undertaken under some supervision, though autonomy and judgement can be expected given the nature of the creative process.

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. Plan and compose dance pieces	1.1. Clarify intention of dance pieces with relevant personnel 1.2. Consider movement elements and how they relate to dance styles when translating intention into a choreographic plan 1.3. Agree on aspects of staging and performance and notate these on plan 1.4. Ensure safe dance practices are incorporated into the plan and followed at all times
2. Demonstrate choreography and prepare for staging performances	2.1. Ensure intentions in the dance plan are brought into 3-D reality 2.2. Demonstrate and express appropriate movement ideas and movement styles from the plan 2.3. Review and modify ideas and movement elements to produce well-crafted dance pieces 2.4. Ensure content, phrasing and flow maintain interest throughout dance pieces 2.5. Select appropriate music, costumes and props to enhance movement intention 2.6. Prepare performance space allowing for well-defined entrance, exit and audience orientation 2.7. Ensure the dancers, dancing and aspects of staging combine to create a mood, a creative experience and audience affect
3. Evaluate dance pieces	3.1. Review dance-creation process through self-evaluation and in consultation with relevant personnel to improve and modify 3.2. Document the review process appropriately 3.3. Discuss strengths and weaknesses of dance pieces with relevant personnel and identify strategies for improving own techniques

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication and teamwork skills to:

work collaboratively and in integrated ways with others involved in performances

receive constructive feedback and apply it to future work

clarify an expressive intention

communicate intention to other dancers and technicians

initiative and creativity skills to:

develop new choreography

work creatively with others

translate a choreographic plan into a well-crafted and executed performance

follow through with own individual style or idea

learning skills to:

improve choreographic skills through experimentation and practice

evaluate and revise all aspects of a creative process

evaluate and revise own performance as well as that of others

literacy skills to:

document a choreographic plan for reflection and analysis

document self-evaluation and assessment appropriately

planning skills to:

develop a choreographic plan

reflect on and analyse choreographic structures and processes

technical skills to:

experiment with, improvise and refine choreographic plan

incorporate a number of staging elements, such as:

audio

lighting and vision systems

costuming, make-up and hair

set and prop design

stage markings.

Required knowledge

creative process as it relates to choreography

elements of dance

choreographic devices and structures

dance as a form of communication

issues and challenges that arise in the context of composing dance

relevant musical styles

relevant dance vocabulary

history of choreography in relation to chosen dance styles

safe dance practices.

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: plan, develop and evaluate two short dance pieces using two different dance or creative movement styles demonstrate the two short dance pieces to performers produce performances of the two dance pieces to demonstrate elements of staging and intention effectively document the evaluation of the dance-creation process work effectively with others.
Context of and specific resources for assessment	Assessment must ensure access to a large dance studio or space, including: sprung or tarkett floor mirrors and curtains audio requirements lighting and vision system requirements costuming, make-up and hair requirements set and props requirements video recording and playback equipment.
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: observation of demonstrating choreographic intent of the performance verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit video recordings of performances or rehearsals case studies and scenarios as a basis for discussing components of the creative process portfolios, journals or other documentation and notation that demonstrate the reflective processes used in creating dance pieces. 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: CUACHR403A Develop skills in the craft of choreography CUADAN402A Improvise an advanced dance sequence CUADLT401A Document dance.

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.

Intention may include:	dance piece as a form of expressive, collaborative or interactive communication message to be conveyed through movements and effects mood to be conveyed creative experience intended for audience expressive effect on audience creative and expressive outcome for dancers.
Dance pieces may be:	solo ensemble.
Relevant personnel may include:	teacher performer ensemble member designer: sound lighting costumes make-up and hair special effects client agent conductor tutor mentor.
Movement elements may refer to:	dynamics forms, including: binary ternary rondo theme and variation narrative free-form structures, including: space shape group structures group formations dancer combinations time.
Choreographic plan may include:	dance style dance form movement elements of shape, space, dynamics and time dance phrases and sequences dance structures choreographic devices, such as: canon motif repetition mirroring addition retrograde inversion accumulation.
Aspects of staging and performance may relate to:	audience interaction creating atmosphere and mood costumes accessories hair make-up body paint props staging and venue size performance space lighting design vision and sound systems stage markings.
Safe dance practices may include:	understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance warm-up and cool-down activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises doing exercises and performing routines on flooring appropriate to the genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish correct execution of dance steps appropriate clothing and footwear nutrition and diet.
Dance-creation process may include:	creativity effectiveness inspiration audience response.

Unit Sector(s)

Performing arts - choreography

Custom Content Section

Not applicable.

CUACHR403A Develop skills in the craft of choreography

Modification History

Version	Comments
CUACHR403A	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 explore and develop choreography for informal presentations by applying elements of shape, space, time and dynamics.

Application of the Unit

Dancers who combine a number of composition skills to develop basic choreography for informal presentations apply the skills and knowledge outlined in this unit. They could be performing the choreography themselves for a dance class or teaching others how to perform the choreography for a non-professional performance.

At this level choreography skills and knowledge could be applied to a variety of dance styles, such as tap, jazz, contemporary, street and cultural forms of dance. Work is usually undertaken under some supervision, though autonomy and judgement can be expected.

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. Develop an understanding of choreographic techniques used	1.1. Identify components of choreography in dance sequences 1.2. Evaluate the artistic, creative and technical procedures of dance works by various well-known choreographers 1.3. Identify factors that have an effect on how to approach dance choreography 1.4. Select the most appropriate way of documenting dance sequences to be choreographed
2. Invent movement material	2.1. Consider the range of ways dance elements could be organised for different types of dance stimuli and purposes 2.2. Apply structural components of movement, phrases and sequences to dance 2.3. Create short pieces that demonstrate inventiveness in sequencing of movements 2.4. Create phrases that demonstrate a clear understanding of phrasing and rhythmic structures 2.5. Apply safe dance practices to prevent injury to self and others
3. Present informal choreographic tasks	3.1. Develop, rehearse and edit compositions for informal presentations 3.2. Communicate ideas using verbal, physical and tactile means and provide constructive feedback to other dancers as required 3.3. Use props, music and costumes effectively 3.4. Demonstrate choreographic approaches that move beyond literal or simple narrative 3.5. View work in progress with appropriate personnel and seek feedback on how well the choreography meets creative and technical requirements 3.6. Incorporate ideas and suggestions into work
4. Evaluate choreography	4.1. Develop a journal to detail composition process 4.2. Reflect upon and analyse choreographic structures and processes in written and verbal formats 4.3. Compare work against previous work to assess development of techniques and ideas 4.4. Discuss strengths and weaknesses of choreography with appropriate personnel and identify strategies for improving own choreography techniques

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication and teamwork skills to:

work with other dancers, including providing them with direction

consult with others involved in the choreographic and performance process

receive constructive feedback and apply it to future work

analyse, discuss and write about choreographic elements in relation to composition studies

initiative and creativity skills to:

develop new choreography

work creatively with others

follow through with own individual style or idea

solve choreographic problems in dance sequences

learning skills to:

improve performance and choreographic skills through experimentation and practice

research a topic to inform choreographic tasks

observe and interpret physical skills

planning and organising skills to:

collect information about various dance works for analysis

reflect on and analyse choreographic structures and processes

devise choreographic work for informal presentations

incorporate props, music and costumes into the planning process at a basic level

technical skills to:

manipulate movement within a range of composition structures and vocabulary

generate the structural components of shape, dynamics and rhythm in movement phrases and sequences

construct sequences of movement and form sequences into a cohesive whole.

Required knowledge

structural movement elements that comprise a choreographic work

role of movement motifs in composition

composition elements of choreographic dance sequences

artistic, creative and technical procedures used by well-known dance choreographers

structuring dance through the use of formal composition devices, such as:

canon

inversion

accumulation

retrograde

rondo

dance as a form of communication

issues and challenges that arise in the context of composing dance

dance vocabulary relevant to chosen style or genre

ways to document or notate dance

safe dance practices.

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: use practical structural components of movement, phrases and sequences invent movement material construct sequences of movement devise choreographic work for informal presentation document, reflect and analyse choreography.
Context of and specific resources for assessment	Assessment must ensure access to a dance studio or space, including: sprung floor tarkett mirrors and curtains sound system video recording and playback equipment.
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: observation of practice and performance verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit video recordings of performances or practice sessions case studies and scenarios as a basis for discussing components of the choreography process portfolios, journals or other documentation and notation that demonstrate the reflective processes used in choreography. 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: CUACHR401A Create and perform dance pieces CUACHR402A Create short dance pieces CUADLT401A Document dance CUADLT402A Explore the relationship between music and dance CUAWRT501A Write about dance.

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.

Components may include:	improvisation starting points working with intention working with motifs, including: identifying a motif developing motifs by manipulating components of time, space and dynamics intent: reading movement expressing an idea through movement creating new vocabularies versus using known movements with intention working intuitively and cognitively form: binary ternary rondo theme and variations narrative organic phrasing: building phrases from isolated movement identifying phrase material from improvisational exercises creating variety in length of phrases structuring a work: unity and variety spatial organisation to enhance possible meanings contrast climax and resolution repetition sequencing transitions way in which solos, duos and trios affect and influence choreographic structure abstraction and stylisation understanding the difference.
Choreographers may include:	Martha Graham Mary Wigman Lester Horton Alvin Alley Twyla Tharp William Forsythe Cunningham D’Wate Duncan Bob Fosse Jack Cole Jerome Robbins Balanchine Nureyev Frederick Ashton Robert Helpmann Antony Tudor Fred Astaire Savion Glover Gregory Hines Bill Bojangles Dein Perry.
Factors may include:	purpose of choreography, such as for: specific dancer specific class or teacher ensemble music theatre specific type of music or stimuli specific genre or era of dance demonstrating particular skills or expertise own personal development corporate purposes cultural purposes educational purposes film and television other occasions and purposes.
Ways of documenting dance may include:	notation methods, such as: Labanotation Benesh DanceWriting in-house custom method notation software video recording.
Elements may include:	space time dynamics.
Stimuli may include:	music, such as: any type of musical style, like jazz, hip-hop and world vocal instrumental percussion, such as: drums hands feet stamps percussion instruments word motivation, such as: wobble, twitch, freeze vault, twirl, collapse pause, swell, jerk vibrate, bound, creep technical equipment, such as: lighting audiovisual fog machines scaffolding other props, objects and materials, such as: fabric instruments puppets or dolls piece of clothing ladder or chair silent space various texts.
Structural components may include:	building phrases from isolated movements identifying phrase material from improvisational exercises manipulating the following, independently and in groups: canon inversions accumulations retrograde rondo spatial organisation to enhance possible meanings geometrical distribution within whole or parts of bodily movements specific dynamic elements (rhythm, force, speed) to project dance-maker’s intentions use of props and basic costuming as intrinsic elements of meaning making.
Inventiveness may include:	unexpected connections between movement elements and a depth of movement investigation tasks or improvisational exercises designed to provoke unfamiliar movement formal procedures, such as splicing or chance procedures to change habitual movement patterns.
Safe dance practices may include:	understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance warm-up and cool-down activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises doing exercises and performing routines on flooring appropriate to the genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish correct execution of dance steps appropriate clothing and footwear nutrition and diet.
Informal presentations may include:	solo work duet work small group work sound-score spoken or written text minimal design elements.
Appropriate personnel may include:	teacher performer ensemble member designer: sound lighting costumes make-up and hair special effects client agent conductor tutor mentor.
Reflection and analysis may include:	class discussions video replays journal entries adjusted choreographic showings drawings or diagrams visual and audiovisual stimuli and references.

Unit Sector(s)

Performing arts - choreography

Custom Content Section

Not applicable.

CUACHR501A Create and perform complex dance pieces

Modification History

Version	Comments
CUACHR501A	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 create, coordinate and perform complex dance pieces. It includes composing, staging, performing and evaluating complex solo or ensemble dance pieces.

Application of the Unit

Dancers and dance teachers required to create, perform, or teach others to perform complex dance pieces for formal presentation apply the skills and knowledge outlined in this unit. At this level skills and knowledge could be applied to class work, rehearsal, audition, or performance situations.

Work would usually involve some collaboration and direction from others, though personal responsibility and autonomy are required to create dance pieces that reflect a choreographer’s individual style.

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. Plan complex dance pieces	1.1. Clarify the intention of dance pieces 1.2. Develop a plan that outlines how the intention will be expressed though movement elements 1.3. Relate movement elements to dance style and include in dance plan 1.4. Incorporate intentions in the dance plan that use 3-D movement reality to combine a dance style with creative movements 1.5. Record choreographic ideas 1.6. Include and initiate safe dance practices in the plan and throughout conception, rehearsal and performance
2. Develop work of high compositional standard	2.1. Create choreography incorporating other artists or art forms 2.2. Manipulate own ideas and movement elements to produce a well-crafted dance piece of high compositional standard 2.3. Demonstrate own appropriate movement ideas and movement styles to express ideas and intentions 2.4. Apply dance notation skills to document, analyse and reconstruct choreography 2.5. Reveal an emerging distinctive approach to and treatment of movement materials 2.6. Devise, rehearse and edit dance piece for formal presentation
3. Create production elements to enhance dance pieces	3.1. Select appropriate music, costumes and props to enhance movement intention 3.2. Prepare performance space to allow for well-defined entrance, exit and audience orientation 3.3. Ensure that dancers, dancing, costumes, props and effects combine to create a mood, a creative experience and audience affect
4. Present complex dance pieces in a formal setting	4.1. Contribute to the presentation of finished works in the role of choreographer or dancer 4.2. Provide clear direction, feedback and encouragement to other dancers and technicians 4.3. Maintain content, phrasing and flow throughout dance pieces 4.4. Explore the potential integration of projections in choreography or the use of video as the presentation format for choreography 4.5. Articulate choreographic processes in journal or essay formats
5. Evaluate complex dance pieces	5.1. Review the dance-creation process against criteria in consultation with relevant personnel to improve and modify pieces 5.2. Document and record dance reviews 5.3. Use reflection skills to review, self-evaluate and apply information to future work

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication and interpersonal skills to:

work collaboratively and in integrated ways with relevant personnel

provide direction and feedback to others

receive constructive feedback and apply it to future work

clarify an expressive intention

communicate intention to other dancers and technicians

initiative and creativity skills to:

develop new choreography that expresses one’s distinctive approach

translate a choreographic plan into a well-crafted and executed performance

follow through with own individual style or idea

learning and self-management skills to:

improve dance choreography skills through experimentation and practice

notate choreography in order to document, analyse and reproduce it

monitor, evaluate and revise own performance as well as that of others

planning skills to develop a choreographic plan

technical skills to:

translate intention into a choreographic plan that includes a variety of dance forms and structures

apply choreographic devices when arranging movement

apply elements of movement to dance creation

manipulate elements of movement

develop a distinctive approach to and treatment of movement materials

collaborate with other art forms to create original work

manipulate structural material, such as:

theme

variation

AB

ABA

rondo

incorporate a number of staging elements into dance pieces, such as:

audio

lighting

costuming, make-up and hair

set and prop design.

Required knowledge

fundamental elements of composition and choreographic tasks and analysis

choreographic devices and structures

dance as a form of communication

choreographic concepts, such as:

collage

cycles

sequencing

narrative themes

transitions

issues and challenges that arise in the context of composing dance

safe dance practices.

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: plan, develop and document a complex solo or group dance piece of a high compositional standard that: combines one dance style with creative movements incorporates other artists or dance forms organise the performance of a complex group dance piece evaluate the dance-creation process, including documenting the evaluation collaborate with others involved in the choreographic and performance process.
Context of and specific resources for assessment	Assessment must ensure access to a dance studio or space, including: sprung floor tarkett mirrors and curtains audio requirements lighting and vision system requirements costuming, make-up and hair requirements set and props requirements video recording and playback equipment.
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: observation of practice and performance verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit video recordings of performances or practice sessions case studies and scenarios as a basis for discussing components of the composition process portfolios, journals or other documentation and notation that demonstrate the reflective processes used in dance composition. 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: CUACHR403A Develop skills in the craft of choreography CUADLT401A Document dance CUADLT402A Explore the relationship between music and dance.

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.

Intention may include:	dance piece as a form of expressive, collaborative or interactive communication message to be conveyed through movements and effects mood to be conveyed creative experience intended for audience expressive effect on audience creative and expressive outcome for dancers representation of a particular dance style or theme.
Movement elements may include:	shape space dynamics time.
Choreographic ideas may include:	musical score costumes props staging performance space lighting.
Safe dance practices may include:	understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance warm-up and cool-down activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises doing exercises and performing routines on flooring appropriate to the genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish correct execution of dance steps appropriate clothing and footwear nutrition and diet.
High compositional standard may include:	mixture of the various components of choreography, such as: movement form phrasing structuring stylisation abstraction combined with one’s own style and expressive affect.
Notation may include:	shorthand pictures diagrams graphics using computer notation software specific to dance.
Presentation may include:	feedback discussion video replays journal entries choreographic showings drawings or diagrams visual and audiovisual stimuli and reference performance venues projections or a screen dance format.
Dance-creation process may include:	creativity effectiveness inspiration audience response.
Relevant personnel may include:	teacher performer ensemble member designer: sound lighting costumes make-up and hair special effects client agent conductor tutor mentor.

Unit Sector(s)

Performing arts - choreography

Custom Content Section

Not applicable.

CUACHR601A Create choreography for stage and screen

Modification History

Version	Comments
CUACHR601A	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 create choreography for stage and screen productions and to synchronise dance with stage and screen sequences.

Application of the Unit

Choreographers apply the skills and knowledge outlined in this unit. At this level, choreography is used in a number of ways, for example, to clarify or enhance the story-line or mood of a stage or screen production. Choreography could incorporate any dance style or combination of dance styles, as well as other artistic forms, such as singing and acting.

Work requires independence and autonomy although a high level of collaboration with key personnel, such as directors, producers, musicians, composers, singers, production technicians and performers.

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. Participate in pre-production activities	1.1. Clarify aspects of production briefs and production values in consultation with appropriate personnel 1.2. Investigate original choreographic work in screen productions taking into account the various advantages and limitations of the medium 1.3. Research style and other aspects of dance appropriate to the content or story-line of productions 1.4. Organise resources in line with production requirements 1.5. Establish a schedule with appropriate personnel for viewing material to keep track of implications for composing dance elements
2. Generate ideas for choreography	2.1. Prepare a plan for completing work in line with the brief and negotiate contracts as required 2.2. Conduct briefings for other people involved in the process as required 2.3. Research aspects of the production appropriate to the content or story-line to inform ideas 2.4. Generate a range of ideas, movements or starting points and experiment with options that communicate themes 2.5. Investigate the potential of structural elements for achieving desired effects 2.6. Transform choreographic ideas into the stage or screen setting 2.7. Discuss plan with appropriate personnel and refine as required
3. Create original choreography	3.1. Apply a range of advanced composition techniques to organise dance elements into working versions of themes that support productions 3.2. Collaborate in the construction of musical and choreographic material to create choreography that can respond to or counterpoint musical rhythmic structures 3.3. Collaborate with appropriate personnel on technical production of performance as part of the choreographic process 3.4. Incorporate safe dance practices through phases of the creative process 3.5. Finalise choreography using dance notation
4. Produce work for public performances	4.1. Clearly articulate the ideas a work is presenting, and the methodology used to develop the work, to a level of public performance 4.2. Effectively direct and rehearse with dancers and technicians 4.3. Refine and stage the piece for a defined performance space 4.4. View work with appropriate personnel and seek and apply feedback on how well composition meets creative and technical requirements 4.5. Incorporate final ideas and suggestions into final compositions 4.6. Perform piece to an audience convincingly and consistently over several performances with fresh energy, commitment and focus
5. Evaluate public performances	5.1. Discuss aspects of the composition process that worked well and what could be improved with appropriate personnel 5.2. Evaluate the quality and success of the choreography in meeting production requirements and planned outcomes 5.3. Evaluate own role in operations and note areas for improvement 5.4. Provide feedback to team members on their performance as required 5.5. Use results of evaluation to improve own work practices

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication and teamwork skills to:

generate, communicate and implement ideas and actions through the identification, analysis and evaluation of information

use aural skills to identify musical pieces or rhythms that support the composition

receive and provide constructive feedback and apply it to future work

negotiate contracts or legal agreements effectively

communicate and direct intention to other dancers and technicians

work as an individual and as a member of a diverse team

creativity and problem-solving skills to:

develop new choreography that expresses one’s distinctive approach along with the story-line or intention of the production

translate a choreographic plan into a well-crafted and executed performance

take the performance context into account to solve problems related to developing choreography and working with a diverse team

translate creative ideas into appropriate action

collaborate with other art forms to create original work

planning skills to:

develop a choreographic plan for complex productions

plan composition in a logical sequence

work within established budgets and timeframes

self-management skills to:

prioritise work tasks

meet deadlines

demonstrate reliability in agreed work commitments

technical skills to:

work with production-related technology, such as cameras, lighting and special effects

translate intention into a choreographic plan, including a variety of dance forms and structures

apply composition skills in the context of screen and media.

Required knowledge

principles and techniques involved in composing dance for stage and screen

film making aesthetics, processes, personnel and technologies as they affect developing choreography

issues and challenges that arise in the context of composing dance for stage and screen productions

musical knowledge, such as:

styles

terminology

genres

rhythms

formats used for legal contracts with choreographers working on stage and screen productions

OHS and safe dance practices in the context of performing in stage and screen productions.

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: prepare an appropriate response to a stage or screen brief develop ideas suitable for a major piece of choreography for public performance demonstrate competent skills in dance craft and direction to present work in a public setting work creatively, collaboratively and constructively with artists, performers and technical crew transfer composition skills into the stage and screen mediums.
Context of and specific resources for assessment	Assessment must ensure access to: sprung floor tarkett mirrors and curtains audio requirements lighting and vision system requirements costuming, make-up and hair requirements set and props requirements video recording and playback equipment computer technology to keep track of plans and budgets.
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: evaluation of work plans and responses to stage and screen briefs prepared direct observation of candidate working, composing, directing and collaborating verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit video recordings of performances or practice sessions portfolios, journals or other documentation and notation that demonstrate the reflective processes used in dance composition. 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: CUACHR602A Develop skills in dance notation CUAIND601A Work professionally in the creative arts industry CUARES601A Research and apply concepts of live performance practice.

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.

Aspects may include:	nature of music and required dance style relationship between the choreographer, producer, director and technical staff responsibility for and access to necessary equipment and assistance remuneration, including: payment and payment details for the choreographer contingency details consideration of costs in developing choreography copyright, royalty and licensing issues levels of responsibility time lines budgets materials and facilities production schedule.
Productions may include:	feature films documentaries animated productions short films commercials filmed events or performances music videos television productions stage productions.
Production values may include:	artistic style and quality overall choreography quality aligned with production vision performance quality based on recordings transitions and cohesion between choreography and other aspects of the production attack dynamics mood, phrasing and expression.
Appropriate personnel may include:	director producer post-production editor program manager sound designer lighting designer staging designer film-video crew musician performer broadcaster.
Style may include:	ballet jazz tap street cultural modern or contemporary Indigenous street social.
Production requirements may include:	set design lighting and projections as integral elements of the movement ideas checking sound score’s quality and timings practical programming decisions organising dancers feedback discussion with dancers and production staff video recording of the performances program notes.
Content of a plan may include:	duration of dance pieces general vision for and scope of composition material time lines budget staffing hiring requirements timetables that allow for contingencies communication plan.
Details in contracts may include:	milestones and payment schedules materials and facilities for both parties responsibilities of both parties role of subcontracted personnel process for negotiating variations to the contract.
Briefings may cover:	allocating work in line with project requirements providing specifications agreeing on standards of work providing technical and financial information agreeing on payment schedules discussing reporting mechanisms and arrangements for dealing with contingencies negotiating process for providing feedback on work in progress.
Structural elements may include:	building phrases from isolated movements identifying phrase material from improvisational exercises manipulating the following, independently and in groups: canon inversions accumulations retrograde rondo spatial organisation to enhance possible meanings geometrical distribution within whole or parts of bodily movements specific dynamic elements (rhythm, force, speed) to project dance-maker’s intentions use of props or basic costuming as intrinsic elements of meaning making.
Ways to transform choreographic ideas may include:	collaborating with filmmakers and dancers story boarding work for the camera filming sessions at one or more selected sights editing footage syncing the sound track inserting titles and acknowledgements applying ideas, such as: musical score costumes props staging.
Advanced composition techniques may include:	effective integration of improvisational or task-based skills clarity of rhythmic structures development and application of movement motifs range of choreographic forms, such as: canon rondo inventiveness in movement material clear and effective spatial arrangements employing varying dynamics clarity in phrasing.
Dance elements may include:	shape space dynamics time.
Technical production may include:	audio lighting and vision systems make-up costumes props special effects computer animation.
Safe dance practices may include:	understanding the body’s capabilities and limitations, including: alignment: flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance warm-up and cool-down activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises doing exercises and performing routines on flooring appropriate to the genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish correct execution of dance steps appropriate clothing and footwear nutrition and diet.
Dance notation may include:	shorthand pictures diagrams graphics using computer notation software specific to dance.

Unit Sector(s)

Performing arts - choreography

Custom Content Section

Not applicable.

CUACHR602A Develop skills in dance notation

Modification History

Version	Comments
CUACHR602A	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 begin the process of acquiring skills in the highly specialised field of dance notation.

Application of the Unit

This unit applies to dancers and choreographers whose performance and composition knowledge position them well for a move into the highly specialised field of dance notation.

At this level people are expected to apply wide-ranging, highly specialised technical, creative and conceptual skills to express ideas and perspectives. Work activities and learning are largely self-directed.

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. Explore differences in dance notation methods	1.1. Practise reading scores notated in Labanotation to become familiar with key aspects of the Labanotation system 1.2. Practise reading scores that have been documented using Benesh Movement Notation to become familiar with key aspects of the Benesh system 1.3. Explore features of other notation systems to determine which system best suits own needs 1.4. Consider motif notation as a way of indicating the main aspects of movements but allowing performers latitude in the finer detail of how they perform movements 1.5. Explore shorthand used in conjunction with different dance notation methods 1.6. Explore the range of software applications used to notate dance
2. Undertake preliminary training in dance notation	2.1. Discuss with relevant personnel options for developing dance notation skills 2.2. Consider whether a basic level of music notation skills should be developed as part of dance notation training 2.3. Consider whether to pursue training that goes beyond notation into other issues associated with documenting dance 2.4. Select a training method and pursue it until required level of notation skills is achieved 2.5. Use notation skills to document short dance sequences for teaching purposes 2.6. Seek feedback on effectiveness and clarity of notation and continue refining skills

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

analytical and literacy skills to:

analyse information about dance notation and documentation from a variety of sources

observe and interpret human movements from an informed viewpoint

communication skills to:

participate in debate and discussion about dance notation issues

respond appropriately to feedback on own skill development

initiative and enterprise skills to devise the most effective way to notate dance sequences for specific purposes

planning and organisational skills to notate dance in a logical sequence

learning skills to improve own skills in dance notation

technology skills to access information from the internet.

Required knowledge

well-developed knowledge of:

the range of ways in which dance notation is used

sources of information about dance notation

training available in dance notation

overview knowledge of:

common dance notation systems

copyright and intellectual property issues associated with notating dance

broader issues associated with documenting dance performances.

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: discuss in an informed way the differences between various dance notation methods acquire skills in notating dance notate a short dance sequence using a selected method or shorthand.
Context of and specific resources for assessment	Assessment must ensure: access to reference material related to dance notation opportunities to practise notation skills.
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 dance sequences notated 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 notating dance direct observation of candidate notating a dance sequence. 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: CUACHR601A Create choreography for stage and screen CUAIND601A Work professionally in the creative arts industry CUARES501A Refine conceptual understanding of dance.

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.

Key aspects of the Labanotation system include:	symbols are placed on a vertical staff which is read from bottom to top position of symbol on the staff indicates the body part shading indicates the level of the movement or gesture length of the symbol indicates the timing of the movement staff are divided into measures to match the measures of the music symbols indicate size of steps.
Key aspects of the Benesh system include:	notation written on a five line stave which is read from left to right and from top to bottom of the page all body and limb positions are shown within the five-line stave a series of frames is used to record positions stave lines correspond to visually distinctive features of the body, such as: head shoulders waist knees floor (feet) three signs represent the position of the hands and feet in relation to the body: in front level behind movement lines indicate transitions from one position to another rhythm and phrasing signs are shown above the stave direction faced, location and paths of travel are shown below the stave.
Other notation systems may include:	Sutton Movement Writing and Shorthand Eshkol-Wachman Movement Notation Greenotation.
Software applications include:	LabanReader LabanLab NotationMan.
Relevant personnel may include:	mentor manager dance teacher dance studio manager choreographer dancer dance society representative.
Options may include:	face to face classes through dance societies distance mode, including online.
Issues may include:	logistical, such as: facilities equipment personnel video formats aesthetic, such as: composition spatial intent technical (in relation to video recording), such as: focus exposure white balance camera movement functional (in relation to video recording), such as: stage grid choreographic details dancer’s perspective costuming.

Unit Sector(s)

Performing arts - choreography

Custom Content Section

Not applicable.

CUADAN101A Develop foundation dance techniques

Modification History

Version	Comments
CUADAN101A	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 build a solid foundation in any dance style.

Application of the Unit

Persons with some dance experience apply the skills and knowledge outlined in this unit. Usually, experience would have been gained in dance classes, amateur performances or community dance activities, often from an early age. However, this unit also applies to individuals with no prior training, but with an aptitude for dance and an interest in developing technique in one or more dance styles.

At this level foundation dance techniques learnt under the close supervision of experienced dancers and dance teachers are applied.

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. Develop an understanding of different dance styles	1.1. Discuss aspects of dance styles with relevant personnel 1.2. Develop understanding of safe dance practices 1.3. Discuss cultural protocols that need to be observed when performing cultural dance styles
2. Practise simple movements	2.1. Under the guidance of a teacher or mentor, perform warm-up exercises 2.2. Practise basic steps associated with selected dance styles 2.3. Incorporate musicality, timing and rhythm into exercises 2.4. Work within own limits 2.5. Respond positively to constructive feedback and advice from others 2.6. Perform cool-down exercises after dance activity
3. Perform short dance sequences	3.1. In consultation with a teacher agree on sequences that include a range of movements within own technical ability 3.2. Match personal presentation to selected dance styles 3.3. Communicate the mood or style of dance sequence to spectators 3.4. Apply a sense of timing and rhythm to performances 3.5. Follow advice from others about ways to improve own dance technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication and teamwork skills to:

work cooperatively with others in a learning environment and in dance performances

discuss aspects of exercises and dance techniques with colleagues and teachers

initiative and enterprise skills to:

communicate the mood of a dance sequence to spectators

move in line with the mood, rhythm, style and tempo of music

learning skills to:

improve dance technique through practice and a positive attitude to dancing

respond appropriately to constructive feedback on own skill development

self-management skills to:

dress appropriately

follow safe dance practices to prevent injury to self and others

maintain concentration when performing.

Required knowledge

sound knowledge of safe dance practices, including:

warm-up and cool-down activities

correct clothing and footwear

how nutrition and diet:

affect physical and mental wellbeing

contribute to injury prevention

basic knowledge of:

terminology associated with selected dance styles

cultural context of selected dance styles.

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: perform two dance sequences that demonstrate a mastery of foundation dance techniques in selected dance style respond appropriately to constructive feedback on own performance.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or 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 evaluation of performance of dance skills direct observation or video recording of candidate in dance classes verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit review of candidate’s dance performances by peers 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: CUAOHS101A Follow basic 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.

Styles may include:	ballet bodyweather and butoh contemporary creative cultural, such as: Aboriginal and Torres Strait Islander African belly dancing Egyptian Hungarian Irish dance Khmer magic, mystical or spiritual dance Pacific Islander Polish ritual or sacred Russian Scottish Spanish improvisation jazz modern social, such as: foxtrot quickstep tango Viennese waltz waltz Argentine tango cha cha jive mambo paso doble rumba salsa street tap wheelchair dancing.
Relevant personnel may include:	community members elders teachers coaches mentors performers choreographers peers representatives of dance societies.
Safe dance practices relate to:	understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance appropriate footwear and clothing barefoot dancing warm-up and cool-down activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises doing exercises and performing routines on flooring appropriate to genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish effect of different ground surfaces, such as: moving float podium or raised platform runway concrete or hard floor pavement slippery floor sticky floor floor that is too springy sloping surface earth correct execution of dance steps nutrition and diet.
Protocols may relate to:	activities open only to initiated persons gender-specific activities how to approach certain persons obtaining information and materials permission for activities costumes make-up prohibitions on activities or communication who to approach for a particular reason.
Warm-up exercises should:	be undertaken with care and to the level of own ability include: stretches flexibility exercises aerobic activities coordinated breathing activities.
Aspects of personal presentation may include:	costumes accessories make-up hair posture way of moving.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN102A Develop foundation ballet dance technique

Modification History

Version	Comments
CUADAN102A	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 build a solid foundation in ballet dance technique.

Application of the Unit

Persons with some dance experience apply the skills and knowledge outlined in this unit. Usually experience would have been gained in dance classes and amateur performances, often from an early age. However, this unit also applies to individuals with no prior training, but an aptitude for dance and an interest in developing classical ballet technique.

At this level foundation ballet dance techniques are applied under the close supervision of experienced dancers and dance teachers. Classes would usually be conducted in private dance studios or in venues such as community halls, where flooring is appropriate for the safe teaching of dance.

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. Practise barre work	1.1. Under the guidance of a teacher, perform stretching exercises 1.2. Perform set exercises using upper and lower body movements 1.3. Incorporate a feel for music into exercises
2. Practise centre exercises	2.1. Perform set exercises using upper and lower body movements 2.2. Demonstrate musicality while performing adage and pirouettes at a foundation level 2.3. Demonstrate spatial awareness, correct breathing and musicality while performing allegro exercises at a foundation level 2.4. Perform cool-down exercises after dance activity
3. Perform a simple dance sequence	3.1. Under the guidance of a teacher, select a prepared dance sequence to perform in class 3.2. Develop understanding of the concept behind and story-line of the selected dance sequence 3.3. Perform the sequence with expression and to the best of one’s ability 3.4. Apply safe dance practices at all times to prevent injury to self and others 3.5. Commence and end the sequence in an appropriate way 3.6 Follow advice from others about ways to improve own dance technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication and teamwork skills to:

work cooperatively with others in a learning environment

discuss aspects of exercises and dance sequences with colleagues and teachers

initiative and enterprise skills to:

express feelings and ideas about music through dance

move in line with the mood, rhythm, style and tempo of music

learning skills to:

improve dance technique through practice and a positive attitude to dancing

respond appropriately to constructive feedback on own skill development

self-management skills to:

arrive punctually at classes

dress appropriately

follow safe dance practices to prevent injury to self and others.

Required knowledge

sound knowledge of safe dance practices, such as:

warm-up and cool-down activities

correct clothing and footwear

how nutrition and diet:

affect physical and mental wellbeing

contribute to injury prevention

basic knowledge of:

classical ballet terminology

stories of major ballets

history of ballet in the Russian Imperial era

music notation

music tempos and associated dance styles.

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: perform barre and centre exercises, within personal capabilities perform a simple dance sequence that demonstrates a mastery of foundation ballet dance techniques respond appropriately to constructive feedback on own performance.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or 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 evaluation of performance of dance skills direct observation or video recording of candidate in dance classes verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit review of candidate’s dance performances by peers 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: CUAOHS101A Follow basic 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.

Stretching exercises should:	be undertaken with care and to the level of own ability incorporate correct breathing technique show appropriate use of placing at the barre and in the centre.
Set exercises must relate to:	showing correct posture, rotation and turnout five positions of feet and arms demonstrating correct placing and alignment of the body transferring weight with balance, control and strength movement of legs and feet through the floor and in the air expressing a flow of movement with arms, head and eyes coordination of arms and legs good use of stretched legs and feet careful and good use of demi pointe performing port de bras, including: correct placing of the arm and arabesque lines balanced and harmonious arm lines focused use of head and eyes.
Execution of adage and pirouettes at a foundation level should:	show correct placing, flow and control demonstrate appropriate alignment and balanced arm lines show understanding of rotations involve neat and controlled pirouette with correct preparations and neat finishes show a spotting head in pirouettes.
Execution of allegro exercises at a foundation level should:	show good use of demi-plié and stretching of feet and legs demonstrate height in steps of elevation involve executing steps with clear use of placing, ballon and controlled turnout and elevation show correct alignment of the body involve performing unseen enchaînements.
Safe dance practices relate to:	understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance appropriate footwear and clothing barefoot dancing warm-up and cool-down activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises doing exercises and performing routines on flooring appropriate to genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish effect of different ground surfaces, such as: moving float podium or raised platform runway concrete or hard floor pavement slippery floor sticky floor floor that is too springy sloping surface earth correct execution of dance steps nutrition and diet.
Commencing and ending in an appropriate way may involve:	performing the entrance with presentation, style and spatial awareness showing enjoyment to the audience in a reverence or a bow.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN103A Develop foundation jazz dance technique

Modification History

Version	Comments
CUADAN103A	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 build a solid foundation in jazz dance technique.

Application of the Unit

Persons with some dance experience apply the skills and knowledge outlined in this unit. Experience would have been usually gained in dance classes and amateur performances, often from an early age. However, this unit also applies to individuals with no prior training, but an aptitude for dance and an interest in developing jazz dance technique.

At this level foundation jazz dance techniques are applied under the close supervision of experienced dancers and dance teachers. Classes would usually be conducted in private dance studios or in venues such as community halls, where flooring is appropriate for the safe teaching of dance.

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. Develop technical expertise	1.1. Under the guidance of a teacher, perform stretching exercises 1.2. Perform exercises to develop expertise in a range of jazz dance techniques 1.3. Practise using arm lines appropriately and extensively 1.4. Show control in turning balances 1.5. Incorporate a good sense of tempo and rhythm into exercises
2. Practise isolation exercises	2.1. Develop understanding of the purpose and application of isolation exercises 2.2. Work within own limits and demonstrate safe dance practices 2.3. Perform exercises focusing on different parts of the body in isolation 2.4. Incorporate a good sense of timing and rhythm into exercises 2.5. Perform cool-down exercises after dance activity
3. Perform dance progressions	3.1. In consultation with a teacher, agree on progressions that include a range of techniques within own technical ability 3.2. Communicate the mood or style of progressions to the audience 3.3. Maintain correct posture, alignment, control and safe dance practices when in motion 3.4. Apply safe dance practices at all times to prevent injury to self and others 3.5. Perform a bow at the conclusion of dance progressions 3.6. Follow advice from others about ways to improve own jazz dance technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication and teamwork skills to:

work cooperatively with others in a learning environment and in dance performances

discuss aspects of exercises and dance techniques with colleagues and teachers

initiative and enterprise skills to:

communicate the mood of a dance sequence to an audience

move in line with the mood, rhythm, style and tempo of music

learning skills to:

improve dance technique through practice and a positive attitude to dancing

respond appropriately to constructive feedback on own skill development

self-management skills to:

arrive punctually at classes

dress appropriately

follow safe dance practices to prevent injury to self and others

maintain concentration when performing.

Required knowledge

sound knowledge of safe dance practices, such as:

warm-up and cool-down activities

correct clothing and footwear

how nutrition and diet:

affect physical and mental wellbeing

contribute to injury prevention

basic knowledge of:

jazz dance terminology

jazz styles, such as:

jive

rock and roll

cakewalk

Latin American

key periods in the history of jazz

current music and dance trends

music notation

music tempos and associated dance styles

aspects of stagecraft, such as costumes, lighting and props

stage directions and geography, such as:

up stage right

down stage left

prompt side

opposite prompt side.

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: perform technical and isolation exercises, within personal capabilities perform two dance progressions that demonstrate a mastery of foundation jazz dance techniques respond appropriately to constructive feedback on own performance.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or 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 evaluation of performance of dance skills direct observation or video recording of candidate in dance classes verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit review of candidate’s dance performances by peers 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: CUAOHS101A Follow basic 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.

Stretching exercises should:	be undertaken with care and to the level of own ability incorporate correct breathing technique show appropriate use of placing at the barre and in the centre.
Exercises may include:	half rib roll rib roll shoulder roll hip roll half head roll.
Techniques may include:	pliés and rises tendus adage stretches abdominal strengthening lyrical jazz body exercises grand battements kicks, such as: travelling hitch fan kicks and pencil turns combination barrel rolls pirouettes fast footwork, such as: step ball changes turning pas de bourrées châinés and posé piqué turns mambo style improvisation jumps introductory jazz split runs.
Understanding may encompass:	role of isolation exercises in jazz warm-up routines and performances, including to: warm up specific body parts improve coordination move different parts of the body simultaneously while remaining in control terminology, such as: isocentric polycentric.
Styles may include:	black bottom charleston jitter bug boogie woogie swing.
Safe dance practices relate to:	understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance appropriate footwear and clothing barefoot dancing warm-up and cool-down activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises doing exercises and performing routines on flooring appropriate to genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish effect of different ground surfaces, including: moving float podium or raised platform runway concrete or hard floor pavement slippery floor sticky floor floor that is too springy sloping surface earth correct execution of dance steps nutrition and diet.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN104A Develop foundation tap dance technique

Modification History

Version	Comments
CUADAN104A	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 build a solid foundation in tap dance technique.

Application of the Unit

Persons with some dance experience apply the skills and knowledge outlined in this unit. Experience would have been usually gained in dance classes and amateur performances, often from an early age. However, this unit also applies to individuals with no prior training, but an aptitude for dance and an interest in developing tap dance technique.

At this level foundation tap-dance techniques are applied under the close supervision of experienced dancers and dance teachers. Classes would usually be conducted in private dance studios or in venues such as community halls, where flooring is appropriate for the safe teaching of dance.

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. Practise barre work	1.1. Under the guidance of a teacher, perform stretching exercises 1.2. Perform exercises to develop coordination of arm and lower limb movements 1.3. Incorporate a good sense of timing and rhythm into exercises
2. Practise dance centre amalgamations	2.1. Perform exercises away from the barre to develop an awareness of personal and general space when travelling and stationary 2.2. Demonstrate safe dance practices in jumping and faster travelling steps 2.3. Coordinate arm and head lines with foot movements at a foundation level 2.4. Practise turning and use of ‘spotting’ 2.5. Incorporate a good sense of timing and rhythm into exercises 2.6. Choreograph two bars of steps and perform in a class jam session 2.7. Perform cool-down exercises after dance activity
3. Perform a simple dance	3.1. Under the guidance of a teacher, select a prepared tap dance to perform before a small audience 3.2. Communicate the mood or style of the dance to the audience 3.3. Maintain timing, rhythm and technique when dancing without musical accompaniment 3.4. Use a good control of line when performing 3.5. Apply safe dance practices at all times to prevent injury to self and others 3.6. Perform a bow at the conclusion of the dance 3.7. Follow advice from others about ways to improve own tap dance technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication and teamwork skills to:

work cooperatively with others in a learning environment and in dance performances

discuss aspects of exercises and dance techniques with colleagues and teachers

initiative and enterprise skills to:

communicate the mood of a dance to an audience

move in line with the mood, rhythm, style and tempo of music

learning skills to:

improve dance technique through practice and a positive attitude to dancing

respond appropriately to constructive feedback on own skill development

self-management skills to:

arrive punctually at classes

dress appropriately

follow safe dance practices to prevent injury to self and others

project a confident manner when performing.

Required knowledge

sound knowledge of safe dance practices, such as:

warm-up and cool-down activities

correct clothing and footwear

how nutrition and diet:

affect physical and mental wellbeing

contribute to injury prevention

basic knowledge of:

tapping terminology

key groups in the history of tap dance, e.g. the Hoofer’s Club

music notation

music tempos and associated dance styles, such as:

polka

waltz

Latin rhythms and dances

stage directions and geography, such as:

up stage right

down stage left

prompt side

opposite prompt side.

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: perform barre and centre exercises, within personal capabilities perform two dances of differing tempos and styles that demonstrate a mastery of foundation tap dance techniques respond appropriately to constructive feedback on own performance.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or 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 evaluation of performance of dance skills direct observation or video recording of candidate in dance classes verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit review of candidate’s dance performances by peers 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: CUAOHS101A Follow basic 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.

Stretching exercises should:	be undertaken with care and to the level of own ability incorporate correct breathing technique show appropriate use of placing at the barre and in the centre.
Exercises must relate to:	producing clean, clear tap sounds demonstrating correct placing and alignment of the body showing good, fast tempo in ‘speed’ tapping showing ‘lightness’ in springing demonstrating wings with clean individual sounds for required number of wing beats.
Safe dance practices relate to:	understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance appropriate footwear and clothing barefoot dancing warm-up and cool-down activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises doing exercises and performing routines on flooring appropriate to genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish effect of different ground surfaces, including: moving float podium or raised platform runway concrete or hard floor pavement slippery floor sticky floor floor that is too springy sloping surface earth correct execution of dance steps nutrition and diet.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN105A Develop foundation street dance technique

Modification History

Version	Comments
CUADAN105A	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 build a solid foundation in street dance technique.

Application of the Unit

People with little or no practical experience in street dance apply the skills and knowledge outlined in this unit. They could be applying the movements they learn to impromptu solo or group performances in public spaces, which could be outdoor or indoor.

At this level foundation street dance techniques learnt under the close supervision of experienced street dancers and dance teachers are applied.

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. Develop an understanding of street dance as an art form	1.1. Discuss aspects of street dance culture with relevant personnel 1.2. Discuss the implications of the improvised nature of street dancing for learning and performance
2. Practise simple movements	2.1. Under the guidance of a teacher or mentor, perform warm-up exercises 2.2. Practise basic steps associated with selected style of street dancing 2.3. Incorporate musicality, timing and rhythm into exercises 2.4. Work within own limits 2.5. Respond positively to constructive feedback and advice from others 2.6. Perform cool-down exercises after dance activity
3. Perform short street dance sequences	3.1. In consultation with a teacher agree on sequences that include a range of movements within own technical ability 3.2. Match personal presentation to selected style of dance 3.3. Communicate the mood or style of dance sequence to spectators 3.4. Apply a sense of timing and rhythm to performances 3.5. Apply safe dance practices at all times to prevent injury to self and others 3.6. Follow advice from others about ways to improve own street dance technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication and teamwork skills to:

work cooperatively with others in a learning environment and in dance performances

discuss aspects of exercises and dance techniques with colleagues and teachers

initiative and enterprise skills to:

communicate the mood of a dance sequence to spectators

move in line with the mood, rhythm, style and tempo of music

learning skills to:

improve dance technique through practice and a positive attitude to dancing

respond appropriately to constructive feedback on own skill development

self-management skills to:

dress appropriately

follow safe dance practices to prevent injury to self and others

maintain concentration when performing.

Required knowledge

sound knowledge of safe dance practices, such as:

warm-up and cool-down activities

correct clothing and footwear

how nutrition and diet:

affect physical and mental wellbeing

contribute to injury prevention

basic knowledge of:

street dance terminology and styles

evolution of street dance

current music and dance trends.

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: perform a range of street dance movements within personal capabilities perform two dance sequences that demonstrate a mastery of foundation street dance techniques respond appropriately to constructive feedback on own performance.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or 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 evaluation of performance of dance skills direct observation or video recording of candidate in dance classes verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit review of candidate’s dance performances by peers 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: CUAOHS101A Follow basic 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.

Aspects may include:	evolution of street dance as a dance style performed in everyday spaces, such as: streets school yards raves night clubs styles, such as: hip-hop funk breaking popping locking role of street dance competitions styles that invite participation by spectators personal presentation.
Relevant personnel may include:	teachers coaches mentors experienced street dancers choreographers peers.
Implications may include:	ability to respond to stimuli, such as: music response from spectators other performers using imagination flow of movement.
Warm-up exercises should include:	stretching ankle exercises wrist exercises.
Steps may include:	waving ticking scooby do twirl toprocks, uprocks freezes fare strobing jax power moves: 6-step, 3-step, windmill clown walk crip walk grinding stomping chest pops shuffling skating jacking locking backslide freezes Harlem shake floating gliding sliding.
Aspects of personal presentation may include:	costumes accessories make-up hair posture way of moving.
Safe dance practices relate to:	understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance appropriate footwear and clothing barefoot dancing warm-up and cool-down activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises doing exercises and performing routines on flooring appropriate to genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish effect of different ground surfaces, such as: moving float podium or raised platform runway concrete or hard floor pavement slippery floor sticky floor floor that is too springy sloping surface earth correct execution of dance steps nutrition and diet.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN106A Develop foundation cultural dance technique

Modification History

Version	Comments
CUADAN106A	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 build a solid foundation in one or more cultural dance styles.

Application of the Unit

Persons with some dance experience apply the skills and knowledge outlined in this unit. Experience would have been usually gained in community dance activities, often from an early age. However, this unit also applies to individuals with no prior training, but who have an aptitude for dance and an interest in developing technique in one or more cultural dance styles.

At this level foundation cultural dance techniques learnt under the close supervision of experienced dancers and dance teachers are applied.

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. Develop an understanding of cultural dance styles	1.1. Discuss aspects of cultural dance styles with relevant personnel 1.2. Develop understanding of safe dance practices in relation to developing cultural dance techniques 1.3. Discuss cultural protocols that need to be observed when performing selected cultural dance style
2. Practise simple movements	2.1. Under the guidance of a teacher or mentor, perform warm-up exercises 2.2. Practise basic steps associated with selected cultural dance style 2.3. Incorporate musicality, timing and rhythm into exercises 2.4. Work within own limits 2.5. Respond positively to constructive feedback and advice from others 2.6. Perform cool-down exercises after all dance activity
3. Perform short cultural dance sequences	3.1. In consultation with a teacher agree on sequences that include a range of movements within own technical ability 3.2. Match personal presentation to selected style of dance 3.3. Communicate the mood or style of dance sequence to spectators 3.4. Apply a sense of timing and rhythm to performances 3.5. Follow advice from others about ways to improve own cultural dance technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication and teamwork skills to:

work cooperatively with others in a learning environment and in dance performances

discuss aspects of exercises and dance techniques with colleagues and teachers

initiative and enterprise skills to:

communicate the mood of a dance sequence to spectators

move in line with the mood, rhythm, style and tempo of music

learning skills to:

improve dance technique through practice and a positive attitude to dancing

respond appropriately to constructive feedback on own skill development

self-management skills to:

dress appropriately

follow safe dance practices to prevent injury to self and others

maintain concentration when performing.

Required knowledge

sound knowledge of safe dance practices, such as:

warm-up and cool-down activities

correct clothing and footwear

how nutrition and diet:

affect physical and mental wellbeing

contribute to injury prevention

basic knowledge of:

terminology associated with selected cultural dance styles

cultural context of selected cultural dance styles.

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: perform two dance sequences that demonstrate a mastery of foundation dance techniques in selected cultural dance style respond appropriately to constructive feedback on own performance.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or 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 evaluation of performance of dance skills direct observation or video recording of candidate in dance classes verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit review of candidate’s dance performances by peers 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: CUAOHS101A Follow basic 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.

Styles may include:	Aboriginal and Torres Strait Islander African belly dancing Egyptian Hungarian Irish dance Khmer magical, mystical or spiritual dance Pacific Islander Polish ritual or sacred Russian Scottish Spanish.
Relevant personnel may include:	community members elders teachers coaches mentors performers choreographers peers.
Safe dance practices relate to:	understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance appropriate footwear and clothing barefoot dancing warm-up and cool-down activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises doing exercises and performing routines on flooring appropriate to genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish effect of different ground surfaces, such as: moving float podium or raised platform runway concrete or hard floor pavement slippery floor sticky floor floor that is too springy sloping surface earth correct execution of dance steps nutrition and diet.
Protocols may relate to:	activities open only to initiated persons gender-specific activities how to approach certain persons obtaining information and materials permission for activities costumes make-up prohibitions on activities or communication who to approach for a particular reason.
Warm-up exercises should:	be undertaken with care and to the level of own ability include: stretches flexibility exercises aerobic activities coordinated breathing activities.
Aspects of personal presentation may include:	costumes accessories make-up hair posture way of moving.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN201A Develop basic dance techniques

Modification History

Version	Comments
CUADAN201A	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 develop basic dance techniques and apply safe dance practices.

Application of the Unit

Persons with some practical experience in dance apply the skills and knowledge outlined in this unit. They would normally perform as members of a group or ensemble and could be developing technique in dance styles, such as ballet, contemporary, jazz, ballroom, tap, cultural or street.

This unit concentrates on the development of basic dance techniques for a limited range of styles, suitable for young dancers at the commencement of their career. Skills are usually developed in a dance studio setting under the supervision of a teacher.

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. Explore basic dance techniques	1.1. Identify principles and characteristics of a range of basic dance techniques 1.2. Discuss with relevant personnel the range of ways in which dance techniques can be used to create simple movement sequences 1.3. Identify relationship between dance techniques and accompanying music 1.4. Recognise that dance techniques are composed of a range of influences
2. Participate in personal warm-up and class preparation	2.1. Select and wear appropriate practice clothing and footwear 2.2. Identify a variety of effective warm-up techniques 2.3. Develop an appropriate warm-up strategy 2.4. Complete appropriate warm-up exercises 2.5. Apply safe dance practices to prevent injury to self and others
3. Practise basic dance techniques	3.1. Apply correct posture and body alignment appropriate to the dance technique and movement 3.2. Apply isolation and coordination of the upper and lower body within simple movement sequences 3.3. Apply locomotor techniques in dance practice sessions 3.4. Apply falling, elevation and turning techniques in dance practice sessions 3.5. Apply balance, flexibility, coordination, weight transfer and control and articulation of individual body parts in an integrated manner in a range of techniques 3.6. Seek feedback from relevant personnel to facilitate improvement in developing basic dance techniques
4. Develop combinations of dance techniques within specified exercises	4.1. Discuss with relevant personnel the combinations of dance exercises to determine the requirements of the exercise 4.2. Apply memory retention, control and finesse when combining dance techniques within an exercise 4.3. Incorporate musicality and phrasing into dance exercises 4.4. Seek feedback from relevant personnel to facilitate improvement in developing combinations of basic dance techniques
5. Participate in cool-down exercises	5.1. Identify a variety of effective cool-down techniques 5.2. Develop an appropriate cool-down strategy 5.3. Complete appropriate cool-down exercises

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance issues with colleagues in an appropriate way

respond appropriately to feedback on own skill development

initiative and enterprise skills to:

apply techniques of music to movement in dance forms

express rhythms in physical form

learning skills to:

develop and practise basic dance techniques

develop a movement memory

listening skills to:

maintain correct tempi in movement sequences

maintain musical sensitivity, awareness and phrasing in exercises and routines

literacy skills to interpret and clarify written or verbal instructions

planning and organising skills to:

prepare for dance classes

plan practice time

problem-solving skills to seek assistance when problems arise

self-management skills to:

arrive at classes on time

dress appropriately

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to:

work collaboratively with others involved in dance classes

train with others as a member of a team under direction

work in a cohesive partnership with a peer, interpreting a dance style.

Required knowledge

basic knowledge of OHS in the context of dance classes

well-developed knowledge of:

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

dance terminology

structure of a dance class.

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: perform a range of dance movements within personal capabilities identify a range of basic dance techniques perform two dance sequences that demonstrate a mastery of basic dance techniques respond appropriately to constructive feedback on own performance.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance class areas or spaces, including outdoor locations.
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 dance skills in a classroom setting 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 developing basic dance techniques direct observation or video recording of candidate developing basic dance techniques in 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: CUADAN202A Incorporate artistic expression into basic dance performances CUAPRF201A Prepare self for performances.

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.

Basic dance techniques may relate to:	dance style, including: ballet bodyweather and butoh contemporary creative cultural, such as: Aboriginal and Torres Strait Islander African belly dancing Egyptian Hungarian Irish dance Khmer magical, mystical or spiritual dance Pacific Islander Polish ritual or sacred Russian Scottish Spanish jazz modern social, such as: foxtrot quickstep tango Viennese waltz waltz Argentine tango cha cha jive mambo paso doble rumba salsa street tap wheelchair dancing alignment focusing eyes and mind while performing improvisation isocentric and polycentric isolations locomotor exercises and sequences, such as: pirouettes posés piqués pencil turns châinés kicks jumps and leaps maintaining control in turning balances maintaining rhythm and tempo non-locomotor exercises and sequences, such as: pliés tendus using arm lines appropriately and extensively working at differing tempos working on centre and off centre.
Relevant personnel may include:	choreographers community members fellow students manager mentors representatives of dance societies supervisor teachers.
Relationship between dance movement and accompanying music may relate to:	correct timing phrasing.
Accompanying music may include:	instrumental music vocal music traditional or folk music contemporary or soundscapes live or recorded music.
Influences may include:	ballroom dancing classical ballet ethnic dance, such as: African Afro-American Indian Russian Spanish dancers, choreographers and musicians, such as: Isadora Duncan Katherine Dunham Doris Humphrey Gene Kelly Martha Graham Pearl Primus Bob Fosse James Brown musical theatre and Broadway shows traditional jazz, such as: jive rock and roll cakewalk black bottom charleston jitter bug boogie woogie swing urban folk, including: acid funk hip-hop rap soul dance techno trance.
Warm-up techniques may include:	barre and floor exercises exercises for: body conditioning and strength development flexibility isometric control coordination improvement and enhancement exercises muscle contraction and release isolation and mobility of all body parts slow and relevant stretching slow and deep breathing.
Safe dance practices may include:	correct execution of dance steps appropriate clothing and footwear doing exercises and performing routines on flooring appropriate to genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish 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 activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises.
Body alignment refers to:	proper alignment of the torso, limbs, spine and shoulders, including: ear over the shoulder over the hips knee over the ankle.
Locomotor techniques must include use of:	balance control and articulation of a body parts in an integrated manner coordination flexibility stamina weight transfer.
Falling, elevation and turning techniques must include use of:	balance control and articulation of body parts in an integrated manner coordination flexibility stamina weight transfer.
Cool-down techniques may include:	barre and floor exercises exercises for: body conditioning and strength development flexibility isometric control coordination improvement and enhancement exercises muscle contraction and release isolation and mobility of all body parts slow and relevant stretching slow deep breathing.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN202A Incorporate artistic expression into basic dance performances

Modification History

Version	Comments
CUADAN202A	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 incorporate artistic expression into the performance of basic dance techniques in any dance style.

Application of the Unit

Persons with some practical experience dancing with a partner or as members of a group, apply the skills and knowledge outlined in this unit. The skills can be applied to any dance style or genre, including ballet, contemporary, jazz, street, Latin, cultural and ballroom styles, such as waltz, cha cha, fox trot, quick step, rumba and paso doble.

At this level they are incorporating artistic expression into basic dance performances under the close supervision of experienced dancers and dance teachers. Performances would usually be within a learning environment for small audiences.

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. Participate in the safe practice of dance	1.1. Select and wear appropriate practice clothing and footwear 1.2. Apply a variety of effective warm-up and cool-down techniques 1.3. Apply safe dance practices at all times to prevent injury to self and others
2. Rehearse basic dance techniques	2.1. Consider elements of dance sequences when rehearsing for performances 2.2. Apply memory-retention skills when rehearsing dance sequences 2.3. Incorporate knowledge of musicality and phrasing into dance rehearsals 2.4. Physically demonstrate an understanding of the terminology used in chosen dance style 2.5. Ensure dance or performance space is used appropriately in dance sequences 2.6. Observe direction from relevant personnel 2.7. Seek feedback from relevant personnel to facilitate improvement in rehearsing basic dance techniques
3. Explore expressive techniques	3.1. Take the origin and characteristics of the chosen dance style into account when experimenting with expressive techniques 3.2. Develop an appreciation of the basic concepts of aesthetics in the context of dance 3.3. Apply correct posture and body alignment appropriate to the dance technique and movement 3.4. Apply isolation and coordination of the upper and lower body within simple movement sequences 3.5. Apply balance, flexibility, coordination, weight transfer and control and articulation of individual body parts in an integrated manner to performance of techniques 3.6. Seek feedback from relevant personnel to facilitate improvement in incorporating artistic expression into basic dance performance
4. Perform basic dance techniques	4.1. Interpret and apply knowledge of a range of performance characteristics 4.2. Apply memory retention, control and finesse when combining dance techniques within performances 4.3. Maintain concentration, focus and performance standards 4.4. Ensure performance is characterised by the expressive use of movement dynamics 4.5. Adjust performance to the scale and nature of venues 4.6. Apply knowledge of musicality and phrasing throughout performances 4.7. Apply individual artistic, interpretative and expressive qualities to performances 4.8. Seek feedback from relevant personnel to facilitate improvement in performing basic dance sequences

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance issues with colleagues in an appropriate way

respond appropriately to feedback on own skill development

initiative and enterprise skills to:

explore ways to add artistic expression to performances

apply techniques of music to movement in dance forms

express rhythms in physical form

learning skills to:

develop and practise basic dance techniques

develop a movement memory

develop artistic expression and an appreciation of aesthetics in the context of dance

listening skills to:

maintain correct tempi in movement sequences

maintain musical sensitivity, awareness and phrasing in exercises and routines

literacy skills to interpret and clarify written or verbal instructions

planning and organising skills to:

prepare for dance classes

plan practice time

problem-solving skills to seek assistance when problems arise

self-management skills to:

arrive punctually at rehearsals and performances

dress appropriately

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to:

work collaboratively with others involved in performances

train with others as a member of a team under direction

work in a cohesive partnership with a peer, interpreting a dance style.

Required knowledge

basic knowledge of:

OHS in the context of dance rehearsals and performance

lighting as it applies to dance productions

stage settings, production terminology and stage etiquette

relationship between hair, costumes and make-up in a dance performance

body and face make-up techniques

ways to assemble appropriate costuming

well-developed knowledge of:

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

terminology associated with chosen dance styles

structure of dance classes.

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: perform a range of basic dance movements within personal capabilities understand the concepts of artistic expression and dance aesthetics perform two dance sequences that demonstrate understanding of ways to incorporate artistic expression into performance respond appropriately to constructive feedback on own performance.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance class areas or spaces, including outdoor locations.
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 dance skills in a performance setting verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit analysis of dancer’s ability to convey intended meaning of dance sequences case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of incorporating artistic expression into basic dance performance direct observation or video recording of candidate performing dance sequences. 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: CUADAN201A Develop basic dance techniques CUAPRF201A Prepare self for performances.

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.

Warm-up and cool-down techniques may include:	barre and floor exercises exercises for: body conditioning and strength development flexibility isometric control coordination improvement and enhancement exercises muscle contraction and release isolation and mobility of all body parts slow and relevant stretching slow deep breathing.
Safe dance practices may include:	correct execution of dance steps appropriate clothing and footwear doing exercises and performing routines on flooring appropriate to genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish 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 activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises.
Elements of a dance technique may include:	artistic choreographical, including: spatial formations movement phrases steps spatial usage partnership association dynamics musicality trio relationships quartet relationships solo context musical, including: phrasing rhythm timing technical.
Appropriate terminology may include:	ball change chest pops jazz run pas de deux rumba salsa stomping undulations.
Relevant personnel may include:	choreographers community members fellow students manager mentors representatives of dance societies supervisor teachers.
Basic dance techniques may refer to:	air work, including: adage rolls body alignment body positions and holds in relation to partner floor work, including: stretches abdominal strengthening focusing eyes and mind while performing improvisation isocentric and polycentric isolations locomotor exercises and sequences, such as: pirouettes posés piqués pencil turns châinés kicks jumps and leaps maintaining control in turning balances maintaining rhythm and tempo non-locomotor exercises and sequences, such as: pliés tendus using arm lines appropriately and extensively working at differing tempos working on centre and off centre.
Expressive techniques may relate to:	expressive relationship with accompanying music expressive use of movement dynamics interpretation of music and rhythm spatial arrangements.
Body alignment refers to:	proper alignment of the torso, limbs, spine and shoulders, including: ear over the shoulder over the hips knee over the ankle.
Performance characteristics may include:	audience characteristics location length of performance basic make-up, such as: face make-up body paint theatre make-up hairstyle social background number of performers performance occasion costumes, such as: designer streetwear sportswear music theme.
Movement dynamics may refer to:	release of energy, such as: strong sudden sustained slow jerky use of weight or force in movements variations in tempo and tension.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN203A Perform basic jazz dance technique

Modification History

Version	Comments
CUADAN203A	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 appreciate jazz dance as an art form and to perform basic jazz dance forms and techniques in a learning environment.

Application of the Unit

Persons with some practical experience in jazz dance apply the skills and knowledge outlined in this unit. They would normally perform as members of a group or ensemble.

At this level basic jazz dance techniques are applied under the close supervision of experienced dancers and dance teachers. Performances would usually be within a learning environment for small audiences.

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. Develop an understanding of jazz dance as an art form	1.1. Physically demonstrate understanding of the terminology used in jazz dance 1.2. Develop understanding of the range of influences found in jazz dance
2. Develop basic jazz dance performance skills	2.1. Under the guidance of mentors or teachers, develop a range of basic jazz dance techniques 2.2. Practise centre control and spotting while moving and executing turns 2.3. Develop skills in working with a partner to interpret and perform jazz progressions 2.4. Apply safe dance practices at all times to prevent injury to self and others 2.5. Explore natural body response to a range of jazz styles, including movement and percussion 2.6. Follow advice from others about ways to improve own dance technique
3. Perform short dance routines	3.1. Discuss the intention and key aspects of routines with relevant personnel 3.2. Apply basic make-up and wear appropriate costumes for performances 3.3. Perform simple routines combining a variety of discrete movements in ensemble or individually 3.4. Use props effectively and confidently as required 3.5. Observe direction from relevant personnel 3.6. Observe and follow dictates of music or rhythm 3.7. Synchronise movements with ensemble where required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance issues with colleagues in an appropriate way

respond appropriately to feedback on own skill development and performance

initiative and enterprise skills to:

apply techniques of music to movement in dance forms

express rhythms in physical form

approach unknown works with confidence and energy

learning skills to:

improve own jazz dance techniques through practice and a positive attitude to dancing

develop a movement memory

planning and organising skills to:

prepare for performances

plan practice time

self-management skills to:

arrive punctually at classes

dress appropriately

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to:

work collaboratively with others involved in dance classes and performances

work in a cohesive partnership with a peer, interpreting a dance style.

Required knowledge

well-developed knowledge of:

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

jazz dance terminology

overview knowledge of:

stagecraft as it relates to dancers, including:

costumes

make-up

props

lighting

history of jazz dance, including prominent dancers.

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: reproduce jazz dance exercises and progressions, within personal capabilities understand the basic communicative message of jazz dance steps and movements display fluency of movement apply the basic concepts of jazz dance to own performances.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or 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 evaluation of performance of dance skills verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit review of candidate’s dance performances by peers and colleagues analysis of dancer’s ability to convey dance’s intended meaning direct observation or video recording of dance performance. 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: CUADAN201A Develop basic dance techniques CUADAN202A Incorporate artistic expression into basic dance performances CUAPRF201A Prepare self for performances.

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.

Terminology may include:	ball change cake walk catwalk funky chicken jazz run jazz square jazz walk limbo moonwalk snap trucking trudging twist undulations.
Influences may include:	musical theatre and Broadway shows ethnic dance, such as: African Afro-American Caribbean Indian Russian Spanish traditional jazz, such as: jive rock and roll cakewalk black bottom charleston jitter bug boogie woogie swing dancers, choreographers and musicians, such as: Katherine Dunham Jack Cole Bob Fosse Gus Giordano Jerome Robbins Gwen Verdon urban folk, including: acid funk hip-hop rap soul dance techno trance.
Basic jazz dance techniques may relate to:	correct body alignment acrobatic dance technique maintaining control in turning balances maintaining rhythm and tempo using arm lines appropriately and extensively fluid control of rolls working at differing tempos focusing eyes and mind while performing isocentric and polycentric isolations air work, including: adage rolls floor work, such as: stretches abdominal strengthening improvisation locomotor exercises and sequences, such as: pirouettes posés piqués pencil turns châinés kicks jumps and leaps non-locomotor exercises and sequences, such as: pliés tendus working on centre and off centre.
Safe dance practices relate to:	understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance warm-up and cool-down activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises doing exercises and performing routines on flooring appropriate to genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish correct execution of dance steps appropriate clothing and footwear nutrition and diet.
Aspects may include:	audience characteristics costume requirements length of performances make-up props number of performances.
Relevant personnel may include:	choreographers community members manager mentors performers representatives of dance societies supervisor.
Basic make-up may include:	face make-up body paint theatre make-up.
Costumes may include:	designer streetwear sportswear.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN204A Perform basic Aboriginal and Torres Strait Islander dance technique

Modification History

Version	Comments
CUADAN204A	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 appreciate Aboriginal and Torres Strait Islander dance as an art form and to perform basic Aboriginal and Torres Strait Islander dance forms and techniques. It is intended that this unit be delivered by and to Aboriginal and Torres Strait Islander people.

The knowledge required to achieve competency in this unit may only be accessible to Aboriginal and Torres Strait Islander people and may be the cultural and intellectual property of specific communities. Respect and maintenance of community protocols would need to be adhered to.

Organisations delivering this unit would be expected to work closely with the local Aboriginal and Torres Strait Islander community or Community Advisory Board (CAB). Information on the composition and role of CABs is provided in the Assessment Guidelines in CUA11 Live Performance Training Package.

Application of the Unit

Aboriginal and Torres Strait Islander people with little or no practical experience in traditional dance apply the skills and knowledge outlined in this unit. They could be performing as members of a group in events in the local community or in public performances for visitors to their region or community.

Performances highlight the unique nature of Indigenous community culture, language, story-telling and traditional dress. At this level basic Aboriginal and Torres Strait Islander dance techniques are applied under the close supervision of experienced Aboriginal and Torres Strait Islander dancers and cultural mentors.

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. Develop an understanding of Aboriginal and Torres Strait Islander dance as an art form	1.1. Clarify the significance of dance performances from an Aboriginal and Torres Strait Islander perspective 1.2. Discuss the intention and key aspects of performances with relevant personnel 1.3. Follow relevant cultural protocols 1.4. Recognise that Aboriginal and Torres Strait Islander dance is composed of a variety and number of influences
2. Develop basic dance performance skills	2.1. Apply basic body design and traditional costumes for performance 2.2. Under the guidance of mentors or teachers, develop a range of basic dance skills 2.3. Apply safe dance practices at all times to prevent injury to self and others 2.4. Explore natural body response to varying Indigenous styles, including movement and percussion 2.5. Follow advice from others about ways to improve own dance technique
3. Perform short dance sequences	3.1. Use Aboriginal and Torres Strait Islander instruments with sensitivity and expression 3.2. Enact simple sequences combining a variety of discrete movements in ensemble or individually 3.3. Observe direction from relevant personnel 3.4. Observe and follow dictates of music or rhythm 3.5. Synchronise movements with ensemble where required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance issues with colleagues in a culturally appropriate way

respond appropriately to feedback on own skill development and performance

initiative and enterprise skills to apply techniques of music to movement in dance forms

learning skills to develop and practise basic Aboriginal and Torres Strait Islander dance techniques

planning and organising skills to:

prepare for performances

plan practice time

self-management skills to:

observe cultural protocols

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to work collaboratively with others involved in dance classes and performances.

Required knowledge

well-developed knowledge of:

principles underlying dance movements and techniques, including:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

body and face painting techniques

language and terminology associated with the dance, movement and song being performed

ways to assemble appropriate costuming

overview knowledge of:

community language

language of dance

language of body markings

history and roles of dance in Aboriginal and Torres Strait Islander cultures

traditional roles, especially as they relate to dance performance, including cross-cultural, cross-gender or gender-specific roles.

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: reproduce Aboriginal and Torres Strait Islander dance exercises and sequences, within personal capabilities convey the basic spirituality of Aboriginal and Torres Strait Islander dance steps and movements display fluency of movement apply the basic concepts of Aboriginal and Torres Strait islander dance to own performances.
Context of and specific resources for assessment	Assessment may take place on the job, off the job (for example in communities and training organisations) or a combination of on and off the job. This unit requires access to: Aboriginal and Torres Strait Islander elders, custodians and other culturally knowledgeable people authorised by their communities to act as mentors in performance disciplines appropriate dance performance areas or spaces, including outdoor locations. Trainers and assessors in this unit should be Aboriginal and Torres Strait Islander people validated by the Community Advisory Board set up to oversee implementation of this training. They must ensure that the cultural and intellectual property rights of Aboriginal and Torres Strait Islander peoples are protected.
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 performance of dance skills verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit review of candidate’s dance performances by peers and colleagues analysis of dancer’s ability to convey dance’s cultural meaning direct observation of dance performance. 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: CUADAN201A Develop basic dance techniques CUADAN202A Incorporate artistic expression into basic dance performances CUAPRF201A Prepare self for performances.

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.

Aspects may include:	audience characteristics costume requirements length of performances make-up number of performances.
Relevant personnel may include:	choreographers community members elders manager mentors performers supervisors.
Protocols may include:	rules of behaviour governing communication, access to and use of cultural information and practices that form the heritage of the diverse range of Aboriginal and Torres Strait Islander societies full set of protocols of a particular community or cultural grouping, which is likely to be unique, such as: activities open only to initiated persons gender-specific activities how to approach certain persons obtaining information and materials permission for activities prohibitions on activities or communication who to approach for a particular reason.
Costumes may include:	headbands mukmuk waistbands zazi.
Basic dance skills may include:	body alignment for Aboriginal and Torres Strait Islander dance exercises and sequences incorporating air work, such as rolls exterior dance spaces floor work, such as: stretches abdominal strengthening improvisation locomotor movements, such as: walking leaping sliding non-locomotor movements, such as: twisting turning stretching swaying bending maintaining rhythm and tempo working at differing tempos focusing eyes and mind while performing working on centre and off centre.
Safe dance practices relate to:	understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance warm-up and cool-down activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises doing exercises and performing routines on flooring appropriate to genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish correct execution of dance steps appropriate clothing and footwear nutrition and diet.
Aboriginal and Torres Strait Islander instruments may include	body design and ornamentation clap sticks didgeridoo kangaroo skin pillows possum drums, if available pumpil traditional dress wear.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN205A Perform basic contemporary dance technique

Modification History

Version	Comments
CUADAN205A	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 appreciate contemporary dance as an art form and to perform basic contemporary dance forms and techniques in a learning environment.

Application of the Unit

Persons with some practical experience in contemporary dance apply the skills and knowledge outlined in this unit. They would normally perform as members of a group or ensemble.

At this level basic contemporary dance techniques are applied under the close supervision of experienced dancers and dance teachers. Performances would usually be within a learning environment for small audiences.

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. Develop an understanding of contemporary dance as an art form	1.1. Develop understanding of movement philosophies and terminology employed in contemporary dance 1.2. Develop understanding of the underlying principles of contemporary dance styles
2. Develop basic contemporary dance performance skills	2.1. Under the guidance of mentors or teachers, develop a range of basic contemporary dance techniques 2.2. Apply safe dance practices at all times to prevent injury to self and others 2.3. Explore natural body response to a range of contemporary dance styles, including movement and percussion 2.4. Explore ways of incorporating acting techniques into dance routines as a way of expressing emotions and creating characters 2.5. Practise performing choreography in unison with other dancers 2.6. Follow advice from others about ways to improve own dance technique
3. Perform short dance routines	3.1. Discuss the intention and key aspects of routines with relevant personnel 3.2. Apply basic make-up and wear appropriate costumes for performances 3.3. Perform simple routines combining a variety of discrete movements in ensemble or individually 3.4. Use props effectively and confidently as required 3.5. Observe direction from relevant personnel 3.6. Observe and follow dictates of music or rhythm 3.7. Synchronise movements with ensemble where required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance issues with colleagues in an appropriate way

respond appropriately to feedback on own skill development and performance

initiative and enterprise skills to:

apply techniques of music to movement in dance forms

express rhythms in physical form

approach unknown works with confidence and energy

learning skills to:

improve own contemporary dance techniques through practice and a positive attitude to dancing

develop a movement memory

planning and organising skills to:

prepare for performances

plan practice time

self-management skills to:

arrive punctually at classes

dress appropriately

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to:

work collaboratively with others involved in dance classes and performances

work in a cohesive partnership with a peer, interpreting a dance style.

Required knowledge

well-developed knowledge of:

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

contemporary dance terminology

overview knowledge of:

stagecraft as it relates to dancers, including:

costumes

make-up

props

lighting

history of contemporary dance, including prominent dancers.

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: reproduce contemporary dance exercises and routines, within personal capabilities convey the basic communicative message of contemporary dance steps and movements display fluency of movement apply the basic concepts of contemporary dance to own performances.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or 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 evaluation of performance of dance skills verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit review of candidate’s dance performances by peers and colleagues analysis of dancer’s ability to convey dance’s intended meaning direct observation or video recording of dance performance. 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: CUADAN201A Develop basic dance techniques CUADAN202A Incorporate artistic expression into basic dance performances CUAPRF201A Prepare self for performances.

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.

Movement philosophies may include:	Alexander technique Bartenieff fundamentals Feldenkrais method Ideokinesis Pilates yoga Thera-Band.
Terminology may include:	grounded contraction floor work contact improvisation.
Principles may include:	strong centre and back good placement active muscle use off centre balance twisting movements isolations release contractions triplets floor work.
Styles may include:	Graham Cunningham Hawkins Horton Humphrey-Weidman release Alvin Alley.
Basic contemporary dance techniques may relate to:	correct body alignment contact improvisational techniques corporeal mime maintaining balance on supporting leg maintaining control in turning balances maintaining rhythm and tempo using arm lines appropriately and extensively fluid control of rolls working at differing tempos focusing eyes and mind while performing dancing barefoot isocentric and polycentric isolations air work floor work improvisation locomotor exercises and sequences, such as: pirouettes posés piqués pencil turns châinés kicks jumps and leaps non-locomotor exercises and sequences, such as: pliés tendus working on centre and off centre.
Safe dance practices relate to:	understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance warm-up and cool-down activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises doing exercises and performing routines on flooring appropriate to genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish correct execution of dance steps appropriate clothing and footwear nutrition and diet.
Aspects may include:	audience characteristics costume requirements length of performances make-up props number of performances.
Relevant personnel may include:	choreographers community members manager mentors performers representatives of dance societies supervisor.
Basic make-up may include:	face make-up body paint theatre make-up.
Costumes may include:	designer streetwear sportswear.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN206A Perform basic ballet technique

Modification History

Version	Comments
CUADAN206A	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 appreciate ballet as an art form and to perform basic ballet techniques in a learning environment.

Application of the Unit

Persons with some practical experience in ballet apply the skills and knowledge outlined in this unit. They would normally perform as members of a group or ensemble.

At this level basic ballet techniques are applied under the close supervision of experienced dancers and dance teachers. Performances would usually be within a learning environment for small audiences.

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. Develop an understanding of ballet as an art form	1.1. Become familiar with the main historical periods of classical and contemporary ballet 1.2. Apply knowledge of the French vocabulary used to describe ballet movements and exercises in classes and discussions 1.3. Discuss with relevant personnel the elements that define ballet as a genre
2. Develop basic ballet performance skills	2.1. Under the guidance of mentors or teachers, practise a range of basic exercises at the barre 2.2. Under the guidance of mentors or teachers, practise a range of basic centre exercises 2.3. Reproduce simple sequences combining a variety of discrete movements 2.4. Practise techniques for performing port de bras 2.5. Practise techniques for performing controlled pirouettes 2.6. Apply safe dance practices at all times to prevent injury to self and others 2.7. Follow advice from others about ways to improve own ballet technique
3. Perform short dance sequences	3.1. Discuss the intention and key aspects of sequences with relevant personnel 3.2. Apply basic make-up and wear appropriate costumes for performances 3.3. Perform simple sequences combining a variety of discrete movements in ensemble or individually 3.4. Use props effectively and confidently as required 3.5. Observe direction from relevant personnel 3.6. Observe and follow dictates of music or rhythm 3.7. Synchronise movements with ensemble where required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance issues with colleagues in an appropriate way

respond appropriately to feedback on own skill development and performance

initiative and enterprise skills to:

apply techniques of music to movement in dance forms

express rhythms in physical form

learning skills to:

improve own ballet techniques through practice and a positive attitude to dancing

develop a movement memory

planning and organising skills to:

prepare for performances

plan practice time

self-management skills to:

arrive punctually at classes

dress appropriately

observe studio protocol and follow direction

apply safe dance practices

teamwork skills to work collaboratively with others involved in dance classes and performances.

Required knowledge

well-developed knowledge of:

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

contemporary dance terminology

overview knowledge of:

stagecraft as it relates to dancers, including:

costumes

make-up

props

lighting.

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: reproduce ballet exercises and sequences, within personal capabilities perform at least two basic ballet sequences in a group or individually that demonstrate: neat technique with flow of movement coordinated use of arms and legs musicality, style and presentation spatial awareness respond appropriately to constructive feedback on own performance.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or 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 evaluation of performance of dance skills verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit review of candidate’s dance performances by peers and colleagues direct observation or video recording of dance performance. 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: CUADAN201A Develop basic dance techniques CUADAN202A Incorporate artistic expression into basic dance performances CUAPRF201A Prepare self for performances.

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.

Historical periods include:	Italian Renaissance courts of the 15th and 16th centuries French court of Catherine de Medici French court of Louis XIV in the 17th century Imperial Ballet of the Russian Empire Ballets Russes in the early 20th century formation of major ballet companies in the 20th century in: England Europe Australia Canada USA.
Relevant personnel may include:	choreographers community members manager mentors performers representatives of dance societies supervisor teachers.
Elements may include:	styles, such as: classical neoclassical contemporary ballet d’action romantic principles, such as: symmetry flexibility stability coordination angles and lines of the body and form gracefulness extension balance musicality.
Exercises at the barre may include:	pliés battement tendus battement tendus with demi-pliés battement tendus jetés pas soutenus rond de jambe á terre battement fondu battement frappé petit battement sur le cou-de-pied rond de jambe en l’air développés demi-grands rond de jambe with rond de jambe en l’air fouetté of adage grands battements grands battements en cloche stretches demi pointe, such as: rises in 1st and 2nd positions relevés in 1st, 2nd and 5th positions échappés relevés in 2nd position temps lié in 2nd position.
Centre exercises may include:	pliés battement fondu échappé relevé temps lié chassés grands battements simple balances, such as: arabesque attitude allegro, such as: changements changements en tournant échappés glissades pas de bourrées devant and derrière assembles dessus and dessous assembles en avant jetés ordinaires sissones fermèes en avant, en arrière, dessus and dessous.
Techniques for performing port de bras involve:	correct posture and placing of the body correct placing of arm and arabesque lines showing poise and presentation with focus of eyes and head correct breathing flow of movement balanced and harmonious arm lines incorporating musicality.
Techniques for performing controlled pirouettes involve:	correct placing and control in adage clear alignment and balanced arm lines applying an understanding of rotation correct preparations and finishes showing a spotting head incorporating musicality and presentation.
Safe dance practices relate to:	understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance warm-up and cool-down activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises doing exercises and performing routines on flooring appropriate to genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish correct execution of dance steps appropriate clothing and footwear nutrition and diet.
Aspects may include:	audience characteristics costume requirements length of performances make-up props number of performances.
Basic make-up may include:	face make-up body paint theatre make-up.
Costumes may include:	designer streetwear sportswear.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN207A Perform basic tap technique

Modification History

Version	Comments
CUADAN207A	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 appreciate tap dance as an art form and to perform basic tap dance techniques in a learning environment.

Application of the Unit

Persons with some practical experience in tap dance apply the skills and knowledge outlined in this unit. They would normally perform as members of a group or ensemble.

At this level basic tap dance techniques are applied under the close supervision of experienced dancers and dance teachers. Performances would usually be within a learning environment for small audiences.

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. Develop an understanding of tap dance as art form	1.1. Physically demonstrate understanding of the terminology used in tap dance 1.2. Discuss with relevant personnel the range of influences found in tap dance
2. Develop basic tap dance performance skills	2.1. Under the guidance of mentors or teachers, develop a range of basic tap dance skills 2.2. Apply safe dance practices at all times to prevent injury to self and others 2.3. Experiment with performing a few bars of own choreography within a group format 2.4. Follow advice from others about ways to improve own dance technique
3. Perform short dance routines	3.1. Discuss the intention and key aspects of routines with relevant personnel 3.2. Apply basic make-up and wear appropriate costumes for performances 3.3. Perform simple routines combining a variety of discrete movements individually or synchronise movements with ensemble where required 3.4. Use props effectively and confidently as required 3.5. Create style and grace through coordination of arm lines 3.6. Observe direction from relevant personnel 3.7. Observe and follow dictates of music or rhythm

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance issues with colleagues in an appropriate way

respond appropriately to feedback on own skill development and performance

initiative and enterprise skills to:

apply techniques of music to movement in dance forms

express rhythms in physical form

choreograph a simple tap sequence

learning skills to:

improve own tap dance techniques through practice and a positive attitude to dancing

develop a movement memory

planning and organising skills to:

prepare for performances

plan practice time

self-management skills to:

arrive punctually at classes

dress appropriately

observe dance discipline and follow direction

project a confident manner when performing

apply safe dance practices

teamwork skills to:

work collaboratively with others involved in dance classes and performances

work in a cohesive partnership with a peer, interpreting a dance style.

Required knowledge

well-developed knowledge of:

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

tap dance terminology

musical rhythms, including:

time signatures

beat

tempo

syncopation

overview knowledge of:

stagecraft as it relates to dancers, including:

costumes

make-up

props

lighting

main periods in the history of tap, including prominent dancers.

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: reproduce tap dance exercises and routines, within personal capabilities perform two dances of differing tempos and time signatures that demonstrate a mastery of basic tap techniques respond appropriately to constructive feedback on own performance.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or 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 evaluation of performance of dance skills verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit review of candidate’s dance performances by peers and colleagues analysis of dancer’s ability to convey intended meaning of dance routines direct observation or video recording of dance performance. 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: CUADAN201A Develop basic dance techniques CUADAN202A Incorporate artistic expression into basic dance performances CUAPRF01A Prepare self for performances.

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.

Terminology may include:	syncopation beat count steps, such as: scuffs shuffles, such as: crossover heel ball change riff wings heel clicks tap-ups ripples cramp roll.
Relevant personnel may include:	teachers choreographers community members managers mentors performers representatives of dance societies supervisors.
Influences may include:	English, such as clogging Irish, such as: step dancing stomp dancing African, such as Juba dance Spanish, such as Flamenco vaudeville musical theatre and Broadway shows the Hoofer’s Club dancers, such as: Fred Astaire Gene Kelly Sammy Davis Jnr Savion Glover Gregory Hines.
Developing basic tap dance skills may relate to:	executing barre work, such as: full pliés and shuffles heel shuffles tap-ups turns shuffles and wings knock wings practising dance centre amalgamations, such as: shuffles (medium tempo) tap-ups and ripples: travelling, 3/4 time, medium or fast tempo speed tap-ups: very fast tempo samba syncopation turning cramp rolls: 3/4 time turns on diagonal wings, such as: doubles split travelling improvisation performing exercises with correct posture, alignment and technique with neat foot placement keeping in time with the music demonstrating a controlled looseness of ankle and knee joints showing lightness in springing coordinating arms and lower limb movements.
Safe dance practices relate to:	understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance warm-up and cool-down activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises doing exercises and performing routines on flooring appropriate to genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish correct execution of dance steps appropriate clothing and footwear nutrition and diet.
Aspects may include:	audience characteristics costume requirements length of performances make-up props number of performances.
Basic make-up may include:	face make-up body paint theatre make-up.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN208A Perform basic street dance technique

Modification History

Version	Comments
CUADAN208A	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 appreciate street dance as an art form and to perform basic street dance forms and techniques in a learning environment.

Application of the Unit

Persons with some practical experience in street dance apply the skills and knowledge outlined in this unit. They could be performing solo or as members of a group.

At this level basic street dance techniques are applied under the close supervision of experienced dancers and dance teachers. Performances would usually be within a learning environment for small audiences.

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. Develop an understanding of street dance as an art form	1.1. Physically demonstrate understanding of the terminology used in street dance 1.2. Discuss with relevant personnel the range of influences found in street dance
2. Develop basic street-dance performance skills	2.1. Under the guidance of mentors or teachers, develop a range of basic street-dance skills 2.2. Practise control while moving and executing turns 2.3. Apply safe dance practices at all times to prevent injury to self and others 2.4. Explore natural body response to a range of street styles, including movement and percussion 2.5. Follow advice from others about ways to improve own dance technique
3. Perform short dance routines	3.1. Discuss the intention and key aspects of routines with relevant personnel 3.2. Apply basic make-up and wear appropriate costumes for performances 3.3. Perform simple routines combining a variety of discrete movements in ensemble or individually 3.4. Use props effectively and confidently as required 3.5. Observe direction from relevant personnel 3.6. Observe and follow dictates of music or rhythm

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance issues with colleagues in an appropriate way

respond appropriately to feedback on own skill development and performance

initiative and enterprise skills to:

apply techniques of music to movement in dance forms

express rhythms in physical form

learning skills to:

improve own street dance techniques through practice and a positive attitude to dancing

develop a movement memory

planning and organising skills to:

prepare for performances

plan practice time

self-management skills to:

arrive punctually at classes

dress appropriately

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to work collaboratively with others involved in dance classes and performances.

Required knowledge

well-developed knowledge of:

principles underlying dance movements and techniques, including:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

street dance terminology

overview knowledge of the history of street dance.

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: reproduce street sequences, within personal capabilities convey the basic communicative message of street dance steps and movements display fluency of movement apply the basic concepts of street dance to own performances.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or 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 evaluation of performance of dance skills verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit review of candidate’s dance performances by peers and colleagues analysis of dancer’s ability to convey intended meaning of dance routines direct observation or video recording of dance performance. 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: CUADAN201A Develop basic dance techniques CUADAN202A Incorporate artistic expression into basic dance performances CUAPRF201A Prepare self for performances.

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.

Terminology may include:	battle crew break fams callouts clowning buck kill offs tricks B Boys B Girls animation boogaloo.
Relevant personnel may include:	choreographers community members manager mentors performers supervisor.
Influences may include:	street dance as an umbrella term to describe dance styles that evolved in everyday spaces, both indoor and outdoor relationship with jazz dance incorporation of street dance into physical education programs role of competitions urban folk: acid funk hip-hop rap soul dance techno trance.
Basic street-dance skills may relate to:	correct body alignment acrobatic dance technique maintaining control in turning balances maintaining rhythm and tempo fluid control of rolls improvisation waving ticking scooby do twirl toprocks, uprocks freezes fare strobing jax power moves clown walk crip walk grinding stomping chest pops shuffling skating jacking locking backslide freezes Harlem shake floating gliding sliding.
Safe dance practices relate to:	understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance warm-up and cool-down activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises effect of different ground surfaces, such as: concrete or hard floor moving float podium or raised platform runway slippery floor sloping surface sticky floor correct execution of dance steps appropriate clothing and footwear nutrition and diet.
Aspects may include:	audience characteristics costume requirements length of performances make-up props number of performances.
Basic make-up may include:	face make-up body paint theatre make-up.
Costumes may include:	designer streetwear sportswear.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN209A Perform basic cultural dance technique

Modification History

Version	Comments
CUADAN209A	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 appreciate cultural dance as an art form and to perform basic cultural dance forms and techniques in a learning environment.

Application of the Unit

Persons with some practical experience in one or more cultural dance styles apply the skills and knowledge outlined in this unit. They would normally perform as members of a group or ensemble.

At this level basic cultural dance techniques are applied under the close supervision of experienced dancers and dance teachers. Performances would usually be within a learning environment for small audiences.

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. Develop an understanding of cultural dance as an art form	1.1. Physically demonstrate understanding of the terminology used in chosen cultural dance style 1.2. Discuss with relevant personnel the range of influences found in chosen cultural dance style
2. Develop basic cultural dance performance skills	2.1. Under the guidance of mentors or teachers, develop a range of basic cultural dance skills 2.2. Practise control and spotting while moving and executing turns 2.3. Develop skills in working with a partner to interpret and perform cultural dance sequences 2.4. Ensure a basic awareness of customs relevant to chosen dance styles are incorporated into and expressed in practice sessions and performances 2.5. Apply safe dance practices at all times to prevent injury to self and others 2.6. Explore natural body response to a range of cultural dance styles, including movement and percussion 2.7. Follow advice from others about ways to improve own dance technique
3. Perform short dance routines	3.1. Discuss the intention and key aspects of routines with relevant personnel 3.2. Apply basic make-up and wear appropriate costumes for performances 3.3. Perform simple routines combining a variety of discrete movements in ensemble or individually 3.4. Use props effectively and confidently as required 3.5. Observe direction from relevant personnel 3.6. Observe and follow dictates of music or rhythm 3.7. Synchronise movements with ensemble where required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance issues with colleagues in an appropriate way

respond appropriately to feedback on own skill development and performance

initiative and enterprise skills to:

apply techniques of music to movement in dance forms

express rhythms in physical form

learning skills to:

improve own cultural dance techniques through practice and a positive attitude to dancing

develop a movement memory

planning and organising skills to:

prepare for performances

plan practice time

self-management skills to:

arrive punctually at classes

dress appropriately

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to:

work collaboratively with others involved in dance classes and performances

work in a cohesive partnership with a peer, interpreting a dance style.

Required knowledge

well-developed knowledge of:

principles underlying dance movements and techniques, including:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

cultural dance terminology

overview knowledge of:

stagecraft as it relates to dancers, such as:

costumes

make-up

props

lighting

history of chosen cultural dance style.

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: reproduce cultural dance exercises and routines, within personal capabilities convey the basic communicative message of cultural dance steps and movements display fluency of movement apply the basic concepts of cultural dance to own performances.
Context of and specific resources for assessment	Assessment must ensure access to appropriate: dance performance areas or spaces footwear and clothing music.
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 performance of dance skills verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit review of candidate’s dance performances by peers and colleagues analysis of dancer’s ability to convey intended meaning of dance sequences direct observation or video recording of dance performance. 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: CUADAN201A Develop basic dance techniques CUADAN202A Incorporate artistic expression into basic dance performances CUAPRF201A Prepare self for performances.

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.

Cultural dance style may include:	Aboriginal and Torres Strait Islander African belly dancing Egyptian Hungarian Irish dance Khmer magical, mystical or spiritual dance Pacific Islander Polish ritual or sacred Russian Scottish Spanish.
Influences may relate:	history of country or culture associated with style geography and climate political movements cultural protocols gender.
Basic cultural dance skills may relate to:	steps specific to a cultural dance style body alignment floor work, including: abdominal strengthening stretches improvisation locomotor movements, such as: leaping running skipping sliding walking non-locomotor movements, such as: bending stretching swaying turning twisting maintaining rhythm and tempo working at differing tempos focusing eyes and mind while performing working on centre and off centre.
Awareness of customs may include:	costumes and appearance appropriate to dance style, audience and occasion performance of dance appropriate to audience and occasion props and materials appropriate to different cultural dance performances obtaining permission from cultural members to perform dance traditional gender roles and responsibilities in relation to dance performance.
Performances may be:	live before an audience in a learning environment.
Safe dance practices relate to:	understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance appropriate footwear and clothing barefoot dancing warm-up and cool-down activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises doing exercises and performing routines on flooring appropriate to genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish effect of different ground surfaces, such as: moving float podium or raised platform runway concrete or hard floor pavement slippery floor sticky floor floor that is too springy sloping surface earth correct execution of dance steps nutrition and diet.
Aspects may include:	audience characteristics costume requirements length of performances make-up props number of performances.
Relevant personnel may include:	choreographers community members manager mentors performers representatives of dance societies supervisor.
Basic make-up may include:	face make-up body paint theatre make-up.
Costumes may include:	designer streetwear sportswear.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN301A Explore rhythm in the context of dance or movement technique

Modification History

Version	Comments
CUADAN301A	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 explore and integrate rhythm into dance or movement routines.

Application of the Unit

People who incorporate rhythm into dance or movement activities apply the skills and knowledge outlined in this unit. They could be performers involved in dance, musical theatre and circus performances. They would usually be performing as members of an ensemble, though some solo work could be expected. Alternatively, they could be involved in fitness and wellbeing activities which integrate a range of body movement techniques with music.

At this level, work is normally supervised, though some autonomy and judgement can be expected within established parameters.

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. Develop an understanding of the beat and rhythm of music	1.1. Develop listening skills to identify particular styles of composition and sounds 1.2. Discuss with relevant personnel the relationship between dance or movement techniques and musical elements 1.3. Discuss ways of developing own expression skills with relevant personnel 1.4. Identify the characteristics of the musical style of pieces of music 1.5. Maintain and update knowledge of terminology in relation to music and movement
2. Prepare the body for movement	2.1. Perform basic warm-up and cool-down activities 2.2. Adhere to injury-prevention techniques 2.3. Take common health concerns for performers into account when devising own physical conditioning program
3. Perform integrated music and movement activities	3.1. Ensure appropriate performance preparation 3.2. Integrate artistic expression and basic locomotor body movements into performance pieces 3.3. Improvise dance or body movement sequences relevant to chosen genre of music 3.4. Perform dance or movement sequences safely and with consideration for others 3.5. Apply kinaesthetic awareness to exercises 3.6. Ensure that personal presentation is appropriate to dance or body movement activities 3.7. Establish and maintain a positive personal work ethic 3.8. Use feedback from teachers and mentors to identify and develop ways to improve own skills in exploring rhythm in the context of dance or movement technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss rhythmic movement concepts and techniques with relevant personnel

respond appropriately to feedback on own skill development and performance

initiative and enterprise skills to:

express rhythms in physical form

work creatively with music and dance

choreograph basic rhythmic movement sequences

improvise

learning skills to:

decode tactile or kinaesthetic, aural and visual elements of music and movement

develop basic rhythmic movements and combinations of movements

develop an aural and movement memory

listening skills to identify various musical elements and styles

literacy skills to interpret and clarify written or verbal instructions

planning and organising skills to:

plan and execute own warm-up and cool-down routines

plan practice time

prepare for performances

self-management skills to:

arrive punctually at classes

dress appropriately

follow procedures to minimise the environmental impact of performance activities on the environment

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to work collaboratively with others involved in classes and performances.

Required knowledge

overview knowledge of:

environmental issues associated with staging performances

musical instruments and composition techniques of chosen musical style or genre

principles of choreography and safe sequencing of movements

rhythmic movement and music terminology

stagecraft as it relates to dancers, including:

costumes

make-up

props

lighting

well-developed knowledge of:

principles and characteristics underlying physical movements and techniques, such as:

kinetic energy

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

musical rhythms, including:

time signatures

beat

tempo

syncopation.

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: perform a range of rhythmic movement sequences that demonstrate: kinaesthetic awareness understanding of human movement principles understanding of different styles and genres of music relationship between principles and elements of music and rhythmic body movements in ensemble and solo performances apply safe dance practices and injury-prevention techniques at all times respond appropriately to constructive feedback on own skill development.
Context of and specific resources for assessment	Assessment must ensure access to: relevant instruments or equipment scores or other materials for analysis and discussion performance opportunities appropriate venue with adequate space, acoustic qualities and safe 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 evaluation of live or recorded performances 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 developing rhythmic movement review of candidate’s analysis of a musical piece and the subsequent choreographed basic rhythmic movement sequence direct observation of candidate in rehearsals and performances. 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: CUADAN304A Develop dance improvisational skills CUAPRF307A Develop performance techniques.

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.

Listening skills may refer to:	aural memory and imagination chords, keys in tonal or other musical systems identifying and using techniques to develop aural imagination pattern and sequence recognition recognising music systems, instruments and practices reproduction of sequences from memory.
Relevant personnel may include:	coaches colleagues family members medical practitioners mentors nutrition experts performers teachers.
Dance includes styles, such as:	ballet bodyweather and butoh contemporary creative cultural, such as: Aboriginal and Torres Strait Islander African belly dancing Egyptian Hungarian Irish dance Khmer magical, mystical or spiritual dance Pacific Islander Polish ritual or sacred Russian Scottish Spanish jazz modern social street tap wheelchair dancing.
Techniques may refer to:	attack articulation communication with the audience dynamics improvisation innovative performance practices interpretation of the music musical expression nuance phrasing stage presence.
Musical elements may refer to:	acoustics aesthetic qualities beat cultural context dynamics expression form or structure genre harmony and chords interpretation melody notation nuance ornamentation phrasing pitch rhythm scales sound production tempo timbre, tone or colour time signatures tonality.
Expression may relate to:	performing appropriately for the context of venue and performance presenting creative ideas effectively for performers or other purposes understanding and expressing appropriate dramatic nuance interpreting music scores in relation to chosen dance style or genre by using knowledge of: a variety of instruments and instrumental combinations beats chord sequences music systems rhythmic styles scales time signatures using original and innovative approaches in performances using movement and breathing appropriately to enhance performance.
Musical style may relate to:	music from various cultures that demonstrates a variety of strong underlying up and down beats, including: traditional classical contemporary musical styles jazz country folk ethnic the way musical elements are combined and manipulated or interpreted through body and hand movements in dance performance.
Warm-up activities may include:	aerobic activities coordinated breathing activities flexibility exercises joint-mobility exercises minor stretches.
Cool-down activities may include:	floor work stretching.
Injury-prevention techniques may include:	applying intent and focus while dancing appropriate diet and rest not overstretching attention to teacher warming up and cooling down before and after class and performance wearing appropriate bandaging and bracing where appropriate to support body wearing appropriate clothing and footwear using appropriate equipment, such as barre, mirror and sprung floors.
Common health concerns may include:	dehydration lack of rest lack of understanding of basic anatomy and physiology of dance lack of warming up and cooling down properly poor diet overstraining the muscles.
Performance preparation may refer to:	awareness of performance environment (space, location, size) and audience awareness of stage equipment and how it may affect performance awareness of time lines and call times immediately prior to performance immediate physical preparation mental preparation observing protocols appropriate to the genre, style and context of performance preparation of performance space to ensure safety of self and others preparation and organisation of props, costumes and equipment immediately prior to performance rehearsal appropriate to audience.
Basic locomotor body movement refers to:	clapping clicking fingers closing steps: forward backward in heel and toe out side back cross turn touching jumping stamping kicking lifting.
Performances may be:	live before an audience in a learning environment.
Sequences may include:	combining weight transfer and non-weight transfer techniques combining sequences, such as locomotor and non-locomotor movements coordinating movement safely with others improvisation isocentric and polycentric isolations locomotor movements, such as: leaping and jumping pirouettes pencil turns lower body movements non-locomotor movements, such as: balancing swinging stretching turning or twisting sequences with frequent change of facing specific dances, such as: grapevine step hop two-step three-step charleston cherkessiya schottische upper body movements using arm lines appropriately and extensively working in even and uneven timing working with uncommon metre.
Genres of music may refer to:	classical contemporary disco ethnic, such as: African Indian Irish Russian Hungarian hip-hop jazz Latin.
Kinaesthetic awareness may relate to awareness of:	balance body movements derived from: muscle, tendon and articular sensitivity outside the body, such as the eyes, ears, mouth and skin stimulus within the body, including blood pressure and body position breathing centring coordination dynamics flexibility focus gestures gravity location in space locomotion muscular tensions of the body and its parts orientation position posture rhythm shape time.
Aspects of personal presentation may include:	accessories costumes hair make-up, including body paint props posture way of moving.
Work ethic may refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN302A Increase depth of Aboriginal and Torres Strait Islander dance technique

Modification History

Version	Comments
CUADAN302A	This version first released with CUA11 Live Performance Training Package version 1.0

Unit Descriptor

This unit describes the skills and knowledge required to demonstrate culturally and technically appropriate execution of Aboriginal and Torres Strait Islander dance forms and techniques. It is intended that this unit be delivered by and to Aboriginal and Torres Strait Islander people.

The knowledge required to achieve competency in this unit may only be accessible to Aboriginal and Torres Strait Islander people and may be the cultural and intellectual property of specific communities. Respect and maintenance of community protocols would need to be adhered to.

Organisations delivering this unit would be expected to work closely with a local Aboriginal and Torres Strait Islander community or Community Advisory Board (CAB). Information on the composition and role of CABs is provided in the Assessment Guidelines in CUA11 Live Performance Training Package.

Application of the Unit

Aboriginal and Torres Strait Islander people with some practical experience in traditional Indigenous Australian dance apply the skills and knowledge outlined in this unit. They could be performing as members of a group in events in the local community or in public performances for visitors to their region or community. The candidate is expected to increase expertise over time with considerable skills practice of technical exercises. Dancers should be able to perform traditional or cultural dances to a moderate level either alone or as an ensemble member.

Work performed requires a range of well-developed skills where some discretion and judgment are required and individuals are expected to take responsibility for their own outputs.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

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. Consolidate understanding of traditional Indigenous performing arts	1.1. Explore historical and contemporary aspects and roles of performing arts practice for individuals and families within Aboriginal and Torres Strait Islander communities 1.2. Identify cultural values and principles in relation to artistic performance within Indigenous Australian communities 1.3. Seek advice from relevant personnel as required regarding customary law principles and how they affect own dance practice 1.4. Discuss with relevant personnel the connection between traditional and contemporary cultural performing arts practice
2. Develop a body of information on the Australian cultural tourism industry	2.1. Determine interrelationships between cultural tourism, cultural heritage and performing arts industries in relation to Aboriginal and Torres Strait Islander performing arts activities 2.2. Record, monitor and file information in simple and accessible ways 2.3. Use opportunities to update knowledge of the cultural tourism, cultural heritage and performing arts industries and incorporate relevant information into professional dance practice
3. Develop Indigenous Australian dance techniques	3.1. Identify the influence of customs and time in relation to dress or costuming, props, sets, music and cultural knowledge involved in dance activities of different styles of Indigenous Australian dances 3.2. Explore the relationships in which musical elements, dramatic role and performance techniques form a distinctive character of particular pieces or performances 3.3. Establish a relationship with a performing arts mentor to determine the cultural protocols, purpose, style, content and protocol parameters of dance routines 3.4. Develop a mentoring plan, detailing support and assistance in consultation with a mentor or professional dance performer 3.5. Choreograph sequences of body movement activities as simple dance performances in relation to a chosen cultural story or musical piece 3.6. Develop a repertoire of fluid positions, movements and actions in differing patterns and poses in conjunction with mentors 3.7. Seek feedback from relevant personnel to facilitate improvement in Indigenous Australian dance techniques
4. Demonstrate technical requirements of Indigenous Australian performance and material	4.1. Under direction of mentors employ appropriate cultural and aesthetic aspects of Indigenous Australian community in the design of appropriate techniques, language and movements to perform culturally appropriate solo and ensemble Indigenous Australian dance sequences 4.2. Perform sequences of dance movements and activities, alone and with others, which appropriately express cultural content and context, and accord with cultural, customary law, copyright and intellectual property requirements 4.3. Explore and apply methods used to ensure cultural maintenance in relation to performing cultural or cultural tourism Aboriginal and Torres Strait Islander dance 4.4. Follow cultural protocols, ethics and traditions when rehearsing and performing
5. Maintain health and safety during dance performance	5.1. Take responsibility for own and others’ safety in compliance with OHS policies during practice and performance of dance routines 5.2. Implement strategies that ensure environmentally friendly impact of dance performances 5.3. Establish and maintain a positive personal work ethic 5.4. Respond to opportunities to enhance cultural and technical skills and knowledge 5.5. Seek audience feedback and apply continuous improvement strategies to performance techniques

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance and physical conditioning issues with relevant personnel

implement conflict management and negotiation skills as required

respond appropriately to feedback on own skill development and performance

participate in, monitor and review mentoring arrangements with Aboriginal and Torres Strait Islander people

initiative and enterprise skills to:

choreograph simple movement sequences

dance with confidence and projection

investigate and employ relevant cultural protocols and culturally appropriate communication

observe protocols appropriate to the Aboriginal and Torres Strait Islander community in dance performances

learning skills to:

incorporate expression of appropriate dramatic nuance and movement into performance pieces

improve own Aboriginal and Torres Strait Islander dance techniques through practice, performances and ongoing commitment to dance performance

improvise movement sequences

literacy skills to:

identify, read and understand cultural, tourism or performing arts industry information

undertake research and interpret research findings

planning and organising skills to:

plan and execute own warm-up and cool-down routines

prepare for performances

plan practice time

self-management skills to:

arrive punctually at classes, rehearsals and performances

dress appropriately

follow procedures to minimise the environmental impact of performance activities on the environment

observe dance discipline and follow direction

follow safe dance practices at all times

teamwork skills to work collaboratively with others involved in dance classes and performances

technology skills to search for and download information from the internet.

Required knowledge

overview knowledge of:

OHS in the context of performing Aboriginal and Torres Strait Islander dance

stagecraft as it relates to dancers, including:

costumes

make-up

props

lighting

structures and roles or functions of cultural heritage, cultural tourism and performing arts industries, including their interrelationships, occupational and industry legislation, licensing and accreditation schemes

well-developed knowledge of:

values and major features in contemporary Indigenous Australian cultures

traditions of ownership and protocols relating to created work and dance performance in Aboriginal and Torres Strait Islander cultures, including:

music

artefacts

body painting

costumes

history and role of performing arts within Aboriginal and Torres Strait Islander culture and ways in which values and protocols may impact on work practices in different environments, including:

commercialisation of cultural material

tourism

intellectual property

knowledge of protocols in relation to moral rights

copyright of the physical expression of cultural material, including appropriation

legislative and regulatory requirements within the performing arts industry

legislative and regulatory requirements regarding customary law, including:

Australian Indigenous Cultural and Intellectual Property

those of the National Indigenous Arts Advocacy Association

choreographic techniques

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

musical rhythms, including:

time signatures

beat

tempo

syncopation

principles of interpersonal communication

performing arts terminology.

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: express knowledge of the context and structure of cultural systems within relevant Aboriginal and Torres Strait Islander communities, including the role of dance, story-telling, music and body painting as expressions of cultural systems discuss the implications of cultural heritage, cultural tourism and performing arts industries on the context and performance of Indigenous Australian dance sequences apply Aboriginal and Torres Strait Islander community cultural beliefs and protocols when working with people from various communities develop a mentoring relationship, including the ability to negotiate the terms of a professional relationship safely and cooperatively execute basic dance movement appropriate to Indigenous Australian dance forms.
Context of and specific resources for assessment	Assessment may take place on the job, off the job (for example in communities and training organisations) or a combination of on and off the job. This unit requires access to: Aboriginal and Torres Strait Islander elders, custodians and other culturally knowledgeable people authorised by their communities to act as mentors in performance disciplines appropriate dance performance areas or spaces, including outdoor locations relevant instruments, sets, props, costuming and other equipment music, stories, and dance ensembles performance opportunities. Trainers and assessors in this unit should be Aboriginal and Torres Strait Islander people validated by the Community Advisory Board set up to oversee implementation of this training. They must ensure that the cultural and intellectual property rights of Aboriginal and Torres Strait Islander peoples are protected.
Method of assessment	While the knowledge can be tested in written and oral assignments, performance evidence needs to be collected in actual or realistic simulated situations. It also needs to be assessed on a number of occasions. 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 group discussion evaluation of live or recorded performances journal work, including recording and evaluating the dance methodology, and evaluating the 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 developing dance performance skills direct observation of candidate in rehearsals and performances. 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). Training and assessment can be undertaken in conjunction with Aboriginal and Torres Strait Islander persons.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUADAN301A Explore rhythm in the context of dance or movement technique CUAOHS301A Condition the body for dance performances.

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.

Cultural values and principles may include:	sensitive cultural values and principles, including: acceptance within and by the community as an Aboriginal and Torres Strait Islander person understanding and maintenance of own lore, land and traditions (cultural identity issues) internal family and community construction politics levels of acknowledgement and respect for: customs cultural values religious expression personal and group responsibility and dignity social and cultural differences, including: structure of community representation and powers of delegation differing approaches to the concept of respect particular individual and community circumstances and histories: place or geographical location access to services, such as education, health and transport language, such as Aboriginal English, Torres Strait Kriol, and traditional languages cultural diversity cultural groupings skin, country and language groups family structures kinship women’s roles men’s roles relationship to land and customs racism and discrimination issues that may affect an individual’s cultural identity relationships between land, sea, lore, law, family and ancestors recognition, respect and compliance with Indigenous laws and economy nature of performing arts, including: significance of cultural arts within a given community ways in which performance of dance is culturally appropriately promoted and distributed. economic significance, including: positive impacts on local community economy role of the arts within community development link between the arts and other areas of economic activity, such as tourism.
Relevant personnel may include:	choreographers community members custodians elders managers mentors performers supervisors.
Customary law may include:	rules, values, traditions and protocols governing behaviour in Aboriginal and Torres Strait Islander communities and contexts customs and protocols as required in particular locations and situations, such as: access to information use of signs, symbols, movement or musical sequences communication protocols expected to be followed beliefs and traditions related to land, sea, lore, law, family and ancestors.
Differences between cultural tourism, cultural heritage and performing arts industries may include:	local, state and federal industry structures, codes, ethics, roles and markets within the tourism industry natural heritage, culture and tourism as a public domain and the maintenance of cultural integrity role of cultural heritage for local Indigenous and non-Indigenous communities tourism markets and their relevance to industry sectors, including employment and career opportunities ways of working within the Indigenous Australian context, in particular customary law, values and beliefs understanding the needs and rights of all relevant parties.
Musical elements may refer to:	acoustics aesthetic qualities beat cultural context dynamics expression form or structure genre harmony and chords interpretation melody notation nuance ornamentation phrasing pitch rhythm scales sound production tempo timbre or tone colour time signatures tonality.
Performance techniques may include:	application of stagecraft, for example stage directions, such as: back of stage centre of stage down stage appropriate timing breathing communication with audience coordinated symmetrical and asymmetrical movements demonstrated awareness of performance practice in the style or musical context improvisation musical interpretation of rhythm and style spatial awareness stage presence and dramatic nuance using strength and agility relevant to dance form.
Cultural protocols:	must include: rules of behaviour governing communication, access to and use of cultural information and practices that form the heritage of the diverse range of Aboriginal societies and Torres Strait Islander societies full set of protocols of a particular community or cultural grouping, which is likely to be unique following community protocols and rules of behaviour, including: obtaining and sharing information and materials visiting individuals and communities and requesting permission for activities strategies may include: non-verbal techniques, such as gestures display of positive regard and respect non-judgemental approaches forming partnerships with all cultural groups to achieve particular work goals monitoring and reflecting on own actions to ensure cultural values are not imposed on others.
Mentoring plan must include:	agreed reporting mechanisms agreed timeframes monitoring and review strategies objectives purpose rights and responsibilities of each party roles, including cultural, personal and professional.
Choreographic techniques may refer to:	imposition improvisation dance composition notation cultural and aesthetic aspects of Indigenous Australian dance performance, such as: body paint make-up hair costuming sets scenery stagecraft venue maximising cultural maintenance in choreography and performance of dance for multicultural expression.
Body movement activities may include:	upper and lower body movements: adaptation and development for body movement combining movement sequences using leaps, jumps, swinging, stretching, turning in position and moving combining weight transfer and non-weight transfer techniques working in even or uneven timing and uncommon metre executing sequences with frequent changes of facing direction coordinating movement with others moving with safety and consideration for others balanced positions, including: elevation of steps body positions transitions while in motion and while stationary.
Cultural and aesthetic aspects may include:	application of physical, spiritual and conceptual perspectives of choreography lore emanating from land, landscape or location that encapsulates and defines movement, including: mimicry body markings and painting make-up costuming use of props, sets and scenes interpretation and application of music or song roles expression of emotion and meaning traditional gender roles and responsibilities in relation to dance performance children’s dances what may be imparted to particular audiences and how improvisational techniques.
Techniques, language and movement may include:	knowledge of physical, spiritual and conceptual perspectives on the choreography of traditional dance form visualisation appropriate timing, posture and attitude rhythm and style improvisation footwork coordination and eye focus appropriate to the form kinaesthetic awareness physical alignment musicality dance forms, including: styles or kinds of dance performance characteristic of particular language groups, regions or cultural purpose, or gender or age of dancers use of community-appropriate: body or face marking vocal and speech patterns body language humour costuming props music knowledge Aboriginal and Torres Strait Islander dance sequences must include: documented consideration of the relationship and contribution of cultural identity and personal politics to choreographic interpretation, characterisation and performance structured performance parameters target audience and venue parameters.
Cultural maintenance must include:	protection and sustainability of: natural and cultural integrity stories song lines spiritual practices artefacts sites of significance language responsibilities and obligations to individuals, country and the community authentic replication of approved: cultural stories music in the dance form for demonstration of culture outside the community environment issues relating to protection and appropriate exploitation of cultural heritage material, including: Indigenous communal rights Indigenous cultural and intellectual property laws relating to fraud and forgery import and export of culturally significant objects issues that may threaten beliefs and knowledge related to traditional land, sea, lore, law, family and ancestors.
OHS must include:	identifying hazards and assessing risks using flooring that is maintained, sufficiently spaced and appropriate for full body activities lighting, heating and air-conditioning that meet regulations legislation and regulation of OHS for the entertainment industry appropriate workwear adequate footcare and use of appropriate footwear awareness of repetitive movement, fatigue and prevention of injuries manual handling identifying and addressing specific health implications maintaining a physical conditioning program.
Environmentally friendly must include:	maintenance of sustainable environment, including: applying measures to reduce energy consumption, such as: light emitting diode (LED) lights or fluorescent light bulbs turning lights off when not in use recycling materials reducing water usage, such as sweeping rather than hosing maintaining biodiversity and protecting habitat from damage being aware of air quality and noise.
Personal work ethic may refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
Opportunities to enhance cultural and technical skills may include:	audience feedback implementing continuous improvement strategies ongoing evaluation as per mentoring plan research affiliations with industry and community bodies and professional dance organisations ongoing implementation of strategies to maintain peak performance ongoing practice of dance techniques.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN303A Develop dance partnering techniques

Modification History

Version	Comments
CUADAN303A	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 apply basic techniques for dancing with a partner in any dance style.

Application of the Unit

The skills and knowledge outlined in this unit apply to dancers in any style or genre. Knowing how to dance with a partner is essential in all performance contexts - from social to community to professional.

At this level partnering techniques would be simple in nature and not include movements such as overhead lifts which require a high level of fitness and advanced technique.

Work is usually undertaken under supervision, though some autonomy and judgement can be expected given the nature of dance performance.

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. Develop an understanding of partnering in dance	1.1. View a range of videos as the basis for discussing issues associated with dance partnering 1.2. Identify conventional gender roles in partnering and ways they have been challenged in modern dance practice
2. Prepare the body for dance	2.1. Perform basic warm-up and cool-down activities 2.2. Adhere to injury-prevention techniques 2.3. Take common health concerns for dancers into account when devising own physical conditioning program
3. Practise partnering techniques	3.1. Under the guidance of mentors or teachers, practise a range of basic partnering techniques 3.2. Work on developing trust with partner 3.3. Develop confidence in dealing with variations in ways signals are given or interpreted by either partner 3.4. Develop a mutually supportive approach to learning steps and movements 3.5. Follow advice from others about ways to improve partnering technique
4. Perform simple sequences with a partner	4.1. Clarify with relevant personnel requirements for short partnered sequences 4.2. Rehearse sequences, noting critical points that may cause difficulties 4.3. Agree on ways to recover from potential problems with partner and practise these as required 4.4. Perform sequences applying balance, coordination, technique and expressive skills to achieve harmony of movement with partner 4.5. Evaluate performance with others and note areas for future improvement

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance partnering issues with relevant personnel

respond appropriately to feedback on own skill development and performance

initiative and enterprise skills to:

work creatively with music and dance

interpret and provide signals to partner while dancing together

respond creatively and flexibly to partner while dancing together

learning skills to:

improve own dance partnering techniques through practice and a positive attitude to dancing

develop a movement memory

planning and organising skills to plan practice time

problem-solving skills to anticipate and prepare for issues that may arise when dancing with a partner

self-management skills to:

arrive punctually at classes, rehearsals and performances

dress appropriately

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to:

work closely with a dance partner

work collaboratively with others involved in dance classes and performances.

Required knowledge

principles and conventions of partnering in dance

partnering techniques relevant to chosen dance style

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

terminology relevant to chosen dance style.

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: perform a simple dance sequence with a partner on at least two occasions demonstrate competent execution of basic techniques when performing, including: coordinated footwork appropriate arm lines correct body positioning in relation to partner holding catching releasing supporting or being supported respond appropriately to constructive feedback on own performance.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or 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 evaluation of performance (live or recorded) 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 developing dance partnering techniques direct observation of candidate in 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: CUADAN306A Increase depth of ballet dance technique CUADAN308A Increase depth of contemporary dance technique CUAOHS301A Condition the body for dance performances CUAPRF307A Develop performance techniques.

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.

Issues may include:	role of partnering in different dance styles and genres, including: ballroom or social dance: Latin American standard ballet (pas de deux) contemporary jazz tap physical strength for lifts coordination contact improvisation interpreting signals trust between partners multiple partners.
Gender roles may relate to:	male: leading lifting ‘showcasing’ the ballerina female: following ballerina as the primary focus challenging conventions, including: same gender partnering female lifting male.
Warm-up activities may include:	minor stretches joint-mobility exercises flexibility exercises aerobic activities coordinated breathing activities.
Cool-down activities may include:	floor work stretching.
Injury-prevention techniques may include:	warming up and cooling down before and after class and performance wearing appropriate clothing and footwear applying intent and focus while dancing not overstretching wearing appropriate bandaging and bracing where appropriate to support body appropriate diet and rest using appropriate equipment, such as barre, mirror and sprung floors attention to teacher.
Common health concerns may include:	lack of rest poor diet lack of understanding of basic anatomy and physiology of dance lack of warming up and cooling down properly overstraining the muscles dehydration.
Basic partnering techniques may relate to:	coordination of footwork using arm lines appropriately and extensively assisting with jumps body positioning in relation to partner holding improvising catching releasing supporting.
Others may include:	teacher mentor partner colleagues audience members.
Requirements may include:	dance style music duration mood.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN304A Develop dance improvisational skills

Modification History

Version	Comments
CUADAN304A	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 develop dance improvisational techniques using both music and non-music stimuli.

Application of the Unit

Dancers who apply dance technique in an improvisational setting use the skills and knowledge outlined in this unit. They could be performing improvisational sequences in dance classes, auditions and rehearsals, or in live performances.

At this level, improvisations would be simple in nature and could be in a variety of dance styles, such as tap, jazz, contemporary, street and cultural forms of dance. Performances would usually be within a learning environment for small audiences.

Work is usually undertaken under supervision, though some autonomy and judgement can be expected.

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. Identify improvisational techniques used in dance	1.1. Identify concepts involved in improvised dance performances 1.2. Evaluate artistic and creative aspects of various styles of dance and dance sequences 1.3. Confirm requirements for a short improvised performance brief
2. Prepare the body for dance	2.1. Perform basic warm-up and cool-down activities 2.2. Adhere to injury-prevention techniques 2.3. Take common health concerns for dancers into account when devising own physical conditioning program
3. Practise dance improvisation using various stimuli	3.1. Identify typical movement and travel associated with various stimuli, including music and non-music sources 3.2. Explore natural body response to various stimuli using extended dance technique 3.3. Develop a body part movement during improvisation that can be repeated as a motif, specific to the stimuli 3.4. Communicate mood and emotion of stimuli through improvisation 3.5. Demonstrate an expressive interpretation of the stimuli through dance
4. Perform improvised sequence	4.1. Set movement boundaries for individual improvisational pieces within a set timeframe reflecting appropriate level of dance technique 4.2. Rehearse and perform extended improvised sequence adhering to set boundaries 4.3. Evaluate improvised work in relation to criteria set and gain feedback from relevant personnel 4.4. Apply feedback to future performances

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication and teamwork skills to:

interpret and respond to stimuli, such as music, words, text or silent space

listen effectively to identify and incorporate various rhythms and themes in movement and performance

work collaboratively with others where required

communicate mood and emotion of various stimuli through dance

receive constructive feedback and apply it to future work

initiative and enterprise skills to:

collect information about various styles of dance and improvisation

listen critically to create improvisation

apply appropriate styles or interpretations

work creatively with others

follow through with own individual style or idea

self-management and learning skills to:

plan own practice time

evaluate and seek feedback for improvisations

improve performance through experimentation and practice

respond appropriately to pressures of performance

technical skills to:

perform appropriate stretches, exercises and breathing techniques to warm up and cool down the body

demonstrate extended dance technique for performance

use a range of improvisational techniques

display appropriate emotions through movement, facial expressions and dance

apply health and safety techniques to dance.

Required knowledge

characteristics of chosen dance styles and techniques for improvisation within those styles

techniques for expression through dance

dance vocabulary relevant to chosen dance styles

issues and challenges that arise in the context of developing improvisational skills

OHS practices, procedures and standards as they apply to working with recorded music, lighting and staging.

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: perform an improvised dance sequence adhering to established movement boundaries work collaboratively with others when developing improvisations.
Context of and specific resources for assessment	Assessment must ensure access to: relevant stimuli equipment to ensure safety.
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: observation of practice and performance verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit video recordings of performances or practice sessions cases studies and scenarios as a basis for discussing issues in performance of improvisations portfolios or other documentation that demonstrate the reflective processes used in improvisation. 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: CUADAN308A Increase depth of contemporary dance technique CUADAN309A Increase depth of street dance technique CUAMUP301A Prepare personal appearance for performances CUAPRF201A Prepare self for performances CUAPRF307A Develop performance techniques.

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.

Concepts may include:	using imagination interpreting and responding to stimuli, such as music, words or text following through with own individual style or idea allowing one’s own movement to flow uninterrupted recreating certain style, genre or era listening effectively to identify and incorporate various rhythms interpreting stimuli appropriately for improvisation using aural and other stimuli to develop themes in movement and performance.
Styles of dance may include:	ballet jazz tap street modern contemporary cultural social.
Requirements may include:	dance style equipment stimuli music silence length of piece.
Warm-up activities may include:	minor stretches joint-mobility exercises flexibility exercises aerobic activities coordinated breathing activities.
Cool-down activities may include:	floor work stretching.
Injury-prevention techniques may include:	warming up and cooling down before and after class and performance wearing appropriate clothing and footwear applying intent and focus while dancing not overstretching wearing appropriate bandaging and bracing where appropriate to support body appropriate diet and rest using appropriate equipment, such as barre, mirror and sprung floors.
Common health concerns may include:	lack of rest poor diet lack of understanding of basic anatomy and physiology of dance lack of warming up and cooling down properly overstraining the muscles dehydration.
Stimuli may include:	music, such as: any type of musical style, like jazz, hip-hop and world vocal instrumental percussion, such as: drums hands feet stamps percussion instruments word motivation, such as: wobble, twitch, freeze vault, twirl, collapse pause, swell, jerk vibrate, bound, creep technical equipment, such as: lighting audiovisual fog machines scaffolding other props, objects and materials, such as: fabric instruments puppets or dolls piece of clothing ladder or chair silent space various texts.
Motif may include:	a rhythm an expression a body part a statue a movement pattern.
Movement boundaries may include:	limited or extended space highlighting of a body part musical restrictions limited timeframe style of movements addition of vocal sounds addition of other improvising bodies use of props.
Ways to evaluate may include:	looking at the: emotional response composition balance appropriate level of dance technique.
Relevant personnel may include:	agent choreographer director producer representatives of dance societies teacher.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN305A Increase depth of jazz dance technique

Modification History

Version	Comments
CUADAN305A	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 consolidate basic jazz dance technique to achieve a greater depth of expression in performances.

Application of the Unit

This unit applies to dancers who are pursuing a career in contexts where jazz dancing skills are required. They could be preparing for performances in commercial or community settings where they would usually be performing as members of an ensemble.

At this level, work is normally supervised, though some autonomy and judgement can be expected within established parameters.

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. Maintain a physical conditioning program	1.1. In consultation with relevant personnel identify a range of techniques to improve stamina, strength and flexibility 1.2. Set realistic physical conditioning goals aimed at improving own dance technique 1.3. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 1.5. Always perform warm-up and cool-down activities in conjunction with dance activities 1.6. Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique
2. Build on basic jazz dance technique	2.1. Practise a range of exercises in preparation for jazz dance performances 2.2. Choreograph and perform basic jazz dance routines, in a learning environment 2.3. Practise controlling movement such as momentum from turns, jumps, kicks and splits 2.4. Perform jazz dance techniques with increasing confidence and expertise, in a learning environment 2.5. Incorporate musicality, rhythm and correct timing into performances 2.6. Coordinate position and movement between other dancers
3. Maintain expertise in jazz dance techniques	3.1. Continuously practise basic movements 3.2. Maintain and update knowledge of jazz dance terminology 3.3. Use feedback from teachers and mentors to identify and develop ways to improve own jazz dance performance skills 3.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, and maintaining motivation

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance and physical conditioning issues with relevant personnel

read and interpret a simple combination of jazz dance steps in written form

respond appropriately to feedback on own skill development

initiative and enterprise skills to:

work creatively with music and dance

dance with strong stage presence, confidence and projection

communicate the mood or style of dances

use imagination to choreograph simple jazz routines

learning skills to:

improve own jazz dance techniques through practice and a positive attitude to dancing

develop and implement a personal physical conditioning program

develop a movement memory

planning and organising skills to plan practice time

self-management skills to:

arrive punctually at classes

dress appropriately

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to work collaboratively with others involved in dance classes.

Required knowledge

well-developed knowledge of:

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

jazz dance terminology

stage geography and directions

musical rhythms, including:

time signatures

beat

tempo

syncopation

overview knowledge of:

main periods in the history of jazz, including prominent dancers

ways of notating jazz dance.

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: improve jazz dance technique over a 6 to 12 month period perform a range of basic jazz dance techniques in a learning environment respond appropriately to constructive feedback on own dance technique follow safe dance practices.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or 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 evaluation of live or recorded performances 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 maintaining a personal physical conditioning program direct observation of candidate in rehearsals and performances. 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: CUACHR301A Develop basic dance composition skills CUADAN301A Explore rhythm in the context of dance or movement technique CUADAN303A Develop partnering techniques CUADAN304A Develop dance improvisational skills CUAPRF307A Develop performance techniques.

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.

Relevant personnel may include:	teachers mentors coaches medical practitioners nutrition experts colleagues family members performers representatives of dance societies.
Risk factors may relate to:	consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear gender-appropriate performance techniques.
Warm-up and cool-down activities may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Exercises may relate to practising:	pliés and tendus combined stretches adage grand battements pirouettes pose piqués knee spins barrel jumps split runs.
Jazz dance techniques may include:	demonstrating an awareness of personal and general space when travelling and stationary improvising using arm lines appropriately and extensively multi-turning exercises clean, sharp isocentric and polycentric isolations correct posture and alignment when in motion demonstrating safe dance practices in jumping and faster travelling steps footwork, arm lines and head movements in combination to express rhythm performing complex turns while maintaining good technique moving against gravity with confidence and knowledge.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN306A Increase depth of ballet dance technique

Modification History

Version	Comments
CUADAN306A	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 consolidate basic ballet dance technique to achieve a greater depth of expression in performances.

Application of the Unit

This unit applies to dancers who are pursuing a career in contexts where ballet dancing skills are required. They could be preparing for performances in commercial or community settings where they would usually be performing as members of an ensemble.

At this level, work is normally supervised, though some autonomy and judgement can be expected within established parameters.

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. Maintain a physical conditioning program	1.1. In consultation with relevant personnel identify a range of techniques to improve stamina, strength and flexibility 1.2. Set realistic physical conditioning goals aimed at improving own dance technique 1.3. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 1.5. Always perform warm-up and cool-down activities in conjunction with dance activities 1.6. Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique
2. Build on basic ballet dance technique	2.1. Employ appropriate balance, posture and breathing techniques to develop a repertoire of fluid ballet positions and movements at the barre 2.2. In centre space perform patterns and movement sequences in time with differing rhythmic beats 2.3. Practise facial expressions and other techniques required to perform simple mimes 2.4. Perform a range of exercises to strengthen capacity for pointe work as required 2.5. Apply a sense of spatial awareness to all dance movements 2.6. Perform ballet dance techniques with increasing confidence and expertise, in a learning environment 2.7. Incorporate musicality, rhythm and correct timing into performances 2.8. Coordinate position and movement between other dancers
3. Maintain expertise in ballet dance technique	3.1. Continuously practise executing movements with precision and speed 3.2. Maintain and update knowledge of ballet dance terminology 3.3. Use feedback from teachers and mentors to identify and develop ways to improve own ballet dance performance skills 3.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, and maintaining motivation

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

aural and visual skills to:

recognise patterns and sequences

develop a movement memory

recognise music systems

develop aural and visual imagination

communication skills to:

discuss dance and physical conditioning issues with relevant personnel

respond appropriately to feedback on own skill development

initiative and enterprise skills to:

work creatively with music and dance

dance with confidence and projection

communicate the mood or style of dances to audiences

learning skills to:

improve own ballet techniques through practice and a positive attitude to dancing

develop and implement a personal physical conditioning program

planning and organising skills to plan practice time

problem-solving skills to:

interpret and respond to complex instructions

make appropriate judgements with respect to use of space and time

self-management skills to:

arrive punctually at classes

dress appropriately

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to work collaboratively with others involved in dance classes.

Required knowledge

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

ballet dance terminology

stage geography and directions

musical rhythms, including:

time signatures

beat

tempo

syncopation

main periods in the history of ballet, including prominent dancers.

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: improve ballet dance technique over a 6 to12 month period perform a range of basic ballet dance techniques in a learning environment respond appropriately to constructive feedback on own dance technique follow safe dance practices.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or 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 evaluation of live or recorded performances 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 maintaining a personal physical conditioning program direct observation of candidate in classes, rehearsals and performances. 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: CUADAN301A Explore rhythm in the context of dance or movement technique CUADAN303A Develop dance partnering techniques CUAPRF307A Develop performance techniques.

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.

Relevant personnel may include:	teachers mentors coaches medical practitioners nutrition experts colleagues family members performers representatives of dance societies.
Risk factors may relate to:	consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear gender-appropriate performance techniques.
Warm-up and cool-down activities may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Ballet positions and movements may relate to barre exercises, such as:	developpé steps, including à la seconde positions: 1st, 2nd, 3rd and 5th arabesque, such as demi hauteur and arabesque grand battement in 1st, 2nd and 3rd, incorporating tendu and arms count, and crossed elevés and relevés ronds de jambe bends, such as: plié 1st and 2nd positions demi and grand demi only in 3rd position stretches and balance degage battement tendu en croix developpé en croix at 45 degree angle piqué rotation stretch and throw: grand battement en croix coupé: front behind retiré in 1st and 3rd, incorporating coupé and arms attitude, incorporating arms and fondu relevé 1st, 2nd and 3rd positions.
Patterns and movement sequences may relate to centre work, such as:	execution of a range of proficient movements during body posture, poses, directions and movement while still or in action adage: stationary and locomotive port de bras épaulement positions attitude en l’air at different degrees pivots and turns arabesque en l’air at different degrees pivots and turns allegro pirouettes at different degrees, such as: quarter half full vertical body rotation chasse locomotive exercises, such as changes in directions, and arm and leg alignment visual and body coordination, such as: eye, hand eye, foot parallel placement of feet appropriate weight transference in motion leading from differing leg placement maintenance of balance and correct body alignment related to: direction and change of direction arm, leg, body position or movement, and locomotion propulsion of body in jumps, runs and turns interpretation of time of beats.
Spatial awareness relates to:	floor patterns aerial pathways body shapes in space movement through space personal relationship to dance space.
Ballet dance techniques may include:	demonstrating an awareness of personal and general space when travelling and stationary using arm lines appropriately and extensively multi-turning exercises clean, sharp isocentric and polycentric isolations correct posture and alignment when in motion demonstrating safe dance practices in jumping and faster travelling steps footwork, arm lines and head movements in combination to express rhythm performing complex turns while maintaining good technique moving against gravity with confidence and knowledge.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN307A Increase depth of cultural dance technique

Modification History

Version	Comments
CUADAN307A	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 consolidate basic cultural dance technique to achieve a greater depth of expression in performances.

Application of the Unit

This unit applies to dancers who are pursuing a career in theatre and other contexts where cultural dancing skills are required. Cultural dancing includes styles such as belly dancing, Irish dancing, Highland dancing, Spanish and Indian, as well as character dance sequences in ballets. They could be preparing for performances in commercial or community settings where they would usually be performing as members of an ensemble.

At this level, work is normally supervised, though some autonomy and judgement can be expected within established parameters.

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. Maintain a physical conditioning program	1.1. In consultation with relevant personnel identify a range of techniques to improve stamina, strength and flexibility 1.2. Set realistic physical conditioning goals aimed at improving own dance technique 1.3. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 1.5. Perform warm-up and cool-down activities in conjunction with dance activities 1.6. Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique
2. Build on basic cultural dance technique	2.1. Ensure appropriate performance preparation 2.2. Apply correct posture and body alignment appropriate to the dance technique and movement 2.3. Apply isolation and coordination of upper and lower body within simple movement sequences 2.4. Apply balance, flexibility, stamina, weight transfer and articulation of individual body parts in an integrated manner in a range of techniques 2.5. Apply control and attention to detail when performing short simple phrases of dance movements 2.6. Ensure a basic awareness of customs relevant to dance styles are incorporated into and expressed in performances 2.7. Further develop connectivity and interaction with other dancers as required 2.8. Incorporate musicality, phrasing and correct timing as choreographed into performances to show relationship between cultural dance styles and accompanying music or other media
3. Maintain expertise in cultural dance technique	3.1. Continuously practise basic movements 3.2. Maintain and update knowledge of cultural dance terminology 3.3. Use feedback from teachers and mentors to identify and develop ways to improve own cultural dance performance skills 3.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, and maintaining motivation

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance and physical conditioning issues with relevant personnel

read and interpret a simple combination of cultural dance steps in written form

respond appropriately to feedback on own skill development

initiative and enterprise skills to:

work creatively with music and dance

dance with strong stage presence, confidence and projection

communicate the mood or style of dances to audiences

incorporate an awareness of customs relevant to cultural dance style into performances

learning skills to:

improve own cultural dance techniques through practice and a positive attitude to dancing

improve own cultural dance techniques through practising combinations of movements in the form of simple phrases

develop and implement a personal physical conditioning program

develop a movement memory

listening skills to maintain musical sensitivity, awareness and phrasing in movement sequences

planning and organising skills to plan practice time

self-management skills to:

arrive punctually at classes

dress appropriately

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to work collaboratively with others involved in dance classes.

Required knowledge

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

cultural dance terminology

musical rhythms, including:

time signatures

beat

tempo

syncopation

history and philosophy of chosen cultural dance styles.

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: improve cultural dance technique over a 6 to12 month period perform a range of basic cultural dance techniques in a learning environment respond appropriately to constructive feedback on own dance technique. follow safe dance practices.
Context of and specific resources for assessment	Assessment must ensure access to: appropriate dance performance areas or spaces footwear and clothing music.
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 live or recorded performances 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 maintaining a personal physical conditioning program direct observation of candidate in rehearsals and performances. 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: CUADAN303A Develop dance partnering techniques CUADAN304A Develop dance improvisational skills CUAPRF307A Develop performance techniques.

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.

Relevant personnel may include:	teachers mentors coaches medical practitioners nutrition experts colleagues family members performers representatives of dance societies.
Risk factors may relate to:	consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear and clothing gender-appropriate performance techniques.
Warm-up and cool-down activities may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Performance preparation may refer to:	awareness of performance environment (space, location, size) and audience preparation of performance space to ensure safety of self and others mental preparation immediate physical preparation rehearsal appropriate to audience awareness of time lines and call times immediately prior to performance preparation and organisation of props, costumes and equipment immediately prior to performance.
Body alignment refers to:	proper alignment of the torso, limbs, spine and shoulders, including: ear over the shoulder over the hips knee over the ankle.
Techniques must relate to:	steps specific to a cultural dance style body alignment exercises and sequences incorporating air work, such as rolls floor work, such as: abdominal strengthening stretches improvisation locomotor movements, including: leaping running skipping sliding walking non-locomotor movements, including: bending stretching swaying turning twisting maintaining rhythm and tempo working at differing tempos focusing eyes and mind while performing working on centre and off centre.
Simple phrases refer to:	‘chaining’ or joining and sequencing of steps and movements or combinations of steps and movements.
Awareness of customs may include:	costumes and appearance appropriate to dance style, audience and occasion performance of dance appropriate to audience and occasion props or materials appropriate to different cultural dance performances obtaining permission from cultural members to perform dances traditional gender roles and responsibilities in relation to dance performance.
Cultural dance styles may include:	Aboriginal and Torres Strait Islander African belly dancing Egyptian Hungarian Irish dance Khmer magical, mystical or spiritual dance Pacific Islander Polish ritual or sacred Russian Scottish Spanish.
Performances may be:	live before an audience in a learning environment.
Accompanying music may include:	a cappella contemporary or soundscapes instrumental music live or recorded music traditional or folk music vocal music.
Other media may include:	design elements, such as performance lighting projections props.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN308A Increase depth of contemporary dance technique

Modification History

Version	Comments
CUADAN308A	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 consolidate basic contemporary dance technique to achieve a greater depth of expression in performances.

Application of the Unit

This unit applies to dancers who are pursuing a career in contexts where contemporary dance skills are required. They could be preparing for performances in commercial or community settings where they would usually be performing as members of an ensemble.

At this level, work is normally supervised, though some autonomy and judgement can be expected within established parameters.

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. Maintain a physical conditioning program	1.1. In consultation with relevant personnel identify a range of techniques to improve stamina, strength and flexibility 1.2. Set realistic physical conditioning goals aimed at improving own dance technique 1.3. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 1.5. Always perform warm-up and cool-down activities in conjunction with dance activities 1.6. Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique
2. Build on basic contemporary dance technique	2.1. Practise a range of exercises in preparation for contemporary dance performances 2.2. Choreograph and perform basic contemporary dance routines, in a learning environment 2.3. Practise controlling movement such as momentum from turns, jumps, kicks and splits 2.4. Perform contemporary dance techniques with increasing confidence and expertise, in a learning environment 2.5. Incorporate musicality, rhythm and correct timing into performances 2.6. Inject dramatic nuance into dance movements as required 2.7. Coordinate position and movement between other dancers
3. Maintain expertise	3.1. Continuously practise basic movements 3.2. Maintain and update knowledge of contemporary dance terminology 3.3. Use feedback from teachers and mentors to identify and develop ways to improve own contemporary dance performance skills 3.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, and maintaining motivation

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

aural and visual skills to:

recognise patterns and sequences

develop a movement memory

recognise music systems

develop aural and visual imagination

communication skills to:

discuss dance and physical conditioning issues with relevant personnel

respond appropriately to feedback on own skill development

initiative and enterprise skills to:

work creatively with music and dance

dance with strong stage presence, confidence and projection

communicate the mood or style of dances to audiences

use imagination to choreograph simple contemporary routines

learning skills to:

improve own contemporary dance techniques through practice and a positive attitude to dancing

develop and implement a personal physical conditioning program

develop a movement memory

planning and organising skills to plan practice time

self-management skills to:

arrive punctually at classes

dress appropriately

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to work collaboratively with others involved in dance classes.

Required knowledge

well-developed knowledge of:

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

contemporary dance terminology

stage geography and directions

principles and application of movement to music

musical rhythms, including:

time signatures

beat

tempo

syncopation

overview knowledge of:

main periods in the history of contemporary dance, including prominent dancers

ways of notating contemporary dance.

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: improve contemporary dance technique over a 6 to12 month period perform a range of basic contemporary dance techniques in a learning environment respond appropriately to constructive feedback on own dance technique follow safe dance practices.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or 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 evaluation of live or recorded performances 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 maintaining a personal physical conditioning program direct observation of candidate in rehearsals and performances. 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: CUACHR301A Develop basic dance composition skills CUADAN304A Develop dance improvisational skills CUAPRF307A Develop performance techniques.

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.

Relevant personnel may include:	teachers mentors coaches medical practitioners nutrition experts colleagues family members performers representatives of dance societies.
Risk factors may relate to:	consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear gender-appropriate performance techniques.
Warm-up and cool-down activities may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Exercises may relate to adapting classical ballet movements to a contemporary dance context, such as:	feet: 1st, 2nd, 3rd, 4th and 5th parallel open parallel turned in turned out pliés in all positions (incorporated arms) tendus in all positions: turned in turned out flex pointe basic port de bras long and short jumps in position and moving jumps pirouettes and jazz turns barrel turns single and partnered turns stretches in 1st, 2nd and 4th floor positions standing lying and sitting exercises floor work articulated movement torso contractions and releases isolations matching dance movement to appropriate breathing technique coordinated symmetrical and asymmetrical movements.
Contemporary dance techniques may include:	Cunningham Graham release technique upper and lower body poses, phrases and movements correct breathing techniques balanced positions, including: elevation of steps body positions transitions while in motion and while stationary standing work and travel combinations jump work variations in timing and styles of movement expressing a range of emotions through the language of dance centre control improvisation spotting employment of strength and agility employing visualisation techniques employing strength and agility demonstrating an awareness of personal and general space when travelling and stationary using arm lines appropriately and extensively multi-turning exercises clean, sharp isocentric and polycentric isolations correct posture and alignment when in motion demonstrating safe dance practices in jumping and faster travelling steps footwork, arm lines and head movements in combination to express rhythm performing complex turns while maintaining good technique moving against gravity with confidence and knowledge.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN309A Increase depth of street dance technique

Modification History

Version	Comments
CUADAN309A	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 consolidate basic street dance technique to achieve a greater depth of expression in performances.

Application of the Unit

This unit applies to dancers who are pursuing a career in theatre and other contexts where street dancing skills are required. Street dancing is inclusive of styles, such as hip-hop, break dance, popping, locking, Nu School, krump and house. They could be preparing for performances in commercial, community or open space settings where they would usually be performing as members of an ensemble.

At this level, work is normally supervised, though some autonomy and judgement can be expected within established parameters.

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. Maintain a physical conditioning program	3.1. In consultation with relevant personnel identify a range of techniques to improve stamina, strength and flexibility 3.2. Set realistic physical conditioning goals aimed at improving own dance technique 3.3. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 3.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 3.5. Always perform warm-up and cool-down activities in conjunction with dance activities 3.6. Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique
2. Build on basic street dance performance technique	2.1. Ensure appropriate performance preparation 2.2. Perform street dance movements and steps with increasing confidence and expertise 2.3. Improvise movements to create a personal style, in a learning environment 2.4. Choreograph and perform a basic street dance sequence, in a learning environment 2.5. Explore individuality and originality during rehearsals and practice sessions 2.6. Incorporate musicality, rhythm and correct timing into performances 2.7. Coordinate position and movement between other dancers
3. Maintain expertise	3.1. Continuously practise basic movements 3.2. Maintain and update knowledge of street dance terminology 3.3. Use feedback from teachers and mentors to identify and develop ways to improve own street dance performance skills 3.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, and maintaining motivation

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance and physical conditioning issues with relevant personnel

read and interpret a simple combination of street dance steps in written form

respond appropriately to feedback on own skill development

initiative and enterprise skills to:

work creatively with music and dance

dance with strong stage presence, confidence and projection

communicate the mood or style of dances to audiences

choreograph a simple street dance sequence

learning skills to:

improve own street dance techniques through practice and a positive attitude to dancing

develop and implement a personal physical conditioning program

develop a movement memory

planning and organising skills to plan practice time

self-management skills to:

arrive punctually at classes and practice sessions

dress appropriately

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to work collaboratively with others involved in dance classes and performances.

Required knowledge

well-developed knowledge of:

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

street dance terminology

musical rhythms, including:

time signatures

beat

tempo

syncopation

overview knowledge of:

different street dance styles

history of street dance, including prominent dancers

ways of notating street dance.

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: improve street dance technique over a 6 to 12 month period perform a range of basic street dance techniques in a learning environment respond appropriately to constructive feedback on own dance technique follow safe dance practices.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or 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 evaluation of live or recorded performances 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 maintaining a personal physical conditioning program direct observation of candidate in rehearsals and performances. 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: CUACHR301A Develop basic dance composition skills CUADAN304A Develop dance improvisational skills CUAMUP301A Prepare personal appearance for performances CUAPRF307A Develop performance techniques.

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.

Relevant personnel may include:	teachers mentors coaches medical practitioners nutrition experts colleagues family members performers.
Risk factors may relate to:	consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies effect of different ground surfaces, such as: concrete or hard floor moving float podium or raised platform runway slippery floor sloping surface sticky floor gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear and clothing gender-appropriate performance techniques.
Warm-up and cool-down activities may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Performance preparation may refer to:	awareness of performance environment (space, location, size) and audience preparation of performance space to ensure safety of self and others mental preparation immediate physical preparation rehearsal appropriate to audience awareness of time lines and call times immediately prior to performance preparation and organisation of props, costumes and equipment immediately prior to performance.
Street dance movements and steps may include:	waving ticking scooby do twirl toprocks, uprocks freezes fare improvisation strobing jax power moves: 6-step, 3-step, windmill clown walk crip walk grinding stomping chest pops shuffling skating jacking locking backslide freezes Harlem shake floating gliding sliding demonstrating an awareness of personal and general space when travelling and stationary correct posture and alignment when in motion demonstrating safe dance practices in jumping, falling and faster travelling steps dancing in time with the music non-locomotor techniques, including: balance stillness.
Performances may be:	live before an audience in a learning environment.
Terminology may refer to:	battle crew break fams callouts clowning buck kill offs tricks B Boys B Girls animation boogaloo.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN310A Increase depth of social dance technique

Modification History

Version	Comments
CUADAN310A	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 consolidate basic social dance technique to achieve a greater depth of expression in performances.

Application of the Unit

This unit applies to dancers who are pursuing a career in entertainment contexts where social dancing skills are required. These include social gatherings, floor shows, community events, cruise ships, casinos and corporate events. Social dancing encompasses styles such as waltz, rumba, cha cha, fox trot, quick step, as well as Latin American styles such as Argentine tango, mambo, salsa, paso doble and samba.

At this level, work is normally supervised, though some autonomy and judgement can be expected within established parameters.

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. Maintain a physical conditioning program	1.1. In consultation with relevant personnel identify a range of techniques to improve stamina, strength and flexibility 1.2. Set realistic physical conditioning goals aimed at improving own social dance technique 1.3. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 1.5. Always perform warm-up and cool-down activities in conjunction with dance activities 1.6. Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique
2. Build on basic social dance performance technique	2.1. Ensure appropriate performance preparation 2.2. Perform social dance techniques with increasing confidence and expertise 2.3. Ensure characterisation and personality of dance styles are incorporated into and expressed in performances 2.4. Further develop connectivity with partner to enable correct leading and following movements 2.5. Incorporate movement flow, musicality, rhythm and correct timing into performances 2.6. Coordinate position and movement between other dancers
3. Maintain expertise	3.1. Continuously practise basic movements 3.2. Maintain and update knowledge of social dance terminology 3.3. Use feedback from teachers and mentors to identify and develop ways to improve own social dance performance skills 3.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, and maintaining motivation

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance and physical conditioning issues with relevant personnel

read and interpret a simple combination of social dance steps in written form

respond appropriately to feedback on own skill development and performance

initiative and enterprise skills to:

work creatively with music and dance

dance with strong stage presence, confidence and projection

communicate the mood or style of dances to audiences

learning skills to:

improve own social dance techniques through practice and a positive attitude to dancing

develop and implement a personal physical conditioning program

develop a movement memory

planning and organising skills to plan practice time

self-management skills to:

arrive punctually at classes

dress appropriately

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to work collaboratively with others involved in dance classes.

Required knowledge

well-developed knowledge of:

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

social dance terminology

musical rhythms, including:

time signatures

beat

tempo

syncopation

overview knowledge of:

different social dance styles

stagecraft as it relates to dancers, such as:

costumes

make-up

props

lighting

history of chosen social dance styles, including prominent dancers.

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: improve social dance technique over a 6 to12 month period perform a range of basic social dance techniques in a learning environment respond appropriately to constructive feedback on own dance technique follow safe dance practices.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or 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 evaluation of live or recorded performances 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 maintaining a personal physical conditioning program direct observation of candidate in rehearsals and performances. 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: CUADAN303A Develop partnering techniques CUAMUP301A Prepare personal appearance for performances CUAPRF201A Prepare self for performances CUAPRF307A Develop performance techniques.

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.

Relevant personnel may include:	teachers mentors coaches medical practitioners nutrition experts colleagues family members performers representatives of dance societies.
Social dance includes:	international standard, such as: foxtrot quickstep tango Viennese waltz waltz American standard Arthur Murray street Latin dance, such as: Argentine tango cha cha jive mambo paso doble rumba salsa.
Risk factors may relate to:	consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear and clothing gender-appropriate performance techniques.
Warm-up and cool-down activities may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Performance preparation may refer to:	awareness of performance environment (space, location, size) and audience preparation of performance space to ensure safety of self and others mental preparation immediate physical preparation rehearsal appropriate to audience awareness of time lines and call times immediately prior to performance preparation and organisation of props, costumes and equipment immediately prior to performance.
Social dance techniques must include:	correct alignment, including: posture and poise appropriate to the dance style position of foot in relation to the performance space line of dance facing and backing improvisation locomotor techniques, such as: steps with specific types of walk, chasse footwork, part of the foot used foot position, placement and direction of foot weight transfer techniques turning techniques, including: full turn half turn body positions and holds in relation to partner, including: closed position contact position open position left side position right side position demonstrating an awareness of personal and general space when travelling and stationary correct posture and alignment when in motion demonstrating safe dance practices in jumping, falling and faster travelling steps dancing in time with the music non-locomotor techniques, such as: balance stillness.
Characterisation and personality may refer to:	Latin American styles, including: rumba: soft, sexual cha cha: flirtatious, cheeky samba: celebratory, carnivale jive: fun, high energy, rock and roll standard styles, including: waltz: dreamy, romantic slow foxtrot: smooth tango: fiery, aggressive quickstep: fun, bubbly, high energy.
Performances may be:	in a learning environment live before an audience in a competition setting.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN311A Increase depth of tap dance technique

Modification History

Version	Comments
CUADAN311A	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 consolidate basic tap dance technique to achieve a greater depth of expression in performances.

Application of the Unit

This unit applies to dancers who are pursuing a career in musical theatre and other contexts where tap dancing skills are required. They could be preparing for performances in commercial or community settings where they would usually be performing as members of an ensemble.

At this level, work is normally supervised, though some autonomy and judgement can be expected within established parameters.

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. Maintain a physical conditioning program	1.1. In consultation with relevant personnel identify a range of techniques to improve stamina, strength and flexibility 1.2. Set realistic physical conditioning goals aimed at improving own dance technique 1.3. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 1.5. Always perform warm-up and cool-down activities in conjunction with dance activities 1.6. Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique
2. Build on basic tap dance technique	2.1. Perform dance centre amalgamations with increasing confidence and expertise 2.2. Improvise movements to create a personal style, in a learning environment 2.3. Choreograph and perform basic tap dance sequences, in a learning environment 2.4. Explore individuality and originality during practice sessions and performances 2.5. Incorporate musicality, rhythm and correct timing into performances 2.6. Coordinate position and movement between other dancers
3. Maintain expertise	3.1. Continuously practise basic movements 3.2. Maintain and update knowledge of tap dance terminology 3.3. Use feedback from teachers and mentors to identify and develop ways to improve own tap dance performance skills 3.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, and maintaining motivation

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance and physical conditioning issues with relevant personnel

read and interpret a simple combination of tap dance steps in written form

respond appropriately to feedback on own skill development and performance

initiative and enterprise skills to:

work creatively with music and dance

dance with strong stage presence, confidence and projection

communicate the mood or style of dances

use imagination to choreograph simple tap sequences

learning skills to:

improve own tap dance techniques through practice and a positive attitude to dancing

develop and implement a personal physical conditioning program

develop a movement memory

planning and organising skills to:

prepare for performances

plan practice time

self-management skills to:

arrive punctually at classes and rehearsals

dress appropriately

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to work collaboratively with others involved in dance classes.

Required knowledge

well-developed knowledge of:

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

tap dance terminology

stage geography and directions

musical rhythms, including:

time signatures

beat

tempo

syncopation

overview knowledge of:

history of tap, including prominent dancers

ways of notating tap dance.

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: improve tap dance technique over a 6 to12 month period perform two dances of differing tempos and time signatures that demonstrate: confident performance skills an ability to communicate the mood or style of dances accuracy in basic tap techniques respond appropriately to constructive feedback on own dance technique follow safe dance practices.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or 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 evaluation of live or recorded performances 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 maintaining a personal physical conditioning program direct observation of candidate in rehearsals and performances. 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: CUACHR301A Develop basic dance composition skills CUADAN304A Develop dance improvisational skills CUAPRF307A Develop performance techniques.

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.

Relevant personnel may include:	teachers mentors coaches medical practitioners nutrition experts colleagues family members performers representatives of dance societies.
Risk factors may relate to:	consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear gender-appropriate performance techniques.
Warm-up and cool-down activities may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Dance centre amalgamations must include:	producing clean, clear, high quality tap sound demonstrating a controlled looseness of ankle and knee joints when performing speed technique maintaining clean, clear beats while increasing the speed of footwork neat placement of feet executing wings with clean individual sounds for the required number of wing beats demonstrating an awareness of personal and general space when travelling and stationary correct posture and alignment when in motion demonstrating safe dance practices in jumping and faster travelling steps dancing in time with the music performing complex turns while maintaining good technique.
Performances may be:	live before an audience in a learning environment.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN401A Develop on-camera dance performance skills

Modification History

Version	Comments
CUADAN401A	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 adapt dance techniques to perform in contexts where dances are being filmed.

Application of the Unit

This unit applies to those involved in performing dances which are filmed for documentaries, film or online environments. It also applies to commercial contexts, such as advertisements, music videos, instructional materials or multimedia displays for live performances and events.

At this level, dancers are expected to adapt their technique and expression to the particular context of performing to a camera under direction from choreographers and directors. While supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and sense of responsibility for themselves and others during film shoots.

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. Prepare for film shoots	1.1. Discuss the intention and key aspects of film shoots with relevant personnel 1.2. Apply a knowledge of screen industry terminology in preparations and discussion 1.3. Clarify specific work practices and OHS relevant to working on film sets
2. Develop techniques for performing to camera	2.1. Apply safe dance practices at all times to prevent injury to self and others 2.2. Accept direction from relevant personnel about ways to adapt dance performance during shooting 2.3. Demonstrate awareness of shot sizes and ability to hit a mark and work to camera framing 2.4. Repeat segments and shots according to requirements of shoots or performance 2.5. Perform segments of dances out of sequence, according to requirements of shoot or performance
3. Perform dance sequences as directed	3.1. Adapt and perform elements of dances in line with shot requirements 3.2. Repeat shots and adapt dances according to requests from members of the artistic team 3.3. Maintain focus on the intention of dances in a film shoot environment 3.4. Meet all requirements of scripted choreographed shoots 3.5. View recordings and contribute to critical analyses of performances

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to respond appropriately to direction on performance requirements

initiative and enterprise skills to:

approach choreographed or scripted works with confidence and focus

dance with presence and style to camera

learning skills to improve performance under direction and in the environment of a film shoot

planning and organising skills to prepare for performances

self-management skills to:

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to:

work collaboratively with others involved in film shoots

contribute to analyses of dance performances with members of an artistic team

technical skills to:

dance with precision and ease, holding balance and adapting movement to specific requirements

maintain a consistently high level of performance when repeating sequences or performing them out of sequence.

Required knowledge

well-developed knowledge of:

importance of framing and camera angles

practical difficulties associated with performing to camera

safe dance practices

overview knowledge of:

process of setting up and running a film shoot

OHS principles and procedures in relation to film shoots

screen industry terminology.

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: perform a dance to camera that demonstrates an ability to: follow direction take account of camera focus and framing repeat sequences with accuracy work within the requirements of lighting, set location, sound and costumes.
Context of and specific resources for assessment	Assessment must ensure access to equipment for creating a short video: costumes lighting one or multi cameras and tripods set location sound recording viewing monitor vision switching.
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 scenarios as a basis for discussion of issues and challenges that arise in the context of filming dance review of filmed dance sequences analysis of responses to a filmed dance performance direct observation of practical performance before a camera. 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: CUFIND301A Work effectively in the screen and media industries.

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.

Key aspects may include:	availability of: actors props available light costs crew and other dancers’ commitments hire conditions limitations on access to location musicians’ commitments weather.
Relevant personnel may include:	choreographer dance instructor or teacher designer director director of photography lighting director producer production manager unit director stunt director special effects director sound director.
Terminology includes:	calls camera movement: dolly pan tilt track continuity crossing the line establishing shot framing high angle industry roles, including: director of photography (DOP) camera crew gaffer grip line producer marks multi-cam references to shot sizes, including: close up long shot medium long shot mid shot extreme close up schedules sequences shot list shot types, including: single camera steady cam two shot high angle.
Work practices on film sets may relate to:	safe dancing surfaces working with crew members working around a range of equipment and staging, such as: boom microphones camera tripods cranes dolly flats lighting stands lights props sets tracks.
Safe dance practices relate to:	understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance warm-up and cool-down activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises doing exercises and performing routines on flooring appropriate to genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish correct execution of dance steps appropriate clothing and footwear nutrition and diet.
Artistic team may include:	choreographer dance instructor or teacher designer director director of photography post-production personnel.
Requirements may include:	ability to maintain focus awareness of camera angles costumes expressive elements facial expressiveness hitting marks movement around non-dancers readiness to adapt dance under direction set sequences of dance styles of dance use of props.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN402A Improvise an advanced dance sequence

Modification History

Version	Comments
CUADAN402A	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 improvise an advanced dance sequence. This involves adhering to established movement boundaries and incorporating dynamics and partner work.

Application of the Unit

Dancers who apply improvisational techniques to an advanced dance sequence use the skills and knowledge outlined in this unit. They could be performing improvised sequences in dance classes, auditions and rehearsals, or in live performances.

At this level improvisations would be relatively complex in nature and could be applied to a variety of dance styles, such as tap, jazz, contemporary, street and cultural forms of dance.

Work is usually undertaken under supervision, though some autonomy and judgement can be expected given the nature of improvisation.

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. Refine knowledge of improvisational techniques used in dance	1.1. Identify concepts involved in complex improvised dance performances 1.2. Evaluate the artistic, creative and technical procedures of improvised works within various dance styles 1.3. Confirm requirements for an improvised performance brief
2. Prepare the body for dance	2.1. Perform warm-up and cool-down activities that further develop muscle stretching, strengthening and relaxation 2.2. Adhere to injury-prevention techniques 2.3. Apply good judgement to prevent common health concerns for dancers
3. Develop complex improvisational skills using a variety of stimuli	3.1. Identify typical movement and travel associated with various stimuli 3.2. Explore and communicate natural physical and emotional response (authentic movement) with various stimuli applying advanced dance technique 3.3. Select a dance style appropriate to the given stimuli 3.4. Introduce a repeated motif created during improvisation that reflects given stimuli 3.5. Demonstrate an expressive interpretation of the stimuli through dance
4. Rehearse and perform improvised sequence	4.1. Set movement boundaries for individual improvisational pieces within a set timeframe displaying appropriate level of dance technique 4.2. Introduce movement dynamics and partner work 4.3. Vary performance environment 4.4. Rehearse and perform improvised sequence with a complex dance sequence 4.5. Organise performance to be recorded for evaluation purposes 4.6. Evaluate improvised work related to choreographic potential and gain feedback from relevant personnel 4.7. Apply feedback to future performances

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication and teamwork skills to:

work collaboratively with others in an improvisational environment

communicate mood and emotion of various stimuli through dance

receive constructive feedback and apply it to future work

initiative, creativity and problem-solving skills to:

create improvisation using various stimuli

interpret and respond to stimuli, such as music, words, text or silent space

apply appropriate styles or interpretations

work creatively with others

follow through with own individual style or idea

planning and organising skills to collect information about various styles of dance and improvisation

self-management and learning skills to:

plan own practice time

evaluate and seek feedback for improvisations

provide feedback to others

improve performance through experimentation and practice

apply health and safety techniques to dance

respond appropriately to pressures of performance

technical skills to:

perform appropriate stretches, exercises and breathing techniques to warm up and cool down the body

display varying responses to movement boundaries

use a range of improvisational techniques using complex stimuli

display appropriate emotions through movement, facial expressions and dance.

Required knowledge

characteristics of chosen dance styles and techniques for improvisation within those styles

techniques for expression through dance

vocabulary relevant to chosen dance styles

issues and challenges that arise in the context of developing improvisational skills

own individual interpretation in response to movement boundaries

OHS practices, procedures and standards as they apply to working with recorded music, lighting and staging.

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: perform an improvised sequence within a complex dance sequence adhere to movement boundaries established for the improvisation incorporate movement dynamics and partner work into performances.
Context of and specific resources for assessment	Assessment must ensure access to: relevant stimuli equipment to ensure safety.
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: observation of practice and performance verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit video recordings of performances or practice sessions case studies and scenarios as a basis for discussing issues in performance of improvisation portfolios or other documentation that demonstrate the reflective processes used in improvisation. 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: CUADAN303A Develop dance partnering techniques CUADAN407A Develop expertise in dance performance skills CUAPRF404A Refine movement skills for performance.

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.

Concepts may include:	using imagination interpreting and responding to stimuli, such as music, words or text following through with own individual style or idea allowing one’s own movement to flow uninterrupted recreating certain style, genre or era listening effectively to identify and incorporate various rhythms interpreting stimuli appropriately for improvisation using aural and other stimuli to develop themes in movement and performance.
Dance styles may include:	ballet jazz tap street modern contemporary cultural social.
Requirements may include:	dance style equipment, such as: mirrors sprung floors music facilities barre stimuli music silence length of piece.
Warm-up activities may include:	deepening stretches joint-mobility exercises flexibility exercises aerobic activities coordinated breathing activities.
Cool-down activities may include:	floor work stretching.
Injury-prevention techniques may include:	warming up and cooling down before and after class and performance wearing appropriate clothing, such as form fitting clothing that allows full range of movement footwear appropriate to the style applying intent and focus while dancing not overstretching wearing appropriate bandaging and bracing where appropriate to support body appropriate diet and rest using appropriate equipment, such as barre, mirror and sprung floors attention to teacher.
Common health concerns may include:	lack of rest poor diet lack of understanding of basic anatomy and physiology of dance lack of warming up and cooling down properly overstraining the muscles dehydration.
Stimuli may include:	music, such as: any type of musical style, like jazz, hip-hop and world vocal instrumental percussion, such as: drums hands feet stamps percussion instruments word motivation, such as: wobble, twitch, freeze vault, twirl, collapse pause, swell, jerk vibrate, bound, creep technical equipment, such as: lighting audiovisual fog machines scaffolding other props, objects and materials, such as: fabric instruments puppets or dolls piece of clothing ladder or chair boxes flowers footwear hat lipstick silent space various texts, such as: poetry newspaper articles lyrics advertisements.
Motif may include:	a rhythm an expression a body part a statue a movement patter.
Movement boundaries may include:	limited or extended space incorporating props movement limited to specific body parts musical restrictions with added vocal improvisation limited timeframe addition of other improvising bodies (vary number) addition of other improvising bodies incorporating contact use of multiple props.
Movement dynamics may include:	speed of movement rhythm variations tension quality.
Performance environment may include:	internal, such as: dance studio theatre house pavilion sports stadium external, such as: beach bush cemetery gardens church.
Ways to evaluate may include:	looking at the: emotional response composition balance appropriate level of dance technique other movement boundaries limitations working with other improvising dancers in the performance space choreography and its potential for further development.
Relevant personnel may include:	teacher director producer choreographer agent.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN403A Develop expertise in jazz dance technique

Modification History

Version	Comments
CUADAN403A	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 add range and depth to jazz dance technique. At this level, dancers are constantly refining their technique and expression to produce performances that convey the mood and style of music through complex dance movements.

Application of the Unit

This unit applies to those consolidating their career in contexts where jazz dancing skills are required. They could be developing technique in preparation for performances in commercial or competition settings where they would usually be performing as members of an ensemble, though some solo work could be expected.

While supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and sense of responsibility for themselves and others when it comes to applying dance technique in a live performance context.

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. Maintain a physical conditioning program	1.1. In consultation with relevant personnel identify a range of techniques to improve stamina, strength and flexibility 1.2. Set realistic physical conditioning goals aimed at improving own dance technique 1.3. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 1.5. Always perform warm-up and cool-down activities in conjunction with dance activities 1.6. Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique
2. Use practice sessions to increase level of expertise in jazz dance techniques	2.1. Practise a range of exercises in preparation for jazz dance performances 2.2. Practise techniques to produce clean, sharp isocentric and polycentric isolations 2.3. Work on performing technically accurate jazz progressions that respond creatively to choreography 2.4. Choreograph and perform short pieces around a theme 2.5. Inject creativity, versatility, individuality and originality into the performance of exercises and dance routines 2.6. Ensure that flow and interaction with other dancers are smooth and well-timed
3. Maintain expertise	3.1. Continuously practise and refine combinations of complex movements and routines 3.2. Maintain and update knowledge of jazz dance terminology 3.3. Use feedback from teachers and mentors to identify and develop ways to improve own jazz dance performance skills 3.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance and physical conditioning issues with relevant personnel

respond appropriately to feedback on own skill development

dance literacy skills to document short choreographed jazz dance routines

initiative and enterprise skills to:

work creatively with music and dance

dance with style and strong stage presence

communicate the mood or style of dances

choreograph short jazz routines

use props confidently and effectively

learning skills to:

develop strong jazz dance techniques through:

practising complex movements and routines

a positive attitude to dancing

develop and implement a personal physical conditioning program

develop a movement memory

planning and organising skills to plan practice time

self-management skills to:

arrive punctually at classes

dress appropriately

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to work collaboratively with others involved in dance classes.

Required knowledge

well-developed knowledge of:

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

jazz dance terminology

stage geography and directions

musical rhythms, including:

time signatures

beat

tempo

syncopation

overview knowledge of:

history of jazz, including prominent dancers and the evolution of jazz dance in relation to slavery

ways of notating jazz dance.

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: consistently execute well-developed jazz dance technique execute solo and group dance sequences that demonstrate a creative response to music respond appropriately to constructive feedback on own skills development follow safe dance practices.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or 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 evaluation of choreographic notation used 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 performing jazz dance evaluation of live or recorded performances direct observation of candidate in rehearsals and performances. 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: CUADAN402A Improvise an advanced dance sequence CUADAN407A Develop expertise in dance performance skills CUADLT401A Document dance.

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.

Relevant personnel may include:	teachers mentors coaches medical practitioners nutrition experts colleagues family members performers representatives of dance societies.
Risk factors may relate to:	consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear gender-appropriate performance techniques.
Warm-up and cool-down activities may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Exercises may relate to practising:	using arm lines appropriately and extensively demonstrating an awareness of personal and general space when travelling and stationary working in a cohesive partnership with a peer, interpreting a dance style interpreting rhythm to movement steady balance on supporting leg working towards a 90-degree angle improvisation isocentric and polycentric isolations pliés tendu lifts stretches adage grand battements fluid control of pirouettes with directional change posés piqués and châinés box style knee spins jumps and leaps fouettés.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN404A Develop expertise in bodyweather and butoh dance technique

Modification History

Version	Comments
CUADAN404A	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 add range and depth to bodyweather and butoh dance technique. At this level, dancers are constantly refining their technique and expression to produce performances that convey a range of transformative aspects of the body, including complex dance movements.

Application of the Unit

This unit applies to those who are consolidating their career in contexts where bodyweather and butoh dance skills are required. They could be developing technique in preparation for performances in arthouse and performance settings where they would usually be performing as members of an ensemble, though some solo work could be expected.

While supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and sense of responsibility for themselves and others when it comes to applying dance technique in a live performance context.

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. Maintain a physical conditioning program	1.1. In consultation with relevant personnel use a balanced range of mind and body, and muscle and bone exercises to improve stamina, strength and coordination 1.2. In consultation with relevant personnel use Manipulations 1-7 to engender flexibility, alignment and comprehension of physical structure and mechanics while monitoring change 1.3. Set realistic physical conditioning goals aimed at improving own dance technique 1.4. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.5. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 1.6. Always perform warm-up and cool-down activities in conjunction with dance activities 1.7. Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique
2. Use practice sessions to increase level of expertise in bodyweather and butoh dance techniques	2.1. Practise a range of techniques and exercises in preparation for bodyweather and butoh dance performances 2.2. Work on generating the mind and body, and muscle and bone engine 2.3. Develop individual and group sensitivity and awareness parallel to spatial responsibility 2.4. Practise Manipulations 1-7 with different partners and alone 2.5. Develop a high level of proficiency in GroundWork exercises 2.6. Work towards achieving precise motoric, graphic, sculptural and spatial parameters in performances 2.7. Develop expertise in executing specific image sequences 2.8. Experiment with new movements and routines to create unique form and sensitivity 2.9. Work on control and attention to detail in practice sessions
3. Maintain expertise	3.1. Continuously practise and refine combinations of complex movement parameters 3.2. Maintain and update knowledge of bodyweather and butoh dance terminology 3.3. Use feedback from teachers and mentors to identify and develop ways to improve own bodyweather and butoh dance performance skills 3.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance and physical conditioning issues with relevant personnel

respond appropriately to feedback on own skill development

initiative and enterprise skills to:

work creatively with dance movements parallel to sound, installation and lighting elements

dance with precision, commitment and presence

communicate the mood loading to audiences

improvise short bodyweather and butoh dance environments

choreograph short dance sequences for self and for others

observe and interpret physical skills

identify and apply relevant aspects of the bodyweather and butoh culture and history in performances

learning skills to:

develop strong bodyweather and butoh dance techniques through:

practising complex movements and routines

a positive and committed attitude to dancing

develop and implement a personal physical conditioning program based on:

mind and body, and muscle and bone engine

Manipulations 1-7

GroundWork exercises

develop and demonstrate movement memory

listening skills to maintain:

clear movement parameters

linguistic direction and exchange

sensitivity

awareness and creativity in movement sequences

planning and organising skills to plan practice time

self-management skills to:

arrive punctually at classes

dress appropriately

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to work collaboratively with others involved in dance classes and performances.

Required knowledge

well-developed knowledge of:

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

isolations

extremity of enlargement and diminution, expansion and reduction

internal and external points, trajectories, planes and geometries

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

precision of anatomy trains and daisy-chaining

engagement of the feet and knees

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

bodyweather and butoh dance terminology

stage geography and directions

musical rhythms, including:

time signatures

beat

tempo

syncopation

overview knowledge of:

history and philosophical principles of bodyweather and butoh

ways of notating bodyweather and butoh dance.

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: consistently execute basic mind and body, and muscle and bone, exercises from three main groupings demonstrate Manipulations 1-7 with a partner perform at least two bodyweather and butoh dance sequences in a way that demonstrates: well-developed bodyweather and butoh dance technique creative response to parameters confident performance skills cooperative performance of group choreography respond appropriately to constructive feedback on own performance follow safe dance practices.
Context of and specific resources for assessment	Assessment must ensure access to: appropriate dance performance areas or spaces relevant resources and equipment.
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 choreographic notation used 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 performing bodyweather and butoh dance evaluation of live or recorded performances direct observation of candidate in rehearsals and performances. 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: CUADAN402A Improvise an advanced dance sequence CUADAN407A Develop expertise in dance performance skills CUAPRF404A Refine movement skills for performance.

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.

Relevant personnel may include:	teachers mentors coaches medical practitioners nutrition experts colleagues family members performers representatives of dance societies.
Risk factors may relate to:	consistency of a physical fitness regime own ambition expectations of others gender issues body image and eating disorders insufficient hydration poor nutrition effect of different ground surfaces, such as: concrete or hard floor or uneven outside surface moving float podium or raised platform runway slippery floor sloping surface sticky floor incorrectly fitting or inappropriate footwear injury-prevention strategies gender-appropriate performance techniques.
Warm-up and cool-down activities may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Appropriate clothing and footwear may relate to:	non-restricting clothing footwear that: distributes load absorbs impact supports the foot.
Techniques and exercises may relate to practising:	correct posture, weight placement and alignment control in locomotor steps and movements, such as: start and stop varying tempi leading with left as well as right foot interchangeable directions, such as clockwise and anticlockwise weight transfer: falling releasing balancing executing jumps and landings elevation, including complex steps of low, medium and high elevation isocentric and polycentric isolations isolation techniques of increasing complexity, such as isolating, controlling and releasing two or more different parts of the body simultaneously transferring and applying physical parameters from one body area to another using physical and spatial imaging demonstrating an awareness of personal and collective space when travelling and stationary pair and group work working in cohesive partnership with a peer providing clear and informed observation and feedback spatial relationship navigation coordination of multiple movements, including speech examination of movements at different speeds energetic change.
Performances may be:	live before an audience in a learning environment.
Movement parameters draw directly on GroundWork exercises and may include:	textures densities microclimates spaces speeds scales isolation principles internal and external graphic principles connection principles points and trajectories focal points trajectories leaps fields spatial definitions internal and external spatial zones string principles daisy-chain principles puppet principles carbon copy principles specific image flow with shifting ground omni-central imaging environments: human animal natural phenomena inanimate objects eight emotional states.
Terminology may include:	manipulated body Bisoku mirror stop-motion wind daisy-chain blind string shoal swarm framing isolation singing grid 2-D grid 3-D zones elements and properties.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN405A Develop expertise in street dance technique

Modification History

Version	Comments
CUADAN405A	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 add range and depth to street dance technique. At this level, dancers are constantly refining their technique and expression to produce performances that convey the mood and style of music through complex dance movements.

Application of the Unit

This unit applies to those who are consolidating their career in contexts where street dancing skills are required. They could be developing technique in preparation for performances in commercial or competition settings where they would usually be performing as members of an ensemble, though some solo work could be expected.

While supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and sense of responsibility for themselves and others when it comes to applying dance technique in a live performance context.

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. Maintain a physical conditioning program	1.1. In consultation with relevant personnel identify a range of techniques to improve stamina, strength and flexibility 1.2. Set realistic physical conditioning goals aimed at improving own dance technique 1.3. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 1.5. Always perform warm-up and cool-down activities in conjunction with dance activities 1.6. Ensure that appropriate clothing and footwear are used when undertaking exercise regime and practising dance technique
2. Use practice sessions to increase level of expertise in street dance techniques	2.1. Practise combining complex street dance movements and steps 2.2. Invent new movements and routines to create a unique style 2.3. Explore creativity, versatility, individuality and originality in performances 2.4. Apply precision, rhythm and musicality in performances 2.5. Apply coordination, flow and correct timing when performing with other dancers 2.6. Contribute to discussions about ways of improving individual and ensemble technique
3. Maintain expertise	3.1. Continuously practise and refine combinations of complex movements and routines 3.2. Maintain and update knowledge of street dance terminology 3.3. Use feedback from teachers and mentors to identify and develop ways to improve own contemporary dance performance skills 3.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance and physical conditioning issues with relevant personnel

respond appropriately to feedback on own skill development

initiative and enterprise skills to:

work creatively with music and dance

communicate the mood or style of dances

improvise short street dance routines

maintain and develop own expertise

identify and apply relevant aspects of the selected dance style’s culture and history in performances

learning skills to:

develop strong street dance techniques through:

practising complex movements and routines

a positive attitude to dancing

develop and implement a personal physical conditioning program

develop a movement memory

listening skills to maintain musical sensitivity, awareness and phrasing in movement sequences

planning and organising skills to plan practice time

self-management skills to:

arrive punctually at classes and practice sessions

dress appropriately

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to work collaboratively with others involved in dance classes.

Required knowledge

well-developed knowledge of:

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

street dance terminology

musical rhythms, including:

time signatures

beat

tempo

syncopation

overview knowledge of:

history of street dance

ways of notating street dance.

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: consistently execute well-developed street dance technique execute dance sequences that demonstrate a creative response to music respond appropriately to constructive feedback on own skills development. follow safe dance practices.
Context of and specific resources for assessment	Assessment must ensure access to: appropriate dance performance areas or spaces relevant resources.
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 performing street dance evaluation of live or recorded performances direct observation of candidate in rehearsals and performances. 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: CUADAN402A Improvise an advanced dance sequence CUADAN407A Develop expertise in dance performance skills CUAPRF404A Refine movement skills for performance CUAPRF503A Prepare for and perform in a competitive environment.

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.

Relevant personnel may include:	teachers mentors coaches medical practitioners nutrition experts colleagues family members performers.
Risk factors may relate to:	body image and eating disorders consistency of a physical fitness regime expectations of others gender-appropriate performance techniques gender issues poor nutrition insufficient hydration effect of different ground surfaces, such as: concrete or hard floor moving float podium or raised platform runway slippery floor sloping surface sticky floor inappropriate footwear injury-prevention strategies own ambition.
Warm-up and cool-down activities may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Appropriate clothing and footwear may relate to:	non-restrictive clothing footwear that: distributes load absorbs impact supports the foot.
Street dance movements and steps may include:	backslide chest pops clown walk correct posture and alignment when in motion crip walk dancing in time with the music demonstrating an awareness of personal and general space when travelling and stationary demonstrating safe dance practices in jumping, falling and faster travelling steps fare floating freezes gliding grinding Harlem shake improvisation jacking jax locking non-locomotor techniques, such as: balance stillness power moves: 6-step, 3-step, windmill scooby do shuffling skating sliding stomping strobing ticking toprocks, uprocks twirl waving.
Performances may be:	live before an audience in a learning environment.
Terminology may include:	animation B Boys B Girls battle boogaloo break buck callouts clowning crew fams kill offs tricks.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN406A Develop expertise in social dance technique

Modification History

Version	Comments
CUADAN406A	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 add range and depth to social dance technique. At this level, dancers are constantly refining their technique and expression to produce performances that convey the mood and style of music through complex dance movements.

Application of the Unit

This unit applies to those who are consolidating their career in contexts where social dancing skills are required. They could be developing technique in preparation for performances in commercial or competition settings where they would usually be performing with a partner.

While supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and sense of responsibility for themselves and others when it comes to applying dance technique in a live performance context.

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. Maintain a physical conditioning program	1.1. In consultation with relevant personnel identify a range of techniques to improve stamina, strength and flexibility 1.2. Set realistic physical conditioning goals aimed at improving own dance technique 1.3. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 1.5. Always perform warm-up and cool-down activities in conjunction with dance activities 1.6. Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique
2. Use practice sessions to increase level of expertise in social dance techniques	2.1. Follow safe dance practices at all times 2.2. Apply correct posture and body alignment appropriate to social dance styles being practised 2.3. Apply isolation and coordination of upper and lower body within complex movement sequences 2.4. Apply correct arm movement, positioning and transitioning flow in movement sequences 2.5. Apply correct hip action, leg and foot placement in movement sequences 2.6. Refine partnering skills to enable correct leading and following movements 2.7. Apply balance, flexibility, stamina, coordination and weight transfer skills, and control and articulation of individual body parts in an integrated manner in a range of complex techniques 2.8. Apply memory retention, control and attention to detail when performing complex phrases of dance movements 2.9. Incorporate well-developed understanding of musical elements through dance to show the relationship between social dance and accompanying music
3. Maintain expertise	3.1. Continuously practise and refine combinations of complex movements 3.2. Develop and experiment with new routines involving different body movements and different combinations 3.3. Maintain and update knowledge of social dance terminology 3.4. Use feedback from teachers and mentors to identify and develop ways to improve own social dance performance skills 3.5. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance and physical conditioning issues with relevant personnel

respond appropriately to feedback on own skill development

initiative and enterprise skills to:

work creatively with music and dance

dance with style and professionalism

communicate the mood or style of dances

maintain and develop own expertise

learning skills to:

develop strong social dance techniques through:

practising complex movements and routines

a positive attitude to dancing

develop and implement a personal physical conditioning program

develop a movement memory

listening skills to maintain musical sensitivity, awareness and phrasing in movement sequences

planning and organising skills to plan practice time

self-management skills to:

arrive punctually at classes

dress appropriately

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to:

work closely with a partner in dance performances

work collaboratively with others involved in dance classes.

Required knowledge

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

social dance terminology

characteristics and history of chosen social dance styles

musical rhythms, including:

time signatures

beat

tempo

syncopation.

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: consistently execute well-developed social dance technique execute dance sequences that demonstrate: a creative response to music partnering skills an ability to communicate the mood or style of dances respond appropriately to constructive feedback on own skills development follow safe dance practices.
Context of and specific resources for assessment	Assessment must ensure access to: appropriate dance performance areas or spaces relevant resources and equipment.
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 performing social dance evaluation of live or recorded performances direct observation of candidate in rehearsals and performances. 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: CUADAN401A Develop on-camera dance performance skills CUADAN407A Develop expertise in dance performance skills CUAPRF503A Prepare for and perform in a competitive environment.

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.

Relevant personnel may include:	coaches colleagues family members medical practitioners mentors nutrition experts performers representatives of dance societies teachers.
Risk factors may relate to:	body image and eating disorders consistency of a physical fitness regime expectations of others gender-appropriate performance techniques gender issues poor nutrition incorrectly fitting footwear injury-prevention strategies insufficient hydration own ambition.
Warm-up and cool-down activities may include:	aerobic activities anaerobic exercises body conditioning and strength development breathing techniques coordinated breathing activities flexibility exercises floor work isolation and mobility of all body parts joint-mobility exercises stretching.
Safe dance practices may include:	adjusting performance to venue breathing exercises correct execution of dance steps appropriate clothing and footwear doing exercises and performing routines on flooring appropriate to genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood logical sequencing of dance movements nutrition and diet spatial awareness understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance warm-up and cool-down activities.
Posture refers to:	correct alignment of the torso, limbs, spine and shoulders in movements and poses.
Body alignment refers to:	facing and backing line of dance position of foot in relation to the room.
Social dance styles may include:	international standard, such as: foxtrot quickstep tango Viennese waltz waltz American standard Arthur Murray street Latin dance, such as: Argentine tango cha cha jive mambo paso doble rumba salsa.
Complex techniques include:	body positions: promenade counter promenade open promenade open counter promenade tandem correct posture and alignment when in motion dancing in time with the music demonstrating an awareness of personal and general space when travelling and stationary demonstrating safe dance practices in jumping, falling and faster travelling steps execution of weight transfer techniques holds, such as: alternative holds for closed position alternative holds for open position improvisation locomotor techniques: chasse steps, including runaway, slip, twist and ronde leading of partner, including physical, visual and shaping precedes and follows non-locomotor techniques, such as: balance stillness turning techniques, including: turning movements and steps that include further extension different variants of turn, including ¾ turn.
Phrases refer to:	the joining and sequencing of steps in line with musical phrasing.
Musical elements may refer to:	beat correct timing musicality phrasing rhythm sensitivity tempo.
Accompanying music may include:	instrumental music live or recorded music traditional or folk music vocal music.
Routines include:	different formations of precedes and follows.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN407A Develop expertise in dance performance skills

Modification History

Version	Comments
CUADAN407A	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 add range and depth to performance skills in any dance style. At this level, dancers are constantly refining their technique and expression to produce performances that convey the mood and style of music through complex dance movements.

Application of the Unit

This unit applies to those who are consolidating their career in contexts where dancing skills are required. Performances could be in commercial or competition settings and dancers would usually be performing as members of an ensemble, though some solo work could be expected.

While supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and sense of responsibility for themselves and others during live performances.

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. Maintain a physical conditioning program	1.1. In consultation with relevant personnel identify a range of techniques to improve stamina, strength and flexibility 1.2. Set realistic physical conditioning goals aimed at improving own dance technique 1.3. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 1.5. Always perform warm-up and cool-down activities in conjunction with dance activities 1.6. Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique
2. Use practice sessions to increase level of expertise in dance performance skills	2.1. Practise a range of exercises in preparation for dance performances 2.2. Work with others to develop expertise in performing with a partner or in an ensemble 2.3. Practise basic solo pieces as required 2.4. Explore techniques to give performances a range of dynamics 2.5. Inject creativity, versatility, individuality and enthusiasm into the performance of exercises and dance routines 2.6. Ensure that flow and interaction with other dancers are smooth and well-timed
3. Perform dances	3.1. Undertake preparations appropriate to performance contexts 3.2. Ensure that personal presentation is appropriate to performance contexts 3.3. Prepare for competitions and auditions as required 3.4. Apply performance psychology techniques to preparations 3.5. Apply knowledge of the relevant dance style or genre when rehearsing and performing pieces 3.6. Sustain focus and concentration to produce performances that relate dance movements to the music's rhythm, melody and mood as required 3.7. Convey choreographic intent of dances through confident and precise execution of dance techniques 3.8. Contribute to debriefing sessions to evaluate quality of performances and to discuss ways of improving individual or ensemble technique
4. Maintain expertise	4.1. Continuously practise and refine combinations of complex movements and sequences 4.2. Maintain and update knowledge of terminology associated with chosen dance style 4.3. Use feedback from teachers and mentors to identify and develop ways to improve own dance performance skills 4.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance and physical conditioning issues with relevant personnel

respond appropriately to feedback on own skill development and performance

initiative and enterprise skills to:

work creatively with music and dance

dance with artistry and assurance

communicate the mood or style of dances to audiences

learning skills to:

develop strong dance techniques through:

practising complex movements and sequences

a positive attitude to dancing

develop and implement a personal physical conditioning program

develop a movement memory

planning and organising skills to:

prepare for performances, auditions and competitions

plan practice time

self-management skills to:

arrive punctually at classes, rehearsals and performances

dress appropriately

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to work collaboratively with others involved in dance classes and performances

technical dance skills to:

employ physical control throughout performances

respond to different time signatures

maintain correct posture, weight placement and alignment

retain and reproduce basic movement sequences.

Required knowledge

well-developed knowledge of:

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

terminology associated with chosen dance style

stage geography and directions

musical rhythms, including:

time signatures

beat

tempo

syncopation

overview knowledge of:

ways to prepare for auditions and competitions, including performance psychology techniques

stagecraft as it relates to dancers, such as:

costumes

make-up

props

lighting

main periods in the history of chosen dance styles

ways of notating dance.

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: perform dance sequences on at least two occasions that demonstrate: an ability to perform with artistry and assurance well-developed technique in the chosen dance style spatial awareness in relation to other performers respond appropriately to constructive feedback on own performance.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or 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 performing in chosen dance style evaluation of live or recorded performances direct observation of candidate in rehearsals and performances. 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: CUADAN303A Develop dance partnering techniques CUAPRF405A Rehearse technique for performance CUAPRF406A Use technique in performance CUAPRF503A Prepare for and perform in a competitive environment.

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.

Relevant personnel may include:	teachers mentors coaches medical practitioners nutrition experts colleagues family members performers representatives of dance societies.
Risk factors may relate to:	consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear gender-appropriate performance techniques.
Warm-up and cool-down activities may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Exercises may relate to:	using arm lines appropriately and extensively correct posture, weight placement and alignment demonstrating an awareness of personal and general space when travelling and stationary partnering techniques changing sides (left to right) changing directions changing facings responding to different time signatures using shape when moving in physically dynamic sequences interpreting rhythm to movement lifting techniques improvisation isocentric and polycentric isolations energy placement techniques strengthening flexibility.
Preparations may relate to:	familiarisation with performance environment (space, location, size) and audience preparation of space to ensure safety of self and others mental preparation immediate physical preparation rehearsal appropriate to performance requirements awareness of time lines leading up to and immediately before performance props costumes or clothing make-up equipment appropriate footwear scores sheet music tapes competitions and auditions: rules judging criteria, including: ability to define and execute challenging parameters ability to transform ability to improvise choreography costumes entertainment value (the ‘x’ factor) execution feeling or spirit general appearance generation of relationship level of difficulty observation, objective and questioning attitude originality and creativity presence showmanship synchronisation technique versatility.
Performance context may include:	amateur production professional production solo ensemble corps de ballet audition competition.
Aspects of personal presentation may include:	costumes accessories make-up hair posture way of moving.
Performance psychology techniques may include:	visualisations affirmations relaxation techniques mental rehearsal maintaining a work-life balance.
Dance style or genre may include:	ballet bodyweather and butoh contemporary creative cultural, such as: Aboriginal and Torres Strait Islander African belly dancing Egyptian Hungarian Irish dance Khmer magical, mystical or spiritual dance Pacific Islander Polish ritual or sacred Russian Scottish Spanish jazz modern social street tap wheelchair dancing.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN408A Develop expertise in ballet technique

Modification History

Version	Comments
CUADAN408A	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 add range and depth to ballet dance technique. At this level, dancers are constantly refining their technique and expression to produce performances that convey the mood and style of music through complex dance movements.

Application of the Unit

This unit applies to those who are consolidating their career in contexts where ballet dancing skills are required. For example, classes and practice sessions are an integral part of a dancer’s daily work life. These could be geared towards specific performances which could be in commercial or competition settings where dancers would usually be performing as members of a corps de ballet, though some solo work could be expected.

While supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and sense of responsibility for themselves and others when it comes to applying dance technique in a live performance context.

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. Maintain a physical conditioning program	1.1. In consultation with relevant personnel identify a range of techniques to improve stamina, strength and flexibility 1.2. Set realistic physical conditioning goals aimed at improving own dance technique 1.3. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 1.5. Always perform warm-up and cool-down activities in conjunction with dance activities 1.6. Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique
2. Use practice sessions to increase level of expertise in ballet technique	2.1. Practise a range of techniques to increase levels of strength, flexibility, coordination and cardiovascular endurance 2.2. Use barre work to develop equal strength and flexibility on both sides of the body 2.3. Ensure that flow and interaction with other dancers in group work are smooth and well-timed 2.4. Increase level of expertise in pointe work as required
3. Maintain expertise	3.1. Continuously practise and refine combinations of complex movements and exercises 3.2. Maintain and update knowledge of ballet terminology 3.3. Use feedback from teachers and mentors to identify and develop ways to improve own ballet technique 3.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance and physical conditioning issues with relevant personnel

respond appropriately to feedback on own skill development

learning skills to:

develop strong ballet techniques through:

practising complex movements and exercises

a positive attitude to dancing

develop and implement a personal physical conditioning program

develop a movement memory

planning and organising skills to plan practice time

self-management skills to:

arrive punctually at classes and rehearsals

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to work collaboratively with others involved in dance classes.

Required knowledge

well-developed knowledge of:

technical principles underlying classical ballet, including:

symmetry

flexibility

stability

coordination

angles and lines of the body and form

gracefulness

extension

balance

musicality

principles underlying dance movements and techniques in general, including:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

ballet terminology

stage geography and directions

musical rhythms, including:

time signatures

beat

tempo

syncopation

overview knowledge of:

main periods in the history of ballet

ways of notating ballet.

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: demonstrate physical and conceptual understanding of the fundamental technical principles in classical ballet execute complex technical classical ballet steps and techniques respond appropriately to constructive feedback on own technique.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or 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 developing ballet technique direct observation of candidate in classes and rehearsals. 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: CUADAN303A Develop dance partnering techniques CUADAN407A Develop expertise in dance performance skills CUADAN411A Develop expertise in cultural dance technique.

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.

Relevant personnel may include:	teachers mentors coaches medical practitioners nutrition experts colleagues family members performers representatives of dance societies.
Risk factors may relate to:	consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear gender-appropriate performance techniques.
Warm-up and cool-down activities may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Techniques must relate to:	barre centre adage pirouettes petite batterie allegro.
Techniques may relate to:	using arm lines appropriately and extensively demonstrating an awareness of personal and general space when travelling and stationary lifting balance turns travelling sequences temps lié adage pirouettes en dehors pirouettes en dedans pirouettes en diagonale petit allegro allegro enchaînement batterie enchaînement grand allegro grands jetés en avant grands jetés en tournant energy placement, including: moving energy from the centre of the body to the outer extremities shifting weight executing leaps landing from jumps sequences from a range of techniques, such as: Royal Academy of Dance (RAD) Cecchetti Vaganova French Balanchine.
Barre work may relate to:	pliés battements tendus and tendus jetés rond de jambe par terre battement frappé battement fondu en l’air petits battements grand battements rond de jambe en l’air fouettés rond de jambe en tournant rotation and extension of the legs footwork and placement.
Expertise in pointe work may relate to:	exercises to develop strength and precision, such as: échappés relevés posés relevés to one foot temps lié pointe enchaînement posés en diagonale grand allegro practising control in rising from and returning to the floor executing enchaînements with correct posture, weight placement, alignment and aplomb developing strength and control in pull up and turnout practising balanced use of arms when dancing on pointe.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN409A Develop expertise in contemporary dance technique

Modification History

Version	Comments
CUADAN409A	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 add range and depth to contemporary dance technique. At this level, dancers are constantly refining their technique and expression to produce performances that convey the mood and style of music through complex dance movements.

Application of the Unit

This unit applies to those who are consolidating their career in contexts where contemporary dance skills are required. They could be developing technique to prepare for performances in commercial or competition settings where they would usually be performing as members of an ensemble, though some solo work could be expected.

While supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and sense of responsibility for themselves and others when it comes to applying dance technique in a live performance context.

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. Maintain a physical conditioning program	1.1. In consultation with relevant personnel identify a range of techniques to improve stamina, strength and flexibility 1.2. Set realistic physical conditioning goals aimed at improving own dance technique 1.3. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 1.5. Always perform warm-up and cool-down activities in conjunction with dance activities 1.6. Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique
2. Use practice sessions to increase level of expertise in contemporary dance techniques	2.1. Practise a range of exercises in preparation for contemporary dance performances 2.2. Practise techniques to produce clean, sharp isocentric and polycentric isolations 2.3. Work on conveying a range of human emotions through dance 2.4. Explore techniques to give performances a range of dynamics 2.5. Inject creativity, versatility, individuality and enthusiasm into the performance of exercises and dance routines 2.6. Ensure that flow and interaction with other dancers are smooth and well-timed
3. Maintain expertise	3.1. Continuously practise and refine combinations of complex movements and routines 3.2. Maintain and update knowledge of contemporary dance terminology 3.3. Use feedback from teachers and mentors to identify and develop ways to improve own contemporary dance performance skills 3.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance and physical conditioning issues with relevant personnel

respond appropriately to feedback on own skill development

initiative and enterprise skills to:

work creatively with music and dance

dance with style and strong stage presence

communicate the mood or style of dances to audiences

choreograph short contemporary routines

use props confidently and effectively

learning skills to:

develop strong contemporary dance techniques through:

practising complex movements and routines

a positive attitude to dancing

develop and implement a personal physical conditioning program

develop a movement memory

planning and organising skills to plan practice time

self-management skills to:

arrive punctually at classes

dress appropriately

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to work collaboratively with others involved in dance classes.

Required knowledge

well-developed knowledge of:

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

contemporary dance terminology

stage geography and directions

musical rhythms, including:

time signatures

beat

tempo

syncopation

overview knowledge of:

main periods in the history of contemporary dance

ways of notating contemporary dance.

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: consistently execute well-developed contemporary dance technique execute solo and group dance sequences that demonstrate a creative response to music respond appropriately to constructive feedback on own skills development follow safe dance practices.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or 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 performing contemporary dance evaluation of live or recorded performances direct observation of candidate in rehearsals and performances. 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: CUADAN402A Improvise an advanced dance sequence CUADAN407A Develop expertise in dance performance skills CUAPRF404A Refine movement skills for performance.

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.

Relevant personnel may include:	teachers mentors coaches medical practitioners nutrition experts colleagues family members performers representatives of dance societies.
Risk factors may relate to:	consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear gender-appropriate performance techniques.
Warm-up and cool-down activities may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Exercises may relate to:	techniques, such as: Cunningham Graham release using arm lines appropriately and extensively correct posture, weight placement and alignment demonstrating an awareness of personal and general space when travelling and stationary working in a cohesive partnership with a peer, interpreting a dance style changing sides (left to right) changing directions changing facings responding to different time signatures using shape when moving in physically dynamic sequences improvisation floor work centre turns jumps interpreting rhythm to movement lifting techniques isocentric and polycentric isolations energy placement techniques, including: moving energy from the centre of the body to the outer extremities shifting weight moving from a standing position to the floor and vice versa executing leaps landing from jumps strengthening flexibility, including: floor work splits stretches développés and contractions lunges curves arches rotations.
Emotions may include:	love loneliness depression excitement anger sadness fear aggression joy compassion.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN410A Develop expertise in tap dance technique

Modification History

Version	Comments
CUADAN410A	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 add range and depth to tap dance technique. At this level, dancers are constantly refining their technique and expression to produce performances that convey the mood and style of music through complex dance movements.

Application of the Unit

This unit applies to those who are consolidating their career in musical theatre and other contexts where tap dancing skills are required. They could be developing technique in preparation for performances in commercial or competition settings where they would usually be performing as members of an ensemble, though some solo work could be expected.

While supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and sense of responsibility for themselves and others when it comes to applying dance technique in a live performance context.

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. Maintain a physical conditioning program	1.1. In consultation with relevant personnel identify a range of techniques to improve stamina, strength and flexibility 1.2. Set realistic physical conditioning goals aimed at improving own dance technique 1.3. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 1.5. Always perform warm-up and cool-down activities in conjunction with dance activities 1.6. Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique
2. Use practice sessions to increase level of expertise in tap dance techniques	2.1. Perform dance centre amalgamations with confidence, precision, style and grace 2.2. Choreograph short pieces using a wide variety of steps and well-planned floor patterns 2.3. Inject creativity, versatility, individuality and originality into the performance of exercises and dance routines 2.4. Incorporate well-developed understanding of rhythm and musicality into performances at training sessions and rehearsals 2.5. Experiment with improvising steps and routines 2.6. Ensure that flow and interaction with other dancers are smooth and well-timed
3. Maintain expertise	3.1. Continuously practise and refine combinations of complex movements and routines 3.2. Maintain and update knowledge of tap dance terminology 3.3. Use feedback from teachers and mentors to identify and develop ways to improve own tap dance performance skills 3.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance and physical conditioning issues with relevant personnel

respond appropriately to feedback on own skill development

dance literacy skills to document short choreographed tap dance routines

initiative and enterprise skills to:

work creatively with music and dance

dance with style and professionalism

communicate the mood or style of dances

choreograph a short tap sequence

use props confidently and effectively

learning skills to:

develop strong tap dance techniques through:

practising complex movements and routines

a positive attitude to dancing

develop and implement a personal physical conditioning program

develop a movement memory

planning and organising skills to plan practice time

self-management skills to:

arrive punctually at classes

dress appropriately

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to work collaboratively with others involved in dance classes.

Required knowledge

well-developed knowledge of:

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

tap dance terminology

stage geography and directions

musical rhythms, including:

time signatures

beat

tempo

syncopation

overview knowledge of:

main periods in the history of tap, including prominent dancers

ways of notating tap dance.

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: consistently execute strong and precise tap dance technique execute solo and group dance sequences that demonstrate: a creative response to music confident performance skills an ability to communicate the mood or style of dances respond appropriately to constructive feedback on own skills development follow safe dance practices.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or 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 and third-party workplace reports of on-the-job performance evaluation of choreographic notation used 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 performing tap dance evaluation of live or recorded performances direct observation of candidate in rehearsals and performances. 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: CUADAN407A Develop expertise in dance performance skills CUADLT401A Document dance.

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.

Relevant personnel may include:	teachers mentors coaches medical practitioners nutrition experts colleagues family members performers representatives of dance societies.
Risk factors may relate to:	consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear gender-appropriate performance techniques.
Warm-up and cool-down activities may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Dance centre amalgamations must include:	producing clean, clear, high quality tap sound demonstrating focus with body awareness demonstrating a controlled looseness of ankle and knee joints maintaining clean, clear beats when performing close work correct posture and alignment when in motion demonstrating safe dance practices in jumping and faster travelling steps executing wings with clean individual sounds for the required number of wing beats dancing in time with the music maintaining good timing without music performing complex turns while maintaining a high level of technique.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN411A Develop expertise in cultural dance technique

Modification History

Version	Comments
CUADAN411A	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 add range and depth to cultural dance techniques or movement techniques for physical disciplines closely related to dance. At this level, performers are constantly refining their technique and expression to produce performances that convey the mood and style of music through complex movements.

Application of the Unit

This unit applies to those who are consolidating their career in contexts where cultural dancing skills are required. They could be developing technique to prepare for performances in commercial or competition settings where they would usually be performing as members of an ensemble, though some solo work could be expected.

The skills in this unit can also be applied in physical disciplines such as martial arts or fencing where movements are closely allied to dance.

While supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and sense of responsibility for themselves and others when it comes to applying dance technique in a live performance context.

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. Maintain a physical conditioning program	1.1. In consultation with relevant personnel identify a range of techniques to improve stamina, strength and flexibility 1.2. Set realistic physical conditioning goals aimed at improving own dance technique 1.3. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 1.5. Always perform warm-up and cool-down activities in conjunction with dance activities 1.6. Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique
2. Use practice sessions to increase level of expertise in cultural dance or movement techniques	2.1. Practise a range of techniques specific to chosen cultural dance style or physical discipline 2.2. Work on control and attention to detail when practising complex phrases 2.3. Incorporate well-developed understanding of rhythm and musicality into performances at training sessions and rehearsals 2.4. Work on embodying alternative forms of physical coordination in the execution of sequences 2.5. Refine understanding of the relationship between cultural dance styles and accompanying music and other media 2.6. Ensure that flow and interaction with other performers are smooth and well-timed
3. Maintain expertise	3.1. Continuously practise and refine combinations of complex movements and routines 3.2. Maintain and update knowledge of dance terminology 3.3. Use feedback from teachers and mentors to identify and develop ways to improve own cultural dance performance skills 3.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss physical conditioning issues with relevant personnel

respond appropriately to feedback on own skill development

initiative and enterprise skills to:

work creatively with music and dance movements

perform with style and professionalism

communicate the mood or style of dance or movement sequences

use props confidently and effectively

observe and interpret physical skills

learning skills to:

develop strong cultural dance or movement techniques through:

practising complex movements and routines

a positive attitude to performing

implement a personal physical conditioning program

develop a movement memory

planning and organising skills to plan practice time

self-management skills to:

arrive punctually at classes

dress appropriately

apply safe performance practices

teamwork skills to work collaboratively with others involved in practice sessions.

Required knowledge

well-developed knowledge of:

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

terminology associated with chosen cultural dance style or physical discipline

stage geography and directions

musical rhythms, including:

time signatures

beat

tempo

syncopation

overview knowledge of:

philosophical principles of the relevant discipline

history and cultural context in which the dance style or physical discipline is situated.

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: consistently execute dance or movement sequences that demonstrate: confident performance skills understanding of the discipline’s particular stylistic qualities effective use of props strong and precise technique in the chosen cultural dance style or physical discipline respond appropriately to constructive feedback on own performance follow safe dance practices.
Context of and specific resources for assessment	Assessment must ensure access to appropriate performance areas or 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 performing cultural dance or movement sequences evaluation of live or recorded performances direct observation of candidate in rehearsals and performances. 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: CUADAN407A Develop expertise in dance performance skills CUAPRF404A Refine movement skills for performance.

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.

Relevant personnel may include:	teachers mentors coaches medical practitioners nutrition experts colleagues family members performers representatives of dance societies.
Risk factors may relate to:	consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear gender-appropriate performance techniques.
Warm-up and cool-down activities may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Techniques may include:	control in locomotor steps, such as: start and stop varying tempo leading with the left as well as the right foot weight transfer, including: falling releasing balancing turning movements and steps that include further extension elevation, including complex steps of low, medium and high elevation improvisation isolation techniques of increasing complexity, including isolating, controlling and releasing two or more different parts of the body simultaneously transferring and applying physical information from one area of physical expertise to another rhythmic footwork pair and group work.
Physical disciplines may include:	martial arts fencing yoga circus arts Pilates.
Complex phrases refers to:	‘chaining’ or joining and sequencing of steps and movements or combinations of steps and movements, which may reflect nuisances in music and audience response complex phrases, which do not necessarily follow a set routine and could include: changes in direction weight transfer space speed timing.
Cultural dance styles may include:	Aboriginal and Torres Strait Islander African belly dancing Egyptian Hungarian Irish dance Khmer magical, mystical or spiritual dance Pacific Islander Polish ritual or sacred Russian Scottish Spanish.
Accompanying music may include:	live recorded vocal instrumental.
Other media may include:	props background projected images design elements, such as lighting.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN501A Refine ballet technique

Modification History

Version	Comments
CUADAN501A	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 add range, depth and increasing complexity to ballet technique.

Application of the Unit

This unit applies to those who are consolidating their career in contexts where complex ballet technique is required across commercial or competition settings. Dancers are usually performing as members of an ensemble, but some solo work can also be expected.

At this level, dancers are challenging themselves with dance pieces, variations and repertoire of increasing technical and physical complexity. While some supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to be self-directed and display a high level of motivation and sense of responsibility for themselves and others.

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. Maintain a physical conditioning program	1.1. Set realistic physical conditioning goals aimed at improving own dance technique 1.2. Apply a range of techniques to improve stamina, strength and flexibility 1.3. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 1.5. Always perform warm-up and cool-down activities in conjunction with dance activities
2. Practise ballet technique of increasing difficulty	2.1. Apply increasingly difficult ballet technique across each section of class work 2.2. Develop increasingly complex performance attributes 2.3. Show developed strength and complexity in footwork, including pointe work as required 2.4. Execute complex variations of ballet repertoire with accuracy 2.5. Exhibit physical learning and adaptability to incorporate unseen combinations with speed and verve across different teaching methods 2.6. Reveal increasing levels of strength and stamina in male-specific vocabulary as required
3. Develop partnering technique for pas de deux	3.1. Show cooperation and consideration for partner 3.2. Develop appreciation of timing and weight centring in accomplishing adage, pirouettes, promenades and lifts 3.3. Exhibit rapport and eye contact with partner 3.4. Execute lifts and counterbalances with surety and understanding 3.5. Perform in a partnership that demonstrates strong technique, balance and control 3.6. Apply the flexibility, sense of line and clear positions essential to the form
4. Present variations and repertoire of a high level of difficulty	4.1. Display variations and repertoire of increased difficulty and technical articulation 4.2. Convey a high level of spatial awareness appropriate to solo and group work 4.3. Execute group work with a high sense of cohesion 4.4. Accomplish solo work with a developing sense of musical individuality 4.5. Present variations and repertoire with a high level of artistry and assurance across ballet styles and genres
5. Maintain expertise	5.1. Apply professional work ethic to practice and performance activities 5.2. Incorporate injury-prevention techniques into all dance and movement activities 5.3. Use feedback from teachers and mentors to identify and develop ways to improve own ballet dance technique as well as group work 5.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

work collaboratively as part of an ensemble

respond appropriately to feedback on own skill development and performance

consult with peers and mentors, including interpersonal skills relating to listening, questioning, gaining feedback and giving information

initiative and enterprise skills to:

work creatively with music and dance

dance with artistry and assurance

communicate mood, style and grace through dance

learning skills to:

develop strong ballet techniques through:

practising complex movements and sequences

a positive attitude to dancing

implement a personal physical conditioning program

planning and organising skills to plan practice time

self-management skills to:

arrive punctually at classes and rehearsals

dress appropriately

observe dance discipline and follow direction

apply safe dance practices and identify risk factors

demonstrate professional work ethic

show a consistent level of commitment

teamwork skills to work collaboratively with others involved in dance classes

technical dance skills to:

execute high level of competency in each section of class work

employ physical control throughout performances respond to different time signatures

maintain correct posture, weight placement and alignment in fully rotated turn-out position

retain and reproduce complex movement sequences

show alignment and extensions in combinations of a high level of difficulty

reproduce complex movement sequences on both sides of the body

show facility and speed in directional changes

develop a high level of spatial awareness in group movements, including floor patterns and aerial pathways

exhibit a high level and range of coordination of limbs, torso and head

exhibit confidence in creating movement sequences

observe and interpret the physical body

articulate a comprehensive knowledge of the philosophical nature of the discipline.

Required knowledge

in-depth knowledge of each section of dance work, such as:

stretching

barre

centre practice

adage

pirouette

allegro

batterie

grand allegro

cool down

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

risk factors in ballet for the body

ballet terminology

stage geography and directions

musical rhythms, including:

time signatures

beat

tempo

syncopation

main periods in the history of ballet

principles of classical ballet.

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: perform complex combinations of classical ballet technique consistently over time, including pas de deux using: muscular strength and flexibility control of movement classical line quality and breadth of movement individual artistic qualities and personalities more complex enchaînements analysis of pointe work technique combinations of spatial organisations with pirouettes, balances and jumps of increasing difficulty and dynamic continuity demonstrate professional work ethic use correct dance terminology.
Context of and specific resources for assessment	Assessment must ensure access to: fully equipped dance studios appropriate music or accompanists.
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: observation of practice and performance through full practical demonstration verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit video recordings of performances or practice sessions case studies and scenarios as a basis for discussing components of classical ballet technique and repertoire. 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: CUADAN502A Refine ballet performance skills CUADAN503A Perform repertoire for corps de ballet CUADAN509A Refine pointe work techniques CUAOHS501A Maintain a high level of fitness for performance.

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.

Risk factors may relate to:	consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear gender-appropriate performance techniques.
Warm-up and cool-down may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Ballet technique may include:	embodiment of the principles of alignment in combinations of increasing difficulty controlled balances in a wide range of positions: ouvert croisé á la seconde efface ecarté multiple turns in open and closed positions of increased difficulty self-correction and concentrated response to feedback high levels of ongoing strength, flexibility, coordination and cardiovascular endurance spatial awareness in relation to self and others with a greater depth and range.
Section of class work may include:	stretching barre: complex footwork in transition to and from pirouettes and balances coordination of épaulement throughout the barre advanced adages turns in open positions sustained balances in open and closed positions battement tendu jeté in all directions with and without plié in ¼ counts battement tendu jeté in all directions with ⅛ and ¼ turns in ½ counts (3 in a series) battement tendu for batterie in 1 count battement piqué en rond in ½ counts rond de jambe par terre with ½ turns in 1 count rond de jambe par terre combined with soutenu en tournant in 1 count battement fondu in all directions to 90 degrees in 1 count battement fondu with tombé en tournant in 2 counts battement fondu with fouetté in 1 count double battement fondu in all directions at 45 degrees in 1 count ½ tours in all open positions at 45 and 90 degrees in 1 count single and double battement frappé in all directions in ½ counts single and double battement frappé in all directions with ¼ and ½ turns in 1 count petit battement serré sur le cou-de-pied en fondu battement battu serré devant and derrière grand temps relevé en tournant to the grand poses flic flac en tournant to the grand poses développé in all directions preceded by a single pirouette développé passé in all directions in 1 count développé passé en tournant in all directions développé ballotté in all directions in 2 counts développé balancé in all directions in 2 counts grand fouetté in 1 count grand rond de jambe in 2 counts passé par terre en tournant at 90 degrees grand battement jeté balançoire in 1 count grand battement jeté développé and enveloppé in all directions in 1 count grand battement jeté piqué with demi-rond in 1 count grand battement jeté with grand fouetté in 1 count single pirouettes finished in the grand poses double pirouettes sur le cou-de-pied and retiré (also finished in the small and grand poses) single tours piqué en dehors and single tours jeté en dedans battement tendu jeté on the demi-pointe in all directions in ½ counts grand rond de jambe jeté with relevé in 1 count battement fondu in all directions to 45 or 90 degrees with ¼ turns and ½ turns battement frappé to à la seconde only in ¼ counts triple frappés in all forms as double frappé temps relevé en tournant with a double turn at the discretion of the teacher temps relevé en tournant in the grand poses arabesque penchée and en arrière on the demi-pointe développé in all directions preceded by a double pirouette développé d’ici-delà on the demi-pointe grand battement jeté with full rond en dehors and en dedans to 90 degrees in 2 counts double pirouettes finished in the grand poses double pirouettes sur le cou-de-pied and retiré from grand plié up to 32 in series centre practice: rond de jambe par terre with ½ turns in 1 count single and double battement frappé in all directions with ⅛ turns in 1 count flic flac en tournant finishing demi-pointe arabesque penchée in 4th arabesque développé passé in 1 count développé en tournant to effacé devant grand fouetté with ½ and ¾ turns in 1 count grand fouetté écarté in 2 counts grand rond de jambe in 2 counts double pirouettes into double tour passé double grandes pirouettes single and double grandes pirouettes finished with a fouetté consecutive grandes pirouettes with plié-relevé (up to 16 in a series) grande pirouette sautillée in all the grand poses (up to 16 counts) gouetté rond de jambe en dehors (up to 16 in series) grand battement jeté in all forms as at the barre for this level excluding grand battement jeté balançoire temps lié en tournant en l’air from grand plié in 8 counts grand plié with double pirouettes (also finished in the grand poses) grand plié with single grandes pirouettes grand fouetté écarté in 2 counts (16 in a series) demi rond de jambe on the demi-pointe battements divisés en quatre in all directions and alignments with a ½ turns triple pirouettes en dehors and en dedans pirouettes en dehors and en dedans finished in all open positions on the demi-pointe fouetté rond de jambe en dehors adage: difficult balances in closed and open positions high level of basic port de bras further extension in the 'line' of the body through épaulement pirouettes: multiple turns to open positions sustained endings in most open positions double turn diagonally and around the room sequences sustained fouettés (women) sustained pirouettes à la seconde (men) allegro and batterie: extended sequences of jumps with musicality and 'presence' demonstrating correct épaulement all types of jumps with equal ease execution of multiple beats pas assemblé with ½ turns assemblé battu with ½ turns double assemblé battu jeté battu with ½ turns brisé volé (2 in a series, 1 = volé front and back) pas ballonné en tournant ballotté at 90 degrees rond de jambe saute en tournant double rond de jambe saute sissonne collée grand pas de chat six de volé grande sissonne ouverte en tournant fouetté saute from de côté to de côté grand fouetté effacé saute grand jeté passé développé grand jeté renversé grand jeté en tournant to croisé or effacé grande cabriole fermée and ouverte in all directions at 90 degrees temps levé à la seconde with a ½ turn en dedans renversé saute pas ciseaux en avant and en arrière jeté élancé en diagonale and en manège revérence temps de poisson brisé volé (4 in a series, 1 = volé front and back) double sissonne en tournant, also finished in open poses (male students only) double sissonne tombée en tournant (male students only) fouetté saute battu grand fouetté saute with ½ and ¾ turns grand fouetté saute battu (male students only) grand jeté entrelacé with fouetté grand jeté entrelacé battu double tours en l’air to the knee (male students only) double grand assemblé en tournant (male students only) double saute de basque (male students only) double demi-caractère saute de basque (male students only) saute de biche grand rond de jambe saute grand allegro cool down.
Performance attributes may include:	musicality with attention to nuances of interpretation movement qualities to movement sequences strong sense of individuality and 'presence' in the execution of sequences sensibility in sequences of increasing difficulty alternative musical time signatures and phrasing as the structural basis of the exercises different expressive qualities applied to movement sequences reliance on individual interpretation inclusion of repertoire in class work.
Footwork may include:	greater assurance in completing multiple turns on pointe sequences that demonstrate a developed capacity to transfer weight in all pathway directions enchaînements with style and confidence.
Repertoire may include:	romantic classical modern ballet original choreography.
Physical learning and adaptability may include:	set exercises and sequences unseen exercises and sequences sequences from a range of techniques, such as: Royal Academy of Dance (RAD) Cecchetti Vaganova French Balanchine execution of extended sequences to right and left sides without prompting.
Teaching methods may include:	Russian French Cecchetti Royal Academy of Dance (RAD).
Male-specific vocabulary may include:	pirouettes batterie grand allegro.
Ballet styles and genres may include:	contemporary ballet modern ballet neoclassical ballet-masquerade ballet-melodramatique romantic imperial.
Professional work ethic may refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining concentration, focus and physical alertness in all performance activities maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
Injury-prevention techniques may include:	warming up and cooling down before and after class and performance wearing appropriate clothing and footwear applying intent and focus while dancing not overstretching wearing appropriate bandaging and bracing where appropriate to support body appropriate diet and rest using appropriate equipment, such as barre, mirror and sprung floors attention to teacher.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN502A Refine ballet performance skills

Modification History

Version	Comments
CUADAN502A	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 add range, depth and increasing complexity to ballet performance skills.

Application of the Unit

This unit applies to those who are consolidating their career in contexts where complex ballet technique is required across commercial or competition settings. Dancers are usually performing as members of an ensemble, but some solo work can also be expected.

At this level, dancers are challenging themselves with dance pieces, variations and repertoire of increasing technical and physical complexity. While some supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to be self-directed and display a high level of motivation and sense of responsibility for themselves and others.

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. Maintain a physical conditioning program	1.1. Set realistic physical conditioning goals aimed at improving own dance technique 1.2. Apply a range of techniques to improve stamina, strength and flexibility 1.3. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 1.5. Always perform warm-up and cool-down activities in conjunction with dance activities
2. Practise ballet technique of increasing difficulty	2.1. Apply increasingly difficult ballet technique across each section of class work 2.2. Develop increasingly complex performance attributes 2.3. Show developed strength and complexity in footwork, including pointe work as required 2.4. Execute complex variations of ballet repertoire with accuracy 2.5. Exhibit physical learning and adaptability to incorporate unseen combinations with speed and verve across different teaching methods 2.6. Reveal increasing levels of strength and stamina in male-specific vocabulary as required
3. Develop partnering technique for pas de deux	3.1. Show cooperation and consideration for partner 3.2. Develop appreciation of timing and weight centring in accomplishing adage, pirouettes, promenades and lifts 3.3. Exhibit rapport and eye contact with partner 3.4. Execute lifts and counterbalances with surety and understanding 3.5. Perform in a partnership that demonstrates strong technique, balance and control 3.6. Apply the flexibility, sense of line and clear positions essential to the form
4. Present variations and repertoire of a high level of difficulty	4.1. Display variations and repertoire of increased difficulty and technical articulation 4.2. Convey a high level of spatial awareness appropriate to solo and group work 4.3. Execute group work with a high sense of cohesion 4.4. Accomplish solo work with a developing sense of musical individuality 4.5. Present variations and repertoire with a high level of artistry and assurance across ballet styles and genres
5. Apply technique in performances	5.1. Undertake preparations appropriate to performance contexts 5.2. Ensure that personal presentation is appropriate to performance contexts 5.3. Prepare for competitions and auditions as required 5.4. Apply performance psychology techniques to preparations 5.5. Rehearse dance sequences to be performed 5.6. Sustain focus and concentration to produce performances that show well-developed understanding of, and sensitivity to, rhythm and musicality 5.7. Convey choreographic intent of dances through confident and precise execution of ballet dance techniques 5.8. Contribute to debriefing sessions to evaluate the quality of performances and to discuss ways of improving individual or ensemble technique
6. Maintain expertise	6.1. Apply professional work ethic to all practice and performance activities 6.2. Incorporate injury-prevention techniques into all dance and movement activities 6.3. Use feedback from teachers and mentors to identify and develop ways to improve own ballet dance technique as well as group work 6.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

work collaboratively as part of an ensemble

respond appropriately to feedback on own skill development and performance

consult with peers and mentors, including interpersonal skills relating to listening, questioning, gaining feedback and giving information

initiative and enterprise skills to:

work creatively with music and dance

dance with artistry and assurance

communicate mood, style and grace through dance

learning skills to:

develop strong ballet techniques through:

practising complex movements and sequences

a positive attitude to dancing

develop and implement a personal physical conditioning program

planning and organising skills to:

prepare for performances, auditions and competitions

plan practice time

self-management skills to:

observe dance discipline and follow direction

apply safe dance practices and identify risk factors common to dancers

demonstrate professional work ethic

teamwork skills to work collaboratively with others involved in dance classes and performances

technical dance skills to:

execute a high level of competency in each section of class work

employ physical control throughout performances, including pas de deux

respond to different time signatures

maintain correct posture, weight placement and alignment in fully rotated turn-out position

retain and reproduce complex movement sequences

show alignment and extensions in combinations of a high level of difficulty

reproduce complex movement sequences on both sides of the body

show facility and speed in directional changes

develop a high level of spatial awareness in group movements, including floor patterns and aerial pathways

exhibit a high level and range of coordination of limbs, torso and head

exhibit confidence in creating movement sequences

articulate a comprehensive knowledge of the philosophical nature of the discipline

show a consistent level of commitment.

Required knowledge

well-developed knowledge of each section of dance work, such as:

stretching

barre

centre practice

adage

pirouettes

allegro

batterie

grand allegro

cool down

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

risk factors in ballet for the body

ballet terminology

stage geography and directions

musical rhythms, including:

time signatures

beat

tempo

syncopation

ways to prepare for auditions and competitions, including performance psychology techniques

main periods in the history of ballet

principles of classical ballet.

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: perform complex combinations of classical ballet technique consistently over time, including pas de deux using: muscular strength and flexibility control of movement classical line quality and breadth of movement individual artistic qualities and personalities more complex enchaînements analysis of pointe work technique combinations of spatial organisations with pirouettes, balances and jumps of increasing difficulty and dynamic continuity prepare mentally and physically for semi-professional performances, including a demonstrated commitment to dance and professional work ethic use correct dance terminology.
Context of and specific resources for assessment	Assessment must ensure access to: fully equipped dance studios appropriate music or accompanists.
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: observation of practice and performance through full practical demonstration verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit video recordings of performances or practice sessions case studies and scenarios as a basis for discussing components of classical ballet technique and repertoire. 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: CUADAN501A Refine ballet technique CUADAN503A Perform repertoire for corps de ballet CUADAN509A Refine pointe work techniques CUAOHS501A Maintain a high level of fitness for performance CUAPRF503A Prepare for and perform in a competitive environment.

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.

Risk factors may relate to:	consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear gender-appropriate performance techniques.
Warm-up and cool-down may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Ballet technique may include:	embodiment of the principles of alignment in combinations of increasing difficulty controlled balances in a wide range of positions: ouvert croisé á la seconde effacé ecarté multiple turns in open and closed positions of increased difficulty self-correction and concentrated response to feedback high levels of ongoing strength, flexibility, coordination and cardiovascular endurance spatial awareness in relation to self and others with a greater depth and range.
Section of class work may include:	stretching barre: complex footwork in transition to and from pirouettes and balances coordination of épaulement throughout the barre advanced adages turns in open positions sustained balances in open and closed positions battement tendu jeté in all directions with and without plié in ¼ counts battement tendu jeté in all directions with ⅛ and ¼ turns in ½ counts (3 in a series) battement tendu for batterie in 1 count battement piqué en rond in ½ counts rond de jambe par terre with ½ turns in 1 count rond de jambe par terre combined with soutenu en tournant in 1 count battement fondu in all directions to 90 degrees in 1 count battement fondu with tombé en tournant in 2 counts battement fondu with fouetté in 1 count double battement fondu in all directions at 45 degrees in 1 count ½ tours in all open positions at 45 and 90 degrees in 1 count single and double battement frappé in all directions in ½ counts single and double battement frappé in all directions with ¼ and ½ turns in 1 count petit battement serré sur le cou-de-pied en fondu battement battu serré devant and derrière grand temps relevé en tournant to the grand poses flic flac en tournant to the grand poses développé in all directions preceded by a single pirouette développé passé in all directions in 1 count développé passé en tournant in all directions développé ballotté in all directions in 2 counts développé balancé in all directions in 2 counts grand fouetté in 1 count grand rond de jambe in 2 counts passé par terre en tournant at 90 degrees grand battement jeté balançoire in 1 count grand battement jeté développé and enveloppé in all directions in 1 count grand battement jeté piqué with demi-rond in 1 count grand battement jeté with grand fouetté in 1 count single pirouettes finished in the grand poses double pirouettes sur le cou-de-pied and retiré (also finished in the small and grand poses) single tours piqué en dehors and single tours jeté en dedans battement tendu jeté on the demi-pointe in all directions in ½ counts grand rond de jambe jeté with relevé in 1 count battement fondu in all directions to 45 or 90 degrees with ¼ turns and ½ turns battement frappé to à la seconde only in ¼ counts triple frappés in all forms as double frappé temps relevé en tournant with a double turn at the discretion of the teacher temps relevé en tournant in the grand poses arabesque penchée and en arrière on the demi-pointe développé in all directions preceded by a double pirouette développé d’ici-delà on the demi-pointe grand battement jeté with full rond en dehors and en dedans to 90 degrees in 2 counts double pirouettes finished in the grand poses double pirouettes sur le cou-de-pied and retiré from grand plié up to 32 in series centre practice: rond de jambe par terre with ½ turns in 1 count single and double battement frappé in all directions with ⅛ turns in 1 count flic flac en tournant finishing demi-pointe arabesque penchée in 4th arabesque développé passé in 1 count développé en tournant to effacé devant grand fouetté with ½ and ¾ turns in 1 count grand fouetté écarté in 2 counts grand rond de jambe in 2 counts double pirouettes into double tour passé double grandes pirouettes single and double grandes pirouettes finished with a fouetté consecutive grandes pirouettes with plié-relevé (up to 16 in a series) grande pirouette sautillée in all the grand poses (up to 16 counts) gouetté rond de jambe en dehors (up to 16 in series) grand battement jeté in all forms as at the barre for this level excluding grand battement jeté balançoire temps lié en tournant en l’air from grand plié in 8 counts grand plié with double pirouettes (also finished in the grand poses) grand plié with single grandes pirouettes grand fouetté écarté in 2 counts (16 in a series) demi rond de jambe on the demi-pointe battements divisés en quatre in all directions and alignments with a ½ turns triple pirouettes en dehors and en dedans pirouettes en dehors and en dedans finished in all open positions on the demi-pointe fouetté rond de jambe en dehors adage: difficult balances in closed and open positions high level of basic port de bras further extension in the 'line' of the body through épaulement pirouettes: multiple turns to open positions sustained endings in most open positions double turn diagonally and around the room sequences sustained fouettés (women) sustained pirouettes à la seconde (men) allegro and batterie: extended sequences of jumps with musicality and 'presence' demonstrating correct épaulement all types of jumps with equal ease execution of multiple beats pas assemblé with ½ turns assemblé battu with ½ turns double assemblé battu jeté battu with ½ turns brisé volé (2 in a series, 1 = volé front and back) pas ballonné en tournant ballotté at 90 degrees rond de jambe saute en tournant double rond de jambe saute sissonne collée grand pas de chat six de volé grande sissonne ouverte en tournant fouetté saute from de côté to de côté grand fouetté effacé saute grand jeté passé développé grand jeté renversé grand jeté en tournant to croisé or effacé grande cabriole fermée and ouverte in all directions at 90 degrees temps levé à la seconde with a ½ turn en dedans renversé saute pas ciseaux en avant and en arrière jeté élancé en diagonale and en manège revérence temps de poisson brisé volé (4 in a series, 1 = volé front and back) double sissonne en tournant, also finished in open poses (male students only) double sissonne tombée en tournant (male students only) fouetté saute battu grand fouetté saute with ½ and ¾ turns grand fouetté saute battu (male students only) grand jeté entrelacé with fouetté grand jeté entrelacé battu double tours en l’air to the knee (male students only) double grand assemblé en tournant (male students only) double saute de basque (male students only) double demi-caractère saute de basque (male students only) saute de biche grand rond de jambe saute grand allegro cool down.
Performance attributes may include:	musicality with attention to nuances of interpretation movement qualities to movement sequences strong sense of individuality and 'presence' in the execution of sequences sensibility in sequences of increasing difficulty alternative musical time signatures and phrasing as the structural basis of the exercises different expressive qualities applied to movement sequences reliance on individual interpretation inclusion of repertoire in class work.
Footwork may include:	greater assurance in completing multiple turns on pointe sequences that demonstrate a developed capacity to transfer weight in all pathway directions enchaînements with style and confidence.
Repertoire may include:	romantic classical modern ballet original choreography.
Physical learning and adaptability may include:	set exercises and sequences unseen exercises and sequences sequences from a range of techniques, such as: Royal Academy of Dance (RAD) Cecchetti Vaganova French Balanchine execution of extended sequences to right and left sides without prompting.
Teaching methods may include:	Russian French Cecchetti RAD.
Male-specific vocabulary may include:	pirouettes batterie grand allegro.
Ballet style or genre may include:	contemporary ballet modern ballet neoclassical ballet-masquerade ballet-melodramatique romantic imperial.
Preparations may include:	familiarisation with performance environment (space, location, size) and audience preparation of space to ensure safety of self and others mental preparation immediate physical preparation rehearsal appropriate to audience awareness of time lines leading up to and immediately before performance props costumes or clothing make-up equipment appropriate footwear scores sheet music tapes competitions and auditions: rules judging criteria, including: general appearance costumes technique execution showmanship entertainment value (the ‘x’ factor) level of difficulty originality and creativity choreography synchronisation versatility.
Performance contexts may include:	professional production solo ensemble corps de ballet audition competition.
Personal presentation may include:	costumes accessories make-up hair posture way of moving.
Performance psychology techniques may include:	visualisations affirmations relaxation techniques mental rehearsal maintaining a work-life balance.
Professional work ethic may refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining concentration, focus and physical alertness in all performance activities maintaining costumes and other apparel maintaining a work-lifework-life balance punctuality and reliability working creatively with individual differences.
Injury-prevention techniques may include:	warming up and cooling down before and after class and performance wearing appropriate clothing and footwear applying intent and focus while dancing not overstretching wearing appropriate bandaging and bracing where appropriate to support body appropriate diet and rest using appropriate equipment, such as barre, mirror and sprung floors attention to teacher.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN503A Perform repertoire for corps de ballet

Modification History

Version	Comments
CUADAN503A	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 apply complex technical skills to the corps de ballet in dance companies through specified classical ballet repertoire.

Application of the Unit

This unit applies to those who perform classical ballet repertoire as a member of the corps de ballet. Corps dancers have to perform more frequently than other company members, often in every program during a run, and they must be adept at blending pantomime with technique and moving in unison to ensure background support to soloists and lead dancers.

While some supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to be self-directed and display a high level of motivation, ballet technique and sense of responsibility for themselves and others.

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. Maintain a physical conditioning program	1.1. Meet realistic physical conditioning goals aimed at improving own dance technique 1.2. Apply a range of techniques to improve stamina, strength and flexibility 1.3. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 1.5. Always perform warm-up and cool-down activities in conjunction with dance activities
2. Perfect own ballet technique	2.1. Apply complex ballet technique across each section of class work 2.2. Display confidence across performance attributes 2.3. Show developed strength and complexity in footwork, including pointe work as required 2.4. Execute classical ballet repertoire with accuracy 2.5. Exhibit physical learning and adaptability to incorporate unseen combinations with speed and verve across different teaching methods
3. Merge technique within corps of dancers	3.1. Orient self in relation to other dancers and particularly to hold and move from one geometric pattern to another 3.2. Practise classical ballet phrases and repertoire repeatedly and side by side with other dancers comparing and synchronising group movements 3.3. Apply acting and pantomime skills through movement, gesture and emotion to provide added fullness to scenes 3.4. Execute group work with a high sense of cohesion, flow and movement in unison, giving the appearance of one single entity 3.5. Convey a high level of spatial awareness and respond to visual cues from other dancers in performing complex patterns 3.6. Present variations and repertoire with a high level of artistry and assurance across ballet styles and genres
4. Perform corps de ballet dances from the defined classical ballet repertoire	4.1. Undertake preparations appropriate to performance contexts 4.2. Ensure that personal presentation is appropriate to performance contexts 4.3. Apply performance psychology techniques to preparations 4.4. Sustain focus and concentration to produce performances that show correct musical and rhythmic interpretation 4.5. Convey appropriate artistic quality, interpretation and expression through confident and precise execution of ballet dance techniques 4.6. Demonstrate complex spatial arrangements 4.7. Contribute to debriefing sessions to evaluate the quality of performances and to discuss ways of improving individual and ensemble technique
5. Maintain expertise	5.1. Apply professional work ethic to all practice and performance activities 5.2. Incorporate injury-prevention techniques into all dance and movement activities 5.3. Use feedback from teachers and mentors to identify and develop ways to improve own ballet dance technique as well as group work 5.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

work collaboratively as part of an ensemble

respond appropriately to feedback on own skill development and performance

consult with peers and mentors, including interpersonal skills relating to listening, questioning, gaining feedback and giving information

initiative and enterprise skills to:

work creatively with music and dance

dance with artistry and assurance

communicate mood, style and grace using acting techniques, pantomime and technical expertise

learning skills to:

develop strong ballet techniques through:

practising complex movements and sequences

a positive attitude to dancing

develop and implement a personal physical conditioning program

planning and organising skills to:

prepare for performances, auditions and competitions

plan practice time

self-management skills to:

arrive punctually at classes, rehearsals and performances

dress appropriately

observe dance discipline and follow direction

apply safe dance practices and identify risk factors relevant to dancers

demonstrate professional work ethic

teamwork skills to work collaboratively with others members of the corps

technical dance skills to:

execute high level of competency in each section of class work

employ physical control throughout performances especially for corps work

respond to different time signatures

maintain correct posture, weight placement and alignment in fully rotated turn-out position

retain and reproduce complex movement sequences

show alignment and extensions in combinations of a high level of difficulty

reproduce complex movement sequences on both sides of the body

show facility and speed in directional changes

develop a high level of spatial awareness in group movements, including floor patterns and aerial pathways

exhibit a high level and range of coordination of limbs, torso and head

exhibit confidence in creating movement sequences

demonstrate complex spatial arrangements:

relationship to group members

correct floor patterns

aerial pathways

individual artistic quality

articulate a comprehensive knowledge of the philosophical nature of the discipline

show a consistent level of commitment.

Required knowledge

role of corps de ballet dances within the structure of a ballet

well-developed knowledge of each section of dance work, such as:

stretching

barre

centre practice

adage

pirouettes

allegro

batterie

grand allegro

cool down

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

risk factors in ballet for the physical body, including health and wellbeing issues

ballet terminology

stage terminology, geography and directions

musical rhythms and their relationship to dance, including:

time signatures

beat

tempo

syncopation

ways to prepare for performances, including an understanding of performance

principles of professional work ethic

psychology techniques

main periods in the history of ballet

principles of classical ballet.

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: perform complex combinations of classical ballet technique and repertoire consistently over time work in unison and perform as one entity as a member of the corps harmoniously working together with a sense of rapport and confidence express individual artistic quality and interpretation applying acting techniques and pantomime prepare mentally and physically for professional performances, including a demonstrated commitment to dance demonstrate professional work ethic use correct dance and staging terminology.
Context of and specific resources for assessment	Assessment must ensure access to: fully equipped dance studios appropriate music or accompanists.
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: observation of practice and performance through full practical demonstration verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit video recordings of performances or practice sessions case studies and scenarios as a basis for discussing components of classical ballet technique and repertoire as applied to a corps de ballet. 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: CUADAN501A Refine ballet technique CUADAN502A Refine ballet performance skills CUADAN509A Refine pointe work techniques CUAOHS501A Maintain a high level of fitness for performance CUAPRF503A Prepare for and perform in a competitive environment.

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.

Risk factors may relate to:	consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear gender-appropriate performance techniques.
Warm-up and cool-down may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Ballet technique may include:	embodiment of the principles of alignment in combinations of increasing difficulty controlled balances in a wide range of positions: ouvert croisé á la seconde effacé ecarté multiple turns in open and closed positions of increased difficulty self-correction and concentrated response to feedback high levels of ongoing strength, flexibility, coordination and cardiovascular endurance spatial awareness in relation to self and others with a greater depth and range.
Section of class work may include:	stretching barre: complex footwork in transition to and from pirouettes and balances coordination of épaulement throughout the barre advanced adages turns in open positions sustained balances in open and closed positions battement tendu jeté in all directions with and without plié in ¼ counts battement tendu jeté in all directions with ⅛ and ¼ turns in ½ counts (3 in a series) battement tendu for batterie in 1 count battement piqué en rond in ½ counts rond de jambe par terre with ½ turns in 1 count rond de jambe par terre combined with soutenu en tournant in 1 count battement fondu in all directions to 90 degrees in 1 count battement fondu with tombé en tournant in 2 counts battement fondu with fouetté in 1 count double battement fondu in all directions at 45 degrees in 1 count ½ tours in all open positions at 45 and 90 degrees in 1 count single and double battement frappé in all directions in ½ counts single and double battement frappé in all directions with ¼ and ½ turns in 1 count petit battement serré sur le cou-de-pied en fondu battement battu serré devant and derrière grand temps relevé en tournant to the grand poses flic flac en tournant to the grand poses développé in all directions preceded by a single pirouette développé passé in all directions in 1 count développé passé en tournant in all directions développé ballotté in all directions in 2 counts développé balancé in all directions in 2 counts grand fouetté in 1 count grand rond de jambe in 2 counts passé par terre en tournant at 90 degrees grand battement jeté balançoire in 1 count grand battement jeté développé and enveloppé in all directions in 1 count grand battement jeté piqué with demi-rond in 1 count grand battement jeté with grand fouetté in 1 count single pirouettes finished in the grand poses double pirouettes sur le cou-de-pied and retiré (also finished in the small and grand poses) single tours piqué en dehors and single tours jeté en dedans battement tendu jeté on the demi-pointe in all directions in ½ counts grand rond de jambe jeté with relevé in 1 count battement fondu in all directions to 45 or 90 degrees with ¼ turns and ½ turns battement frappé to à la seconde only in ¼ counts triple frappés in all forms as double frappé temps relevé en tournant with a double turn at the discretion of the teacher temps relevé en tournant in the grand poses arabesque penchée and en arrière on the demi-pointe développé in all directions preceded by a double pirouette développé d’ici-delà on the demi-pointe grand battement jeté with full rond en dehors and en dedans to 90 degrees in 2 counts double pirouettes finished in the grand poses double pirouettes sur le cou-de-pied and retiré from grand plié up to 32 in series centre practice: rond de jambe par terre with ½ turns in 1 count single and double battement frappé in all directions with ⅛ turns in 1 count flic flac en tournant finishing demi-pointe arabesque penchée in 4th arabesque développé passé in 1 count développé en tournant to effacé devant grand fouetté with ½ and ¾ turns in 1 count grand fouetté écarté in 2 counts grand rond de jambe in 2 counts double pirouettes into double tour passé double grandes pirouettes single and double grandes pirouettes finished with a fouetté consecutive grandes pirouettes with plié-relevé (up to 16 in a series) grande pirouette sautillée in all the grand poses (up to 16 counts) gouetté rond de jambe en dehors (up to 16 in series) grand battement jeté in all forms as at the barre for this level excluding grand battement jeté balançoire temps lié en tournant en l’air from grand plié in 8 counts grand plié with double pirouettes (also finished in the grand poses) grand plié with single grandes pirouettes grand fouetté écarté in 2 counts (16 in a series) demi rond de jambe on the demi-pointe battements divisés en quatre in all directions and alignments with a ½ turns triple pirouettes en dehors and en dedans pirouettes en dehors and en dedans finished in all open positions on the demi-pointe fouetté rond de jambe en dehors adage: difficult balances in closed and open positions high level of basic port de bras further extension in the 'line' of the body through épaulement pirouettes: multiple turns to open positions sustained endings in most open positions double turn diagonally and around the room sequences sustained fouettés (women) sustained pirouettes à la seconde (men) allegro and batterie: extended sequences of jumps with musicality and 'presence' demonstrating correct épaulement all types of jumps with equal ease execution of multiple beats pas assemblé with ½ turns assemblé battu with ½ turns double assemblé battu jeté battu with ½ turns brisé volé (2 in a series, 1 = volé front and back) pas ballonné en tournant ballotté at 90 degrees rond de jambe saute en tournant double rond de jambe saute sissonne collée grand pas de chat six de volé grande sissonne ouverte en tournant fouetté saute from de côté to de côté grand fouetté effacé saute grand jeté passé développé grand jeté renversé grand jeté en tournant to croisé or effacé grande cabriole fermée and ouverte in all directions at 90 degrees temps levé à la seconde with a ½ turn en dedans renversé saute pas ciseaux en avant and en arrière jeté élancé en diagonale and en manège revérence temps de poisson brisé volé (4 in a series, 1 = volé front and back) double sissonne en tournant, also finished in open poses (male students only) double sissonne tombée en tournant (male students only) fouetté saute battu grand fouetté saute with ½ and ¾ turns grand fouetté saute battu (male students only) grand jeté entrelacé with fouetté grand jeté entrelacé battu double tours en l’air to the knee (male students only) double grand assemblé en tournant (male students only) double saute de basque (male students only) double demi-caractère saute de basque (male students only) saute de biche grand rond de jambe saute grand allegro cool down.
Performance attributes may include:	musicality with attention to nuances of interpretation movement qualities to movement sequences strong sense of individuality and 'presence' in the execution of sequences sensibility in sequences of increasing difficulty alternative musical time signatures and phrasing as the structural basis of the exercises different expressive qualities applied to movement sequences reliance on individual interpretation inclusion of repertoire in class work.
Footwork may include:	greater assurance in completing multiple turns on pointe sequences that demonstrate a developed capacity to transfer weight in all pathway directions enchaînements with style and confidence.
Physical learning and adaptability may include:	set exercises and sequences unseen exercises and sequences sequences from a range of techniques, such as: Royal Academy of Dance (RAD) Cecchetti Vaganova French Balanchine execution of extended sequences to right and left sides without prompting.
Teaching methods may include:	Russian French Cecchetti RAD.
Repertoire may include:	La Bayadere: Shades Coppelia: Girlfriends’ dance Grooms’ Dance Bridal Couples’ Dance Don Quixote: Seguidilla Gypsies Dryads Fandango La Fille Mal Gardée: Flute Dance Stick Dance La Sylphide: Reel The Merry Widow: Act One Waltz Act Two Pontevedrian Dances Onegin: Act 1 Finale Act 3 Polonaise Raymonda: Act 1 waltzes Jugglers grand pas classique Romeo and Juliet: Tarantella Lily Maidens Swan Lake: Act 2 Swans.
Ballet style or genre may include:	contemporary ballet modern ballet neoclassical ballet-masquerade ballet-melodramatique romantic imperial.
Preparations may include:	familiarisation with performance environment (space, location, size) and audience preparation of space to ensure safety of self and others mental preparation immediate physical preparation rehearsal appropriate to audience awareness of time lines leading up to and immediately before performance props costumes or clothing make-up equipment appropriate footwear scores sheet music tapes competitions and auditions: rules judging criteria, including: general appearance costumes technique execution showmanship entertainment value level of difficulty synchronisation versatility.
Performance contexts may include:	professional production corps de ballet audition competition.
Personal presentation may include:	costumes accessories make-up hair posture way of moving.
Performance psychology techniques may include:	visualisations affirmations relaxation techniques mental rehearsal maintaining a work-life balance.
Complex spatial arrangements may include:	relationship to group members correct floor patterns aerial pathways individual artistic quality.
Professional work ethic may refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining concentration, focus and physical alertness in all performance activities maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
Injury-prevention techniques may include:	warming up and cooling down before and after class and performance wearing appropriate clothing and footwear applying intent and focus while dancing not overstretching wearing appropriate bandaging and bracing where appropriate to support body appropriate diet and rest using appropriate equipment, such as barre, mirror and sprung floors attention to teacher.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN504A Perform solo variations

Modification History

Version	Comments
CUADAN504A	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 add range, depth and increasing complexity to classical ballet technique in solo performances.

Application of the Unit

This unit applies to those who are consolidating their career in contexts where complex ballet technique is required for solo performances. Performances could be in professional settings where dancers are required to perform as soloists.

At this level, dancers are challenging themselves with solo dance pieces, variations and repertoire of increasing technical and physical complexity. While some supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to be self-directed and display a high level of motivation and sense of responsibility for themselves and others.

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. Maintain a physical conditioning program	1.1. Set realistic physical conditioning goals aimed at improving own dance technique 1.2. Apply a range of techniques to improve stamina, strength and flexibility 1.3. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 1.5. Always perform warm-up and cool-down activities in conjunction with dance activities
2. Practise ballet technique of increasing difficulty	2.1. Apply increasingly difficult ballet technique across each section of class work 2.2. Develop increasingly complex performance attributes 2.3. Show developed strength and complexity in footwork, including pointe work as required 2.4. Execute complex variations of ballet repertoire with accuracy 2.5. Exhibit physical learning and adaptability to incorporate unseen combinations with speed and verve across different teaching methods
3. Practise a solo from the defined classical ballet repertoire	3.1. Analyse the context of the chosen solo piece 3.2. Display variations and repertoire of complexity and technical articulation 3.3. Convey a high level of spatial awareness appropriate to solo work 3.4. Accomplish solo work with a developing sense of musical individuality and expression 3.5. Present variations and repertoire with a high level of artistry and assurance across ballet styles and genres 3.6. Reveal increasing levels of muscularity, strength and stamina across the ballet vocabulary (male only) 3.7. Exhibit accomplishments in male-specific vocabulary pirouettes, batterie and grand allegro as required
4. Apply technique in performances	4.1. Undertake preparations appropriate to performance contexts 4.2. Ensure that personal presentation is appropriate to performance contexts 4.3. Prepare for competitions and auditions as required 4.4. Apply performance psychology techniques to preparations 4.5. Rehearse solo dance sequences to be performed 4.6. Sustain focus and concentration to produce solo performances that show well-developed understanding of, and sensitivity to, rhythm and musicality 4.7. Convey choreographic intent of dance through expression and precise execution of ballet dance techniques 4.8. Contribute to debriefing sessions to evaluate the quality of performances and to discuss ways of improving individual technique
5. Maintain expertise	5.1. Apply professional work ethic to all practice and performance activities 5.2. Incorporate injury-prevention techniques into all dance and movement activities 5.3. Use feedback from teachers and mentors to identify and develop ways to improve own ballet dance technique as well as group work 5.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

respond appropriately to feedback on own skill development and performance

consult with peers and mentors, including interpersonal skills relating to listening, questioning, gaining feedback and giving information

initiative and enterprise skills to:

work creatively with music and dance

dance with artistry and assurance

communicate mood, style and grace through dance and dance expression

learning skills to:

develop strong ballet techniques through:

practising complex movements and sequences

a positive attitude to dancing

develop and implement a personal physical conditioning program

planning and organising skills to:

prepare for performances, auditions and competitions

plan practice time

self-management skills to:

observe dance discipline and follow direction

apply safe dance practices and identify risk factors

demonstrate professional work ethic

teamwork skills to work collaboratively with others involved in dance classes and performances

technical dance skills to:

execute high level of competency in each section of class work

employ physical control throughout solo performances respond to different time signatures

maintain correct posture, weight placement and alignment in fully rotated turn-out position

retain and reproduce complex movement sequences

show alignment and extensions in combinations of a high level of difficulty

reproduce complex movement sequences on both sides of the body

show facility and speed in directional changes

develop a high level of spatial awareness, including floor patterns and aerial pathways

exhibit a high level and range of coordination of limbs, torso and head

exhibit confidence in creating movement sequences

observe and interpret the physical body

articulate a comprehensive knowledge of the philosophical nature of the discipline

show a consistent level of commitment.

Required knowledge

specialised knowledge of well-known classical ballet solo pieces

well-developed knowledge of each section of dance work, including:

stretching

barre

centre practice

adage

pirouettes

allegro

batterie

grand allegro

cool down

principles underlying dance movements and techniques, including:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

risk factors in ballet for the physical body, including health and wellbeing issues

ballet terminology

stage terminology, geography and directions

musical rhythms and their relationship to dance, including:

time signatures

beat

tempo

syncopation

ways to prepare for performances, including an understanding of performance

principles of professional work ethic

psychology techniques

main periods in the history of ballet

principles of classical ballet, especially those that apply to solo performances.

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: analyse, describe and perform a solo piece demonstrate technical requirements of solo pieces, such as: transference of weight placement and coordination of body parts muscular strength and flexibility appropriate posture, balance and rotation control of movement classical line quality and breadth of movement individual artistic qualities and personalities combinations of spatial organisations with pirouettes, balances and jumps of increasing difficulty and dynamic continuity prepare mentally and physically for solo performances, including a demonstrated commitment to dance and professional work ethic apply correct ballet dance terminology to solo work.
Context of and specific resources for assessment	Assessment must ensure access to: fully equipped dance studios appropriate music or accompanists.
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: observation of practice and performance through full practical demonstration verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit video recordings of performances or practice sessions case studies and scenarios as a basis for discussing components of classical ballet technique and repertoire especially those particularly develop for solo performances. 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: CUADAN501A Refine ballet technique CUADAN502A Refine ballet performance skills CUAOHS501A Maintain a high level of fitness for performance CUAPRF503A Prepare for and perform in a competitive environment.

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.

Risk factors may relate to:	consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear gender-appropriate performance techniques.
Warm-up and cool-down may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Ballet technique may include:	embodiment of the principles of alignment in combinations of increasing difficulty controlled balances in a wide range of positions: ouvert croisé á la seconde effacé ecarté multiple turns in open and closed positions of increased difficulty self-correction and concentrated response to feedback high levels of ongoing strength, flexibility, coordination and cardiovascular endurance spatial awareness in relation to self and others with a greater depth and range.
Section of class work may include:	stretching barre: complex footwork in transition to and from pirouettes and balances coordination of épaulement throughout the barre advanced adages turns in open positions sustained balances in open and closed positions battement tendu jeté in all directions with and without plié in ¼ counts battement tendu jeté in all directions with ⅛ and ¼ turns in ½ counts (3 in a series) battement tendu for batterie in 1 count battement piqué en rond in ½ counts rond de jambe par terre with ½ turns in 1 count rond de jambe par terre combined with soutenu en tournant in 1 count battement fondu in all directions to 90 degrees in 1 count battement fondu with tombé en tournant in 2 counts battement fondu with fouetté in 1 count double battement fondu in all directions at 45 degrees in 1 count ½ tours in all open positions at 45 and 90 degrees in 1 count single and double battement frappé in all directions in ½ counts single and double battement frappé in all directions with ¼ and ½ turns in 1 count petit battement serré sur le cou-de-pied en fondu battement battu serré devant and derrière grand temps relevé en tournant to the grand poses flic flac en tournant to the grand poses développé in all directions preceded by a single pirouette développé passé in all directions in 1 count développé passé en tournant in all directions développé ballotté in all directions in 2 counts développé balancé in all directions in 2 counts grand fouetté in 1 count grand rond de jambe in 2 counts passé par terre en tournant at 90 degrees grand battement jeté balançoire in 1 count grand battement jeté développé and enveloppé in all directions in 1 count grand battement jeté piqué with demi-rond in 1 count grand battement jeté with grand fouetté in 1 count single pirouettes finished in the grand poses double pirouettes sur le cou-de-pied and retiré (also finished in the small and grand poses) single tours piqué en dehors and single tours jeté en dedans battement tendu jeté on the demi-pointe in all directions in ½ counts grand rond de jambe jeté with relevé in 1 count battement fondu in all directions to 45 or 90 degrees with ¼ turns and ½ turns battement frappé to à la seconde only in ¼ counts triple frappés in all forms as double frappé temps relevé en tournant with a double turn at the discretion of the teacher temps relevé en tournant in the grand poses arabesque penchée and en arrière on the demi-pointe développé in all directions preceded by a double pirouette développé d’ici-delà on the demi-pointe grand battement jeté with full rond en dehors and en dedans to 90 degrees in 2 counts double pirouettes finished in the grand poses double pirouettes sur le cou-de-pied and retiré from grand plié up to 32 in series centre practice: rond de jambe par terre with ½ turns in 1 count single and double battement frappé in all directions with ⅛ turns in 1 count flic flac en tournant finishing demi-pointe arabesque penchée in 4th arabesque développé passé in 1 count développé en tournant to effacé devant grand fouetté with ½ and ¾ turns in 1 count grand fouetté écarté in 2 counts grand rond de jambe in 2 counts double pirouettes into double tour passé double grandes pirouettes single and double grandes pirouettes finished with a fouetté consecutive grandes pirouettes with plié-relevé (up to 16 in a series) grande pirouette sautillée in all the grand poses (up to 16 counts) gouetté rond de jambe en dehors (up to 16 in series) grand battement jeté in all forms as at the barre for this level excluding grand battement jeté balançoire temps lié en tournant en l’air from grand plié in 8 counts grand plié with double pirouettes (also finished in the grand poses) grand plié with single grandes pirouettes grand fouetté écarté in 2 counts (16 in a series) demi rond de jambe on the demi-pointe battements divisés en quatre in all directions and alignments with a ½ turns triple pirouettes en dehors and en dedans pirouettes en dehors and en dedans finished in all open positions on the demi-pointe fouetté rond de jambe en dehors adage: difficult balances in closed and open positions high level of basic port de bras further extension in the 'line' of the body through épaulement pirouettes: multiple turns to open positions sustained endings in most open positions double turn diagonally and around the room sequences sustained fouettés (women) sustained pirouettes à la seconde (men) allegro and batterie: extended sequences of jumps with musicality and 'presence' demonstrating correct épaulement all types of jumps with equal ease execution of multiple beats pas assemblé with ½ turns assemblé battu with ½ turns double assemblé battu. jeté battu with ½ turns brisé volé (2 in a series, 1 = volé front and back) pas ballonné en tournant ballotté at 90 degrees rond de jambe saute en tournant double rond de jambe saute sissonne collée grand pas de chat six de volé grande sissonne ouverte en tournant fouetté saute from de côté to de côté grand fouetté effacé saute grand jeté passé développé grand jeté renversé grand jeté en tournant to croisé or effacé grande cabriole fermée and ouverte in all directions at 90 degrees temps levé à la seconde with a ½ turn en dedans renversé saute pas ciseaux en avant and en arrière jeté élancé en diagonale and en manège revérence temps de poisson brisé volé (4 in a series, 1 = volé front and back) double sissonne en tournant, also finished in open poses (male students only) double sissonne tombée en tournant (male students only) fouetté saute battu grand fouetté saute with ½ and ¾ turns grand fouetté saute battu (male students only) grand jeté entrelacé with fouetté grand jeté entrelacé battu double tours en l’air to the knee (male students only) double grand assemblé en tournant (male students only) double saute de basque (male students only) double demi-caractère saute de basque (male students only) saute de biche grand rond de jambe saute grand allegro cool down.
Performance attributes may include:	musicality with attention to nuances of interpretation movement qualities to movement sequences strong sense of individuality and 'presence' in the execution of sequences sensibility in sequences of increasing difficulty alternative musical time signatures and phrasing as the structural basis of the exercises different expressive qualities applied to movement sequences reliance on individual interpretation inclusion of repertoire in class work.
Footwork may include:	greater assurance in completing multiple turns on pointe sequences that demonstrate a developed capacity to transfer weight in all pathway directions enchaînements with style and confidence.
Repertoire may include:	romantic classical modern ballet original choreography.
Physical learning and adaptability may include:	set exercises and sequences unseen exercises and sequences sequences from a range of techniques, such as: Royal Academy of Dance (RAD) Cecchetti Vaganova French Balanchine execution of extended sequences to right and left sides without prompting.
Teaching methods may include:	Russian French Cecchetti RAD.
Chosen solo may include:	female: La Bayadere: Kingdom of the Shades, 1st, 2nd and 3rd Shade Gamzetti’s Act 2 variation Cinderella: Summer Fairy Act 1 Winter Fairy Act 1 Le Corsaire (from the pas de deux) Don Quixote (Bridesmaids Act 3) The Nutcracker (Sugar Plum Fairy Act 2) Raymonda: Act 1 pizzicato Dream first friend’s dream Raymonda’s Act 2 variation first friend’s variation Act 2 Paquita The Sleeping Beauty: Aurora Act 1 and 3 Lilac Fairy Prologue male: La Bayadere (Solor Act 2) Coppelia (Franz Act 3) Le Corsaire (from pas de deux) Flower Festival at Genzano Giselle: Albrecht Act 2 1st and 2nd (Peasant Act 1) The Sleeping Beauty (Desire Act 3) Swan Lake: pas de trois Act 1 Siegfried Act 3.
Ballet styles and genres may include:	contemporary ballet modern ballet neoclassical ballet-masquerade ballet-melodramatique romantic imperial.
Male-specific vocabulary may include:	pirouettes batterie grand allegro.
Preparations may include:	familiarisation with performance environment (space, location, size) and audience preparation of space to ensure safety of self and others mental preparation immediate physical preparation rehearsal appropriate to audience awareness of time lines leading up and immediately before performance props costumes or clothing make-up equipment appropriate footwear scores sheet music tapes competitions and auditions: rules judging criteria, including: general appearance costumes technique execution showmanship entertainment value (the ‘x’ factor) level of difficulty originality and creativity choreography synchronisation versatility.
Performance contexts may include:	pre-professional production solo audition competition.
Personal presentation may include:	costumes accessories make-up hair posture way of moving.
Performance psychology techniques may include:	visualisations affirmations relaxation techniques mental rehearsal maintaining a work-life balance.
Professional work ethic may refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining concentration, focus and physical alertness in all performance activities maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
Injury-prevention techniques may include:	warming up and cooling down before and after class and performance wearing appropriate clothing and footwear applying intent and focus while dancing not overstretching wearing appropriate bandaging and bracing where appropriate to support body appropriate diet and rest using appropriate equipment, such as barre, mirror and sprung floors attention to teacher.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN505A Refine contemporary dance technique

Modification History

Version	Comments
CUADAN505A	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 add range, depth and increasing complexity to contemporary dance technique.

Application of the Unit

This unit applies to those who are consolidating their career in contexts where complex contemporary dance technique is required across commercial or competition settings. Dancers are usually performing as members of an ensemble, but some solo work can also be expected.

At this level, dancers are challenging themselves with dance sequences and repertoire of increasing technical and physical complexity. While some supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to be self-directed and display a high level of motivation and sense of responsibility for themselves and others.

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. Maintain a physical conditioning program	1.1. Set realistic physical conditioning goals aimed at improving own dance technique 1.2. Apply a range of techniques to improve stamina, strength and flexibility 1.3. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 1.5. Always perform warm-up and cool-down activities in conjunction with dance activities
2. Practise contemporary dance technique of increasing difficulty	2.1. Apply a high level of concentration, facility and expertise to increasingly difficult contemporary dance technique in each section of class work 2.2. Develop increasingly complex performance attributes 2.3. Apply principles of alignment with power, flexibility, coordination and cardiovascular endurance throughout classes 2.4. Show developed strength and complexity in footwork 2.5. Develop appreciation of timing and weight centring when working with a partner
3. Develop physical learning and adaptability skills	3.1. Comprehend and reproduce new and complex movement sequences that demand different spatial orientations and changes in speed 3.2. Incorporate choreographic skills into relevant sections of class work 3.3. Review personal goals taking into account individual attributes and expectations of the profession 3.4. Refine improvisational skills through an ever expanding movement vocabulary and spontaneity in response to various stimuli
4. Execute sequences of a high level of difficulty	4.1. Practise repertoire with an increased awareness of and attention to rhythms and time signatures commonly used in contemporary dance 4.2. Execute group work with a high sense of cohesion 4.3. Execute extended sequences to right and left sides without prompting 4.4. Incorporate unseen combinations with speed and verve 4.5. Perform with a clear sense of personal style while understanding and demonstrating the stylistic differences in a range of contemporary styles and approaches 4.6. Accomplish solo work with a developing sense of musical individuality 4.7. Present sequences with a high level of artistry and assurance across contemporary dance styles
5. Maintain expertise	5.1. Apply professional work ethic to all practice and performance activities 5.2. Incorporate injury-prevention techniques into all dance and movement activities 5.3. Use feedback from teachers and mentors to identify and develop ways to improve own contemporary dance technique as well as group work 5.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

work collaboratively as part of an ensemble

respond appropriately to feedback on own skill development and performance

consult with peers and mentors, including interpersonal skills relating to listening, questioning, gaining feedback and giving information

initiative and enterprise skills to:

work creatively with music and dance

dance with artistry and assurance

communicate mood, style and grace through dance

develop new material for choreography through improvised partnering

learning skills to:

develop strong contemporary dance techniques through:

practising complex movements and sequences

a positive attitude to dancing

implement a personal physical conditioning program

planning and organising skills to plan practice time

self-management skills to:

arrive punctually at classes and rehearsals

dress appropriately

observe dance discipline and follow direction

apply safe dance practices and identify risk factors

demonstrate professional work ethic

show a consistent level of commitment

teamwork skills to work collaboratively with others involved in dance classes

technical dance skills to:

execute high level of competency in each section of class work

respond to different time signatures

execute counterbalance, support, manipulation mechanics and medium power lifting

demonstrate facility in grip leverage, thrust and counter-thrust and coordinated timing

perform isolation and energy placement techniques

retain and reproduce complex movement sequences

show alignment and extensions in combinations of a high level of difficulty

reproduce complex movement sequences on both sides of the body

show facility and speed in directional changes

develop a high level of spatial awareness in group movements, including floor patterns and aerial pathways

exhibit a high level and range of coordination of limbs, torso and head

observe and interpret the physical body.

Required knowledge

genres, styles and philosophical nature of contemporary dance

influential choreographers in contemporary dance

relationship between acting and contemporary dance

correct contemporary dance terminology

roles or hierarchy in professional situations, such as:

auditions

rehearsals

performances

principles underlying dance movements and techniques, including:

movement efficiency

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical and alignment principles, including:

skeletal structure

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

risk factors in dance activities for the physical body

stage geography and directions

musical rhythms, including:

time signatures

beat

tempo

syncopation.

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: perform complex combinations of contemporary dance technique consistently over time using: muscular strength and flexibility control of movement quality and breadth of movement individual artistic qualities and personalities torso contractions and releases triplets and layouts more complex enchaînements combinations of spatial organisations with turns, balances and jumps of increasing difficulty and dynamic continuity demonstrate a high level of concentration, facility and expertise in each section of class work establish clear personal goals and engage in self-assessment processes that indicate an informed level of critical analysis of technique.
Context of and specific resources for assessment	Assessment must ensure access to: fully equipped dance studios appropriate music or accompanists.
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 video recordings of practice sessions 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 discussing components of contemporary dance technique and repertoire direct observation of candidate in practice sessions. 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: CUADAN402A Improvise an advanced dance sequence CUADAN507A Refine dance partnering techniques CUADAN508A Develop expertise in allied contemporary dance techniques CUAOHS501A Maintain a high level of fitness for performance.

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.

Risk factors may relate to:	consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear gender-appropriate performance techniques.
Warm-up and cool-down may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Contemporary dance technique may include:	Cunningham Graham release technique upper and lower body poses, phrases and movements correct breathing techniques balanced positions, including: elevation of steps body positions transitions while in motion and while stationary standing work and travel combinations jump work variations in timing and styles of movement expressing a range of emotions through the language of dance centre control spotting employment of strength and agility employing visualisation techniques employing strength and agility demonstrating an awareness of personal and general space when travelling and stationary using arm lines appropriately and extensively multi-turning exercises clean, sharp isocentric and polycentric isolations correct posture and alignment when in motion demonstrating safe dance practices in jumping and faster travelling steps footwork, arm lines and head movements in combination to express rhythm performing complex turns while maintaining good technique moving against gravity with confidence and knowledge.
Sections of class work include:	warm up floor work centre practice turns travelling sequences jumps cool down.
Performance attributes may include:	musicality with attention to nuances of interpretation movement dynamics strong sense of individuality and 'presence' in the execution of sequences sensibility in sequences of increasing difficulty alternative musical time signatures and phrasing as the structural basis of the exercises different expressive qualities applied to movement sequences reliance on individual interpretation inclusion of repertoire in class work.
Footwork may include:	greater assurance in completing multiple turns sequences that demonstrate a developed capacity to transfer weight in all pathway directions enchaînements with style and confidence.
Choreographic skills may include:	retrograde inversion.
Stimuli may include:	music, such as: any type of musical style, like jazz, hip-hop and world vocal instrumental percussion, such as: drums hands feet stamps percussion instruments word motivation, such as: wobble, twitch, freeze vault, twirl, collapse pause, swell, jerk vibrate, bound, creep technical equipment, such as: lighting audiovisual fog machines scaffolding other props, objects and materials, such as: fabric instruments puppets or dolls piece of clothing ladder or chair boxes flowers footwear hat lipstick silent space various texts, such as: poetry newspaper articles lyrics advertisements.
Rhythms may include:	syncopation, such as: 6/8 tacit unification monotone jazz.
Time signatures may include:	3/4 4/4 6/4.
Contemporary dance styles may include:	Graham Cunningham Horton release Alvin Alley.
Professional work ethic may refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining concentration, focus and physical alertness in all performance activities maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
Injury-prevention techniques may include:	warming up and cooling down before and after class and performance wearing appropriate clothing and footwear applying intent and focus while dancing not overstretching wearing appropriate bandaging and bracing where appropriate to support body appropriate diet and rest using appropriate equipment, such as barre, mirror and sprung floors attention to teacher.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN506A Refine cultural dance technique

Modification History

Version	Comments
CUADAN506A	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 develop a high level of expertise in cultural dance technique or in physical disciplines that employ advanced movement skills.

Application of the Unit

This unit applies to those who are consolidating their career in contexts where advanced cultural dancing skills are required, for example performing character dances in ballets. Performances could be in commercial or competition settings and dancers would usually be performing as members of an ensemble, though some solo work could be expected.

The skills in this unit can also be applied in physical disciplines such as martial arts or fencing where movements are closely allied to dance.

At this level, dancers are constantly refining their technique and expression to produce performances that convey the mood and style of music through complex dance movements. While supervision and guidance are provided in practice sessions, dancers are expected to display a high level of motivation and dedication to their profession by undertaking regular self-directed practice.

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. Maintain a physical conditioning program	1.1. Set realistic physical conditioning goals aimed at improving own dance technique 1.2. Apply a range of techniques to improve stamina, strength and flexibility 1.3. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 1.5. Always perform warm-up and cool-down activities in conjunction with dance activities
2. Practise cultural dance techniques of increasing difficulty	2.1. In practice sessions apply increasingly difficult techniques relevant to cultural dance style or physical discipline 2.2. Develop increasingly complex performance attributes 2.3. Work on articulating and embodying the philosophical principles of the dance style or discipline 2.4. Refine ways to apply alternative forms of physical coordination in exercises and routines 2.5. Work on achieving strong harmony of movement when practising dance sequences with a partner 2.6. Build strength and stability in technique by applying a knowledge of anatomical alignment principles in exercises and routines 2.7. Work on improving accuracy in spatial arrangements
3. Maintain expertise	3.1. Apply professional work ethic to all practice and performance activities 3.2. Incorporate injury-prevention techniques into all dance and movement activities 3.3. Maintain and update knowledge of dance terminology 3.4. Use feedback from teachers and mentors to identify and develop ways to improve own cultural dance performance skills 3.5. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss physical conditioning and movement technique issues with relevant personnel

respond appropriately to feedback on own skill development

work creatively with individual differences

initiative and enterprise skills to:

work creatively with music and dance movements

communicate the mood or style of dance or movement sequences

observe and interpret physical skills

learning skills to:

develop strong cultural dance or movement techniques through:

practising complex movements and routines

a positive attitude to performing

implement a personal physical conditioning program

develop a movement memory

planning and organising skills to plan practice time

problem-solving skills to make complex judgements to advance own technique

self-management skills to:

maintain a professional work ethic

apply safe performance practices

teamwork skills to work collaboratively with others involved in practice sessions and classes.

Required knowledge

principles underlying dance movements and techniques, including:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

terminology associated with chosen cultural dance style or physical discipline

stage geography and directions

musical rhythms, including:

time signatures

beat

tempo

syncopation

philosophical principles of the relevant dance style or physical discipline

history and cultural context in which the dance style or physical discipline is situated.

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: perform two complex dance or movement sequences that demonstrate: confident performance skills understanding of the discipline’s particular stylistic qualities muscular strength and flexibility control of movement quality and breadth of movement interpretative and expressive skills strong and precise technique in the chosen cultural dance style or physical discipline respond appropriately to constructive feedback on own performance.
Context of and specific resources for assessment	Assessment must ensure access to: fully equipped dance studios appropriate music or accompanists.
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 performances during practice sessions (live or recorded) 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 cultural dance techniques direct observation of candidate executing exercises during classes or practice sessions. 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: CUADAN507A Refine dance partnering techniques CUAOHS501A Maintain a high level of fitness for performance.

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.

Risk factors may relate to:	consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear gender-appropriate performance techniques.
Warm-up and cool-down activities may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Techniques may include:	control in locomotor steps, such as: start and stop varying tempo leading with the left as well as the right foot weight transfer: falling releasing balancing turning movements and steps that include further extension elevation, including complex steps of low, medium and high elevation isolation techniques of increasing complexity, such as isolating, controlling and releasing two or more different parts of the body simultaneously transferring and applying physical information from one area of physical expertise to another rhythmic footwork pair and group work.
Cultural dance styles may include:	African belly dancing Hungarian Aboriginal and Torres Strait Islander dance Irish dance Italian magical, mystical or spiritual dance Moldavian Pacific Islander Polish ritual or sacred Russian Spanish Ukrainian.
Physical discipline may include:	martial arts fencing yoga circus arts Pilates.
Performance attributes may include:	musicality with attention to nuances of interpretation movement qualities to movement sequences strong sense of individuality and 'presence' in the execution of sequences sensibility in sequences of increasing difficulty alternative musical time signatures and phrasing as the structural basis of the exercises different expressive qualities applied to movement sequences reliance on individual interpretation.
Anatomical alignment principles relate to:	articulation of the spine engagement of the feet bases of support, including feet, legs, hands, arms and torso range of motion of the joints differentiation of the legs and pelvis.
Spatial arrangements relate to:	floor patterns aerial pathways.
Professional work ethic may refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining concentration, focus and physical alertness in all performance activities maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
Injury-prevention techniques may include:	warming up and cooling down before and after class and performance wearing appropriate clothing and footwear applying intent and focus while dancing not overstretching wearing appropriate bandaging and bracing where appropriate to support body appropriate diet and rest using appropriate equipment, such as barre, mirror and sprung floors attention to teacher.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN507A Refine dance partnering techniques

Modification History

Version	Comments
CUADAN507A	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 practise and execute complex dance sequences with a partner.

Application of the Unit

This unit applies to those who are consolidating their career in contexts where a high level of partner work is required for performances. These skills are applied in different ways depending on the dance style.

At this level, dancers are challenging themselves with dance sequences of increasing technical and physical complexity. While some supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to be self-directed and display a high level of motivation and sense of responsibility for themselves and others.

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. Maintain a physical conditioning program	1.1. Set realistic physical conditioning goals aimed at improving own dance technique 1.2. Apply a range of techniques to improve stamina, strength and flexibility 1.3. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 1.5. Always perform warm-up and cool-down activities in conjunction with dance activities
2. Practise partnering techniques of increasing difficulty	2.1. Dissect complex partnering routines into discrete elements and work through each element separately 2.2. Practise combining elements until the required level of precision and technique is achieved 2.3. Practise executing lifts and counterbalances with surety and understanding 2.4. Practise going into and out of movements safely and gracefully 2.5. Experiment as required with timing, body position and other techniques associated with multiple partnering 2.6. Develop a high level of rapport with partner
3. Maintain expertise	3.1. Apply professional work ethic to all practice and performance activities 3.2. Incorporate injury-prevention techniques into all dance and movement activities 3.3. Maintain and update knowledge of dance terminology 3.4. Use feedback from teachers and mentors to identify and develop ways to improve own dance partnering technique 3.5. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss physical conditioning issues and dance partnering techniques with relevant personnel

respond appropriately to feedback on own skill development

initiative and enterprise skills to:

work creatively with music and dance movements

communicate the mood or style of dance sequences

respond creatively and flexibly to partner while dancing together

learning skills to:

develop strong dance partnering techniques through:

practising complex movements and routines

a positive attitude to performing

developing a high level of rapport with partner

implement a personal physical conditioning program

develop a movement memory

planning and organising skills to plan practice time

problem-solving skills to:

break complex dance sequences down into their component parts

anticipate and find solutions to problems that could arise while performing complex partnered sequences

self-management skills to:

maintain a professional work ethic

apply safe performance practices

teamwork skills to:

work closely with a partner

work collaboratively with others involved in practice sessions and classes.

Required knowledge

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

terminology associated with chosen dance style

stage geography and directions

musical rhythms, including:

time signatures

beat

tempo

syncopation.

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: perform a complex dance sequence with a partner on at least two occasions, demonstrating: competent execution of advanced techniques: overhead lifts counterbalances smooth transitions between movement elements harmony of movement rapport with partner respond appropriately to constructive feedback on own performance.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or 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 evaluation of performance (live or recorded) 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 partnering techniques direct observation of candidate in 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: CUADAN501A Refine ballet technique CUADAN505A Refine contemporary dance technique CUADAN508A Develop expertise in allied contemporary dance techniques CUAOHS501A Maintain a high level of fitness for performance CUAOHS601A Apply advanced gym and weight training to ballet.

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.

Risk factors may relate to:	consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear gender-appropriate performance techniques.
Warm-up and cool-down activities may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Elements may include:	arabesque promenade jumps pirouettes turns footwork transitions adage lifts.
Multiple partnering relates to:	lifting a number of dancers simultaneously one dancer being lifted by several other dancers.
Rapport may relate to:	harmony of movement eye contact dramatic nuance anticipating signals responding with ease and assurance to spontaneous movements trust cooperation mutual consideration touching and body contact contact improvisation.
Professional work ethic may refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining concentration, focus and physical alertness in all performance activities maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
Injury-prevention techniques may include:	warming up and cooling down before and after class and performance wearing appropriate clothing and footwear applying intent and focus while dancing not overstretching wearing appropriate bandaging and bracing where appropriate to support body appropriate diet and rest using appropriate equipment, such as barre, mirror and sprung floors attention to teacher.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN508A Develop expertise in allied contemporary dance techniques

Modification History

Version	Comments
CUADAN508A	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 develop expertise in allied contemporary dance techniques, such as alignment, improvisation, duo and tumbling skills.

Application of the Unit

This unit applies to dancers who require skills now considered fundamental for employment in a professional contemporary dance company either in Australia or overseas.

At this level, dancers are constantly expanding their range of technical skills in order to develop their artistic capacity in a range of contemporary dance repertoire.

Dancers are expected to display a high level of motivation and sense of responsibility for themselves and others during practice sessions, rehearsals and live performances. They are expected to take opportunities to extend the scope of their dance technique practice.

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. Extend skills in improvisation	1.1. Respond to a variety of teaching methods and approaches to developing improvisational skills 1.2. Practise performing improvisational tasks of increasing complexity and diversity 1.3. Demonstrate an expanded movement vocabulary in response to various stimuli 1.4. Extend understanding of how improvisation contributes to contemporary dance repertoire 1.5. Explore ways of responding to stimuli on the move and in the moment 1.6. Incorporate understanding of the range of options available to begin improvising through watching, initiating and responding 1.7. Embody energy concepts in improvisational tasks
2. Develop skills in mat work	2.1. Perform exercises specifically designed to build strength for tumbling and increasing technical requirements 2.2. Apply knowledge of anatomy and alignment to extend control in inverted weight-bearing positions 2.3. Perform rolls from static start and from jumps 2.4. Perform a wide range of acrobatic skills in relation to allied contemporary dance technique attributes 2.5. Apply physical skill and adaptability in a range of diverse settings
3. Extend skills in duo	3.1. Extend expertise in safe rolling, falling and lifting techniques 3.2. Practise falling safely singly and in partnership situations 3.3. Cooperate, show consideration and develop rapport with partner during rehearsals 3.4. Practise timing and weight centring in accomplishing a relationship and feeling of reciprocity 3.5. Explore ways in which improvisation can be used to extend choreographic possibilities at a basic level 3.6. Show strength, precision and increasing agility in all aspects of footwork
4. Maintain expertise	4.1. Apply professional work ethic to all practice and performance activities 4.2. Incorporate injury-prevention techniques into dance and movement activities 4.3. Use feedback from teachers and mentors to identify and develop ways to improve own contemporary dance technique as well as group work 4.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

work collaboratively as part of partnership

demonstrate cooperation, consideration and develop rapport with others

respond appropriately to feedback on own skill development and performance

consult with peers and mentors, including interpersonal skills relating to listening, questioning, gaining feedback and giving information

initiative and enterprise skills to:

work creatively with music and dance and a variety of stimuli

dance with artistry and assurance

communicate mood and style through dance

initiate ideas and apply processes to develop them creatively

learning skills to:

practise allied contemporary dance techniques through:

rehearsal of fundamental moves and sequences repeatedly, alone, with a partner or in group settings

a positive attitude to dancing

adhere to a personal physical conditioning program that addresses individual requirements of strength and fitness in alignment

planning and organising skills to:

plan practice time

collaborate and develop group processes in improvisation

self-management skills to:

arrive punctually at classes, rehearsals and performances

dress appropriately

observe dance discipline and understand direction

apply safe dance practices and identify risk factors

demonstrate professional work ethic

teamwork skills to work collaboratively with others in dance classes and performances

technical dance skills to:

execute fundamental technical skills in solo, partnership and group situations

apply physical control in the execution of skills particularly in duo and mat work

demonstrate timing and weight centring techniques with partner, applying them to lifts and counterbalances in duo techniques and mat work

improvise with a diversity of stimuli as the source of movement exploration

demonstrate a high level of spatial awareness, including floor patterns and aerial pathways in allied dance techniques

sense kinaesthetically the needs of partner and others and adapt appropriately

emulate the style and intention of repertoire or choreography through allied contemporary dance techniques.

Required knowledge

principles underlying dance movements and techniques, including:

movement efficiency

relationship with gravity

spatial awareness

sequential movement

use of breath

folding

extending

rotating

shifting weight

anatomical and alignment principles, including:

skeletal structure

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

improvisational techniques relevant to allied contemporary dance techniques

risk factors in mat work and duo techniques

performance psychology techniques, such as:

visualisations

affirmations

relaxation techniques

mental rehearsal

maintaining a work-life balance.

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: execute physical and conceptual understanding of the fundamental technical principles in contemporary dance as they relate to duo work develop improvised sequences of movement with an awareness of their relationship to the development of original choreography respond with a developing sense of performance quality when executing improvised solos and scored group work relate alignment and anatomical principles to safe dance practice apply basic performance psychology techniques execute a range of tumbling skills and basic aerial skills work with a partner and others collaboratively and harmoniously and with rapport and confidence demonstrate a professional work ethic.
Context of and specific resources for assessment	Assessment must ensure access to: fully equipped dance studios appropriate music or accompanists.
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: observation of practice and performance through full practical demonstration verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit video recordings of performances or practice sessions case studies and scenarios as a basis for discussing components of contemporary dance technique, repertoire and performance and partnering skills as they relate to duo work. 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: CUADAN402A Improvise an advanced dance sequence CUADAN505A Refine contemporary dance technique CUADAN507A Refine dance partnering techniques CUAPRF501A Refine performance skills.

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.

Teaching methods may include:	student centred learning approaches that encourage: initiative self-motivation creativity release techniques.
Repertoire may include:	contemporary dance repertoire modern ballet repertoire original choreography.
Technical requirements may include:	placement and coordination of body parts strength and stability giving and taking weight posture hand grips and hand placement for balance relationship between partners.
Weight-bearing positions may include:	handstands headstands cartwheels dive rolls.
Allied contemporary dance technique attributes may include:	strength, flexibility, coordination and cardiovascular endurance detailed musicality with attention to nuances of interpretation movement qualities to movement sequences strong sense of individuality and 'presence' in the execution of sequences sensibility in sequences of increasing difficulty alternative and structurally changing musical time signatures and phrasing for extended sequences different expressive qualities applied to movement sequences extensive and changing expressive qualities applied to movement sequences assured artistic interpretations of sequences and variations.
Physical skill and adaptability may include:	set exercises or sequences unseen exercises or sequences sequences from a range of techniques execution of extended sequences to right and left sides without prompting self-correction.
Safe rolling techniques may relate to:	rolling in all directions in a variety of ways, including: shoulder rolls sidewards backwards.
Safe lifting techniques may relate to:	weight taking with counterbalance stability of various body parts momentum moving in and out of gravitational states.
Footwork may include:	sequences throughout classes travelling configurations sequences that require the full range of movement in all directions.
Professional work ethic may refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining concentration, focus and physical alertness in all performance activities maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
Injury-prevention techniques may include:	warming up and cooling down before and after class and performance wearing appropriate clothing and footwear applying intent and focus while dancing not overstretching wearing appropriate bandaging and bracing where appropriate to support body appropriate diet and rest using appropriate equipment, such as barre, mirror and sprung floors attention to teacher.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN509A Refine pointe work techniques

Modification History

Version	Comments
CUADAN509A	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 dance sur les pointes at an advanced level.

Application of the Unit

This unit applies to dancers who are consolidating their career in contexts where dancing sur les pointes at an advanced level is expected. They perform across a range of dance repertoire as part of a duo, in an ensemble or in solo roles.

Dancing en pointe requires strength and skill and is a central part of a female ballet dancer's training and repertoire. Pointe shoes are normally worn only by female dancers, though male dancers may wear them for certain roles and professional performances.

Licensing/Regulatory Information

This unit describes the performance outcomes, skills and knowledge required to dance sur les pointes at an advanced level.

Pre-Requisites

Not applicable.

Employability Skills Information

Not applicable.

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. Prepare the body for pointe work	1.1. Prepare feet and pointe shoes for pointe work 1.2. Warm up and cool down the body for pointe using the entire body for support, including the legs, back and abdominal muscles 1.3. Identify and minimise risk factors associated with pointe work 1.4. Seek assistance and advice when common injuries from pointe work occur
2. Practise pointe technique of increasing difficulty	2.1. Use appropriate terminology to analyse the components of pointe technique 2.2. Apply correct technical requirements to pointe work 2.3. Work on developing performance attributes and quality of movement in sequences of increasing difficulty sur les pointes 2.4. Execute variations of ballet repertoire with accuracy sur les pointes across ballet styles and genres 2.5. Demonstrate accurate spatial arrangements, individual artistic quality, and correct musical and rhythmic interpretation en pointe
3. Review own progress in developing pointe technique	3.1. Monitor progress through critical analysis of own pointe work performance in class 3.2. Use feedback from teachers and mentors to identify and develop ways to improve own pointe technique 3.3. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

respond appropriately to feedback on own skill development and performance

consult with peers, mentors and doctors, including interpersonal skills relating to listening, questioning, gaining feedback and giving information

use correct terminology

initiative and enterprise skills to:

refine pointe technique

dance with artistry and assurance

learning skills to refine pointe work through:

practising movements and sequences of increasing difficulty

a positive attitude to dancing

analysing pointe work

planning and organising skills to prepare for pointe work

self-management skills to:

arrive punctually at classes and rehearsals

dress appropriately

observe dance discipline and follow direction

apply safe dance practices and identify risk factors associated with pointe work

technical dance skills to:

articulate correct pointe work technique

apply advanced pointe work to classical ballet sequences and repertoire showing:

muscular strength and flexibility

control of movement

classical line

quality and breadth of movement

individual artistic qualities and personalities

more complex enchaînements.

Required knowledge

well-developed knowledge of each section of dance work as it applies to pointe work, including:

barre

centre practice

adage

pirouettes

allegro

batterie

grand allegro

cool down

principles underlying dance movements and techniques as applied to pointe work, including:

balance

spatial awareness

successional movement

use of breath

control of movement

muscular strength and flexibility

rotation

transference of weight

anatomical foundations, including:

articulation of the spine

articulation of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

health and wellbeing issues relevant to classical ballet artists

relationship between music and dance

risk factors in ballet for the physical body, especially as applied to pointe work

pointe work terminology

history of ballet and pointe

principles of classical ballet.

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: prepare feet and shoes for pointe work to avoid risks and injuries refine pointe technique through practice respond appropriately to feedback on own pointe technique apply correct pointe terminology and technique to ballet repertoire.
Context of and specific resources for assessment	Assessment must ensure access to: fully equipped dance studios appropriate music or accompanists.
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: observation of practice and performance through full practical demonstration verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit video recordings of performances or practice sessions case studies and scenarios as a basis for discussing components of classical ballet technique and repertoire that incorporate advanced level pointe work. 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: CUADAN501A Refine ballet technique CUADAN502A Refine ballet performance skills.

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.

Preparations for feet may include:	cutting toe nails protecting the feet through use of, for example: toe pads lamb’s wool using gel medical dressing to help relieve the pain of blisters tying ribbons correctly around ankles changing pointe shoes as required ensuring there is nothing loose around the legs that could cause tripping or other injuries.
Preparations for pointe shoes may include:	using an experienced fitter for shoes to determine: size length width arch other measurements of the foot sewing on elastic to prevent shoes slipping off a narrow heel sewing on ribbons based on professional advice breaking in shoes which may consist of: making the hard shank more supple, so that the shoes can actually bend on demi pointe softening sensitive spots on the box to offer less friction against the feet by dampening a towel and applying to the box cutting the shank where arch is and then spraying the box with water using cyanoacrylate glue or shellac to harden toe box and make shoes last slightly longer.
Warm-up and cool-down may include:	stretching at the barre feet-strengthening exercises joint-mobility exercises (especially those that apply to the ankles and ball of foot) articulating through foot from flat to demi pointe to pointe and down relevés in 1st and 2nd positions échappés relevés steps ending on one foot, such as pas de bourrée en pointes and retiré en pointes in centre practice, exercises on both feet, such as: temps levés relevés échappés en pointe coordinated breathing activities.
Risk factors may include:	common injuries incorrectly fitting footwear slippery or hard floor surface.
Common injuries may include:	Achilles tendinitis athlete's foot bunions bunionette bursitis bruises bruised toenails calluses contusion corns cuts between the toes dancer's heel (plantar fasciitis) dermatitis dorsal exostosis extensor tendinitis fungus nails hallux limitus and rigidus hammer toes heel bruises heel spurs ingrown toenails jammed big toes neuromas plantar warts sesamoiditis sprained ankles stress fractures thickened toenails.
Pointe technique may include:	commencing with warm-up exercises at the barre and in the centre before performing routines or combinations en pointe practising combinations in centre applying correct posture and placement engaging abdominal muscles applying rotation of the legs dancer rising onto full pointe by passing through half-pointe or demi-pointe achieving full pointe by either articulating through the feet for adage or relevés to pointe in allegro combinations.
Technical requirements may include:	correct placement and coordination of body parts transference of weight strength and stability posture balance rotation of legs.
Performance attributes may relate to:	enchaînements of increasing difficulty expressing own individual artistry mastering classical line muscular strength and flexibility.
Repertoire may include:	romantic classical modern ballet original choreography.
Ballet styles and genres may include:	contemporary ballet modern ballet neoclassical ballet-masquerade ballet-melodramatique romantic imperial.
Spatial arrangements may include:	floor patterns aerial pathways.
Critical analysis may be through:	individual coaching sessions viewing recordings of own performance during practice sessions.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN601A Perform dance repertoire at a professional level

Modification History

Version	Comments
CUADAN601A	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 perform complex dance technique demonstrating range, depth, precision and artistry across traditional ballet and contemporary works at a professional level.

Application of the Unit

This unit applies to dancers who are moving towards professional careers in contexts where complex dance technique and versatility are required. Employment is with professional companies where dancers perform advanced repertoire from traditional ballets and contemporary works as part of ensemble, duo or soloist roles. They could also be performing in rehearsals and productions of established or original works by staff and guest choreographers.

At this level, dancers are constantly refining their technique and perfecting their artistry across complex dance sequences and repertoire. While some supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and sense of responsibility for themselves and others during practice sessions, rehearsals and live performances.

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. Contribute to the rehearsal process	1.1. Demonstrate an ability to prepare unsupervised for rehearsals 1.2. Display professional work ethic with respect to concentration, focus and physical alertness with choreographers, rehearsal directors and fellow dancers 1.3. Contribute to the creative process with a high level of initiative, confidence and skill 1.4. Respond promptly to direction as required 1.5. Practise and rehearse sequences until an optimum performance standard is reached
2. Execute a professional level of artistry and presentation	2.1. Refine professional facility in using feedback and choreographer or director's notes to enhance personal and group performance 2.2. Demonstrate a professional level of performance presence and partnering techniques 2.3. Show detailed interpretation as is required by the choreographer 2.4. Execute complex variations of repertoire with accuracy and precision 2.5. Exhibit a professional level of physical learning and adaptability to transfer class work into professional performances
3. Perform specified roles in chosen dance works	3.1. Execute variations and repertoire of complexity with a high level of technical accuracy 3.2. Convey a high level of spatial awareness appropriate to solo, group and partnering work 3.3. Execute group and partnering work with a professional sense of cohesion and solo work with a professional sense of musical individuality 3.4. Present variations and repertoire with a high level of artistry and assurance across chosen dance styles and genres
4. Incorporate performance techniques into professional level performances	4.1. Undertake preparations appropriate to performance contexts 4.2. Ensure that personal presentation is appropriate to performance contexts 4.3. Apply performance psychology techniques to preparations 4.4. Sustain focus and concentration to produce performances that show artistry, rhythm and musicality and convey the story and mood of the dance 4.5. Convey choreographic intent of dances through confident and precise execution of performance techniques 4.6. Contribute to debriefing sessions to evaluate the quality of performances and to discuss ways of improving individual or ensemble technique
5. Develop professional practice	5.1. Develop and refine professional work ethic 5.2. Develop realistic parameters as a basis for extending scope of performance practice 5.3. Identify regimes and artistic strategies that will refine own performance technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

work collaboratively as part of an ensemble, duo and with independence as a soloist

respond appropriately to feedback on own skill development and performance

consult with peers and mentors, including interpersonal skills relating to listening, questioning, gaining feedback and giving information

communicate to the audience though movement

initiative and enterprise skills to:

be an integral and committed member of a rehearsal process

dance with artistry and assurance

communicate mood, style and grace through dance

learning skills to:

perfect classical and contemporary ballet repertoire and performance skills through:

practising complex movements and sequences

a positive attitude and commitment to the rehearsal and performance process

observe and interpret physical skills

commit to developing performance quality and artistry in the given style

planning and organising skills to:

prepare for performances, auditions and competitions

plan practice time

self-management skills to:

arrive punctually at classes, rehearsals and performances

dress appropriately

observe dance discipline and follow direction

apply safe dance practices and identify risk factors

demonstrate professional work ethic

teamwork skills to work collaboratively with others involved in dance classes and performances

technical dance skills to:

execute high level of competency in dance repertoire

demonstrate a high level of spatial awareness in group movements, including floor patterns and aerial pathways

exhibit a high level and range of coordination of limbs, torso and head

demonstrate a professional level of physical accuracy in performance

show professional level of consistency from one performance to the next.

Required knowledge

principles underlying dance movements and techniques, including:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

risk factors in ballet for the physical body

rehearsal process

terminology associated with the chosen dance styles

staging considerations

musical rhythms, including:

time signatures

beat

tempo

syncopation

philosophical nature and history of the chosen dance styles and allied disciplines.

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: perform a wide range of repertoire at a professional level with individual artistic quality, interpretation and expression participate as an integral part of a rehearsal process display a professional work ethic transfer classroom skills to performance contexts develop professional practice.
Context of and specific resources for assessment	Assessment must ensure access to: fully equipped dance studios appropriate music or accompanists.
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: observation of practice and performance through full practical demonstration verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit video recordings of performances or practice sessions case studies and scenarios as a basis for discussing components of dance technique, repertoire and performance skills. 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: CUADAN603A Extend ballet technique to a professional level CUADAN604A Extend ballet performance skills to a professional level CUADAN611A Perform virtuoso contemporary dance technique CUAIND601A Work professionally in the creative arts industry CUAOHS602A Develop techniques for maintaining resilience in a competitive environment.

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.

Rehearsals may include:	processes that are unique to the choreographer different types of contribution required of the dancer dependent on whether the choreographer requires movement replication or the construction or improvisation of solo or group sequences on designated themes or tasks guest artists, staff or students as the choreographers learning roles from video reproductions expectations of students to understudy different roles that may or may not be performed.
Professional work ethic may refer to:	consistent attendance at all rehearsals punctuality and preparedness for rehearsal in maintaining movement material presented in previous rehearsals concentration, cooperation, focus and physical alertness in relationships with: choreographers rehearsal directors fellow dancers contribution to the creative process confidently and skilfully where appropriate responsiveness to and incorporation of feedback (choreographer’s or director’s notes) into the performance and rehearsal process ability to become an integral part of a performance ensemble responsibility for solo or extra group work if required capacity to allow the choreographic work and process to inform technique and attitude attendance at all associated production meetings, wardrobe fittings, technical rehearsals, spacing and plotting previews respectful and responsive manner with crew members professional level of physical accuracy in performance and consistency from one performance to the next attendance at all scheduled warm-up sessions before performances.
Repertoire may include:	contemporary dance romantic classical modern ballet original choreography.
Physical learning and adaptability may include:	allied contemporary dance techniques, such as: improvisation duo dance tumbling high velocity acrobatic moves set exercises or sequences unseen exercises or sequences sequences from a range of ballet techniques, such as: Royal Academy of Dance (RAD) Cecchetti Vaganova French Balanchine execution of extended sequences to right and left sides without prompting self-correction.
Dance styles and genres may include:	ballet, including: contemporary modern neoclassical ballet-masquerade ballet-melodramatique romantic imperial contemporary dance modern dance.
Preparations may include:	familiarisation with performance environment, including: space location size audience preparation of space to ensure safety of self and others mental preparation immediate physical preparation rehearsal appropriate to audience awareness of time lines leading up to and immediately before performance props costumes or clothing make-up equipment appropriate footwear scores sheet music tapes competitions and auditions: rules judging criteria, including: general appearance costumes technique execution showmanship entertainment value (the ‘x’ factor) level of difficulty originality and creativity choreography synchronisation versatility.
Performance contexts may include:	professional production solo ensemble corps de ballet audition competition.
Personal presentation may include:	costumes accessories make-up hair posture way of moving.
Performance psychology techniques may include:	visualisations affirmations relaxation techniques mental rehearsal maintaining a work-life balance.
Extending scope of performance practice may include:	working effectively with tutor or coach participating in professional development and other learning opportunities undertaking training courses practising systemically participating in relevant groups or associations experimenting with own performance communicating with peers being involved in a range of relevant performance activities viewing and reviewing relevant performance events and activities.
Regimes and artistic strategies may include:	lectures seminars conferences symposiums master classes professional organisations practical workshops performance rehearsals individual training.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN602A Perform advanced classical ballet technique

Modification History

Version	Comments
CUADAN602A	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 train in the Italian virtuoso style of ballet that combines French ballet technique with a vigorous athleticism and has particular application to solo performances.

Application of the Unit

This unit applies to dancers moving towards professional careers in contexts where advanced ballet technique is required for performing as members of a dance company as a soloist and in other professional contexts.

At this level, dancers are constantly expanding and perfecting their artistry, technique and repertoire across a number of ballet styles and genres. While some supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and sense of responsibility for themselves and others during practice sessions, rehearsals and live performances.

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. Excel at a physical conditioning program	1.1. Continuously meet physical conditioning requirements of professional dance work 1.2. Demonstrate athleticism, stamina, strength, cardiovascular endurance and flexibility 1.3. Minimise risk factors that inhibit the achievement of goals and seek professional assistance when required 1.4. Always perform warm-up and cool-down activities in conjunction with dance activities
2. Practise advanced technique	2.1. Practise advanced ballet technique across each section of class work 2.2. Demonstrate complex performance attributes and quality of movement in sequences of extended difficulty 2.3. Show strength, precision and complexity in all aspects of footwork, including pointe work as required 2.4. Execute complex variations of ballet repertoire with accuracy 2.5. Exhibit a professional level of physical learning and adaptability to incorporate unseen combinations 2.6. Demonstrate through ongoing technical strength, diversity and refinement, evidence of advanced self-correction and concentrated response to feedback 2.7. Demonstrate athleticism, muscularity, strength and stamina in male-specific vocabulary as required
3. Perform advanced solo variations	3.1. Research and analyse a chosen solo from a defined classical or neoclassical ballet repertoire 3.2. Execute repertoire with high level technical accuracy, interpreting music and rhythm 3.3. Convey a high level of spatial awareness, including floor and aerial pattern 3.4. Execute solo work with a professional sense of musical individuality 3.5. Perform solo variations with a high level of individual artistry, interpretation, expression and physical control
4. Develop professional practice	4.1. Develop and refine professional work ethic 4.2. Develop realistic parameters as a basis for extending scope of performance practice 4.3. Identify regimes and artistic strategies that will refine own performance technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

work collaboratively as part of an ensemble and with independence as a soloist

respond appropriately to feedback on own skill development and performance

consult with peers and mentors, including interpersonal skills relating to listening, questioning, gaining feedback and giving information

initiative and enterprise skills to:

work creatively with music and dance

dance with artistry and assurance

communicate mood, style and grace through dance

learning skills to:

perfect classical ballet techniques through:

practising complex movements and sequences

a positive attitude to dancing

excel at a personal physical conditioning program

planning and organising skills to:

prepare for performances, auditions and competitions

plan practice time

self-management skills to demonstrate professional work ethic

technical dance skills to:

execute high level of competency in each section of class work, including technical requirements, such as:

transference of weight

placement and coordination of body parts

strength and stability

posture

balance

rotation

employ physical control throughout solo performances

maintain correct posture, weight placement and alignment in fully rotated turn-out position

retain and reproduce complex movement sequences

show alignment and extensions in combinations of a high level of difficulty

reproduce complex movement sequences on both sides of the body

show facility and speed in directional changes

demonstrate a high level of spatial awareness, including floor patterns and aerial pathways

exhibit a high level and range of coordination of limbs, torso and head

exhibit confidence in creating movement sequences

observe and interpret the physical body

show a consistent level of commitment.

Required knowledge

advanced technique as it applies to each section of dance work, including:

stretching

barre

centre practice

adage

pirouettes

allegro

batterie

grand allegro

cool down

principles underlying dance movements and advanced techniques, including:

balance

spatial awareness

successional movement

use of breath

control of movement

muscular strength and flexibility

rotation

transference of weight

anatomical foundations, including:

articulation of the spine

articulation of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

risk factors in ballet for the physical body

ballet terminology

musical rhythms, including:

time signatures

beat

tempo

syncopation

history of ballet

principles of advanced classical ballet.

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 execute: advanced ballet techniques with precision and artistry advanced enchaînements with accuracy, speed and clarity at a professional standard personal presentation and artistry through the refinement of individual artistic qualities and expressive interpretation of ballet sequences effective solo performances from selected repertoire at a professional level.
Context of and specific resources for assessment	Assessment must ensure access to: fully equipped dance studios appropriate music or accompanists.
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: observation of practice and performance through full practical demonstration verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit video recordings of performances or practice sessions case studies and scenarios as a basis for discussing components of advanced classical ballet technique. 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: CUADAN603A Extend ballet technique to a professional level CUADAN604A Extend ballet performance skills to a professional level CUADAN606A Extend pointe work techniques to a professional level CUAIND601A Work professionally in the creative arts industry.

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.

Risk factors may relate to:	consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear gender-appropriate performance techniques.
Warm-up and cool-down may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Section of class work may include:	stretching barre: passé par terre en tournant in demi-plié to the grand poses battement tendu jeté in all directions with ⅛ and ¼ turns in ½ counts (5 in a series) double battement fondu in all directions to 45 degrees in 1 count battement soutenu in all directions to 90 degrees in 1 count rond de jambe en l’air single in ¼ counts battement fondu in all directions with ½ turns in 1 count battement frappé in all directions to pointe tendu and 25 degrees in ¼ counts battement développé passé in all directions at 90 degrees with a full turn développé d’ici-delà en dehors and en dedans with a grand rond grand battement jeté piqué to 90 degrees with a full rond grandes pirouettes from grand plié tours passé with a double turn centre practice: temps lié en l’air to 90 degrees in the grand poses temps lié en l’air to 90 degrees proceeded by a single pirouette and with tours in the grand poses 2nd, 3rd and 4th Russian ports de bras executed in the grand poses grand plié with double grandes pirouettes rond de jambe en l’air with ⅛ turns rond de jambe en l’air with ¼ turns tours passé with a double turn grand fouetté relevé en dehors and en dedans grand rond de jambe on the demi-pointe grand fouetté effacé en face, en dehors and en dedans triple pirouettes from 5th position consecutive grandes pirouettes with plié-relevé with double turns tours piqué and tours jeté with double turns in a series fouetté rond de jambe en dehors (up to 32 in series, including double turns) allegro and batterie: bournonville brisé gargouillade grande sissonne relevée grand jeté fouetté six de volé temps levé saute à la seconde with a full turn en dedans brisé télémaque double rond de jambe saute envelope (male students only) grand fouetté saute with a full turn landing in attitude or arabesque double grand jeté passé en avant (male students only) grand jeté en tournant in a series en manège (male students only) double saute de basque to arabesque (male students only) cool down.
Performance attributes may include:	strength, flexibility, coordination and cardiovascular endurance detailed musicality with attention to nuances of interpretation movement qualities to movement sequences strong sense of individuality and 'presence' in the execution of sequences sensibility in sequences of increasing difficulty alternative and structurally changing musical time signatures and phrasing for extended sequences different expressive qualities applied to movement sequences extensive and changing expressive qualities applied to movement sequences assured artistic interpretations of sequences and variations.
Footwork may include:	sequences executed at the barre and in the centre multiple turns in adage and travelling configurations sequences specific to the professional female repertoire enchaînements that require the full range of movement executed on and off pointe in all directions of the dance.
Repertoire may include:	romantic classical modern ballet original choreography.
Physical learning and adaptability may include:	set exercises or sequences unseen exercises or sequences sequences from a range of techniques, such as: Royal Academy of Dance (RAD) Cecchetti Vaganova French Balanchine execution of extended sequences to right and left sides without prompting self-correction.
Male-specific vocabulary may include:	pirouettes batterie grand allegro.
Chosen solo may include:	Sleeping Beauty Act 3 Don Quixote Act 3 (Nureyev) La Fille Mal Gardée (combination of Act 2 and 3 pas de deux) Flower Festival of Genzano Sylvia Le Corsaire Flames of Paris Nutcracker Act 2 Coppelia Act 3 (Van Praagh) Blue Bird pas de deux: Sleeping Beauty Act 3 Peasant pas de deux: Giselle Act 1 new choreography.
Professional work ethic may refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining concentration, focus and physical alertness in all performance activities maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
Extending scope of performance practice may include:	working effectively with tutor or coach participating in professional development and other learning opportunities undertaking training courses practising systemically participating in relevant groups or associations experimenting with own performance communicating with peers being involved in a range of relevant performance activities viewing and reviewing relevant performance events and activities.
Regimes and artistic strategies may include:	lectures seminars conferences symposiums master classes professional organisations practical workshops performance rehearsals individual training.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN603A Extend ballet technique to a professional level

Modification History

Version	Comments
CUADAN603A	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 show range, depth, precision and complexity across ballet technique and classical and contemporary repertoire at a professional level.

Application of the Unit

This unit applies to dancers who are moving towards professional careers in contexts where complex ballet technique is required for performing as members of a dance company, as an ensemble or soloist dancer or in other professional contexts.

At this level, dancers are constantly refining their technique and perfecting their artistry across complex dance sequences and repertoire, including pas de deux repertoire and solo and group work.

While some supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and sense of responsibility for themselves and others during practice sessions, rehearsals and live performances.

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. Excel at a physical conditioning program	1.1. Continuously meet physical conditioning requirements of professional dance work 1.2. Demonstrate ongoing stamina, strength, cardiovascular endurance and flexibility 1.3. Minimise risk factors that inhibit the achievement of goals and seek professional assistance when required 1.4. Always perform warm-up and cool-down activities in conjunction with dance activities
2. Execute a professional level of artistry and presentation	2.1. Refine extended ballet technique across each section of class work 2.2. Demonstrate complex performance attributes and quality of movement in sequences of extended difficulty 2.3. Show strength, precision and complexity in all aspects of footwork, including pointe work as required 2.4. Execute complex variations of ballet repertoire with accuracy and precision 2.5. Exhibit a professional level of physical learning and adaptability to incorporate unseen combinations across different teaching methods 2.6. Demonstrate through ongoing technical strength, diversity and refinement, evidence of advanced self-correction and concentrated response to feedback 2.7. Demonstrate muscularity, strength and stamina in male-specific vocabulary as required
3. Demonstrate advanced partnering techniques	3.1. Demonstrate advanced ability to cooperate and show consideration for a partner 3.2. Consistently show timing and weight centring in accomplishing adage, pirouettes, promenades and lifts 3.3. Perform complex lifts and counterbalances with grace, balance and control 3.4. Apply the flexibility, sense of line and clear positions essential to the form 3.5. Emulate the style and intention of pas de deux repertoire through partnering techniques
4. Execute complex ballet repertoire	4.1. Execute variations and repertoire of complexity with a high level of technical accuracy 4.2. Convey a high level of spatial awareness appropriate to solo and group work 4.3. Execute group work with a professional sense of cohesion and solo work with a professional sense of musical individuality 4.4. Present variations and repertoire with a high level of artistry and assurance across ballet styles and genres
5. Develop professional practice	5.1. Develop and refine professional work ethic 5.2. Develop realistic parameters as a basis for extending scope of performance practice 5.3. Identify regimes and artistic strategies that will refine own performance technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

work collaboratively as part of an ensemble and with independence as a soloist

respond appropriately to feedback on own skill development and performance

consult with peers and mentors, including interpersonal skills relating to listening, questioning, gaining feedback and giving information

initiative and enterprise skills to:

work creatively with music and dance

dance with artistry and assurance

communicate mood, style and grace through dance

learning skills to:

perfect classical ballet techniques through:

practising complex movements and sequences

a positive attitude to dancing

excel at a personal physical conditioning program

planning and organising skills to plan practice time

self-management skills to:

arrive punctually at classes and rehearsals

dress appropriately

observe dance discipline and follow direction

apply safe dance practices and identify risk factors

demonstrate professional work ethic

teamwork skills to work collaboratively with others involved in dance classes and performances

technical dance skills to:

execute high level of competency in each section of class work

employ physical control throughout performances, including pas de deux

respond to different time signatures

maintain correct posture, weight placement and alignment in fully rotated turn-out position

retain and reproduce complex movement sequences

show alignment and extensions in combinations of a high level of difficulty

reproduce complex movement sequences on both sides of the body

show facility and speed in directional changes

demonstrate a high level of spatial awareness in group movements, including floor patterns and aerial pathways

exhibit a high level and range of coordination of limbs, torso and head

exhibit confidence in creating movement sequences

observe and interpret the physical body

articulate a comprehensive knowledge of the philosophical nature of the discipline

show a consistent level of commitment.

Required knowledge

well-developed knowledge of each section of dance work, including:

stretching

barre

centre practice

adage

pirouettes

allegro

batterie

grand allegro

cool down

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

risk factors in ballet for the physical body

ballet terminology

stage geography and directions

musical rhythms, including:

time signatures

beat

tempo

syncopation.

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: execute physical and conceptual understanding of the fundamental technical principles in classical ballet demonstrate through the execution of sequences fundamental dance skills, including: alignment and extensions in combinations of a high level of difficulty reproduction of complex movement sequences on both sides of the body facility and speed in directional changes a high level of spatial awareness in group movements a high level and range of coordination of limbs, torso and head develop professional practice.
Context of and specific resources for assessment	Assessment must ensure access to: fully equipped dance studios appropriate music or accompanists.
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: observation of practice and performance through full practical demonstration verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit video recordings of performances or practice sessions case studies and scenarios as a basis for discussing components of classical ballet technique and repertoire. 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: CUADAN604A Extend ballet performance skills to a professional level CUADAN605A Perform pas de deux at a professional level CUAIND601A Work professionally in the creative arts industry.

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.

Risk factors may relate to:	consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear gender-appropriate performance techniques.
Warm-up and cool-down may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Ballet technique may include:	embodiment of the principles of alignment in combinations of increasing difficulty controlled balances in a wide range of positions: ouvert croisé á la seconde effacé ecarté multiple turns in open and closed positions of increased difficulty self-correction and concentrated response to feedback high levels of ongoing strength, flexibility, coordination and cardiovascular endurance spatial awareness in relation to self and others with a greater depth and range.
Section of class work may include:	stretching barre: complex footwork in transition to and from pirouettes and balances coordination of épaulement throughout the barre advanced adages turns in open positions sustained balances in open and closed positions battement tendu jeté in all directions with and without plié in ¼ counts battement tendu jeté in all directions with ⅛ and ¼ turns in ½ counts (3 in a series) battement tendu for batterie in 1 count battement piqué en rond in ½ counts rond de jambe par terre with ½ turns in 1 count rond de jambe par terre combined with soutenu en tournant in 1 count battement fondu in all directions to 90 degrees in 1 count battement fondu with tombé en tournant in 2 counts battement fondu with fouetté in 1 count double battement fondu in all directions at 45 degrees in 1 count ½ tours in all open positions at 45 and 90 degrees in 1 count single and double battement frappé in all directions in ½ counts single and double battement frappé in all directions with ¼ and ½ turns in 1 count petit battement serré sur le cou-de-pied en fondu battement battu serré devant and derrière grand temps relevé en tournant to the grand poses flic flac en tournant to the grand poses développé in all directions preceded by a single pirouette développé passé in all directions in 1 count développé passé en tournant in all directions développé ballotté in all directions in 2 counts développé balancé in all directions in 2 counts grand fouetté in 1 count grand rond de jambe in 2 counts passé par terre en tournant at 90 degrees grand battement jeté balançoire in 1 count grand battement jeté développé and enveloppé in all directions in 1 count grand battement jeté piqué with demi-rond in 1 count grand battement jeté with grand fouetté in 1 count single pirouettes finished in the grand poses double pirouettes sur le cou-de-pied and retiré (also finished in the small and grand poses) single tours piqué en dehors and single tours jeté en dedans battement tendu jeté on the demi-pointe in all directions in ½ counts grand rond de jambe jeté with relevé in 1 count battement fondu in all directions to 45 or 90 degrees with ¼ turns and ½ turns battement frappé to à la seconde only in ¼ counts triple frappés in all forms as double frappé temps relevé en tournant with a double turn at the discretion of the teacher temps relevé en tournant in the grand poses arabesque penchée and en arrière on the demi-pointe développé in all directions preceded by a double pirouette développé d’ici-delà on the demi-pointe grand battement jeté with full rond en dehors and en dedans to 90 degrees in 2 counts double pirouettes finished in the grand poses double pirouettes sur le cou-de-pied and retiré from grand plié up to 32 in series centre practice: rond de jambe par terre with ½ turns in 1 count single and double battement frappé in all directions with ⅛ turns in 1 count flic flac en tournant finishing demi-pointe arabesque penchée in 4th arabesque développé passé in 1 count développé en tournant to effacé devant grand fouetté with ½ and ¾ turns in 1 count grand fouetté écarté in 2 counts grand rond de jambe in 2 counts double pirouettes into double tour passé double grandes pirouettes single and double grandes pirouettes finished with a fouetté consecutive grandes pirouettes with plié-relevé (up to 16 in a series) grande pirouette sautillée in all the grand poses (up to 16 counts) gouetté rond de jambe en dehors (up to 16 in series) grand battement jeté in all forms as at the barre for this level excluding grand battement jeté balançoire temps lié en tournant en l’air from grand plié in 8 counts grand plié with double pirouettes (also finished in the grand poses) grand plié with single grandes pirouettes grand fouetté écarté in 2 counts (16 in a series) demi rond de jambe on the demi-pointe battements divisés en quatre in all directions and alignments with a ½ turns triple pirouettes en dehors and en dedans pirouettes en dehors and en dedans finished in all open positions on the demi-pointe fouetté rond de jambe en dehors adage: difficult balances in closed and open positions high level of basic port de bras further extension in the 'line' of the body through épaulement pirouettes: multiple turns to open positions sustained endings in most open positions double turn diagonally and around the room sequences sustained fouettés (women) sustained pirouettes à la seconde (men) allegro and batterie: extended sequences of jumps with musicality and 'presence' demonstrating correct épaulement all types of jumps with equal ease execution of multiple beats pas assemblé with ½ turns assemblé battu with ½ turns double assemblé battu jeté battu with ½ turns brisé volé (2 in a series, 1 = volé front and back) pas ballonné en tournant ballotté at 90 degrees rond de jambe saute en tournant double rond de jambe saute sissonne collée grand pas de chat six de volé grande sissonne ouverte en tournant fouetté saute from de côté to de côté grand fouetté effacé saute grand jeté passé développé grand jeté renversé grand jeté en tournant to croisé or effacé grande cabriole fermée and ouverte in all directions at 90 degrees temps levé à la seconde with a ½ turn en dedans renversé saute pas ciseaux en avant and en arrière jeté élancé en diagonale and en manège revérence temps de poisson brisé volé (4 in a series, 1 = volé front and back) double sissonne en tournant, also finished in open poses (male students only) double sissonne tombée en tournant (male students only) fouetté saute battu grand fouetté saute with ½ and ¾ turns grand fouetté saute battu (male students only) grand jeté entrelacé with fouetté grand jeté entrelacé battu double tours en l’air to the knee (male students only) double grand assemblé en tournant (male students only) double saut de basque (male students only) double demi-caractère saut de basque (male students only) saut de biche grand rond de jambe saute grand allegro cool down.
Performance attributes may include:	strength, flexibility, coordination and cardiovascular endurance detailed musicality with attention to nuances of interpretation movement qualities to movement sequences strong sense of individuality and 'presence' in the execution of sequences sensibility in sequences of increasing difficulty alternative and structurally changing musical time signatures and phrasing for extended sequences different expressive qualities applied to movement sequences extensive and changing expressive qualities applied to movement sequences assured artistic interpretations of sequences and variations.
Footwork may include:	sequences executed at the barre and in the centre multiple turns in adage and travelling configurations sequences specific to the professional female repertoire enchaînements that require the full range of movement executed on and off pointe in all directions of the dance.
Repertoire may include:	romantic classical modern ballet original choreography.
Physical learning and adaptability may include:	set exercises or sequences unseen exercises or sequences sequences from a range of techniques, such as: Royal Academy of Dance (RAD) Cecchetti Vaganova French Balanchine execution of extended sequences to right and left sides without prompting self-correction.
Teaching methods may include:	Russian French Cecchetti RAD.
Male-specific vocabulary may include:	pirouettes batterie grand allegro.
Pas de deux may include:	aesthetics of complementary partnering professional variations involving pirouettes, balances, promenades and lifts repertoire from the classics and contemporary ballets ease in adapting technical requirements when changing partners strengthening and stamina exercises for men.
Ballet styles and genres may include:	contemporary ballet modern ballet neoclassical ballet-masquerade ballet-melodramatique romantic imperial.
Professional work ethic may refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining concentration, focus and physical alertness in all performance activities maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
Extending scope of performance practice may include:	working effectively with tutor or coach participating in professional development and other learning opportunities undertaking training courses practising systemically participating in relevant groups or associations experimenting with own performance communicating with peers being involved in a range of relevant performance activities viewing and reviewing relevant performance events and activities.
Regimes and artistic strategies may include:	lectures seminars conferences symposiums master classes professional organisations practical workshops performance rehearsals individual training.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN604A Extend ballet performance skills to a professional level

Modification History

Version	Comments
CUADAN604A	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 perform complex ballet technique demonstrating range, depth, precision and artistry across classical and contemporary repertoire at the professional level.

Application of the Unit

This unit applies to dancers who are moving towards professional careers in contexts where complex ballet technique and versatility are required for performing as members of a professional dance company as an ensemble or soloist dancer.

At this level, dancers are constantly refining their technique and perfecting their artistry across complex dance sequences and repertoire, including pas de deux repertoire and solo and group performances to convey the story and mood of the dance.

While some supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and sense of responsibility for themselves and others during practice sessions, rehearsals and live performances.

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. Excel at a physical conditioning program	1.1. Continuously meet physical conditioning requirements of professional dance work 1.2. Demonstrate ongoing stamina, strength, cardiovascular endurance and flexibility 1.3. Minimise risk factors that inhibit the achievement of goals and seek professional assistance when required 1.4. Always perform warm-up and cool-down activities in conjunction with dance activities
2. Execute a professional level of artistry and presentation	2.1. Refine extended ballet technique across each section of class work 2.2. Demonstrate complex performance attributes and quality of movement in sequences of extended difficulty 2.3. Show strength, precision and complexity in all aspects of footwork, including pointe work as required 2.4. Execute complex variations of ballet repertoire with accuracy and precision 2.5. Exhibit a professional level of physical learning and adaptability to incorporate unseen combinations across different teaching methods 2.6. Demonstrate through ongoing technical strength, diversity and refinement, evidence of advanced self-correction and concentrated response to feedback 2.7. Demonstrate muscularity, strength and stamina in male-specific vocabulary as required
3. Demonstrate advanced partnering techniques	3.1. Demonstrate advanced ability to cooperate and show consideration for partner 3.2. Consistently show timing and weight centring in accomplishing adage, pirouettes, promenades and lifts 3.3. Perform complex lifts and counterbalances with grace, balance and control 3.4. Apply the flexibility, sense of line and clear positions essential to the form 3.5. Emulate the style and intention of pas de deux repertoire through partnering techniques
4. Execute complex ballet repertoire	4.1. Execute variations and repertoire of complexity with a high level of technical accuracy 4.2. Convey a high level of spatial awareness appropriate to solo and group work 4.3. Execute group work with a professional sense of cohesion and solo work with a professional sense of musical individuality 4.4. Present variations and repertoire with a high level of artistry and assurance across ballet styles and genres
5. Perform at a professional level	5.1. Undertake preparations appropriate to performance contexts 5.2. Ensure that personal presentation is appropriate to performance contexts 5.3. Apply performance psychology techniques to preparations 5.4. Rehearse performances repeatedly until perfected 5.5. Sustain focus and concentration to produce performances that show artistry, rhythm and musicality and convey the story and mood of the dance 5.6. Convey choreographic intent of dances through confident and precise execution of ballet dance techniques 5.7. Contribute to debriefing sessions to evaluate the quality of performances and to discuss ways of improving individual or ensemble technique
6. Develop professional practice	6.1. Develop and refine professional work ethic 6.2. Develop realistic parameters as a basis for extending scope of performance practice 6.3. Identify regimes and artistic strategies that will refine own performance technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

work collaboratively as part of an ensemble and with independence as a soloist

respond appropriately to feedback on own skill development and performance

consult with peers and mentors, including interpersonal skills relating to listening, questioning, gaining feedback and giving information

initiative and enterprise skills to:

work creatively with music and dance

dance with artistry and assurance

communicate mood, style and grace through dance

learning skills to:

perfect classical ballet techniques through:

practising complex movements and sequences

a positive attitude to dancing

excel at a personal physical conditioning program

planning and organising skills to:

prepare for performances, auditions and competitions

plan practice time

self-management skills to:

arrive punctually at classes, rehearsals and performances

dress appropriately

observe dance discipline and follow direction

apply safe dance practices and identify risk factors

demonstrate professional work ethic

teamwork skills to work collaboratively with others involved in dance classes and performances

technical dance skills to:

execute high level of competency in each section of class work

employ physical control throughout performances, including pas de deux

respond to different time signatures

maintain correct posture, weight placement and alignment in fully rotated turn-out position

retain and reproduce complex movement sequences

show alignment and extensions in combinations of a high level of difficulty

reproduce complex movement sequences on both sides of the body

show facility and speed in directional changes

demonstrate a high level of spatial awareness in group movements, including floor patterns and aerial pathways

exhibit a high level and range of coordination of limbs, torso and head

exhibit confidence in creating movement sequences

observe and interpret the physical body

articulate a comprehensive knowledge of the philosophical nature of the discipline

show a consistent level of commitment.

Required knowledge

well-developed knowledge of each section of dance work, including:

stretching

barre

centre practice

adage

pirouettes

allegro

batterie

grand allegro

cool down

principles underlying dance movements and techniques, including:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

risk factors in ballet for the physical body

ballet terminology

stage geography and directions

musical rhythms, including:

time signatures

beat

tempo

syncopation.

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: execute physical and conceptual understanding of the fundamental technical principles in classical ballet demonstrate through the execution of sequences fundamental dance skills, including: alignment and extensions in combinations of a high level of difficulty reproduction of complex movement sequences on both sides of the body facility and speed in directional changes a high level of spatial awareness in group movements a high level and range of coordination of limbs, torso and head develop professional practice.
Context of and specific resources for assessment	Assessment must ensure access to: fully equipped dance studios appropriate music or accompanists.
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: observation of practice and performance through full practical demonstration verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit video recordings of performances or practice sessions case studies and scenarios as a basis for discussing components of classical ballet technique, repertoire and performance skills. 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: CUADAN603A Extend ballet technique to a professional level CUADAN605A Perform pas de deux at a professional level CUAIND601A Work professionally in the creative arts industry.

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.

Risk factors may relate to:	consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear gender-appropriate performance techniques.
Warm-up and cool-down may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Ballet technique may include:	embodiment of the principles of alignment in combinations of increasing difficulty controlled balances in a wide range of positions: ouvert croisé á la seconde effacé ecarté multiple turns in open and closed positions of increased difficulty self-correction and concentrated response to feedback high levels of ongoing strength, flexibility, coordination and cardiovascular endurance spatial awareness in relation to self and others with a greater depth and range.
Section of class work may include:	stretching barre: complex footwork in transition to and from pirouettes and balances coordination of épaulement throughout the barre advanced adages turns in open positions sustained balances in open and closed positions battement tendu jeté in all directions with and without plié in ¼ counts battement tendu jeté in all directions with ⅛ and ¼ turns in ½ counts (3 in a series) battement tendu for batterie in 1 count battement piqué en rond in ½ counts rond de jambe par terre with ½ turns in 1 count rond de jambe par terre combined with soutenu en tournant in 1 count battement fondu in all directions to 90 degrees in 1 count battement fondu with tombé en tournant in 2 counts battement fondu with fouetté in 1 count double battement fondu in all directions at 45 degrees in 1 count ½ tours in all open positions at 45 and 90 degrees in 1 count single and double battement frappé in all directions in ½ counts single and double battement frappé in all directions with ¼ and ½ turns in 1 count petit battement serré sur le cou-de-pied en fondu battement battu serré devant and derrière grand temps relevé en tournant to the grand poses flic flac en tournant to the grand poses développé in all directions preceded by a single pirouette développé passé in all directions in 1 count développé passé en tournant in all directions développé ballotté in all directions in 2 counts développé balancé in all directions in 2 counts grand fouetté in 1 count grand rond de jambe in 2 counts passé par terre en tournant at 90 degrees grand battement jeté balançoire in 1 count grand battement jeté développé and enveloppé in all directions in 1 count grand battement jeté piqué with demi-rond in 1 count grand battement jeté with grand fouetté in 1 count single pirouettes finished in the grand poses double pirouettes sur le cou-de-pied and retiré (also finished in the small and grand poses) single tours piqué en dehors and single tours jeté en dedans battement tendu jeté on the demi-pointe in all directions in ½ counts grand rond de jambe jeté with relevé in 1 count battement fondu in all directions to 45 or 90 degrees with ¼ turns and ½ turns battement frappé to à la seconde only in ¼ counts triple frappés in all forms as double frappé temps relevé en tournant with a double turn at the discretion of the teacher temps relevé en tournant in the grand poses arabesque penchée and en arrière on the demi-pointe développé in all directions preceded by a double pirouette développé d’ici-delà on the demi-pointe grand battement jeté with full rond en dehors and en dedans to 90 degrees in 2 counts double pirouettes finished in the grand poses double pirouettes sur le cou-de-pied and retiré from grand plié up to 32 in series centre practice: rond de jambe par terre with ½ turns in 1 count single and double battement frappé in all directions with ⅛ turns in 1 count flic flac en tournant finishing demi-pointe arabesque penchée in 4th arabesque développé passé in 1 count développé en tournant to effacé devant grand fouetté with ½ and ¾ turns in 1 count grand fouetté écarté in 2 counts grand rond de jambe in 2 counts double pirouettes into double tour passé double grandes pirouettes single and double grandes pirouettes finished with a fouetté consecutive grandes pirouettes with plié-relevé (up to 16 in a series) grande pirouette sautillée in all the grand poses (up to 16 counts) gouetté rond de jambe en dehors (up to 16 in series) grand battement jeté in all forms as at the barre for this level excluding grand battement jeté balançoire temps lié en tournant en l’air from grand plié in 8 counts grand plié with double pirouettes (also finished in the grand poses) grand plié with single grandes pirouettes grand fouetté écarté in 2 counts (16 in a series) demi rond de jambe on the demi-pointe battements divisés en quatre in all directions and alignments with a ½ turns triple pirouettes en dehors and en dedans pirouettes en dehors and en dedans finished in all open positions on the demi-pointe fouetté rond de jambe en dehors adage: difficult balances in closed and open positions high level of basic port de bras further extension in the 'line' of the body through épaulement pirouettes: multiple turns to open positions sustained endings in most open positions double turn diagonally and around the room sequences sustained fouettés (women) sustained pirouettes à la seconde (men) allegro and batterie: extended sequences of jumps with musicality and 'presence' demonstrating correct épaulement all types of jumps with equal ease execution of multiple beats pas assemblé with ½ turns assemblé battu with ½ turns double assemblé battu. jeté battu with ½ turns brisé volé (2 in a series, 1 = volé front and back) pas ballonné en tournant ballotté at 90 degrees rond de jambe saute en tournant double rond de jambe saute sissonne collée grand pas de chat six de volé grande sissonne ouverte en tournant fouetté saute from de côté to de côté grand fouetté effacé saute grand jeté passé développé grand jeté renversé grand jeté en tournant to croisé or effacé grande cabriole fermée and ouverte in all directions at 90 degrees temps levé à la seconde with a ½ turn en dedans renversé saute pas ciseaux en avant and en arrière jeté élancé en diagonale and en manège revérence temps de poisson brisé volé (4 in a series, 1 = volé front and back) double sissonne en tournant, also finished in open poses (male students only) double sissonne tombée en tournant (male students only) fouetté saute battu grand fouetté saute with ½ and ¾ turns grand fouetté saute battu (male students only) grand jeté entrelacé with fouetté grand jeté entrelacé battu double tours en l’air to the knee (male students only) double grand assemblé en tournant (male students only) double saute de basque (male students only) double demi-caractère saute de basque (male students only) saute de biche grand rond de jambe saute grand allegro cool down.
Performance attributes may include:	strength, flexibility, coordination and cardiovascular endurance detailed musicality with attention to nuances of interpretation movement qualities to movement sequences strong sense of individuality and 'presence' in the execution of sequences sensibility in sequences of increasing difficulty alternative and structurally changing musical time signatures and phrasing for extended sequences different expressive qualities applied to movement sequences extensive and changing expressive qualities applied to movement sequences assured artistic interpretations of sequences and variations.
Footwork may include:	sequences executed at the barre and in the centre multiple turns in adage and travelling configurations sequences specific to the professional female repertoire enchaînements that require the full range of movement executed on and off pointe in all directions of the dance.
Repertoire may include:	romantic classical modern ballet original choreography.
Physical learning and adaptability may include:	set exercises or sequences unseen exercises or sequences sequences from a range of techniques, such as: Royal Academy of Dance (RAD) Cecchetti Vaganova French Balanchine execution of extended sequences to right and left sides without prompting self-correction.
Teaching methods may include:	Russian French Cecchetti RAD.
Male-specific vocabulary may include:	pirouettes batterie grand allegro.
Pas de deux may include:	aesthetics of complementary partnering professional variations involving pirouettes, balances, promenades and lifts repertoire from the classics and contemporary ballets ease in adapting technical requirements when changing partners strengthening and stamina exercises for men.
Ballet styles and genres may include:	contemporary ballet modern ballet neoclassical ballet-masquerade ballet-melodramatique romantic imperial.
Preparations may include:	familiarisation with performance environment (space, location, size) and audience preparation of space to ensure safety of self and others mental preparation immediate physical preparation rehearsal appropriate to audience awareness of time lines leading up to and immediately before performance props costumes or clothing make-up equipment appropriate footwear scores sheet music tapes competitions and auditions: rules judging criteria, including: general appearance costumes technique execution showmanship entertainment value (the ‘x’ factor) level of difficulty originality and creativity choreography synchronisation versatility.
Performance contexts may include:	professional production solo ensemble corps de ballet audition competition.
Personal presentation may include:	costumes accessories make-up hair posture way of moving.
Performance psychology techniques may include:	visualisations affirmations relaxation techniques mental rehearsal maintaining a work-life balance.
Professional work ethic may refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining concentration, focus and physical alertness in all performance activities maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
Extending scope of performance practice may include:	working effectively with tutor or coach participating in professional development and other learning opportunities undertaking training courses practising systemically participating in relevant groups or associations experimenting with own performance communicating with peers being involved in a range of relevant performance activities viewing and reviewing relevant performance events and activities.
Regimes and artistic strategies may include:	lectures seminars conferences symposiums master classes professional organisations practical workshops performance rehearsals individual training.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN605A Perform pas de deux at a professional level

Modification History

Version	Comments
CUADAN605A	This version first released with CUA11 Live Performance Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes required to refine and consolidate technical skills and knowledge in the art of partnering to perform pas de deux repertoire across classical and contemporary styles of ballet in preparation for a professional performance career.

Application of the Unit

This unit applies to dancers who are moving towards professional careers in contexts where complex ballet technique and versatility are required for performing as members of a professional dance company. They may be part of an ensemble or a soloist dancer who has been chosen to perform a pas de deux applying advanced partnering technique.

At this level, dancers are constantly refining their technique and perfecting their artistry across complex ballet repertoire, including the ability to work with a variety of partners effectively and convincingly.

While some supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and sense of responsibility for themselves and their partner during practice sessions, rehearsals and live performances.

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. Prepare for pas de deux with partner	1.1. Research and analyse chosen pas de deux work 1.2. Cooperate, show consideration and develop rapport with partner during the rehearsal process and seamlessly adjust to a change of partner when required 1.3. Practise timing and weight centring in accomplishing adage, pirouettes, promenades and lifts with partner 1.4. Rehearse complex lifts and counterbalances with grace, balance and control 1.5. Exhibit a professional level of physical learning and adaptability to incorporate unseen combinations across different teaching methods 1.6. Demonstrate through ongoing technical strength, diversity and refinement, evidence of advanced self-correction and concentrated response to feedback 1.7. Display correct technical requirements of pas de deux
2. Execute pas de deux in professional level performances	2.1. Demonstrate complex performance attributes and quality of movement 2.2. Show strength, precision and complexity in all aspects of footwork, including pointe work as required 2.3. Sense when female dancer needs to leave a balance, or needs to be steadied, and be there to offer support (male only) 2.4. In supported pirouettes or finger turns, sense how many turns to do, matching it to partner, and instinctively phrase the choreography with the music 2.5. Apply the flexibility, sense of line and clear positions essential to the form 2.6. Emulate the style and intention of pas de deux repertoire across ballet styles and genres through partnering techniques
3. Apply technique in professional level performances	3.1. Undertake preparations appropriate to performance contexts 3.2. Ensure that personal presentation is appropriate to performance contexts 3.3. Apply performance psychology techniques to preparations 3.4. Rehearse performances repeatedly until perfected 3.5. Sustain focus and concentration to produce performances that show artistry, rhythm and musicality and convey the story and mood of the dance 3.6. Convey choreographic intent of dances through confident and precise execution of ballet dance techniques 3.7. Contribute to debriefing sessions to evaluate the quality of performances and to discuss ways of improving individual or partnering technique
4. Develop professional practice	4.1. Develop and refine professional work ethic 4.2. Develop realistic parameters as a basis for extending scope of performance practice 4.3. Identify regimes and artistic strategies that will refine own performance technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

work collaboratively as part of partnership

demonstrate cooperation, consideration and develop rapport with partner

respond appropriately to feedback on own skill development and performance

consult with peers and mentors, including interpersonal skills relating to listening, questioning, gaining feedback and giving information

initiative and enterprise skills to:

work creatively with music and dance

dance with artistry and assurance

communicate mood, style and grace through dance

learning skills to:

perfect classical ballet and pas de deux techniques through:

practising complex movements and sequences repeatedly with partner

a positive attitude to dancing

excel at a personal physical conditioning program

planning and organising skills to:

research and analyse pas de deux from classical and contemporary ballets

prepare for performances, auditions and competitions

plan practice time

self-management skills to:

arrive punctually at classes, rehearsals and performances

dress appropriately

observe dance discipline and follow direction

apply safe dance practices and identify risk factors

demonstrate professional work ethic

teamwork skills to work collaboratively with partner in dance classes and performances

technical dance skills to:

execute high level of technical and performance skills in a partnership situation

employ physical control throughout performances, including pas de deux

demonstrate timing and weight centring techniques with partner, applying them to lifts and counterbalances

demonstrate a high level of spatial awareness in partnering, including floor patterns and aerial pathways

sense needs of partner and adapt appropriately

emulate the style and intention of pas de deux repertoire through partnering techniques.

Required knowledge

specialised knowledge of pas de deux repertoire and performances

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

risk factors in partnering techniques

performance contexts, including staging and personal presentation.

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: execute physical and conceptual understanding of the fundamental technical principles in classical ballet as they relate to pas de deux demonstrate advanced partnering skills, including travelling steps, supported adagio and pirouettes and lifts to the professional level synchronise instinctively in a duo situation work with a partner harmoniously and with rapport and confidence apply professional practice.
Context of and specific resources for assessment	Assessment must ensure access to: fully equipped dance studios appropriate music or accompanists.
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: observation of practice and performance through full practical demonstration verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit video recordings of performances or practice sessions case studies and scenarios as a basis for discussing components of classical ballet technique, repertoire and performance and partnering skills as they relate to pas de deux. 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: CUADAN603A Extend ballet technique to a professional level CUADAN604A Extend ballet performance skills to a professional level CUAIND601A Work professionally in the creative arts industry.

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.

Pas de deux works may include:	Sleeping Beauty Act 3 Don Quixote Act 3 (Nureyev) La Fille Mal Gardée (combination of Act 2 and 3 pas de deux) Flower Festival of Genzano Sylvia Le Corsaire Flames of Paris Tchaikovsky pas de deux Nutcracker Act 2 Coppelia Act 3 (Van Praagh) Esmerelda (Garth Welch) Giselle Act 1 (Van Praagh) Blue Bird pas de deux: Sleeping Beauty Act 3 Peasant pas de deux: Giselle Act 1 newly created choreography.
Physical learning and adaptability may include:	set exercises or sequences unseen exercises or sequences sequences from a range of techniques, such as: Royal Academy of Dance (RAD) Cecchetti Vaganova French Balanchine execution of extended sequences to right and left sides without prompting self-correction.
Teaching methods may include:	Russian French Cecchetti RAD.
Technical requirements may include:	placement and coordination of body parts strength and stability posture hand grips and hand placement for balance relationship between partners.
Performance attributes may include:	strength, flexibility, coordination and cardiovascular endurance detailed musicality with attention to nuances of interpretation movement qualities to movement sequences strong sense of individuality and 'presence' in the execution of sequences sensibility in sequences of increasing difficulty alternative and structurally changing musical time signatures and phrasing for extended sequences different expressive qualities applied to movement sequences extensive and changing expressive qualities applied to movement sequences assured artistic interpretations of sequences and variations.
Footwork may include:	sequences executed at the barre and in the centre multiple turns in adage and travelling configurations sequences specific to the professional female repertoire enchaînements that require the full range of movement executed on and off pointe in all directions of the dance.
Repertoire may include:	romantic classical modern ballet original choreography.
Ballet styles and genres may include:	contemporary ballet modern ballet neoclassical ballet-masquerade ballet-melodramatique romantic imperial.
Preparations may include:	familiarisation with performance environment (space, location, size) and audience preparation of space to ensure safety of self and others mental preparation immediate physical preparation rehearsal appropriate to audience awareness of time lines leading up to and immediately before performance props costumes or clothing make-up equipment appropriate footwear scores sheet music tapes competitions and auditions: rules judging criteria, including: general appearance costumes technique execution showmanship entertainment value (the ‘x’ factor) level of difficulty originality and creativity choreography synchronisation versatility.
Performance contexts may include:	professional production solo ensemble corps de ballet audition competition.
Personal presentation may include:	costumes accessories make-up hair posture way of moving.
Performance psychology techniques may include:	visualisations affirmations relaxation techniques mental rehearsal maintaining a work-life balance.
Professional work ethic may refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining concentration, focus and physical alertness in all performance activities maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
Extending scope of performance practice may include:	working effectively with tutor or coach participating in professional development and other learning opportunities undertaking training courses practising systemically participating in relevant groups or associations experimenting with own performance communicating with peers being involved in a range of relevant performance activities viewing and reviewing relevant performance events and activities.
Regimes and artistic strategies may include:	lectures seminars conferences symposiums master classes professional organisations practical workshops performance rehearsals individual training.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN606A Extend pointe work techniques to a professional level

Modification History

Version	Comments
CUADAN606A	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 dance sur les pointes at a professional level.

Application of the Unit

This unit applies to dancers who are moving towards professional careers in contexts where high level expertise in dancing sur les pointes is expected. They perform across a range of dance repertoire as part of a duo, in an ensemble or in solo roles.

Dancing en pointe requires strength and skill and is a central part of a female ballet dancer's training and repertoire. Pointe shoes are normally worn only by female dancers, though male dancers may wear them for certain roles and professional performances.

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

Not applicable.

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. Prepare the body for pointe work	1.1. Prepare feet and pointe shoes for pointe work 1.2. Warm up and cool down the body for pointe using the entire body for support, including the legs, back and abdominal muscles. 1.3. Identify and minimise risk factors associated with pointe work 1.4. Seek assistance and advice when common injuries from pointe work occur
2. Perfect pointe technique	2.1. Demonstrate thorough understanding of pointe technique in all ballet activities 2.2. Perfect technical requirements in pointe work sequences 2.3. Demonstrate complex performance attributes and quality of movement in sequences of extended difficulty sur les pointes 2.4. Execute complex variations of ballet repertoire with accuracy and precision sur les pointes across ballet styles and genres 2.5. Work towards executing advanced enchaînements with precision, speed and clarity 2.6. Demonstrate accurate spatial arrangements, individual artistic quality, and correct musical and rhythmic interpretation en pointe
3. Review own progress in perfecting pointe work techniques	3.1. Demonstrate through ongoing technical strength, diversity and refinement, evidence of advanced self-correction and concentrated response to feedback 3.2. Evaluate pointe work and respond appropriately to feedback from teachers and mentors 3.3. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

respond appropriately to feedback on own skill development and performance

consult with peers, mentors and doctors, including interpersonal skills relating to listening, questioning, gaining feedback and giving information

initiative and enterprise skills to:

perfect pointe technique

dance with artistry and assurance

learning skills to perfect pointe work through:

practising complex movements and sequences

a positive attitude to dancing

analysing pointe work and applying advanced techniques in own pointe work

planning and organising skills to prepare for pointe work

self-management skills to:

arrive punctually at classes, rehearsals and performances

dress appropriately

observe dance discipline and follow direction

apply safe dance practices and identify risk factors associated with pointe work

demonstrate professional work ethic

technical dance skills to:

articulate correct pointe work technique

apply advanced pointe work to classical ballet sequences and repertoire showing:

muscular strength and flexibility

control of movement

classical line

quality and breadth of movement

individual artistic qualities and personalities

more complex enchaînements.

Required knowledge

well-developed knowledge of each section of dance work as it applies to pointe work, including:

barre

centre practice

adage

pirouettes

allegro

batterie

grand allegro

cool down

principles underlying dance movements and techniques as applied to pointe work, such as:

balance

spatial awareness

successional movement

use of breath

control of movement

muscular strength and flexibility

rotation

transference of weight

anatomical foundations, including:

articulation of the spine

articulation of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

health and wellbeing issues relevant to classical ballet artists

relationship between music and dance

risk factors in ballet for the physical body, especially as applied to pointe work

pointe work terminology

history of ballet and pointe

principles of classical ballet.

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: perfect pointe technique through practice, feedback and refinement demonstrate technical ability when executing sequences sur les pointes inject a sense of individual artistry and expressive interpretation into the performance of ballet sequences execute advanced enchaînements with speed and precision.
Context of and specific resources for assessment	Assessment must ensure access to: fully equipped dance studios appropriate music or accompanists.
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: observation of practice and performance through full practical demonstration verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit video recordings of performances or practice sessions case studies and scenarios as a basis for discussing components of classical ballet technique and repertoire that incorporate advanced level pointe work. 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: CUADAN602A Perform advanced classical ballet technique CUADAN603A Extend ballet technique to a professional level CUADAN604A Extend ballet performance skills to a professional level CUAIND601A Work professionally in the creative arts industry.

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.

Preparations for feet may include:	cutting toe nails protecting the feet through use of, such as: toe pads lamb’s wool using gel medical dressing to help relieve the pain of blisters tying ribbons correctly around ankles changing pointe shoes as required ensuring there is nothing loose around the legs that could cause tripping or other injuries.
Preparations for shoes may include:	using an experienced fitter for shoes to determine: size length width arch other measurements of the foot sewing on elastic to prevent shoes slipping off sewing on ribbons based on professional advice breaking in shoes which may consist of: making the hard shank more supple, so that the shoes can actually bend on demi pointe softening sensitive spots on the box to offer less friction against the feet by dampening a towel and applying to the box cutting the shank where arch is and then spraying the box with water using cyanoacrylate glue or shellac to harden toe box and make shoes last slightly longer.
Warm-up and cool-down may include:	stretching at the barre feet-strengthening exercises joint-mobility exercises articulating through foot from flat to demi pointe to pointe and down relevés in 1st and 2nd positions échappés relevés steps ending on one foot, such as pas de bourrée en pointes and retiré en pointes in centre practice, exercises on both feet, such as: temps levés relevés échappés en pointe coordinated breathing activities.
Risk factors may include:	common injuries incorrectly fitting footwear slippery or hard floor surface.
Common injuries may include:	Achilles tendinitis athlete's foot bunions bunionette bursitis bruises bruised toenails calluses contusion corns cuts between the toes dancer's heel (plantar fasciitis) dermatitis dorsal exostosis extensor tendinitis fungus nails hallux limitus and rigidus hammer toes heel bruises heel spurs ingrown toenails jammed big toes neuromas plantar warts sesamoiditis sprained ankles stress fractures thickened toenails.
Pointe technique may include:	commencing with warm-up exercises at the barre and in the centre before performing routines or combinations en pointe practising combinations in centre applying correct posture and placement engaging abdominal muscles applying rotation of the legs dancer rising onto full pointe by passing through half-pointe or demi-pointe achieving full pointe by either articulating through the feet for adage or relevés to pointe in allegro combinations.
Technical requirements may include:	correct placement and coordination of body parts transference of weight strength and stability posture balance rotation of legs.
Performance attributes may include:	strength, flexibility, coordination and cardiovascular endurance detailed musicality with attention to nuances of interpretation movement qualities to movement sequences strong sense of individuality and 'presence' in the execution of sequences sensibility in sequences of increasing difficulty alternative and structurally changing musical time signatures and phrasing for extended sequences different expressive qualities applied to movement sequences extensive and changing expressive qualities applied to movement sequences assured artistic interpretations of sequences and variations.
Repertoire may include:	romantic classical modern ballet original choreography.
Ballet styles and genres may include:	contemporary ballet modern ballet neoclassical ballet-masquerade ballet-melodramatique romantic imperial.
Spatial arrangements may include:	floor patterns aerial pathways.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN607A Extend contemporary dance technique to a professional level

Modification History

Version	Comments
CUADAN607A	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 show range, depth, precision and complexity across contemporary dance technique and repertoire at a professional level.

Application of the Unit

This unit applies to dancers who are moving towards professional careers in contexts where complex contemporary dance technique is required for performing as members of a dance company as an ensemble or soloist dancer or in other professional contexts.

At this level, dancers are constantly refining their technique and perfecting their artistry across complex dance sequences and repertoire, including improvisation, solo and group work.

While some supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and sense of responsibility for themselves and others during practice sessions, rehearsals and live performances.

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. Excel at a physical conditioning program	1.1. Continuously meet physical conditioning requirements of professional dance work 1.2. Demonstrate ongoing stamina, strength, cardiovascular endurance and flexibility 1.3. Minimise risk factors that inhibit the achievement of goals and seek professional assistance when required 1.4. Always perform warm-up and cool-down activities in conjunction with dance activities
2. Execute a professional level of artistry and presentation in practice sessions	2.1. Apply a professional level of concentration, facility and expertise to refine extended contemporary dance technique in each section of class work 2.2. Develop complex performance attributes and quality of movement in sequences of extended difficulty 2.3. Show strength, precision and complexity in all aspects of footwork 2.4. Exhibit a professional level of physical learning and adaptability to incorporate unseen combinations with speed and verve 2.5. Refine techniques for working with a partner 2.6. Demonstrate through ongoing technical strength, diversity and refinement, evidence of advanced self-correction and concentrated response to feedback
3. Extend improvisational techniques	3.1. Work on improvisational tasks of increasing complexity and diversity 3.2. Apply an ever expanding movement vocabulary and spontaneity in response to various stimuli 3.3. Achieve a mature performance quality through improvised solos and scored group work 3.4. Use a wide range of improvisational skills to extend choreographic possibilities
4. Practise complex contemporary dance movement sequences	4.1. Practise complex movements with an increased awareness of and attention to rhythms and time signatures commonly used in contemporary dance 4.2. Convey a high level of spatial awareness appropriate to solo and group work 4.3. Execute group work with a professional sense of cohesion and solo work with a professional sense of musical individuality 4.4. Present variations and complex movement sequences with a high level of artistry and assurance across contemporary dance styles
5. Develop professional practice	5.1. Develop and refine professional work ethic 5.2. Develop realistic parameters as a basis for extending scope of performance practice 5.3. Identify regimes and artistic strategies that will refine own performance technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

work collaboratively as part of an ensemble

respond appropriately to feedback on own skill development

consult with peers and mentors, including interpersonal skills relating to listening, questioning, gaining feedback and giving information

initiative and enterprise skills to:

work creatively with music and dance

adapt appropriately to cultural differences in dance

dance with artistry and assurance

communicate mood, style and grace through dance

develop increased range and sequencing of individually-unique improvised movements

learning skills to:

develop strong contemporary dance techniques through:

practising complex movements and sequences

a positive attitude to dancing

implement a personal physical conditioning program

extend improvisational responses to a wide range of stimuli for performance and choreographic development

planning and organising skills to plan practice time

self-management skills to:

arrive punctually at classes and rehearsals

dress appropriately

observe dance discipline and follow direction

apply safe dance practices and identify risk factors

demonstrate professional work ethic

show a consistent level of commitment

maintain spatial discretion between self and others when moving

teamwork skills to work collaboratively with others involved in dance classes

technical dance skills to:

execute high level of competency in each section of class work

respond to different time signatures

execute counterbalance, support, manipulation mechanics and medium power lifting

demonstrate facility in grip leverage, thrust and counter-thrust and coordinated timing

perform high level isolation and energy placement techniques

retain and reproduce complex movement sequences

show alignment and extensions in combinations of a high level of difficulty

execute balances, turns and jumps on and off centre in a wide variety of shapes

perform multiple turns in a variety of body shapes

show facility and speed in directional changes

develop a high level of spatial awareness in group movements, including floor patterns and aerial pathways

exhibit a high level and range of coordination of limbs, torso and head

observe and interpret the physical body.

Required knowledge

choreographic and stylistic nuance in relation to contemporary dance

genres, styles and philosophical nature of contemporary dance

influential choreographers in contemporary dance

relationship between acting and contemporary dance

contemporary dance terminology

roles or hierarchy in professional situations, such as:

auditions

rehearsals

performances

principles underlying dance movements and techniques, such as:

movement efficiency

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical and alignment principles, including:

skeletal structure

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

risk factors in dance for the physical body

stage geography and directions

musical rhythms, including:

time signatures

beat

tempo

syncopation.

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: execute physical and conceptual understanding of the fundamental technical principles in contemporary dance demonstrate through the execution of sequences fundamental dance skills, including: a mature understanding of dance improvisation as a skilled technique alignment and extensions in combinations of a high level of difficulty reproduction of complex movement sequences on both sides of the body facility and speed in directional changes a high level of spatial awareness in group movements a high level and range of coordination of limbs, torso and head develop professional practice display a consistent level of commitment to developing performance quality and artistry in the given style.
Context of and specific resources for assessment	Assessment must ensure access to: fully equipped dance studios appropriate music or accompanists.
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 video recordings of practice sessions 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 extending contemporary dance technique to a professional level direct observation of candidate in practice sessions. 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: CUADAN601A Perform dance repertoire at a professional level CUADAN608A Extend contemporary dance performance skills to a professional level CUADAN610A Extend allied contemporary dance techniques at a professional level CUAIND601A Work professionally in the creative arts industry.

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.

Risk factors may relate to:	consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear gender-appropriate performance techniques.
Warm-up and cool-down may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Contemporary dance technique may include:	Cunningham Graham release technique upper and lower body poses, phrases and movements correct breathing techniques balanced positions, including: elevation of steps body positions transitions while in motion and while stationary standing work and travel combinations jump work variations in timing and styles of movement expressing a range of emotions through the language of dance centre control spotting employment of strength and agility employing visualisation techniques employing strength and agility demonstrating an awareness of personal and general space when travelling and stationary using arm lines appropriately and extensively multi-turning exercises clean, sharp isocentric and polycentric isolations correct posture and alignment when in motion demonstrating safe dance practices in jumping and faster travelling steps footwork, arm lines and head movements in combination to express rhythm performing complex turns while maintaining good technique moving against gravity with confidence and knowledge.
Sections of class work include:	warm up floor work centre practice turns travelling sequences sequences with altered spatial organisations, combining all aspects of embodiment and temporal structures jumps cool down.
Performance attributes may include:	musicality with attention to nuances of interpretation movement dynamics strong sense of individuality and 'presence' in the execution of sequences sensibility in sequences of increasing difficulty alternative musical time signatures and phrasing as the structural basis of the exercises different expressive qualities applied to movement sequences reliance on individual interpretation inclusion of repertoire in class work.
Footwork may include:	precision in completing multiple turns sequences that demonstrate a well-developed capacity to transfer weight in all pathway directions enchaînements with style and confidence.
Physical learning and adaptability may include:	set exercises or sequences unseen exercises or sequences improvised sequences sequences from a range of contemporary dance styles execution of extended sequences to right and left sides without prompting self-correction.
Techniques may include:	weight exchanges falls, rolls and balances with or away from partners set sequences improvised weight exchanges timing.
Stimuli may include:	music, such as: any type of musical style, like jazz, hip-hop and world vocal instrumental percussion, such as: drums hands feet stamps percussion instruments word motivation, such as: wobble, twitch, freeze vault, twirl, collapse pause, swell, jerk vibrate, bound, creep technical equipment, such as: lighting audiovisual fog machines scaffolding other props, objects and materials, such as: fabric instruments puppets or dolls piece of clothing ladder or chair boxes flowers footwear hat lipstick silent space various texts, such as: poetry newspaper articles lyrics advertisements.
Rhythms may include:	syncopation, such as: 6/8 tacit unification monotone jazz.
Time signatures may include:	3/4 4/4 6/4.
Contemporary dance styles may include:	Graham Cunningham Horton release Alvin Alley.
Professional work ethic may refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining concentration, focus and physical alertness in all performance activities maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
Extending scope of performance practice may include:	working effectively with tutor or coach participating in professional development and other learning opportunities undertaking training courses practising systemically participating in relevant groups or associations experimenting with own performance communicating with peers being involved in a range of relevant performance activities viewing and reviewing relevant performance events and activities.
Regimes and artistic strategies may include:	lectures seminars conferences symposiums master classes professional organisations practical workshops performance rehearsals individual training.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN608A Extend contemporary dance performance skills to a professional level

Modification History

Version	Comments
CUADAN608A	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 perform complex contemporary dance technique demonstrating range, depth, precision and artistry across contemporary dance repertoire at a professional level.

Application of the Unit

This unit applies to dancers who are moving towards professional careers in contexts where complex contemporary dance technique and versatility are required for performing as members of a professional dance company as an ensemble or soloist dancer.

At this level, dancers are constantly refining their technique and perfecting their artistry across complex dance sequences and repertoire, including improvisation, solo and group work.

While some supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and sense of responsibility for themselves and others during practice sessions, rehearsals and live performances.

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. Execute a professional level of artistry and presentation in rehearsals	1.1. Always perform warm-up and cool-down activities in conjunction with dance activities 1.2. Apply a professional level of concentration, facility and expertise to refine extended contemporary dance technique in each section of class work 1.3. Develop complex performance attributes and quality of movement in sequences of extended difficulty 1.4. Show strength, precision and complexity in all aspects of footwork 1.5. Exhibit a professional level of physical learning and adaptability to incorporate unseen combinations with speed and verve 1.6. Refine techniques for working with a partner 1.7. Demonstrate through ongoing technical strength, diversity and refinement, evidence of advanced self-correction and concentrated response to feedback
2. Perform at a professional level	2.1. Undertake preparations appropriate to performance contexts 2.2. Ensure that personal presentation is appropriate to performance contexts 2.3. Apply performance psychology techniques to preparations 2.4. Perform repertoire demonstrating an understanding of nuances and characteristics of choreographic styles 2.5. Convey, through dance, the range of human emotions required to execute the dance pieces as intended 2.6. Inject performances with a sense of light and shade in line with choreographic intent 2.7. Follow direction from artistic director or choreographers as required 2.8. Contribute to debriefing sessions to evaluate the quality of performances and to discuss ways of improving individual or ensemble technique
3. Incorporate allied contemporary dance techniques into professional level performances	3.1. Demonstrate complex performance attributes and quality of movement in sequences based on improvisation, in complex duo sequences and in high velocity acrobatic moves. 3.2. Sense when partner needs to leave a balance, or needs to be steadied, and be there to offer support in duo and dance tumbling 3.3. Adapt to a range of choreographic moments by engaging with differences and similarities of shape and dynamic quality. 3.4. Apply the flexibility, sense of line and clear positions essential to the form 3.5. Engage with the style and intention of the relevant choreographic form through the application of skills and knowledge of allied contemporary dance techniques
4. Develop professional practice	4.1. Develop and refine professional work ethic 4.2. Develop realistic parameters as a basis for extending scope of performance practice 4.3. Identify regimes and artistic strategies that will refine own performance technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

work collaboratively as part of an ensemble

respond appropriately to feedback on own skill development and performance

consult with peers and mentors, including interpersonal skills relating to listening, questioning, gaining feedback and giving information

initiative and enterprise skills to:

work creatively with music and dance

adapt appropriately to cultural differences in dance

dance with artistry and assurance

communicate mood, style and grace through dance

develop increased range and sequencing of individually-unique improvised movements

learning skills to:

develop strong contemporary dance techniques through:

practising complex movements and sequences

a positive attitude to dancing

implement a personal physical conditioning program

extend improvisational responses to a wide range of stimuli for performance and choreographic development

planning and organising skills to plan practice time

self-management skills to:

arrive punctually at classes, rehearsals and performances

dress appropriately

observe dance discipline and follow direction

apply safe dance practices and identify risk factors

demonstrate professional work ethic

show a consistent level of commitment

maintain spatial discretion between self and others when moving

teamwork skills to work collaboratively with others involved in dance classes and performances

technical dance skills to:

execute high level of competency in each section of class work

respond to different time signatures

execute counterbalance, support, manipulation mechanics and medium power lifting

demonstrate facility in grip leverage, thrust and counter-thrust and coordinated timing

perform high level isolation and energy placement techniques

retain and reproduce complex movement sequences

show alignment and extensions in combinations of a high level of difficulty

execute balances, turns and jumps on and off centre in a wide variety of shapes

perform multiple turns in a variety of body shapes

show facility and speed in directional changes

develop a high level of spatial awareness in group movements, including floor patterns and aerial pathways

exhibit a high level and range of coordination of limbs, torso and head

observe and interpret the physical body.

Required knowledge

choreographic and stylistic nuance in relation to contemporary dance

genres, styles and philosophical nature of contemporary dance

influential choreographers in contemporary dance

relationship between acting and contemporary dance

correct contemporary dance terminology

roles or hierarchy in professional situations, such as:

auditions

rehearsals

performances

principles underlying dance movements and techniques, such as:

movement efficiency

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical and alignment principles, including:

skeletal structure

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

risk factors in dance for the physical body

stage geography and directions

musical rhythms, including:

time signatures

beat

tempo

syncopation.

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: execute physical and conceptual understanding of the fundamental technical principles in contemporary dance perform contemporary dance sequences before an audience in ways that demonstrate: expressive skills in line with choreographic intent an ability to respond to complex changes in tempo, time signatures and musical phrasing a high level of dance improvisational skills facility and speed in directional changes a high level of spatial awareness in group movements harmony of movement when performing with a partner develop professional practice display a consistent level of commitment to developing performance quality and artistry in the given style.
Context of and specific resources for assessment	Assessment must ensure access to: fully equipped dance studios live performance opportunities appropriate music or accompanists.
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 video recordings of performances in which the candidate is dancing 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 extending contemporary dance technique to a professional level direct observation of candidate in performances. 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: CUADAN601A Perform dance repertoire at a professional level CUADAN607A Extend contemporary dance technique to a professional level CUADAN610A Extend allied contemporary dance techniques at a professional level CUADAN611A Perform virtuoso contemporary dance technique CUAIND601A Work professionally in the creative arts industry CUAOHS602A Develop techniques for maintaining resilience in a competitive environment.

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.

Warm-up and cool-down may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Contemporary dance technique may include:	Cunningham Graham release technique upper and lower body poses, phrases and movements correct breathing techniques balanced positions, including: elevation of steps body positions transitions while in motion and while stationary standing work and travel combinations jump work variations in timing and styles of movement expressing a range of emotions through the language of dance centre control spotting employment of strength and agility employing visualisation techniques employing strength and agility demonstrating an awareness of personal and general space when travelling and stationary using arm lines appropriately and extensively multi-turning exercises clean, sharp isocentric and polycentric isolations correct posture and alignment when in motion demonstrating safe dance practices in jumping and faster travelling steps footwork, arm lines and head movements in combination to express rhythm performing complex turns while maintaining good technique moving against gravity with confidence and knowledge.
Sections of class work include:	warm up floor work centre practice turns travelling sequences sequences with altered spatial organisations, combining all aspects of embodiment and temporal structures jumps cool down.
Performance attributes may include:	musicality with attention to nuances of interpretation movement dynamics strong sense of individuality and 'presence' in the execution of sequences sensibility in sequences of increasing difficulty alternative musical time signatures and phrasing as the structural basis of the exercises different expressive qualities applied to movement sequences reliance on individual interpretation inclusion of repertoire in class work.
Footwork may include:	precision in completing multiple turns sequences that demonstrate a well-developed capacity to transfer weight in all pathway directions enchaînements with style and confidence.
Physical learning and adaptability may include:	set exercises or sequences unseen exercises or sequences improvised sequences sequences from a range of contemporary dance styles execution of extended sequences to right and left sides without prompting self-correction.
Techniques may include:	weight exchanges falls, rolls and balances with or away from partners set sequences improvised weight exchanges timing.
Preparations may include:	familiarisation with performance environment, including: space location size audience preparation of space to ensure safety of self and others mental preparation immediate physical preparation rehearsal appropriate to audience awareness of time lines leading up to and immediately before performance props costumes or clothing make-up equipment appropriate footwear scores sheet music tapes competitions and auditions: rules judging criteria, including: general appearance costumes technique execution showmanship entertainment value (the ‘x’ factor) level of difficulty originality and creativity choreography synchronisation versatility.
Performance contexts may include:	professional production solo ensemble corps de ballet audition competition.
Personal presentation may include:	costumes accessories make-up hair posture way of moving.
Performance psychology techniques may include:	visualisations affirmations relaxation techniques mental rehearsal maintaining a work-life balance.
Emotions may include:	love loneliness depression excitement diffidence anger sadness fear aggression joy compassion.
Performance attributes may include:	strength, flexibility, coordination and cardiovascular endurance detailed musicality with attention to nuances of interpretation movement qualities to movement sequences strong sense of individuality and 'presence' in the execution of sequences sensibility in sequences of increasing difficulty alternative and structurally changing musical time signatures and phrasing for extended sequences different expressive qualities applied to movement sequences extensive and changing expressive qualities applied to movement sequences assured artistic interpretations of sequences and variations.
Professional work ethic may refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining concentration, focus and physical alertness in all performance activities maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
Extending scope of performance practice may include:	working effectively with tutor or coach participating in professional development and other learning opportunities undertaking training courses practising systemically participating in relevant groups or associations experimenting with own performance communicating with peers being involved in a range of relevant performance activities viewing and reviewing relevant performance events and activities.
Regimes and artistic strategies may include:	lectures seminars conferences symposiums master classes professional organisations practical workshops performance rehearsals individual training.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN609A Extend cultural dance performance skills to a professional level

Modification History

Version	Comments
CUADAN609A	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 extend cultural dance skills to a professional level and engage in ongoing professional development.

Application of the Unit

This unit applies to dancers who are moving towards professional careers in contexts where advanced performance skills in cultural dance styles are required. Performances could be in commercial, community or competition settings and dancers would usually be performing as members of an ensemble or in some solo routines.

At this level, dancers are constantly refining their technique and expression to produce performances that convey the mood and style of music through complex dance sequences. While some supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and sense of responsibility for themselves and others during live performances.

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. Undertake practice sessions to prepare for rehearsals	1.1. Clarify the intent of performances in relation to intended audience 1.2. Discuss with relevant personnel aspects of own role 1.3. In practice sessions execute exercises and sequences that demonstrate mastery of technique in the required cultural dance style 1.4. Execute exercises and complex dance sequences with high levels of concentration and agility 1.5. Apply critical analysis skills to review own progress towards achieving optimum performance technique in required cultural dance style 1.6. Respond appropriately to constructive feedback and advice from relevant personnel
2. Rehearse cultural dance sequences	2.1. Communicate in a way that contributes to a constructive rehearsal atmosphere 2.2. Respond promptly and to direction as required 2.3. Practise and rehearse sequences until an optimum performance standard is reached 2.4. Refine own performance in group dances and solo sequences as required 2.5. Improve own performance by incorporating relevant advice and feedback 2.6. Engage fully in the artistic process to optimise the overall performance effect
3. Perform cultural dance sequences	3.1. Always perform warm-up and cool-down activities in conjunction with performance activities 3.2. Apply a range of strategies to overcome performance anxiety 3.3. Adapt performances to the scale and nature of the venue and audience requirements 3.4. Maintain concentration, stamina and focus for the duration of performances 3.5. Implement principles and characteristics of various performance techniques 3.6. Respond promptly and creatively to contingencies where required to maintain the integrity of performances
4. Evaluate cultural dance performances	4.1. Analyse performances against previous work and creative goals to assess own technical and artistic development 4.2. Identify and observe weaknesses and errors in performances and develop strategies to improve performance 4.3. Analyse and evaluate feedback and criticism and develop strategies for possible adjustments to future work
5. Develop professional practice	5.1. Develop and refine professional work ethic 5.2. Develop realistic parameters as a basis for extending scope of performance practice 5.3. Identify regimes and artistic strategies to refine own performance technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss interpretive requirements with others

discuss ideas with others to inform own performance

respond appropriately to feedback on own skill development and performance

work creatively with individual differences

initiative and enterprise skills to:

apply imagination, spontaneity and confidence appropriate to the performance

develop own critical analysis skills

perform with precision, style and strong stage presence

communicate the mood or style of dance sequences to audiences

respond to other performers and adjust own performance accordingly

transfer and apply physical information from one area of physical expertise to another, understanding what is common and what is discrete to each style

learning skills to:

develop and refine professional work ethic

integrate knowledge, technique and creativity in chosen cultural dance styles at an advanced level in both group and solo work

receive and integrate constructive criticism of performance from peers or coaches

create own individual style, attitude and stage presence

planning and organising skills to:

effectively prepare for rehearsals and performances

plan practice time

design and implement appropriate warm-up techniques

problem-solving skills to respond flexibly and effectively to contingencies

self-management skills to:

arrive punctually at rehearsals and performances

dress appropriately

follow direction

address own professional development needs

teamwork skills to work collaboratively with others involved in rehearsals and performances.

Required knowledge

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

terminology, history and cultural context of chosen dance styles

stage geography and directions

musical rhythms, including:

time signatures

beat

tempo

syncopation

OHS standards associated with performance

comprehensive knowledge of:

alignment, breath and techniques for the release of tension

kinaesthetic awareness

stylistic nuances and dramatic elements associated with various performance styles

performance environment.

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: rehearse cultural dance sequences effectively to achieve required performance standard integrate knowledge, technique and creativity in the performance of cultural dance sequences on at least two occasions seek and use constructive criticism to improve own cultural dance performance skills.
Context of and specific resources for assessment	Assessment must ensure access to: rehearsal and performance opportunities with appropriate flooring relevant resources and equipment.
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 live or recorded performances 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 extending cultural dance performance skills to a professional level direct observation of candidate rehearsing and performing complex cultural dance sequences. 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: CUAOHS501A Maintain a high level of fitness for performance CUAOHS602A Develop techniques for maintaining resilience in a competitive environment CUAPRF502A Apply theatrical make-up.

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.

Relevant personnel may include:	agents community members directors producers fellow performers mentors teachers coaches choreographers musical directors conductors.
Aspects of own role may include:	number of sequences to be performed cultural dance style solo requirements nature of interaction with other dancers in group sequences personal appearance requirements, including: costumes make-up hair props required in sequences.
Direction refers to:	advice and instruction from: directors musical directors choreographers stage managers.
Warm-up and cool-down activities may include:	aerobic activities anaerobic exercises coordinated breathing activities exercises to loosen mouth, including: tongue lips soft palate exercises to loosen face muscles, including: cheek eye jaw flexibility exercises floor work gentle open vowel singing joint-mobility exercises stretching vocalising exercises beginning in mid-range before extending to upper and lower registers.
Strategies to overcome performance anxiety may include:	adequate rehearsal focusing on a single element or action at a time relaxation techniques, such as: meditation imagery or conscious visualisation affirmations stretching deep breathing light aerobic exercises maintaining a work-life balance mental rehearsal warm-up routines.
Venues may include:	small and large theatres stadiums and arenas community halls urban and rural outdoor performance spaces.
Performance techniques may refer to:	control of stage energy and attack improvisation movement.
Contingencies may include:	forgetting steps failure of technical equipment provocation from the audience sudden injury of self or fellow performers.
Feedback may include:	director’s notes audience feedback discussion with other performers observations from peers.
Professional work ethic may refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining concentration, focus and physical alertness in all performance activities maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
Extending scope of performance practice may include:	working effectively with tutor or coach participating in professional development and other learning opportunities undertaking training courses practising systemically participating in relevant groups or associations experimenting with own performance communicating with peers being involved in a range of relevant performance activities viewing and reviewing relevant performance events and activities.
Regimes and artistic strategies may include:	lectures seminars conferences symposiums master classes professional organisations practical workshops performance rehearsals individual training.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN610A Extend allied contemporary dance techniques at a professional level

Modification History

Version	Comments
CUADAN610A	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 refine and consolidate allied contemporary dance techniques to engage with the choreographic process, responding through improvisation to task-based work, performing high velocity acrobatic moves and displaying virtuosic partnering techniques.

Application of the Unit

This unit applies to dancers who are moving towards professional careers in contexts where additional and complex contemporary skill-based dance technique and versatility are required for performing as members of a professional contemporary dance company in Australia or internationally.

At this level dance artists are constantly refining their technique and perfecting their artistry across complex contemporary dance repertoire, including the ability to work as a soloist or with a variety of partners effectively and convincingly.

Dancers are expected to display a high level of motivation and sense of responsibility for themselves and their colleagues during practice sessions, rehearsals and live performances.

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. Rehearse a range of advanced allied contemporary dance techniques	1.1. Practise a range of techniques required to perform duo work at a professional level 1.2. Incorporate understanding of the expressive, musical and formal aspects of partnering and reciprocity into performances 1.3. Develop rapport with partner during rehearsals and seamlessly adjust to a change of partner as required 1.4. Exhibit a professional level of physical learning and adaptability to incorporate unseen combinations across different teaching methods 1.5. Incorporate understanding of nuances and characteristics of choreographic styles when performing group and solo work from contemporary dance repertoire 1.6. In dance tumbling display a strong and acrobatic stance both in static and inverted positions 1.7. Continuously work on perfecting a wide range of dance tumbling techniques
2. Execute complex contemporary dance repertoire in practice sessions	2.1. Practise repertoire with an increased awareness of and attention to rhythms and time signatures commonly used in contemporary dance 2.2. Convey a high level of spatial awareness appropriate to solo and group work 2.3. Execute group work with a professional sense of cohesion and solo work with a professional sense of musical individuality 2.4. Present variations and repertoire with a high level of artistry and assurance across contemporary dance styles
3. Extend skills in improvisation	3.1. Work on improvisational tasks of increasing complexity and diversity 3.2. Apply an ever expanding movement vocabulary and spontaneity in response to various stimuli 3.3. Achieve a mature performance quality through improvised solos and scored group work 3.4. Incorporate into the execution of improvisations an understanding of how an extended range of improvisational skills can extend choreographic possibilities
4. Develop professional practice	4.1. Develop and refine professional work ethic 4.2. Develop realistic parameters as a basis for extending scope of performance practice 4.3. Identify regimes and artistic strategies that will refine own performance technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

work collaboratively

demonstrate cooperation, consideration and develop rapport with partners

respond appropriately to feedback on own skill development

consult with peers and mentors, including interpersonal skills relating to listening, questioning, gaining feedback and giving information

initiative and enterprise skills to:

access, draw on and creatively develop a variety of imaginative stimuli

work creatively with music and dance

dance with artistry and assurance

communicate mood and style through dance

learning skills to:

perfect allied contemporary dance techniques through:

practising complex movements and sequences repeatedly

a capacity for advanced self-correction and concentrated response to feedback

a positive attitude to dancing

excel at a personal physical conditioning program

planning and organising skills to:

research and analyse from contemporary works:

use of improvisation, duo techniques and acrobatic moves

contexts and characteristics of artists involved in chosen repertoire

plan practice time

self-management skills to:

arrive punctually at classes and rehearsals

dress appropriately

observe dance discipline and follow direction

apply safe dance practices and identify risk factors

demonstrate professional work ethic

teamwork skills to work collaboratively with partner in dance classes

technical dance skills to:

execute high level of technical skills in solo, ensemble and partnership situations

employ physical control throughout execution of sequences

demonstrate timing and weight centring techniques with partner, applying them to lifts and counterbalances

demonstrate a high level of spatial awareness in partnering, including floor patterns and aerial pathways

sense needs of partner and adapt appropriately

emulate the style and intention of duo-work repertoire and choreography through partnering allied technique

replicate precisely physical instructions and choreographic material

undertake high order physical risk with awareness of safe dance practices.

Required knowledge

specialised knowledge of:

contemporary dance repertoire and performance

advanced dance practices required to engage and participate in the research, investigation and development of a choreographic work

principles underlying dance movements and techniques, such as:

movement efficiency

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

giving and taking weight

placement and coordination of body parts

anatomical and alignment principles, including:

skeletal structure

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

partnering and improvisational techniques relevant to contemporary dance

mechanics of partnering

risk factors in partnering techniques and high level acrobatic work

principles of professional work ethic

well-developed knowledge of:

ways in which improvised partnering can contribute to the development of new material for choreography

holistic approaches to knowledge in alternative media

safe dance practice.

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: execute physical and conceptual understanding of the fundamental technical principles of allied contemporary dance techniques demonstrate advanced partnering skills to the professional level, including travelling steps, complex lifts and counterbalances execute improvised sequences in response to specific stimuli in solo, duet or group form synchronise instinctively in a duo and group situation safely execute advanced dance tumbling skills with speed and confidence work with a partner harmoniously and with rapport and confidence develop professional practice.
Context of and specific resources for assessment	Assessment must ensure access to: fully equipped dance studios appropriate music or accompanists.
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: observation of practice and performance through full practical demonstration verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit video recordings of performances or practice sessions case studies and scenarios as a basis for discussing components of contemporary dance technique, repertoire and performance and partnering skills as they relate to allied contemporary dance techniques. 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: CUADAN601APerform dance repertoire at a professional level CUADAN607A Extend contemporary dance technique to a professional level CUADAN608A Extend contemporary dance performance skills to a professional level CUAIND601A Work professionally in the creative arts industry CUAOHS602A Develop techniques for maintaining resilience in a competitive environment.

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.

Techniques required to perform duo work at a professional level must include:	counterbalance support manipulation mechanics medium power lifting grip leverage thrust and counter-thrust coordinated timing.
Physical learning and adaptability may include:	duo: weight exchange techniques with one or more partners falls, rolls and balances with or away from partners set sequences or weight exchanges improvised weight exchanges repertoire: solos duos group sequences reproduction from video reproduction from choreographer internet, book, journal and audiovisual research interviewing choreographers new work or work from the modern dance canon improvisation: increased range and sequencing of individually unique movement variable stimuli to trigger responses, including: text sound concept touch pictorial architectural organic alternative performance venues discussion and writing informal showings dance tumbling: exercises designed to increase strength, flexibility and agility use of alignment and control in various inverted weight bearing poses high velocity rolls and aerial work advanced acrobatic skills in relation to the contemporary dance technique continuing application of safe dance practice and its relevance to dance tumbling.
Teaching methods may include:	student led and student centred learning methods in which initiative, self-motivation, creativity, empathy, responsiveness and sensitivity to the task are encouraged release techniques responses to scores.
Repertoire may include:	contemporary dance repertoire modern ballet repertoire original choreography.
Dance tumbling techniques must include:	ability to move at a medium and high velocity pace with a complete and comprehensive understanding of the pathways when the body is both static aerial and inverted aerial straight line hand balance handstand drills. basic acrobatic tumbling skills, such as: forward rolls dive rolls cartwheels round-off back arches forward and back walkovers handsprings side rolls from standing prep side rolls from jumped prep side double leg pikes cargo rolls backward and forward over shoulder rotations low and medium fan or star flight jumps hami's half and full turns spat rotations butterfly jumps half twisting butterflies backward scorpions windmill and windmill rotation tunnel jumps.
Dance tumbling techniques may include:	long horizontal barrels (single and double) nip ups static or running backflip side aerial (brounie) back sault.
Rhythms may include:	syncopation, such as: 6/8 tacit unification monotone jazz.
Time signatures may include:	3/4 4/4 6/4.
Repertoire may include:	solos duos group sequences reproduction from video reproduction from choreographer internet, book, journal and audiovisual research interviewing choreographer new work or work from the modern dance canon.
Contemporary dance styles may include:	Graham Cunningham Horton release Alvin Alley.
Stimuli may include:	music, such as: any type of musical style, like jazz, hip-hop and world vocal instrumental percussion, such as: drums hands feet stamps percussion instruments word motivation, such as: wobble, twitch, freeze vault, twirl, collapse pause, swell, jerk vibrate, bound, creep technical equipment, such as: lighting audiovisual fog machines scaffolding other props, objects and materials, such as: fabric instruments puppets or dolls piece of clothing ladder or chair boxes flowers footwear hat lipstick silent space various texts, such as: poetry newspaper articles lyrics advertisements.
Professional work ethic may refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining concentration, focus and physical alertness in all performance activities maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
Extending scope of performance practice may include:	working effectively with tutor or coach participating in professional development and other learning opportunities undertaking training courses practising systemically participating in relevant groups or associations experimenting with own performance communicating with peers being involved in a range of relevant performance activities viewing and reviewing relevant performance events and activities.
Regimes and artistic strategies may include:	lectures seminars conferences symposiums master classes professional organisations practical workshops performance rehearsals individual training.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN611A Perform virtuoso contemporary dance technique

Modification History

Version	Comments
CUADAN611A	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 achieve virtuoso technique in contemporary dance, with particular application to solo performances.

Application of the Unit

This unit applies to dancers moving towards professional careers in contexts where virtuoso contemporary dance technique is required for performing as members of a dance company as a soloist and in other professional contexts.

At this level, dancers are constantly expanding and perfecting their artistry, technique and repertoire across a number of dance styles and genres. While some supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and sense of responsibility for themselves and others during practice sessions, rehearsals and live performances.

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. Excel at a physical conditioning program	1.1. Continuously meet physical conditioning requirements of professional dance work 1.2. Demonstrate athleticism, stamina, strength, cardiovascular endurance and flexibility 1.3. Minimise risk factors that inhibit the achievement of goals and seek professional assistance when required 1.4. Always perform warm-up and cool-down activities in conjunction with dance activities
2. Practise virtuoso technique	2.1. Practise virtuoso contemporary dance technique across each section of class work 2.2. Demonstrate complex performance attributes and quality of movement in sequences of extended difficulty and speed 2.3. Show strength, precision and complexity in all aspects of footwork 2.4. Execute complex variations of contemporary dance repertoire with accuracy, applying the virtuoso style 2.5. Exhibit a professional level of physical learning and adaptability to incorporate unseen combinations 2.6. Demonstrate through ongoing technical strength, diversity and refinement, evidence of advanced self-correction and concentrated response to feedback
3. Perform advanced solo variations	3.1. Research and analyse a chosen solo from contemporary dance repertoire 3.2. Execute repertoire with high level technical accuracy and virtuoso interpretation of music and rhythm 3.3. Convey a high level of spatial awareness, including floor patterns and aerial pathways 3.4. Execute solo work with a professional sense of musical individuality 3.5. Present virtuoso style with a high level of individual artistry, interpretation, expression and physical control
4. Develop professional practice	4.1. Develop and refine professional work ethic 4.2. Develop realistic parameters as a basis for extending scope of performance practice 4.3. Identify regimes and artistic strategies that will refine own performance technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

respond appropriately to feedback on own skill development and performance

consult with peers and mentors, including interpersonal skills relating to listening, questioning, gaining feedback and giving information

initiative and enterprise skills to:

work creatively with music and dance

adapt appropriately to cultural differences in dance

dance with artistry and assurance

communicate mood, style and grace through dance

learning skills to:

perfect virtuoso contemporary dance techniques through:

practising complex movements and sequences

a positive attitude to dancing

excel at a personal physical conditioning program

planning and organising skills to:

prepare for performances and auditions

plan practice time

self-management skills to demonstrate professional work ethic

technical dance skills to:

execute high level of competency in each section of class work, including technical requirements, such as:

transference of weight

placement and coordination of body parts

strength and stability

posture

balance

rotation

employ physical control throughout solo performances

maintain correct posture, weight placement and alignment in both parallel and fully rotated turn-out position

retain and reproduce complex movement sequences

show alignment and extensions in combinations of a high level of difficulty

reproduce complex movement sequences on both sides of the body

show facility and speed in directional changes

respond to different time signatures

demonstrate facility in coordinated timing

perform high level isolation and energy placement techniques

retain and reproduce complex movement sequences

show alignment and extensions in combinations of a high level of difficulty

execute balances, turns and jumps on and off centre in a wide variety of shapes

demonstrate a high level of spatial awareness, including floor patterns and aerial pathways

exhibit a high level and range of coordination of limbs, torso and head

exhibit confidence in creating movement sequences

show a consistent level of commitment.

Required knowledge

choreographic and stylistic nuance in relation to contemporary dance

genres, styles and philosophical nature of contemporary dance

influential choreographers in contemporary dance

relationship between acting and contemporary dance

correct contemporary dance terminology

roles or hierarchy in professional situations

virtuoso technique as it applies to each section of dance work, such as:

warm up

stretching

floor work

centre practice

falls

turns

jumps

travelling

cool down

principles underlying dance movements and virtuoso techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

risk factors in contemporary dance for the physical body

musical rhythms, including:

time signatures

beat

tempo

syncopation.

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 execute: technical virtuosity advanced sequences executed with brilliance, speed and clarity to a professional standard personal presentation and artistry through the refinement of individual artistic qualities and personality, including interpretation and expression in solo performances effective solo performance from selected repertoire at professional level.
Context of and specific resources for assessment	Assessment must ensure access to: fully equipped dance studios appropriate music or accompanists.
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: observation of practice or performance through full practical demonstration verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit video recordings of performances or practice sessions case studies and scenarios as a basis for discussing components of contemporary dance technique. 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: CUADAN601A Perform dance repertoire at a professional level CUADAN608A Extend contemporary dance performance skills to a professional level CUADAN610A Extend allied contemporary dance techniques at a professional level CUAIND601A Work professionally in the creative arts industry.

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.

Risk factors may relate to:	consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear gender-appropriate performance techniques.
Warm-up and cool-down may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Contemporary dance technique may include:	upper and lower body poses, phrases and movements correct breathing techniques balanced positions, including: elevation of steps body positions transitions while in motion and while stationary standing work and travel combinations jump work variations in timing and styles of movement expressing a range of emotions through the language of dance centre control spotting employment of strength and agility employing visualisation techniques employing strength and agility demonstrating an awareness of personal and general space when travelling and stationary using arm lines appropriately and extensively multi-turning exercises clean, sharp isocentric and polycentric isolations correct posture and alignment when in motion demonstrating safe dance practices in jumping and faster travelling steps footwork, arm lines and head movements in combination to express rhythm performing complex turns while maintaining good technique moving against gravity with confidence and knowledge.
Sections of class work may include:	warm up stretch floor work centre practice turns travelling sequences sequences with altered spatial organisations, combining all aspects of embodiment and temporal structures jumps cool down.
Performance attributes may include:	strength, flexibility, coordination and cardiovascular endurance detailed musicality with attention to nuances of interpretation movement qualities to movement sequences strong sense of individuality and 'presence' in the execution of sequences sensibility in sequences of increasing difficulty alternative and structurally changing musical time signatures and phrasing for extended sequences different expressive qualities applied to movement sequences extensive and changing expressive qualities applied to movement sequences assured artistic interpretations of sequences and variations.
Footwork may include:	multiple turns in centre and travelling configurations sequences that fully demonstrate the capacity to seamlessly transfer weight in all pathway directions sequences that require the full range of movement executed with style and confidence.
Repertoire may include:	contemporary modern ballet original choreography.
Physical learning and adaptability may include:	set exercises or sequences unseen exercises or sequences sequences from a range of techniques, such as: release Horton Limon Cunningham Graham execution of extended sequences to right and left sides without prompting self-correction.
Professional work ethic may refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining concentration, focus and physical alertness in all performance activities maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
Extending scope of performance practice may include:	working effectively with tutor or coach participating in professional development and other learning opportunities undertaking training courses practising systemically participating in relevant groups or associations experimenting with own performance communicating with peers being involved in a range of relevant performance activities viewing and reviewing relevant performance events and activities.
Regimes and artistic strategies may include:	lectures seminars conferences symposiums master classes professional organisations practical workshops performance rehearsals individual training.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADLT301A Develop basic dance analysis skills

Modification History

Version	Comments
CUADLT301A	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 analyse dance movements and to use the terminology of dance analysis as a tool for refining dance technique and performance.

Application of the Unit

This unit applies to dancers with basic skills in any dance style who are pursuing a career in dance. At this level, dance analysis skills are mainly used as a way of discussing, evaluating and refining individual and group dance techniques and performances.

At this level, work is normally supervised, though some autonomy and judgement can be expected in the process of reaching conclusions about dance performances being analysed.

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. Develop an understanding of the dance analysis process	1.1. Discuss with relevant personnel the purpose and scope of dance analysis 1.2. Become familiar with the principal theories of dance and movement analysis 1.3. Apply a working knowledge of the principal terms used in dance analysis 1.4. Clarify the forms in which dance analysis may be presented
2. Analyse elements of dance sequences	2.1. Delineate the main movements of dance styles 2.2. Identify the musical rhythms essential to dance movements 2.3. Place dance movements in their appropriate historical context 2.4. Develop a vocabulary to describe expression in dance styles
3. Complete a basic analysis of a dance performance	3.1. Assess an individual dance performance in terms of the movements used 3.2. Assess the relationship of movement to the musical or rhythmic accompaniment 3.3. Compile assessment of the performance in a suitable format 3.4. Seek feedback on analysis from relevant personnel and adjust conclusions as required 3.5. Evaluate own analytical process and note areas for future improvement

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance analyses with colleagues in an appropriate way

respond appropriately to feedback on own skill development and performance

initiative and enterprise skills to:

apply musical concepts to movement in dance forms

apply critical thinking techniques to dance analysis

learning skills to:

improve own dance techniques through critical analysis of dance as an art form

develop a movement memory

teamwork skills to work collaboratively with others on analysing dance performances with a view to improving own and group technique.

Required knowledge

well-developed knowledge of:

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

folding

extending

rotating

shifting weight

effort theory, including time, weight, space and throw

dance terminology

overview knowledge of:

theories of dance analysis

dance styles and genres, and conventions relevant to analysis

choreographic process.

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: relate the terminology of dance analysis to observed performances apply dance analysis techniques to observed performances discuss dance analysis with peers in a positive way.
Context of and specific resources for assessment	Assessment must ensure: access to opportunities to analyse dance performances with others.
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 dance analyses undertaken 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 analysing dance. 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: CUACHR301A Develop basic dance composition skills CUADLT402A Explore the relationship between music and dance.

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.

Relevant personnel may include:	teacher mentor experienced dancer peers choreographer.
Purpose of dance analysis may include:	choreography greater knowledge of dance styles improvement of partner or ensemble performance improvement of personal performance personal research problem solving refinement of routines.
Scope of dance analysis may include:	personal performance partner performance ensemble performance.
Principal theories include the writings and teachings of:	Jean George Noverre Frederick W Taylor Rudolf Laban Isadora Duncan Ruth St Denis.
Principal terms include:	effort theory spatial elements, such as: direction of movement in space level where movement or gestures occurs on high, medium or low level shape: symmetry, asymmetry dynamics, such as: rhythm: time and weight duration: length of time to perform a movement musical rhythms: association between musical notation and dance movements body and body actions, such as: body and body parts: the part of the body moving step or locomotor movement: complete transference of weight gesture, such as a movement that is not a step relationship to others, including audience.
Forms may include:	round table discussions on performance assistance to partner choreographic direction teacher direction peer analysis.
Movements may include:	body alignment acrobatic dance technique maintaining balance on supporting leg maintaining control in turning balances maintaining rhythm and tempo using arm lines appropriately and extensively fluid control of rolls working at differing tempos focusing eyes and mind while performing isocentric and polycentric isolations air work, including: adage rolls floor work, including: stretches abdominal strengthening locomotor exercises and sequences: pirouettes posés piqués pencil turns châinés kicks jumps and leaps non-locomotor exercises and sequences: pliés tendus working on centre and off centre.
Dance styles may include:	ballet contemporary Latin American, such as: bossa nova cha cha mambo rumba salsa samba tango musical theatre and Broadway shows cultural, including: Aboriginal and Torres Strait Islander African Afro-American Caribbean Indian Russian Spanish tap traditional jazz, such as: jive rock and roll cakewalk black bottom charleston jitter bug boogie woogie swing.
Musical rhythms include:	time signatures, such as: 3/4 2/4 6/8 meter beat tempo syncopation.
Vocabulary to describe expression might include words, such as:	bold cautious inhibited overwhelming powerful tender timid undisciplined.
Formats may include:	spoken comments contributions to round table discussion notes written reports.
Areas for future improvement might include discussion of:	movement rhythmic ability gesture expression fluency.

Unit Sector(s)

Performing arts - dance literacy

Custom Content Section

Not applicable.

CUADLT401A Document dance

Modification History

Version	Comments
CUADLT401A	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 document dance sequences using basic dance notation methodologies and basic video recording and editing techniques.

Application of the Unit

This unit applies to those who are engaged in researching aspects of dance culture. They could be documenting dance sequences or dance productions in the context of dance teaching, improving their own dance technique, devising dance sequences or preserving information about performances for historical or cultural purposes.

Work is usually undertaken under some supervision, though autonomy and judgement can be expected since people are sometimes expected to coordinate wide-ranging documentation projects.

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. Prepare to document dance sequences	1.1. Discuss with relevant personnel the reasons for documenting dance sequences and the range of components to be documented 1.2. Clarify elements of dance sequences that need special emphasis in documentation 1.3. Organise materials and resources required to document dance sequences
2. Apply basic notation skills	2.1. Agree on the form of basic written notation to be used 2.2. Practise using the symbols and terminology associated with agreed notation method 2.3. Notate aspects of dance sequences in line with requirements 2.4. Notate aspects of music as required 2.5. Review notation with relevant personnel to identify adjustments that need to be made 2.6. Finalise notation and submit to relevant personnel as required by agreed deadline
3. Record dance sequences	3.1. Set up basic recording equipment and accessories to accommodate angles, perspectives and sound quality required for documentation purposes 3.2. Coordinate recording of dance sequences and any commentary required 3.3. Review recordings progressively and request repetition of sequences as required 3.4. Interact with dancers and others involved in the recording process in ways that engender goodwill, trust and respect 3.5. Ensure that all activities are carried out with due regard to safety considerations
4. Finalise documentation	4.1. View raw footage of recordings with relevant personnel to determine editing requirements 4.2. Use standard features of basic digital imaging and video editing software to produce first cut of video clips 4.3. Review first cut with relevant personnel and incorporate feedback and suggestions into final version as required 4.4. Output files in the required format and ensure that backup copies are made according to enterprise procedures 4.5. Check that documentation material meets requirements and submit complete package to relevant personnel within agreed timeframe 4.6. Use feedback from relevant personnel and self-reflection to identify ways to improve documentation process

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

clarify written and verbal instructions and specifications regarding dance documentation requirements

discuss dance documentation issues with a range of people

give and receive feedback on work in progress

initiative and enterprise skills to:

analyse dance movements for notation purposes

devise concepts for video recordings that meet documentation needs

anticipate and deal with issues that arise in the context of filming dance sequences

learning skills to improve basic dance notation skills through practice

literacy skills to:

read simple dance notation

use basic dance notation techniques

planning and organising skills to plan and implement all aspects of dance documentation projects

teamwork skills to work collaboratively with dancers and others involved in the recording of dance sequences

technology skills to:

set up and operate basic video recording equipment

edit video footage using a range of standard features in basic digital editing software

manipulate digital images using standard digital imaging software.

Required knowledge

well-developed knowledge of:

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

folding

extending

rotating

shifting weight

dance terminology

overview knowledge of:

theories of dance analysis

dance styles and genres, and conventions relevant to analysis

staging elements of live productions

choreographic process

range of methods for notating dance

OHS issues related to:

using video recording equipment to document dance

working for periods of time on computers.

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: notate a short dance sequence using symbols and terminology relevant to the dance style and selected notation method produce a video clip of a dance sequence that: meets specified documentation requirements demonstrates competency in basic: video recording and editing techniques digital image manipulation work collaboratively with others.
Context of and specific resources for assessment	Assessment must ensure access to: dance notation reference materials video recording and editing equipment and facilities.
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 dance notation prepared 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 documenting dance review of video clips produced. direct observation of candidate coordinating recording of dance sequences. 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: CUACHR403A Develop skills in the craft of choreography CUADLT301A Develop basic dance analysis skills CUFDIG303A Produce and prepare photo images CUSMLT303A Notate music.

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.

Relevant personnel may include:	manager dance teacher dance student choreographer performer producer director wardrobe personnel make-up artist hair stylist venue staff camera operator representatives of dance societies sound recordist.
Reasons may relate to:	creating a choreographic record teaching dance documenting all aspects of a production.
Components may include:	dance movements costumes make-up sets props music use of silence lighting special effects.
Elements may relate to:	effort, including: time: when the movement occurs in a composition weight: the intensity used to perform the movement space: shows where and what path the movement follows flow: how the movements are joined together spatial elements, such as: direction of movement in space level, where movement or gestures occurs on high, medium or low level shape, including symmetry and asymmetry dynamics, such as: rhythm: time and weight duration: length of time to perform a movement musical rhythms: association between musical notation and dance movements body and body actions, such as: body and body parts: the part of the body moving step or locomotor movement: complete transference of weight gesture, such as a movement that is not a step relationship to others, including audience.
Materials and resources may include:	reference material related to symbols and terminology used to document human movement notation software video editing software computers video recording equipment and accessories.
Written notation may include:	various notation methods, including: Labanotation Benesh DanceWriting in-house custom method motif notation notation software.
Symbols may relate to documenting:	direction of the movement, such as: forward backward left forward diagonal right forward diagonal left side right side left backward diagonal right backward diagonal part of the body doing the movement level of the movement, including: low - bent leg middle - straight leg high - on the toes length of time it takes to do the movement related to music notation.
Aspects of music notation may relate to:	musical rhythms, including: crotchet quaver semibreve minim time signatures, such as: 3/4 2/4 6/8.
Adjustments may relate to:	gaps in notation legibility misinterpretations too much or too little emphasis on a particular element.
Recording equipment and accessories may include:	camcorders tripods microphones microphone stands lights mini DV tapes DVDs sound recording equipment cables.
Ways to accommodate may relate to:	mounting one or more cameras on tripods to film continuous long shots from different angles using hand held cameras to film close-up shots recording sound separately.
Safety considerations relate to:	ensuring that the space is free of trip hazards testing and tagging electrical equipment running cables.
Standard features may include:	cropping shots changing the sequence of shots juxtaposing long and close-up shots of the same movement slowing or speeding up motion inserting stills panning and zooming stills synchronising sound and vision when importing audio tracks replacing audio from original footage with separate audio tracks, such as: commentaries sound effects inserting captions and titles inserting pre-programmed animation effects.
Software may include:	Final Cut Pro Pinnacle Studio Adobe Premiere Corel Video Studio Pro.
Formats may include:	audio, including: MP3 WAV video, including: AVI MPEG FLV still images, including: JPEG TIFF GIF.
Documentation material may include:	notated dance sequences music notation video clips raw footage still images of, for example: costumes make-up hairstyles wigs sets props written commentaries copies of program notes reviews testimonials.

Unit Sector(s)

Performing arts - dance literacy

Custom Content Section

Not applicable.

CUADLT402A Explore the relationship between music and dance

Modification History

Version	Comments
CUADLT402A	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 apply the concepts and terminology of music to dance performances.

Application of the Unit

Dancers, choreographers and dance teachers apply the skills and knowledge outlined in this unit. They could be exploring the relationship between music and dance in the context of dance teaching, improving their own dance technique, devising dance sequences or reviewing dance performances.

Work is usually undertaken under some supervision, though autonomy and judgement can be expected given the nature of the process of reflecting and analysing performances.

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. Develop an understanding of standard music notation	1.1. Become familiar with signs used to interpret the rhythm of musical pieces 1.2. Become familiar with signs used to interpret the pitch of musical pieces 1.3. Become familiar with directions and markings for expression, volume and phrasing 1.4. Distinguish the major characteristics of music from various musical styles with reference to their notation 1.5. Discuss issues of music notation and how they inform the process of analysing dance with relevant personnel
2. Make connections between movement and music in a cultural context	2.1. Distinguish between music from different cultural contexts 2.2. Contrast aspects of different styles of music 2.3. Analyse musical forms characteristically used to structure music in dance works from different cultural contexts 2.4. Analyse the relationship between movement and music in dance works from different cultural contexts 2.5. Define the relationship between the expressive qualities of movement and accompanying sound sources
3. Apply skills of musical analysis to dance performances	3.1. Evaluate the effectiveness of music scores in enhancing the narrative of dance works 3.2. Evaluate the effectiveness of the relationship between music and dance in a range of performances 3.3. Interpret rhythm from written notation and observe accented beats in responding to works 3.4. Identify the choreographic devices that have been used to structure the dance work and evaluate their effectiveness in meeting the music’s demands 3.5. Apply appropriate music and dance terminology in detailing the relationship between the use of music and the dance work narrative 3.6. Seek feedback from relevant personnel on own ability to detail the relationship between music and dance and note areas for future improvement

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss aspects of music theory, such as:

accent

metre

tempo

rhythm

respond appropriately to feedback on own skill development

initiative and enterprise skills to:

make connections between music and movement

apply critical listening skills

engage in a creative thinking process

learning skills to increase aural recognition of variety of musical forms

teamwork skills to work collaboratively with others involved in dance activities.

Required knowledge

well-developed knowledge of:

music and dance terminology

choreographic devices

working knowledge of music from a range of cultural contexts, such as:

classical music

folk music

Indigenous music

popular music

theatrical music

world music

social contexts of musical and dance performances

basic composition forms, including variations in the format of notation used

theories on rhythmic and structural composition.

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: recognise the source and style of a range of musical pieces apply a knowledge of standard musical notation to interpret music relate choreography to musical accompaniment analyse the effectiveness of dance performances in terms of their relationship to music.
Context of and specific resources for assessment	Assessment must ensure: access to opportunities to work with others to explore the relationship between music and dance.
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 a journal kept to analyse dance performances 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 exploring the relationship between music and dance analysis of reviews of dance performances prepared direct observation of candidate’s contribution to discussion concerning the relationship of music to dance. 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: CUADLT301A Develop basic dance analysis skills CUAWRT501A Write about dance CUSMLT302A Develop and apply aural perception skills.

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.

Signs used to interpret:	rhythm of musical pieces, including: bar lines dots note durations rests ties time signatures pitch of musical pieces, including: accidentals clefs key signatures ledger lines lines and spaces of the stave melodic motifs and phrases melody lines position of notes on the staves.
Directions and markings may include:	ornamentation phrasing and expression special effects speed volume.
Musical styles may include:	traditional music of any culture European classical all contemporary musical styles, including: country folk jazz popular world all other musical styles, genres or traditions.
Relevant personnel may include:	choreographers community members critics directors elders manager mentors performers musicians reviewers supervisor.
Cultural contexts may include:	classical music folk music Indigenous music popular music theatrical music world music.
Aspects may include:	dynamics or volume instrumental or vocal styles of playing instruments or voices used structure and form of the music texture and tone or colours.
Aspects of musical forms may include:	accent metre rhythm tempo.
Accompanying sound sources may include:	Indigenous rhythmic devices, such as clap sticks instrumental accompaniment live performances orchestral accompaniment prepared music recorded music vocal accompaniment.
Performances may be:	live recorded.
Choreographic devices may include:	canon fugue inversion repetition retrograde rondo theme and variation.

Unit Sector(s)

Performing arts - dance literacy

Custom Content Section

Not applicable.

CUAWRT501A Write about dance

Modification History

Version	Comments
CUAWRT501A	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 write about a range of dance-related topics. The ability to research issues and to apply a sound knowledge of grammar and punctuation to written pieces is essential.

Application of the Unit

Writers applying the skills and knowledge outlined in this unit would be expected to write both original and non-narrative dance content for a range of purposes. Often they would be working as freelance writers or journalists.

Typical writing briefs could include creating program notes for performances, reviews and critiques of live and recorded dance performances, as well as dance editorials and dance commentary pieces for a range of media.

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. Prepare to write material	1.1. In consultation with relevant personnel, confirm type of written material required 1.2. Identify factors that may affect the writing assignment and plan accordingly 1.3. Determine style or tone appropriate to the publication for which written material is being produced 1.4. Discuss plans or preliminary ideas with relevant personnel as required
2. Research topic	2.1. Use appropriate information sources to gather background material 2.2. Conduct interviews with people to gather information as required 2.3. Review information gathered to determine the best approach to writing assignments 2.4. Discuss results of research, ideas and proposed approach with relevant personnel as required
3. Write material	3.1. Ensure that language and writing style are suited to the target audience and publication 3.2. Ensure that specialised vocabulary is appropriate to the context of brief and subject matter 3.3. Ensure that work is proofed and edited to required standard 3.4. Present a draft for review by relevant personnel 3.5. Adjust work as required and present final draft in the agreed manner and timeframe 3.6. Evaluate writing process, assessing own performance and noting areas for future improvement

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and literacy skills to:

interpret and clarify written or verbal instructions

write content in a style appropriate to target users and audience

communicate information to specific audiences

structure text-based content effectively for target audiences and delivery format

respond positively to constructive feedback

conceptual skills to generate a range of text-based content ideas in response to a brief

self-management and planning skills to:

prioritise work tasks

source information and reference material in a timely fashion

meet deadlines

seek expert assistance when problems arise

technical skills to:

proficiently use word processing tools

check and proofread written content using manual and automated systems.

Required knowledge

industry knowledge, including:

roles and responsibilities of project team members

issues and challenges that arise when writing about dance and live performance

understanding the way readers scan and read written material

writing and communication principles for the relevant medium

writing and presentation techniques for the relevant medium

sound knowledge of grammar and punctuation

media laws sufficient to identify defamation and obscenity and seek expert advice on issues that could lead to legal action

copyright clearance procedures

OHS as it relates to working for periods of time on computers.

well-developed understanding of dance-related issues, including:

dance styles and genres

dance form and performance conventions

repertoire as it relates to relevant dance styles or genres

cultural circumstances of dance performance and consumption

technical processes and demands of choreography or dance performances

empathy with the creative work of performers.

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: apply the principles of writing and communication to meet the requirements of dance writing briefs write content for specific target audiences demonstrate a sound knowledge of grammar, punctuation and writing styles work collaboratively with others work under pressure and meet deadlines.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills by writing a range of content within timeframes in an industry context access to: word processing software variety of dance-related information sources.
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 content written in response to a range of briefs 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 writing about dance. 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.

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.

Relevant personnel may include:	academic supervisors managers advertising agencies artists and performers authors broadcasters choreographers directors editors or other writers graphic designers production companies production managers production personnel producers program or event managers promoters, agents and marketers.
Types of written material may include:	artist bios dance-related copy for interactive media products newsletters or other print media dance reviews and critiques educational pieces informational pieces items for the marketing or promotion of dance products items for wikis programs notes for performances social and corporate networking.
Factors may include:	budget complexity of topic confidentiality contractual arrangements copyright clearances deadlines editing process expectations of target audience or readers intellectual property length location number of content items photos or other visual material to accompany written work production schedule research requirements structure.
Tone may include:	dramatic entertaining formal humorous informal or casual informational.
Publications may include:	books corporate documents, such as: marketing and promotional materials, including online newsletters reports print and online publications, such as: journals literary magazines newspapers program notes.
Information sources may include:	dance industry events, such as: community activities competitions and awards conferences conventions festivals functions performances trade fairs electronic or print media, such as: articles industrial relations publications industry publications journals lifestyle and contemporary issues magazines magazines news reviews government publications, including: legislation policy and procedures manuals internet libraries and archives, such as: film graphic sound text video peak copyright organisations personal observations and experience.
Vocabulary may relate to elements, such as:	artistic judgement dance history dance styles and genres, such as: ballet jazz contemporary ballroom other performance practice in a range of styles and customs recognition and comprehension of dance techniques, including: improvisation partnering spatial dynamics tempi expression specialised knowledge of artists and repertoire technical requirements for a range of dance styles and performance contexts.

Unit Sector(s)

Performing arts - writing

Custom Content Section

Not applicable.

CUADTM301A Assist with teaching dance

Modification History

Version	Comments
CUADTM301A	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 prepare for and assist with the conduct of dance classes.

Application of the Unit

Assistant dance teachers, or senior students with several years of dance experience, apply the skills and knowledge outlined in this unit. They would usually be teaching basic dance techniques to younger or newer students.

Classes would usually be conducted in private dance studios or in venues such as community halls, where flooring is appropriate for the safe teaching of dance.

At this level, they operate under the guidance and supervision of senior dance teachers, but a certain amount of autonomy is expected when they are actually teaching classes.

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. Prepare for dance classes	1.1. Contribute to planning and selecting music and choreography for dance classes 1.2. Determine characteristics, needs and expectations of dance class participants 1.3. Identify special requirements according to participant needs 1.4. Advise participants of reasons why they should not participate in dance classes when appropriate 1.5. Identify and access equipment and resources for dance classes 1.6. In consultation with own dance teacher, discuss effective and safe teaching strategies appropriate to the teaching context 1.7. Ensure a safe dance environment according to organisational policy and procedures
2. Conduct classes	2.1. Communicate instructions and information to participants in a suitable manner 2.2. Monitor participants’ progress against class aims 2.3. Assist in the implementation of identified teaching methods and strategies and modify as required 2.4. Assist participants to perform dance moves and make appropriate corrections 2.5. Encourage participants to seek and provide feedback regarding their progress during the class 2.6. Assist in implementing injury-prevention strategies
3. Evaluate classes	3.1. Seek and acknowledge feedback from own dance teacher and class participants 3.2. Identify potential areas of improvement for future classes 3.3. Review own performance and identify potential improvements 3.4. Evaluate components of classes

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

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.

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.

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.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM401A Plan and organise dance classes

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to develop lesson plans that: cover the teaching of at least one dance or movement technique include consideration of the learning environment and teaching requirements include the required resources cater for individual learner needs and characteristics show that constraints and risks have been identified and assessed.
Context of and specific resources for assessment	Assessment must ensure: access to training products, such as Training Packages, documented courses or dance society syllabi and curricula.
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 lesson plans developed 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 planning and organising dance or movement training programs direct observation or video recording of candidate participating in discussions about developing lesson plans to support learning programs. 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 specific dance style CUADTM403A Apply safe dance teaching methods.

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:	in a dance studio or similar in a community setting.
Organisational arrangements may include:	finalising specific locations or venues for dance classes coordinating locations enrolment procedures dance class scheduling requirements class size special equipment or technology needs providing for specific learner needs investigating the learning environment to identify, assess and control OHS risks allowable teaching time management expectations people to be involved reporting requirements access issues, e.g. to work or practice environment.
Learning program documentation may relate to:	dance syllabi or curricula associated with dance societies specialising in specific dance genres competencies to be achieved specific learning outcomes for each chunk or segment of learning programs overview of content to be covered in each chunk or segment of learning programs learning resources, learning materials and activities for each chunk or segment of learning programs number and duration of classes and overall time lines teaching methods for each chunk or segment of learning programs OHS issues to be addressed in class lessons, including safe dance practice specification of assessment points to measure learner progress assessment methods and tools to be used to collect evidence of competency, where assessment is required enrolment information student records (confidentiality protected) outcomes of previous assessments communication with individual learners.
Learner needs may include:	dance or movement competencies aspects of competency, such as skills, knowledge and technical applications generic skills development personal development and growth English language, literacy and numeracy underpinning knowledge.
Learner characteristics may relate to:	language, literacy and numeracy requirements specific physical and psychological needs preferred learning styles employment status past learning experiences level of maturity cultural background and needs level of formal schooling in Australia or overseas.
Processes may be formal or informal, and may include:	analysing learner information on enrolment forms discussions with learners and parents or carers to identify learning support needs observation of learners.
Learner support requirements may include arrangements for:	people with different access requirements meeting disability needs meeting cultural needs meeting language, literacy and numeracy needs.
Constraints may include:	access to practice opportunities cost of attending classes time required or available for lesson scheduling difficulties consideration of appropriate groupings of learners and meeting learner needs copyright public liability.
Risks may include:	OHS considerations, including safe dance public liability requirements inappropriate location or dance environment inadequate equipment, technology or resources capacity to meet learner needs and characteristics.
Personal role and responsibilities may include:	responsibility for planning and organising provision of parts of learning strategy or learning program responsibility for planning and organising provision of a specific number of classes planning and organising the availability of learning materials relationships with other dance or movement teachers arrangements for assessment reporting arrangements.
Relevant personnel may include:	supervisor manager venue personnel other teachers OHS representative representatives of dance societies.
Learning objectives may relate to:	skills, knowledge or competencies to be achieved by students learning outcomes individual and group learning objectives generic skills.
Target group may relate to:	age of students physical abilities cultural background gender level of expertise.
Teaching strategies may include:	allowing students to experiment with different techniques challenging preconceptions collaborating with students demonstrating techniques discussing issues explaining and providing information group activities inviting questions from students providing guidance on private practice time taking into account people with different access requirements written exercises.
Learning principles may relate to:	engaging learners through a learner-centred approach increasing learner independence use of modelling and demonstration.
Learning theories may relate to:	behavioural learning information processing cognitive learning constructivist situational problem-based andragogy pedagogy.
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.
Learning resources may include:	dance studio learning resources dance society syllabi or curricula videos live and recorded music references and texts manuals record or log books learning materials, such as: handouts for learners learning resources produced in languages other than English worksheets and workbooks prepared activity sheets prepared topic, unit or subject information sheets prepared scenarios, projects, assignments prepared research tasks.
Learning activities may include:	discussions role-plays written activities or tasks audio or visual activities demonstration supervised dance or movement practice individual activities, projects or assignments group activities, projects or assignments games.
Lesson plans may include:	introductions outline of objectives or content to be addressed teaching methods for each part of a session plan of learning activities to be used within a session time lines or duration for each learning activity formative assessment points or opportunities learning materials required summary, overview or wrap up.
Learner styles may include:	auditory visual kinaesthetic left and right brain analytical theoretical activist pragmatist reflective.
Facility, technology and equipment needs may include:	dance studio with sprung floor tarkett location or room availability of appropriate furniture adequate lighting comfortable seating and temperature overhead projector computer hardware and software video and audio equipment.
Additional resourcing may relate to:	providing referrals to external services, such as medical incorporating techniques, such as: modelling or demonstrating chunking visual or diagrammatic opportunities to practice dance skills peer support repetition drawing on range of resources from first language, including peer support ensuring appropriate physical and communication supports are available listening to problems and helping within own area of responsibility and knowledge building required knowledge and skills using support materials individual and group learning objectives or outcomes number of learners and their specific support requirements content of lessons as specified in lesson plans time lines or duration of activities within sessions learning resources, learning materials and learning activities to be used in sessions other resource and equipment requirements OHS considerations, including: incident or hazard reporting emergency procedures safe dance practice.
Teaching plan may include:	individual and class learning objectives or outcomes for each segment of learning programs number of learners and their specific support requirements content of classes as specified in lesson plans time lines or duration of activities within lessons learning resources and activities to be used in lessons other resource and equipment requirements OHS considerations, including: incident or hazard reporting emergency procedures safe dance practice warm-up and cool-down activities.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM402A Teach basic classical ballet dance technique

Modification History

Version	Comments
CUADTM402A	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 incorporate safe dance practice into the teaching of basic classical ballet dance techniques.

Application of the Unit

Private dance teachers who specialise in teaching classical ballet apply the skills and knowledge in this unit.

Typically these teachers are working in private dance studios or in venues such as community halls, where flooring is appropriate for the safe teaching of dance.

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

Not applicable.

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. Prepare for dance classes	1.1. Ensure dance elements or movements for classes are safely sequenced 1.2. Identify and minimise the effect of risk factors to the teaching of classical ballet classes 1.3. Check that learners are wearing appropriate practice clothing and footwear 1.4. Demonstrate appropriate warm-up techniques
2. Demonstrate basic classical ballet techniques	2.1. Demonstrate to learners correct posture and body alignment appropriate to basic classical ballet technique and movement 2.2. Demonstrate isolation and coordination of the upper and lower body in simple movement sequences 2.3. Demonstrate balance, flexibility, stamina, coordination, weight transfer and control and articulation of individual body parts in an integrated manner in a range of techniques 2.4. Emphasise the importance of control, attention to detail and memory when demonstrating simple linking of steps or enchaînement of dance movements 2.5. Demonstrate the timing, phrasing and dynamic relationship between classical ballet movement and the accompanying music 2.6. Follow safe dance practice in teaching activities 2.7. Demonstrate appropriate cool-down techniques
3. Maintain expertise	3.1. Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved 3.2. Use a range of sources to stay abreast of current industry issues and trends 3.3. Identify and participate in professional development activities as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situation

seek assistance from others as required

group facilitation skills to ensure that:

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

learning skills to:

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

maintain own expertise by taking advantage of ongoing professional development opportunities

listening skills to:

monitor and adjust teaching as required

maintain correct tempo and phrasing in movement sequences

literacy skills to write or interpret instructions and feedback for the learners

problem-solving skills to:

memorise basic exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan teaching sessions

maintain an appropriate standard of personal presentation in a teaching context

technical skills to demonstrate basic classical ballet techniques, such as:

at the barre

in the centre

simple balancing, turning, and low and medium-elevation movements

basic enchaînement of ballet movements.

Required knowledge

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and, torso

range of motion of the joints

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

classical ballet repertoire

classical ballet principles and techniques

dance teaching terminology

graded progress requirements according to dance society levels

issues and challenges that arise in the context of teaching classical ballet

OHS principles and safe dance practice

teaching and performance protocols.

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: demonstrate basic classical ballet technique apply safe dance practice in teaching activities, including correct warm-up and cool-down techniques demonstrate short and simple enchaînements within specified exercises demonstrate musicality, expression, phrasing and correct timing, and sensitivity in a movement sequence interact effectively and constructively with learners maintain expertise.
Context of and specific resources for assessment	Assessment must ensure access to: resources and equipment opportunities for teaching basic classical ballet in either a real or simulated situation a venue with adequate space, ballet barres and appropriate flooring, such as a sprung or tarkett floor.
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 direct observation, or video recordings, of candidate teaching a basic classical ballet class case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and teaching a basic classical ballet class. 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: CUADTM403A Apply safe dance teaching methods.

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.

Risk factors may include:	inappropriate or worn-out footwear trip hazards in the venue or facility, for example power cords unsafe flooring.
Warm-up techniques may include:	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.
Body alignment refers to:	proper alignment of the torso, limbs, spine and shoulders, such as: ear over the shoulder over the hips knee over the ankle.
Techniques taught at a basic level must relate to:	demi pointe five positions of feet and arms centre practice, such as: pliés battement fondues échappé relevés temps lié chasses grands battements coordination of arms and legs demonstrating correct placing and alignment of the body execution at a basic level of: adage and pirouettes allegro expressing a flow of movement with arms, head and eyes good use of stretched legs and feet movement of legs and feet through the floor and in the air performing port de bras, including: correct placing of the arm and arabesque lines balanced and harmonious arm lines focused use of head and eyes showing correct posture, rotation and turnout transferring weight correctly with balance, control and strength.
Accompanying music may include:	instrumental live or recorded vocal.
Safe dance practice may include:	correct execution of dance 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 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.
Cool-down techniques may include:	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.
Relevant personnel may include:	colleagues dance school director mentors other teachers parents people with different access requirements students.
Sources may include:	print publications resources available through dance societies television shows websites.
Industry issues and trends may relate to:	Australian Guidelines for Dance Teachers dance teaching methodologies emerging trends in different dance disciplines and genres employment opportunities for dancers safe dance practice.
Professional development activities may include:	industry events, such as: conferences expositions festivals workshops and seminars organised by dance societies or industry associations.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM403A Apply safe dance teaching methods

Modification History

Version	Comments
CUADTM403A	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 establish an environment conducive to learning and to employ safe and effective dance and movement teaching methods.

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 are responsible for the output of others and usually work without supervision. They may be delivering lessons based on a specific syllabus, learning program or set of teaching resources prepared by others. Alternatively, they may be 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. 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

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situations, using an appropriate tone and level of voice

seek assistance from others as required

use industry terminology and language

interpret verbal messages

invite learners to paraphrase advice or instructions

ensure language, literacy and numeracy (LLN) used is appropriate to students’ needs

build and maintain rapport

demonstrate sensitivity to diversity, disability, culture, gender and ethnic backgrounds

interpret non-verbal messages

group facilitation skills to ensure that:

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

expertise and background of learners are respected

learning skills to:

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

maintain own expertise by taking advantage of ongoing professional development opportunities

facilitate the learning of others through competent delivery of learning programs, such as modelling learning behaviours and dance techniques

listening skills to:

monitor and adjust teaching as required

maintain correct tempo and phrasing in movement sequences

literacy skills to write or interpret instructions and feedback for the learners

observation skills to:

use formative evaluation to monitor student progress

monitor:

group and individual interactions

conflict or behavioural difficulties

learner cues about concerns or difficulties in learning

learner readiness for assessment or new areas of learning

problem-solving skills to:

memorise basic exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan teaching sessions

manage time

maintain an appropriate standard of personal presentation in a teaching context

follow OHS requirements as they relate to the teaching of dance or movement

technical skills to operate equipment required for teaching purposes.

Required knowledge

well-developed knowledge of:

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

Dance Industry Code of Ethics

dance teaching terminology

graded progress requirements according to dance society levels

issues and challenges that arise in the context of teaching dance or movement

OHS principles relevant to a teaching context:

reporting requirements for hazards

prevention and management of dance injuries

safe use and maintenance of equipment

emergency procedures

sources of OHS information

role of key workplace persons

policy and procedures relevant to the teaching environment

safe dance and movement practice

techniques relevant to chosen genre

teaching principles and techniques

teaching and performance protocols

sound knowledge of childhood development, including:

characteristics of stages of psychological development

stages that affect psychological development and their implications for teaching programs

characteristics of stages of physiological development

factors that affect physical growth and motor development and their implications for teaching programs

characteristics of stages of motor development

learning principles and theories that relate to different age groups from 5 years to adult.

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: 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.

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.

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.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM404A Teach basic jazz dance technique

Modification History

Version	Comments
CUADTM404A	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 incorporate safe dance practice into the teaching of basic jazz dance techniques.

Application of the Unit

Private dance teachers who specialise in teaching jazz dance apply the skills and knowledge in this unit.

Typically these teachers are working in private dance studios or in venues such as community halls, where flooring is appropriate for the safe teaching of dance.

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. Prepare for dance classes	1.1. Ensure dance elements or movements for classes are safely sequenced 1.2. Identify and minimise the effect of risk factors relevant to the teaching of jazz dance classes 1.3. Check that learners are wearing appropriate practice clothing and footwear 1.4. Demonstrate appropriate warm-up techniques
2. Demonstrate basic jazz dance techniques	2.1. Demonstrate to learners correct posture and body alignment appropriate to jazz dance technique and movement 2.2. Demonstrate isolation and coordination of the upper and lower body in simple movement sequences 2.3. Demonstrate balance, flexibility, stamina, coordination, weight transfer and control and articulation of individual body parts in an integrated manner in a range of techniques 2.4. Emphasise the importance of control, attention to detail and memory when demonstrating simple series of steps or enchaînements 2.5. Demonstrate the timing and phrasing relationship between jazz dance movement and the accompanying music 2.6. Follow safe dance practice in teaching activities 2.7. Demonstrate appropriate cool-down techniques
3. Maintain expertise	3.1. Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved 3.2. Use a range of sources to stay abreast of current industry issues and trends 3.3. Identify and participate in professional development activities as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situation

seek assistance from others as required

group facilitation skills to ensure that:

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

learning skills to:

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

maintain own expertise by taking advantage of ongoing professional development opportunities

listening skills to:

monitor and adjust teaching as required

maintain correct tempo and phrasing in movement sequences

literacy skills to write or interpret instructions and feedback for the learners

problem-solving skills to:

memorise basic exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan teaching sessions

maintain an appropriate standard of personal presentation in a teaching context

technical skills to demonstrate basic jazz dance techniques, such as:

at the barre

in the centre

simple balancing, turning, and low and medium-elevation movements

basic enchaînement of jazz dance movements.

Required knowledge

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

dance teaching terminology

graded progress requirements according to dance society levels

jazz dance repertoire

jazz dance principles and techniques

issues and challenges that arise in the context of teaching jazz dance

OHS principles relevant to a teaching context

safe dance practice

teaching and performance protocols.

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: demonstrate basic jazz dance technique apply safe dance practice in teaching activities, including correct warm-up and cool-down techniques demonstrate short and simple enchaînements within specified exercises demonstrate musicality, expression, phrasing and correct timing, and sensitivity in a movement sequence interact effectively and constructively with learners maintain expertise.
Context of and specific resources for assessment	Assessment must ensure access to: resources and equipment opportunities for teaching basic jazz dance in either a real or simulated situation a venue with adequate space and appropriate flooring, such as a sprung or tarkett floor.
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 direct observation, or video recordings, of candidate teaching a jazz dance class case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and teaching a jazz dance class. 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: CUADTM403A Apply safe dance teaching methods.

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.

Risk factors may include:	inappropriate or worn-out footwear trip hazards in the venue or facility, such as power cords unsafe flooring.
Warm-up techniques may include:	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.
Body alignment refers to:	proper alignment of the torso, limbs, spine and shoulders, such as: ear over the shoulder over the hips knee over the ankle.
Techniques taught at a basic level must relate to:	air work, such as: adage rolls correct body alignment floor work, such as: stretches abdominal strengthening focusing eyes and mind while performing isocentric and polycentric isolations locomotor exercises and sequences, such as: pirouettes kicks jumps and leaps maintaining rhythm and tempo non-locomotor exercises and sequences, such as: pliés tendus using arm lines appropriately and extensively working at differing tempos working on centre and off centre.
Safe dance practice may include:	correct execution of dance 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 non-slip wood 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.
Cool-down techniques may include:	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.
Relevant personnel may include:	colleagues dance school director mentors other teachers parents people with different access requirements students.
Sources may include:	print publications resources available through dance societies television shows websites.
Industry issues and trends may relate to:	Australian Guidelines for Dance Teachers dance teaching methodologies emerging trends in different dance disciplines and genres employment opportunities for dancers safe dance practice.
Professional development activities may include:	industry events, such as: conferences expositions festivals workshops or seminars organised by dance societies or industry associations.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM405A Teach basic contemporary dance technique

Modification History

Version	Comments
CUADTM405A	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 incorporate safe dance practice into the teaching of basic contemporary dance techniques.

Application of the Unit

Private dance teachers who specialise in teaching contemporary dance apply the skills and knowledge in this unit.

Typically these teachers are working in private dance studios or in venues such as community halls, where flooring is appropriate for the safe teaching of dance.

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. Prepare for dance classes	1.1. Ensure dance elements or movements for classes are safely sequenced 1.2. Identify and minimise the effect of risk factors relevant to the teaching of contemporary dance classes 1.3. Check that learners are wearing appropriate practice clothing and footwear 1.4. Demonstrate appropriate warm-up techniques
2. Demonstrate basic contemporary dance techniques	2.1. Demonstrate to learners correct posture and body alignment appropriate to contemporary dance technique and movement 2.2. Demonstrate isolation and coordination of the upper and lower body in simple movement sequences 2.3. Demonstrate balance, flexibility, coordination, stamina, weight transfer and control and articulation of individual body parts in an integrated manner in a range of techniques 2.4. Emphasise the importance of control, attention to detail and memory when demonstrating the simple chaining together of steps or combination of steps 2.5. Demonstrate correct timing and phrasing between contemporary dance movement and accompanying music 2.6. Follow safe dance practice in teaching activities 2.7. Demonstrate appropriate cool-down techniques
3. Maintain expertise	3.1. Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved 3.2. Use a range of sources to stay abreast of current industry issues and trends 3.3. Identify and participate in professional development activities as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situation

seek assistance from others as required

group facilitation skills to ensure that:

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

learning skills to:

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

maintain own expertise by taking advantage of ongoing professional development opportunities

listening skills to:

monitor and adjust teaching as required

maintain correct tempo and phrasing in movement sequences

literacy skills to write or interpret instructions and feedback for the learners

problem-solving skills to:

memorise basic exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan teaching sessions

maintain an appropriate standard of personal presentation in a teaching context

technical skills to demonstrate basic contemporary dance techniques, such as:

at the barre

in the centre

simple balancing, turning, and low and medium-elevation movements

basic enchaînement of contemporary dance movements.

Required knowledge

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of joint motion

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

contemporary dance repertoire

contemporary dance principles and techniques

dance teaching terminology

graded progress requirements according to dance society levels

issues and challenges that arise in the context of teaching contemporary dance

OHS principles

safe dance practice

teaching and performance protocols.

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: demonstrate basic contemporary dance technique apply safe dance practice in teaching activities, including correct warm-up and cool-down techniques demonstrate short and simple enchaînements within specified exercises demonstrate musicality, expression, phrasing and correct timing, and sensitivity in a movement sequence interact effectively and constructively with learners maintain expertise.
Context of and specific resources for assessment	Assessment must ensure access to: resources and equipment opportunities for teaching basic contemporary dance in either a real or simulated situation a venue with adequate space and appropriate flooring, such as a sprung or tarkett floor.
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 direct observation, or video recordings, of candidate teaching a contemporary dance class case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and teaching a contemporary dance class. 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: CUADTM403A Apply safe dance teaching methods.

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.

Risk factors may include:	inappropriate or worn-out footwear trip hazards in the venue or facility, for example power cords unsafe flooring.
Warm-up techniques may include:	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.
Body alignment refers to:	proper alignment of the torso, limbs, spine and shoulders, such as: ear over the shoulder over the hips knee over the ankle.
Techniques taught at a basic level must relate to:	air work correct body alignment dancing barefoot floor work focusing eyes and mind while performing isocentric and polycentric isolations locomotor exercises and sequences, such as: pirouettes posés piqués pencil turns châinés kicks jumps and leaps maintaining control in turning balances maintaining rhythm and tempo non-locomotor exercises and sequences, such as: pliés tendus working on and off centre using arm lines appropriately and extensively working at differing tempos.
Accompanying music may include:	instrumental live or recorded vocal.
Safe dance practice may include:	correct execution of dance 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 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.
Cool-down techniques may include:	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.
Relevant personnel may include:	colleagues dance school director mentors other teachers parents people with different access requirements students.
Sources may include:	print publications resources available through dance societies television shows websites.
Industry issues and trends may relate to:	Australian Guidelines for Dance Teachers dance teaching methodologies emerging trends in different dance disciplines or genres employment opportunities for dancers safe dance practice.
Professional development activities may include:	industry events, such as: conferences expositions festivals workshops or seminars organised by dance societies or industry associations.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM406A Teach basic tap dance technique

Modification History

Version	Comments
CUADTM406A	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 incorporate safe dance practice into the teaching of basic tap dance techniques.

Application of the Unit

Private dance teachers who specialise in teaching tap dance apply the skills and knowledge in this unit.

Typically these teachers are working in private dance studios or in venues such as community halls, where flooring is appropriate for the safe teaching of dance.

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. Prepare for dance classes	1.1. Ensure dance elements or movements for classes are safely sequenced 1.2. Identify and minimise the effect of risk factors to the teaching of tap dance classes 1.3. Check that learners are wearing appropriate practice clothing and footwear 1.4. Demonstrate appropriate warm-up techniques
2. Demonstrate basic tap dance techniques	2.1. Demonstrate to learners correct posture and body alignment appropriate to tap dance technique and movement 2.2. Demonstrate isolation and coordination of the upper and lower body in simple movement sequences 2.3. Demonstrate balance, flexibility, weight transfer and articulation of individual body parts in an integrated manner in a range of techniques 2.4. Emphasise the importance of control, attention to detail and memory when demonstrating simple sequences or enchaînement of dance steps 2.5. Demonstrate the timing and phrasing relationship between tap dance movement and the accompanying music 2.6. Follow safe dance practice in teaching activities 2.7. Demonstrate appropriate cool-down techniques
3. Maintain expertise	3.1. Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved 3.2. Use a range of sources to stay abreast of current industry issues and trends 3.3. Identify and participate in professional development activities as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situation

seek assistance from others as required

group facilitation skills to ensure that:

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

learning skills to:

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

maintain own expertise by taking advantage of ongoing professional development opportunities

listening skills to:

monitor and adjust teaching as required

maintain correct tempo and phrasing in movement sequences

literacy skills to write or interpret instructions and feedback for the learners

problem-solving skills to:

memorise basic exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan teaching sessions

maintain an appropriate standard of personal presentation in a teaching context

technical skills to demonstrate basic tap dance techniques, such as:

at the barre

in the centre

simple balancing, turning, and low and medium-elevation movements

basic enchaînements of tap dance movements.

Required knowledge

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of joint motion

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

dance teaching terminology

graded progress requirements according to dance society levels

issues and challenges that arise in the context of teaching tap dance

OHS principles relevant to a teaching context

safe dance practice relevant to a teaching context

tap dance repertoire

tap dance principles and techniques

teaching and performance protocols.

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: demonstrate basic tap dance technique apply safe dance practice in teaching activities, including correct warm-up and cool-down techniques demonstrate short and simple enchaînements within specified exercises demonstrate musicality, expression, phrasing and correct timing, and sensitivity in a movement sequence interact effectively and constructively with learners maintain expertise.
Context of and specific resources for assessment	Assessment must ensure access to: resources or equipment opportunities for teaching basic tap dance in either a real or simulated situation a venue with adequate space and appropriate flooring, such as a sprung or tarkett floor.
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 direct observation, or video recordings, of candidate teaching a tap dance class case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and teaching a tap dance class. 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: CUADTM403A Apply safe dance teaching methods.

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.

Risk factors may include:	inappropriate or worn-out footwear trip hazards in the venue or facility, for example power cords unsafe flooring.
Warm-up techniques may include:	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.
Body alignment refers to:	proper alignment of the torso, limbs, spine and shoulders, such as: ear over the shoulder over the hips knee over the ankle.
Techniques taught at a basic level must relate to:	barre work, such as: full pliés and shuffles heel shuffles tap-ups turns shuffles and wings knock wings dance centre amalgamations, such as: shuffles (medium tempo) tap-ups and ripples: travelling, 3/4 time, medium or fast tempo speed tap-ups: very fast tempo samba syncopation turning cramp rolls: 3/4 time turns on diagonal wings, such as: doubles split travelling
Accompanying music may include:	instrumental music live or recorded music vocal music.
Safe dance practice may include:	correct execution of dance 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 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.
Cool-down techniques may include:	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.
Relevant personnel may include:	colleagues dance school director mentors other teachers parents people with different access requirements students.
Sources may include:	print publications resources available through dance societies television shows websites.
Industry trends and issues may relate to:	Australian Guidelines for Dance Teachers dance teaching methodologies emerging trends in different dance disciplines or genres employment opportunities for dancers safe dance practice.
Professional development activities may include:	industry events, such as: conferences expositions festivals workshops or seminars organised by dance societies or industry associations.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM407A Teach basic cultural dance technique

Modification History

Version	Comments
CUADTM407A	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 incorporate safe dance practice into the teaching of basic cultural and creative dance techniques.

Application of the Unit

Private dance teachers who specialise in teaching cultural dance apply the skills and knowledge in this unit.

Typically these teachers are working in private dance studios or in venues such as community halls, where flooring is appropriate for the safe teaching of dance.

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. Prepare for dance classes	1.1. Ensure dance elements or movements for classes are safely sequenced 1.2. Identify and minimise the effect of risk factors to the teaching of cultural dance classes 1.3. Check that learners are wearing appropriate practice clothing and footwear 1.4. Demonstrate appropriate warm-up techniques
2. Demonstrate basic cultural and creative dance techniques	2.1. Demonstrate to learners correct posture and body alignment appropriate to cultural or creative dance technique and movement 2.2. Demonstrate isolation and coordination of the upper and lower body in simple movement sequences 2.3. Demonstrate balance, flexibility, stamina, weight transfer and articulation of individual body parts in an integrated manner in a range of techniques 2.4. Emphasise the importance of control, attention to detail and memory when demonstrating simple sequences or enchaînement of dance steps 2.5. Emphasise importance of using presentation, rhythm and style appropriate to particular dynamics of the cultural and creative dance 2.6. Demonstrate the timing and phrasing relationship between cultural and creative dance movement and the accompanying music 2.7. Follow safe dance practice in teaching activities 2.8. Demonstrate appropriate cool-down techniques
3. Maintain expertise	3.1. Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved 3.2. Use a range of sources to stay abreast of current industry issues and trends 3.3. Identify and participate in professional development activities as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situation

seek assistance from others as required

group facilitation skills to ensure that:

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

learning skills to:

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

maintain own expertise by taking advantage of ongoing professional development opportunities

listening skills to:

monitor and adjust teaching as required

maintain correct tempo and phrasing in movement sequences

literacy skills to write or interpret instructions and feedback for the learners

problem-solving skills to:

memorise basic exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan teaching sessions

maintain an appropriate standard of personal presentation in a teaching context

technical skills to demonstrate poise, rhythm, presentation and dynamics in basic cultural and creative dance techniques, such as:

at the barre

in the centre

simple balancing, turning and elevation movements

basic enchaînements of cultural and creative dance movements.

Required knowledge

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of joint motion

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

cultural aspects of selected dance style, including geographical origins, social aspects, dance customs, costume and influences

cultural dance repertoire

cultural dance principles and techniques

dance teaching terminology

graded progress requirements according to dance society levels

issues and challenges that arise in the context of teaching cultural dance

OHS principles relevant to a teaching context

safe dance practice relevant to a teaching context

teaching and performance protocols.

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: demonstrate basic cultural dance technique in a minimum of two cultural dance styles apply safe dance practice in teaching activities, including correct warm-up and cool-down techniques demonstrate short and simple enchaînements within specified exercises demonstrate musicality, expression, phrasing and correct timing, and sensitivity in a movement sequence interact effectively and constructively with learners maintain expertise.
Context of and specific resources for assessment	Assessment must ensure access to: relevant resources and equipment opportunities for teaching basic cultural or creative dance 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 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 teaching a cultural or creative dance class case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and teaching a cultural or creative dance class. 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: CUADTM403A Apply safe dance teaching methods.

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.

Risk factors may include:	inappropriate or worn-out footwear trip hazards in the venue or facility, for example power cords unsafe flooring.
Cultural dance styles may include:	Aboriginal and Torres Strait Islander African belly dancing Egyptian Hungarian Irish Khmer magical, mystical or spiritual Pacific Islander Polish ritual or sacred Russian Scottish Spanish.
Warm-up techniques may include:	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.
Body alignment refers to:	proper alignment of the torso, limbs, spine and shoulders, such as: ear over the shoulder over the hips knee over the ankle.
Techniques taught at a basic level must relate to:	steps specific to a cultural dance style body alignment exercises and sequences incorporating air work, e.g. rolls floor work, such as: abdominal strengthening stretches locomotor movements, such as: leaping running skipping sliding walking non-locomotor movements where feet stay on the ground, such as: bending stretching swaying turning twisting maintaining rhythm and tempo working at differing tempos focusing eyes and mind while performing working on-centre and off-centre.
Accompanying music may include:	instrumental music live or recorded music vocal music.
Safe dance practice may include:	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 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 correct execution of dance steps appropriate clothing and footwear nutrition and diet.
Cool-down techniques may include:	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 and relevant stretching slow and deep breathing.
Relevant personnel may include:	colleagues community members dance school director mentors other teachers parents people with different access requirements students.
Sources may include:	print publications resources available through dance societies television shows websites.
Industry trends and issues may relate to:	Australian Guidelines for Dance Teachers dance teaching methodologies emerging trends in different dance disciplines or genres employment opportunities for dancers safe dance practice.
Professional development activities may include:	industry events, such as: conferences expositions festivals workshops or seminars organised by dance societies or industry associations.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM408A Teach Cecchetti Ballet method at introductory level

Modification History

Version	Comments
CUADTM408A	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 teach Cecchetti Ballet classes at the Pre Primary, Primary and Grade 1 levels and the progression through the levels. These levels have been clustered due to the ages of the students and their physical and mental development levels.

This unit is part of a three-year apprenticeship using self-assessment and liaison with a mentor. External studies, including anatomy, childhood development, musicology, first aid and business studies are also undertaken during the apprenticeship. The knowledge gained from these external studies is applied to the development of lesson plans and delivery, student assessments and the daily running of a ballet school.

This unit was developed by Cecchetti Ballet Australia Inc. and is reproduced with permission in the Live Performance Training Package. Registered training organisations wishing to deliver this unit must be licensed to do so by Cecchetti Ballet Australia Inc.

Application of the Unit

Persons wishing to gain a full qualification within Cecchetti Ballet Australia Inc. apply the skills and knowledge in this unit.

This unit develops an awareness of the principles of Enrico Cecchetti’s method of teaching classical ballet. It is developed over time to reflect the physical and mental development through early childhood, specifically ages 4 to 6 years.

The unit involves identifying developmental stages and designing classes and exercises to meet individual client needs.

This unit requires the encouragement of a sense of enjoyment and the development of confidence in movement.

Licensing/Regulatory Information

Not applicable.

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. Analyse and interpret the Pre Primary, Primary and Grade 1 syllabus	1.1. Demonstrate understanding of the syllabus at the individual grade levels 1.2. Analyse syllabus requirements for barre work for the appropriate level 1.3. Identify the technical requirements as appropriate at each level 1.4. Interpret the syllabus requirements for improvisation at appropriate level 1.5. Analyse syllabus requirements for studies at appropriate level
2. Design warm-up exercises	2.1. Design aerobic warm-up exercises 2.2. Demonstrate a range of stretches appropriate for the specific level 2.3. Design and deliver exercises that stretch and flex the feet
3. Demonstrate and deliver Pre Primary, Primary and Grade 1-specific exercises	3.1. Demonstrate range of travelling movements appropriate for the specific level 3.2. Identify faults and suggest corrective exercises 3.3. Monitor quality of ballon and footwork 3.4. Analyse line and quality of position 3.5. Monitor control through body and legs
4. Teach the students to perform level-specific enchaînements	4.1. Demonstrate a combination of exercises to create a series of steps, or enchaînements, specific to the syllabus level 4.2. Perform enchaînements to music as specified in the syllabus 4.3. Encourage a sense of performance, timing, musicality and artistry 4.4. Give positive feedback on rhythm, quality and coordination of movement
5. Prepare students for Pre Primary, Primary and Grade 1 examination	5.1. Explain the requirements of the examination to students 5.2. Break down the class into sections that reflect the methods used in the exam 5.3. Practise a range of positions and movements consistent with the syllabus 5.4. Conduct and document a pre-examination checklist

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

instruct students according to individual physical and emotional needs

encourage class participants to perform as a group

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situations

seek assistance from others as required

group facilitation skills to ensure that:

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

initiative and enterprise skills to encourage a sense of enjoyment and the development of confidence in movement

learning skills to:

apply knowledge of the Pre Primary, Primary and Grade 1 Cecchetti Ballet to the teaching of a specific class

apply knowledge of basic anatomy to the teaching of a Pre Primary, Primary and Grade 1 class

apply knowledge of childhood development to the teaching of a Pre Primary, Primary and Grade 1 class

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

listening skills to:

monitor and adjust teaching as required

maintain correct tempo and phrasing in movement sequences

literacy skills to:

complete pre-examination checklists and lesson plans

write or interpret instructions and feedback for the learners

problem-solving skills to:

design classes to suit individual needs

memorise basic exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan and organise teaching sessions in line with syllabus requirements

maintain an appropriate standard of personal presentation in a teaching context

technical skills to:

demonstrate introductory level Cecchetti Ballet syllabus

demonstrate and apply knowledge of rhythm, timing and geometric shapes and floor plans

technology skills to use audiovisual equipment as appropriate, such as:

iPods and playlists

music stereos

video, DVD players and recorders.

Required knowledge

general knowledge of professional development opportunities for dance teachers

well-developed knowledge of:

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of joint motion

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

history and background of the Cecchetti Ballet method

dance teaching terminology

issues and challenges that arise in the context of teaching the Cecchetti Ballet syllabus

OHS principles relevant to a teaching context

physical and mental development in the early childhood years

safe dance practice relevant to a teaching context

teaching and performance protocols

requirements and application of the Pre Primary, Primary and Grade 1 Cecchetti Ballet syllabus to the teaching of a class

requirements of the Pre Primary, Primary and Grade 1 Cecchetti Ballet examination.

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: demonstrate effective and appropriate posture, placement and control through the body and legs relevant to the specific level facilitate a positive response from students in terms of their presentation and musicality engender in students a sense of enjoyment, confidence and pleasure in movement demonstrate understanding of the Cecchetti Ballet Pre Primary, Primary and Grade 1 syllabus.
Context of and specific resources for assessment	Assessment must ensure access to: a simulated or real class situation with a group of appropriate level students who have a working knowledge of the relevant syllabus relevant resources and equipment.
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 third-party workplace reports of on-the-job performance evaluation of the candidate at an examination where the candidate is required to apply experience to a group of unknown students 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 Cecchetti Ballet syllabus at introductory level review of candidate’s portfolio of evidence gained during training period, including self-assessments, candidate’s students examination results, pre-examination checklists and end of course assessments for childhood development and anatomy direct observation of a practical demonstration of two classes before a panel of assessors. 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: CUADTM401A Plan and organise dance classes CUADTM403A Apply safe dance teaching methods TAEASS401A Plan assessment activities and processes TAEASS402A Assess competence TAEDES401A Design and develop learning programs.

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.

Individual grade levels of the Cecchetti Ballet syllabus are:	Pre Primary Primary Grade 1.
Technical requirements must include:	appropriate posture established and maintained ability to establish and sustain appropriate degree of turnout ability to sustain stretched legs and feet centring of the body to be sustained: transfer of weight shown with ease hand movements with eye focus arm movements arabesques pirouette.
Improvisation refers to:	ability to move freely with awareness of the dynamic qualities in the accompanying music.
Studies must include:	Playing 6/8 Friends 3/4 Going Riding 6/8 The Road to Oz 2/4 Oom Pah Pah 3/4 Umbrella dance 6/8 Directions 6/8 Lyrical 3/4.
Exercises that stretch and flex the feet must include:	foot articulation, e.g. use of Thera-Band rises in parallel extending as high as possible on ¾ pointe.
Travelling movements must include:	walks on demi pointe skips sautes pony canters ballet runs galops spring points échappés sautes classical walks pas de chats - en diagonale petits jetés triplet walks.
Ballon refers to:	ability to take off and land with the correct use of demi plié and foot articulation.
Timing and musicality refer to:	meter tempo phrasing accent dynamic qualities of accompanying music.
Artistry refers to:	demonstration of: focus: use of head and eye-lines sense of occasion confidence in presentation sensitive interpretation of the dynamic qualities in the music and movement grooming sustained vitality and energy levels.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM409A Teach Cecchetti Ballet method at junior level

Modification History

Version	Comments
CUADTM409A	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 teach Cecchetti Ballet classes at grades 2 to 6 and the progression through the levels. These levels have been clustered due to the ages of the students and their physical and mental development levels.

This unit is part of a three-year apprenticeship using self-assessment and liaison with a mentor. External studies, including anatomy, childhood development, musicology, first aid and business studies are also undertaken during the apprenticeship. The knowledge gained from these external studies is applied to the development of lesson plans and delivery, student assessments and the daily running of a ballet school.

This unit was developed by Cecchetti Ballet Australia Inc. and is reproduced with permission in the Live Performance Training Package. Registered training organisations wishing to deliver this unit must be licensed to do so by Cecchetti Ballet Australia Inc.

Application of the Unit

Persons wishing to gain a full qualification within Cecchetti Ballet Australia Inc. apply the skills and knowledge in this unit.

This unit develops an awareness of the principles of Enrico Cecchetti’s method of teaching classical ballet. It is developed over time to reflect the physical and mental development through early childhood, specifically ages 7 to 12 years.

The unit involves identifying developmental stages and designing classes and exercises to meet individual client needs.

This unit requires the encouragement of a sense of enjoyment and the development of confidence in movement.

Licensing/Regulatory Information

Not applicable.

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. Analyse and interpret the grade syllabus	1.1. Demonstrate understanding of the syllabus at the individual grade levels 1.2. Identify and interpret the syllabus requirements for barre work for each grade level 1.3. Identify and interpret the syllabus requirements for port de bras for each grade level 1.4. Identify and interpret syllabus requirements for centre practice for each grade level 1.5. Distinguish syllabus requirements for adage for each grade level 1.6. Identify and interpret syllabus requirements for pirouettes for each grade level 1.7. Distinguish syllabus requirements for allegro for each grade level 1.8. Analyse the syllabus requirements for studies for each grade level
2. Design warm-up exercises	2.1. Design aerobic warm-up exercises 2.2. Demonstrate range of stretches appropriate for the specific grade level 2.3. Design exercises for strengthening the feet
3. Demonstrate and deliver grade-specific exercises	3.1. Demonstrate range of travelling movements appropriate for the individual grade level 3.2. Identify faults and suggest corrective exercises 3.3. Identify and define French terminology for individual exercises 3.4. Demonstrate an ability to break down grade-specific exercises into individual steps 3.5. Monitor quality of ballon and footwork 3.6. Analyse line and quality of position 3.7. Monitor control through body and legs
4. Teach the students to perform grade-specific enchaînements	4.1. Demonstrate a combination of exercises to create a series of steps, or enchaînements, specific to the grade level 4.2. Perform enchaînements to music as specified in the grade syllabus 4.3. Encourage a sense of performance, musicality and artistry 4.4. Give positive feedback on rhythm, quality and coordination of movement
5. Prepare students for grade examination	5.1. Explain the requirements of the examination to students 5.2. Practise a range of positions and movements consistent with the syllabus 5.3. Identify the syllabus requirements and artistry for studies at the individual levels 5.4. Conduct and document a pre-examination checklist

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

instruct students according to individual physical and emotional needs

encourage class participants to perform as a group

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situation

seek assistance from others as required

group facilitation skills to ensure that:

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

initiative and enterprise skills to encourage a sense of enjoyment and the development of confidence in movement

learning skills to:

apply knowledge of grades 2 to 6 Cecchetti Ballet to the teaching of a specific class

apply knowledge of basic anatomy to the teaching of grades 2 to 6 classes

apply knowledge of childhood development to the teaching of grades 2 to 6 classes

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

listening skills to:

monitor and adjust teaching as required

maintain correct tempo and phrasing in movement sequences

literacy skills to:

complete pre-examination checklists and lesson plans

write or interpret instructions and feedback for the learners

problem-solving skills to:

design classes to suit individual needs

memorise junior level exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan and organise teaching sessions in line with syllabus requirements

maintain an appropriate standard of personal presentation in a teaching context

technical skills to:

demonstrate junior level Cecchetti Ballet syllabus

demonstrate and apply knowledge of rhythm, timing and geometric shapes and floor plans

technology skills to use audiovisual equipment as appropriate, such as:

iPods and playlists

music stereos

video, DVD players and recorders.

Required knowledge

general knowledge of professional development opportunities for dance teachers

well-developed knowledge of:

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of joint motion

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

history and background of the Cecchetti Ballet method

dance teaching terminology

issues and challenges that arise in the context of teaching the Cecchetti Ballet syllabus

OHS principles relevant to a teaching context

physical and mental development in the early childhood years

safe dance practice relevant to a teaching context

teaching and performance protocols

requirements and application of grades 2 to 6 Cecchetti Ballet syllabus to the teaching of a specific class

requirements of the grades 2 to 6 Cecchetti Ballet examination

French ballet terminology and its translations.

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: demonstrate effective and appropriate posture, placement and control through the body and legs relevant to the specific grade facilitate a positive response from students in terms of their presentation and musicality engender in students a sense of enjoyment, confidence and pleasure in movement demonstrate understanding of the Cecchetti Ballet grades 2 to 6 syllabus.
Context of and specific resources for assessment	Assessment must ensure access to: a simulated or real class situation with a group of appropriate level students who have a working knowledge of the relevant syllabus resources and equipment.
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 third-party workplace reports of on-the-job performance evaluation of the candidate at an examination where the candidate is required to apply experience to a group of unknown students 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 Cecchetti Ballet syllabus at junior level review of candidate’s portfolio of evidence gained during training period, including self-assessments, candidate’s students examination results, pre-examination checklists and end of course assessments for childhood development and anatomy direct observation of a practical demonstration of two classes before a panel of assessors. 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: CUADTM401A Plan and organise dance classes CUADTM403A Apply safe dance teaching methods TAEASS401A Plan assessment activities and processes TAEASS402A Assess competence TAEDES401A Design and develop learning programs.

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.

Individual grades refer to:	grades 2 to 6 of the Cecchetti Ballet syllabus.
Barre must include:	establishing and maintaining appropriate posture establishing and sustaining appropriate degree of turnout sustaining stretched legs and feet sustaining centring of the body showing transfer of weight with ease.
Port de bras must include:	position and shapes shown extension of extremities to create line flow breadth poise and developing expressive qualities.
Centre practice must include:	establishing and maintaining appropriate posture establishing and sustaining appropriate degree of turnout sustaining stretched legs and feet centring the body to be sustained showing transfer of weight with ease.
Adage must include:	establishment and placement of body parts ability to demonstrate line maintenance of stability strength and control shown transfer of weight with ease shown.
Pirouette must include:	use of head and eyes centring of the body accuracy in demonstration.
Allegro must include:	articulated feet ability to take off and land with the correct use of demi plié maintenance of turnout with well-stretched legs and feet precision of footwork well-defined beats ability to demonstrate spatial awareness ability to demonstrate diverse movement qualities upper body coordination, including use of head and arms elevation shown joy of movement shown.
Studies must include:	Le Chat 4/4 Sailor’s Hornpipe 4/4 La Grand Classique 3/4 Tarantella 6/8 Classical Study for girls or boys 3/4 Polka 2/4 Ragtime 2/4 Spanish Waltz 3/4 Cinderella Pirate’s treasure hunt Lyrical 3/4 Mazurka 3/4.
Warm-up exercises may include:	jogging star jumps.
Exercises for strengthening the feet may include:	slow rises use of Thera-Band.
Travelling movements must include:	assemblés élancés autour de la salle balancés demi contretemps échappés sautes et soubresauts galops glissades glissades changé et pas de chat grand allegro en diagonale pas de bourrée pas de chats polkas posés coupés and galops posés en avant posés tours preparations for chainé sissones step pas de bourrée step temps levé.
Ballon refers to:	ability to take off and land with the correct use of demi plié and foot articulation.
Line and quality refer to:	position and shapes shown extension of extremities to create line flow breadth poise.
Musicality and artistry refer to:	demonstration of: focus: use of head and eye-lines sense of occasion confidence in presentation sensitive interpretation of the dynamic qualities in the music and movement grooming sustained vitality and energy levels.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM410A Teach Cecchetti Ballet method at intermediate level

Modification History

Version	Comments
CUADTM410A	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 teach Cecchetti Ballet classes at intermediate levels and the progression through to this level. This level has been separated due to the commencement of pointe work, ages of the students and their physical and mental development levels.

This unit is part of a three-year apprenticeship using self-assessment and liaison with a mentor. External studies, including anatomy, childhood development, musicology, first aid and business studies are also undertaken during the apprenticeship. The knowledge gained from these external studies is applied to the development of lesson plans and delivery, student assessments and the daily running of a ballet school.

This unit was developed by Cecchetti Ballet Australia Inc. and is reproduced with permission in the Live Performance Training Package. Registered training organisations wishing to deliver this unit must be licensed to do so by Cecchetti Ballet Australia Inc.

Application of the Unit

Persons wishing to gain a full qualification within Cecchetti Ballet Australia Inc. apply the skills and knowledge in this unit.

This unit develops an awareness of the principles of Enrico Cecchetti’s method of teaching classical ballet. It is developed over time to reflect the physical and mental development through early childhood, specifically ages 13 to 16 years.

The unit involves identifying developmental stages and designing classes and exercises to meet individual client needs. While classes are still mixed gender, exercises specific to the needs of male students will need to be designed.

This unit requires the encouragement of a sense of enjoyment and the development of confidence in movement while fostering a sense of performance, musicality and artistry.

Licensing/Regulatory Information

Not applicable.

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. Analyse and interpret the intermediate syllabus	1.1. Demonstrate understanding of the syllabus at the intermediate grade level 1.2. Identify and interpret syllabus requirements for barre work 1.3. Identify and interpret syllabus requirements for port de bras 1.4. Identify and interpret syllabus requirements for centre practice 1.5. Analyse syllabus requirements for adage 1.6. Identify and interpret syllabus requirements for pirouettes 1.7. Analyse syllabus requirements for allegro 1.8. Contrast syllabus requirements for males 1.9. Identify and interpret syllabus requirements for pointe work 1.10 Analyse syllabus requirements for the intermediate dances
2. Demonstrate and deliver intermediate-specific exercises	2.1. Identify faults and suggest corrective exercises 2.2. Create exercises to introduce and complement the set work 2.3. Detect and correct quality of allegro and footwork 2.4. Analyse line and quality of position 2.5. Monitor control through body and legs
3. Ensure a sound knowledge of the theory work, up to and including the intermediate level	3.1. Identify and demonstrate the five positions of the feet, arms and head 3.2. Identify and demonstrate the seven movements in dance 3.3. Identify and demonstrate the correct movements of the foot 3.4. Discuss the theory of port de bras 3.5. Discuss the use of the eight fixed points 3.6. Identify and demonstrate the five arabesques 3.7. Identify and demonstrate the eight directions of the body 3.8. Define the meanings of the French terminology
4. Teach the students to perform intermediate-specific enchaînements	4.1. Demonstrate the ability to break down intermediate exercises into individual steps 4.2. Demonstrate a combination of exercises to create a series of steps, or enchaînements, specific to the intermediate level 4.3. Perform enchaînements to music as specified in the intermediate syllabus 4.4. Encourage a sense of performance, musicality and artistry 4.5. Give positive feedback on rhythm, quality and coordination of movement
5. Prepare students for intermediate examination	5.1. Explain the requirements of the examination to students 5.2. Break down the class into sections that reflect the methods used in the examination 5.3. Practise a range of positions and movements consistent with the syllabus 5.4. Incorporate unseen enchaînements in classes

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

instruct students according to individual physical and emotional needs

encourage class participants to perform as a group

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situation

seek assistance from others as required

group facilitation skills to ensure that:

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

initiative and enterprise skills to encourage a sense of enjoyment and the development of confidence in movement

learning skills to:

apply knowledge of intermediate Cecchetti Ballet to the teaching of a specific class

apply knowledge of basic anatomy to the teaching of an intermediate class

apply knowledge of childhood development to the teaching of an intermediate class

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

listening skills to:

monitor and adjust teaching as required

maintain correct tempo and phrasing in movement sequences

literacy skills to:

complete pre-examination checklists and lesson plans

write or interpret instructions and feedback for the learners

problem-solving skills to:

design classes to suit individual needs

memorise exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan and organise teaching sessions in line with syllabus requirements

maintain an appropriate standard of personal presentation in a teaching context

technical skills to:

demonstrate intermediate level Cecchetti Ballet syllabus

demonstrate and apply knowledge of rhythm, timing and geometric shapes and floor plans

understand and reproduce unseen enchaînements expressively

technology skills to use audiovisual equipment as appropriate, such as:

iPods and playlists

music stereos

video, DVD players and recorders.

Required knowledge

general knowledge of:

professional development opportunities for dance teachers

well-developed knowledge of:

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of joint motion

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

history and background of the Cecchetti Ballet method

dance teaching terminology

issues and challenges that arise in the context of teaching the Cecchetti Ballet syllabus

OHS principles relevant to a teaching context

physical and mental development in the early childhood years

safe dance practice relevant to a teaching context

teaching and performance protocols

requirements and application of intermediate Cecchetti Ballet syllabus to the teaching of a specific class

requirements of the intermediate Cecchetti Ballet examination

theory of port de bras

French ballet terminology and its translations.

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: demonstrate effective and appropriate posture, placement and control through the body and legs relevant to the intermediate syllabus level facilitate a positive response from students in terms of their presentation and musicality engender in students a sense of enjoyment, confidence and pleasure in movement demonstrate understanding of the Cecchetti Ballet intermediate syllabus.
Context of and specific resources for assessment	Assessment must ensure access to: a simulated or real class situation with a group of appropriate level students who have a working knowledge of the relevant syllabus relevant resources and equipment.
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 third-party workplace reports of on-the-job performance evaluation of the candidate at an examination where the candidate is required to apply experience to a group of unknown students 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 demonstration and discussion with a panel of assessors on aspects of the intermediate syllabus review of candidate’s portfolio of evidence gained during training period, including self-assessments, candidate's students examination results, pre-examination checklists and end of course assessments for childhood development and anatomy direct observation of a practical demonstration of two classes before a panel of assessors. 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: CUADTM401A Plan and organise dance classes CUADTM403A Apply safe dance teaching methods TAEASS401A Plan assessment activities and processes TAEASS402A Assess competence TAEDES401A Design and develop learning programs.

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.

Barre must include:	establishing and maintaining ballet posture maintaining turnout and body placement throughout with poise and demonstrating control sustaining stretched legs and feet centring the body to be sustained showing transfer of weight with ease coordinating head and arm movements throughout.
Port de bras and centre practice must include:	position and shapes shown musically and expressively with flow and breadth posture, turnout and placement maintained with upper body quality and poise shown smooth transfer of weight as required well-articulated feet.
Adage must include:	establishment and placement of body parts ability to demonstrate line maintenance of stability and rotation strength and control shown transfer of weight shown with ease maintenance of turnout on working and supporting sides maintenance of established leg height.
Pirouette must include:	correct use of head and eyes centring of the body accuracy in demonstration well-pulled up body and legs shown correctly placed arms.
Allegro must include:	well-articulated feet correct use of demi-plié turnout maintained with well-stretched legs and feet precision of footwork evident well-defined beats shown understanding demonstrated of the petite allegro concept use of ballon shown ability to demonstrate spatial awareness ability to demonstrate diverse movement qualities as appropriate upper body coordination, including use of head and arms shown elevation shown joy of movement shown.
Pointe work must include:	well-placed body and legs on pointe established and maintained throughout correct alignment of foot demonstrated on pointe and the ability to correctly rise and lower through the foot shown maintenance of energy.
Intermediate dances must include:	accurate reproduction of the selected variation and ability to choreograph dances appropriate to the student appropriate expressive qualities musicality.
Line and quality refer to:	position and shapes shown extension of extremities to create line flow breadth poise.
Five positions of the feet, arms and head refer to:	five positions of the feet 1st, 2nd, 3rd, 4th and 5th five positions of the arms and variations of 1st, demi 2nd, 3rd, 4th en avant, 4th en haut, 5th en bas, 5th en avant and 5th en haut five positions of the head: erect, turned, inclined, raised and lowered.
Seven movements in dance are:	pliér - to bend étendre - to stretch relevér- to rise glissader - to glide sauter - to jump élancer - to dart tourner - to turn.
Eight fixed points refers to:	ability to use the eight fixed points of the room, i.e. for assistance in choreography.
Arabesques refer to:	accurate demonstration of the five individual arabesques.
Eight directions of the body refer to:	three basic positions: á la seconde á la quatrième devant á la quatrième derrière derivatives of á la quatrième devant: croisé devant effacé derivative of á la seconde: écarté derivatives of á la quatrième derrière: croisé derrière épaulé.
Musicality and artistry must include:	demonstration of: focus: use of head and eye-lines sense of occasion confidence in presentation sensitive interpretation of the dynamic qualities in the music and movement harmonious use of body parts in movement sustained demonstration of the basic movements in dance showing an awareness of: meter tempo phrasing accent dynamic qualities in the accompanying music.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM411A Teach basic dance technique

Modification History

Version	Comments
CUADTM411A	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 incorporate safe dance practice into the teaching of basic techniques in any dance style.

Application of the Unit

Private dance teachers who specialise in teaching any style of dance apply the skills and knowledge in this unit.

Typically these teachers are working in private dance studios or in venues such as community halls, where flooring is appropriate for the safe teaching of dance.

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. Prepare for dance classes	1.1. Ensure dance elements or movements for classes are safely sequenced 1.2. Identify and minimise the effect of risk factors relevant to the teaching of classes in chosen dance style 1.3. Check that learners are wearing appropriate practice clothing and footwear 1.4. Demonstrate appropriate warm-up techniques
2. Demonstrate basic dance techniques	2.1. Demonstrate to learners correct posture and body alignment appropriate to chosen dance technique and movement 2.2. Demonstrate isolation and coordination of the upper and lower body in simple movement sequences 2.3. Demonstrate balance, flexibility, stamina, coordination, weight transfer and control and articulation of individual body parts in an integrated manner in a range of techniques 2.4. Emphasise the importance of control, attention to detail and memory when demonstrating simple series of steps, or enchaînements 2.5. Demonstrate the timing and phrasing relationship between dance movement and the accompanying music 2.6. Follow safe dance practice in teaching activities 2.7. Demonstrate appropriate cool-down techniques
3. Maintain expertise	3.1. Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved 3.2. Use a range of sources to stay abreast of current industry issues and trends 3.3. Identify and participate in professional development activities as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situation

seek assistance from others as required

group facilitation skills to ensure that:

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

learning skills to:

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

maintain own expertise by taking advantage of ongoing professional development opportunities

listening skills to:

monitor and adjust teaching as required

maintain correct tempo and phrasing in movement sequences

literacy skills to write or interpret instructions and feedback for the learners

problem-solving skills to:

memorise basic exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan teaching sessions

maintain an appropriate standard of personal presentation in a teaching context

technical skills to demonstrate basic dance techniques in the chosen style, such as:

at the barre

in the centre

simple balancing, turning, and low and medium-elevation movements

basic enchaînements of dance movements.

Required knowledge

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of joint motion

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

Dance Industry Code of Ethics

dance teaching terminology

graded progress requirements according to dance society levels

dance repertoire in chosen style

dance principles and techniques

issues and challenges that arise in the context of teaching dance

OHS principles relevant to a teaching context

safe dance practice relevant to a teaching context

teaching and performance protocols.

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: demonstrate basic dance technique apply safe dance practice in teaching activities, including correct warm-up and cool-down techniques demonstrate short and simple enchaînements within specified exercises demonstrate musicality, expression, phrasing and correct timing, and sensitivity in a movement sequence interact effectively and constructively with learners maintain expertise.
Context of and specific resources for assessment	Assessment must ensure access to: relevant resources and equipment opportunities for teaching basic dance techniques in either a real or simulated situation a venue with adequate space and appropriate flooring, such as a sprung or tarkett floor.
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 direct observation, or video recordings, of candidate teaching a dance class case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and teaching a dance class. 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: CUADTM401A Plan and organise dance classes CUADTM403A Apply safe dance teaching methods.

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.

Risk factors may include:	inappropriate or worn-out footwear trip hazards in the venue or facility, for example power cords unsafe flooring.
Dance styles may include:	ballet bodyweather and butoh contemporary creative cultural, such as: Aboriginal and Torres Strait Islander African belly dancing Egyptian Hungarian Irish Khmer magical, mystical, or spiritual dance Pacific Islander Polish ritual or sacred Russian Scottish Spanish jazz modern social street tap wheelchair.
Warm-up techniques may include:	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 and relevant stretching slow and deep breathing.
Body alignment refers to:	proper alignment of the torso, limbs, spine and shoulders, such as: ear over the shoulder over the hips knee over the ankle.
Techniques taught at a basic level must relate to a wide range of techniques, such as:	air work, such as: adage rolls correct body alignment floor work, such as: stretches abdominal strengthening focusing eyes and mind while performing improvisation isocentric and polycentric isolations locomotor exercises and sequences, such as: pirouettes kicks jumps and leaps maintaining rhythm and tempo non-locomotor exercises and sequences, such as: pliés tendus techniques and steps relevant to the chosen dance style using arm lines appropriately and extensively working at differing tempos working on centre and off centre.
Accompanying music may include:	instrumental music live or recorded music vocal music.
Safe dance practice may include:	correct execution of dance 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 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.
Cool-down techniques may include:	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 and relevant stretching slow and deep breathing.
Relevant personnel may include:	colleagues dance school director mentors other teachers parents people with different access requirements representatives of dance societies students.
Sources may include:	print publications resources available through dance societies television shows websites.
Industry issues and trends may relate to:	Australian Guidelines for Dance Teachers Dance Industry Code of Ethics dance teaching methodologies emerging trends in different dance disciplines and genres employment opportunities for dancers safe dance practice.
Professional development activities may include:	industry events, such as: conferences expositions festivals workshops or seminars organised by dance societies or industry associations.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM501A Maintain professional practice as a dance school or studio manager

Modification History

Version	Comments
CUADTM501A	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 manage professional practice in a dance school or studio setting.

Application of the Unit

Managers of private dance school or studio managers apply the skills and knowledge in this unit. These are usually small businesses with one or two employees and a number of contract dance teachers.

At this level, dance school or studio managers are responsible for aspects of dance school operations. In this role they are expected to apply initiative and judgement when participating in and planning management initiatives and organising and evaluating the work of others.

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. Demonstrate professional dance management practices	1.1. Adhere to the Dance Industry Code of Ethics when interacting with key stakeholders 1.2. Ensure the Dance Industry Code of Ethics informs, and is incorporated into, materials distributed to parents or carers and students 1.3. Ensure communication with students and parents or carers is timely, appropriate and undertaken in a professional and accountable manner 1.4. Ensure the information in the studio or school’s prospectus allows people to choose programs that best meets their needs 1.5. Ensure the studio or school’s policy and procedures are communicated clearly to parents and carers 1.6. Avoid situations that may lead to conflict of interest 1.7. Understand and fulfil statutory and legal responsibilities as they relate to dance facilities 1.8. Apply risk-management principles, including risk identification and assessment as required
2. Recruit and induct staff	2.1. Complete key aspects of recruitment according to business requirements 2.2. Complete key aspects of staff induction according to business requirements 2.3. Clarify workplace rights and obligations of employers and employees with staff according to legal requirements
3. Manage operations	3.1. Ensure communication with staff is non-discriminatory and respectful 3.2. Ensure performance appraisals and staff counselling sessions are conducted in a positive and constructive manner and record outcomes 3.3. Maintain efficient and accurate record keeping and payroll systems according to confidentiality and legal requirements 3.4. Continually monitor, review and correct staff allocation to particular tasks or functions according to business requirements 3.5. Provide regular opportunities for staff to discuss work-related issues and to share information and ideas 3.6. Develop contingency plans and follow as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication and teamwork skills to:

respond appropriately to constructive feedback on own performance as a dance school or studio manager

use effective conflict-resolution strategies as required

clearly convey information, responsibilities or requirements to key stakeholders

recognise and be sensitive to individual differences and diversity

encourage communication in the workplace

maintain high staff morale

human resource management skills to recruit, induct, train and monitor staff

initiative and enterprise skills to deal with a wide range of problems that may arise in the context of managing a dance school or studio

learning skills to provide feedback and counselling to staff by identifying areas of weakness and improvement

literacy skills to write or interpret routine documents

planning and organising skills to:

prioritise work tasks and meet deadlines

keep accurate records

develop policy and procedures

problem-solving skills to:

develop contingency plans

effectively handle issues of integrity if required

respond appropriately to the unexpected in a management situation

self-management skills to follow OHS requirements and other legal requirements and obligations as they relate to the management of a dance school or studio

technology skills to:

use standard word processing and spreadsheet software

search for information and download from the internet.

Required knowledge

overview knowledge of:

commonwealth and state or territory requirements related to:

OHS standards in the context of managing a dance school or studio

risk-management principles

duty of care

confidentiality and privacy

well-developed knowledge of:

performance appraisal processes

roles and responsibilities of industry associations or societies

Dance Industry Code of Ethics (Australian Dance Council)

Australian Guidelines for Dance Teachers

payroll and record-keeping systems

formats for policy and procedures

conflict-resolution strategies

standard processes for recruiting, inducting and coaching staff.

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: communicate effectively with key stakeholders about: school or studio’s policy and procedures clear and appropriate arrangements concerning legal responsibilities, e.g. late collection of children school or studio’s prospectus complaint-handling procedures plan to handle issues of integrity understand and adhere to the Dance Industry Code of Ethics demonstrate professional management practices understand and adhere to relevant statutory and legal requirements.
Context of and specific resources for assessment	Assessment must ensure access to: a dance studio or school environment relevant resources and equipment.
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 maintaining professional practice as a dance school or studio manager direct observation of candidate maintaining professional practice as a dance school or studio manager. 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: BSBSUS501A Develop workplace policy and procedures for sustainability.

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.

Key stakeholders may refer to:	colleagues members of the public parents or carers students teachers and staff members.
Communication may relate to:	communication 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 communication according to the Dance Industry Code of Ethics.
Policy and procedures may refer to:	legal responsibility arrangements, such as: late collection of children from class persons authorised to pick up children duty of care fee structure reporting procedures record-keeping processes studio or school prospectus.
Situations that may lead to conflict of interest include:	ineffective or inappropriate complaint-handling process unfair comparisons or references to other colleagues, schools or studios establishing a school in close proximity, or in the same premises, as another dance school or studio knowingly scheduling events that conflict with those of colleagues manager or employee is in a position to use contacts or position in the organisation to advance their private business.
Statutory and legal responsibilities may relate to:	dance facilities OHS, risk assessment and risk management mandatory reporting resources teaching aids duty of care: medical responsibilities and issues privacy.
Risk-management principles refer to:	risk assessments: supervision requirements and ratios medical clearances manageable risks emergency plan risk identification: relevant activity-specific safety requirements, including equipment injury prevention first aid requirements, including cardiopulmonary resuscitation and life-saving skills required for aquatic activities hygiene requirements accident records and reporting medical conditions safety requirements for spectators and competition.
Aspects of recruitment may refer to:	clear and concise job descriptions and key competencies concise and informative job advertisements clearly outlined selection criteria.
Staff induction may refer to:	coaching staff who are unfamiliar with dance school or studio procedures team members being made aware of: responsibilities performance and productivity requirements studio or school’s policy and procedures work ethic.
Record keeping may relate to:	job descriptions employee or personnel records, including: tax file number remuneration leave training taxation and superannuation payments disciplinary and grievance procedures performance appraisals OHS policies legal obligations and responsibilities financial.
Contingency plans may refer to:	procedures to follow in the event of: accident emergency equipment malfunction.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM502A Teach medium level classical ballet dance technique

Modification History

Version	Comments
CUADTM502A	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 incorporate safe dance practice into the teaching of medium level classical ballet dance techniques.

Application of the Unit

Private dance teachers who specialise in teaching classical ballet apply the skills and knowledge in this unit.

Typically these teachers are working in private dance studios or in venues such as community halls, where flooring is appropriate for the safe teaching of dance.

At this level, private dance teachers work without supervision. They are expected to apply initiative and judgement when planning lessons which could be based on a specific syllabus or teaching resources they may have helped to prepare. 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. Prepare for dance classes	1.1. Ensure dance elements or movements for classes are safely sequenced 1.2. Identify and minimise the effect of risk factors relevant to the teaching of classical ballet classes 1.3. Check that learners are wearing appropriate practice clothing and footwear 1.4. Demonstrate appropriate warm-up techniques
2. Demonstrate medium level classical ballet techniques	2.1. Demonstrate to learners correct posture and body alignment appropriate to medium level classical ballet technique and movement 2.2. Demonstrate isolation and coordination of the upper and lower body in complex movement sequences 2.3. Demonstrate balance, flexibility, coordination, stamina and control and articulation of individual body parts in an integrated manner in a range of techniques 2.4. Emphasise the importance of control, attention to detail and memory when demonstrating complex series of steps or enchaînements 2.5. Demonstrate the timing and phrasing relationship between classical ballet movement and the accompanying music 2.6. Follow safe dance practice in teaching activities 2.7. Demonstrate appropriate cool-down techniques
3. Maintain expertise	3.1. Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved 3.2. Use a range of sources to stay abreast of current industry issues and trends 3.3. Identify and participate in professional development activities as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situation

design and communicate approaches to unpredictable problems that may arise in a teaching context

seek assistance from others as required

group facilitation skills to ensure that:

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

learning skills to:

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

maintain own expertise by taking advantage of ongoing professional development opportunities

listening skills to:

monitor and adjust teaching as required

maintain correct tempo and phrasing in movement sequences

literacy skills to write or interpret instructions and feedback for the learners

problem-solving skills to:

memorise medium level exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan teaching sessions

maintain an appropriate standard of personal presentation in a teaching context

technical skills to demonstrate medium-level classical ballet techniques, such as:

at the barre

in the centre

complex balancing, turning, and low, medium and high-elevation movements

complex enchaînements of medium level ballet movements.

Required knowledge

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of joint motion

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

classical ballet repertoire

classical ballet principles and techniques

dance teaching terminology

graded progress requirements according to dance society levels

issues and challenges that arise in the context of teaching classical ballet

OHS principles relevant to a teaching context

safe dance practice relevant to a teaching context

teaching and performance protocols.

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: demonstrate medium level classical ballet technique apply safe dance practice in teaching activities, including correct warm-up and cool-down techniques demonstrate complex enchaînements within specified exercises, e.g. allegro, elevation demonstrate musicality, expression, phrasing and correct timing, and sensitivity in movement sequences interact effectively and constructively with learners maintain expertise.
Context of and specific resources for assessment	Assessment must ensure access to: relevant resources and equipment opportunities for teaching medium level classical ballet in either a real or simulated situation a venue with adequate space, ballet barres, and appropriate flooring, such as a sprung or tarkett floor.
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 direct observation, or video recordings, of candidate teaching a medium level classical ballet class case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and teaching a medium level classical ballet class. 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: CUADTM508A Refine dance teaching methodologies.

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.

Risk factors may include:	inappropriate or worn-out footwear trip hazards in the venue or facility, for example power cords unsafe flooring.
Warm-up techniques may include:	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 and relevant stretching slow and deep breathing.
Body alignment refers to:	proper alignment of the torso, limbs, spine and shoulders, such as: ear over the shoulder over the hips knee over the ankle.
Techniques taught at a medium level must relate to:	showing correct posture, rotation and turnout demonstrating correct placing and alignment of the body transferring weight correctly with balance, control and strength movement of legs and feet through the floor and in the air expressing a flow of movement with arms, head and eyes coordination of arms and legs proficient use of stretched legs and feet proficient use of demi pointe performing port de bras, including: correct placing of the arm and arabesque lines balanced and harmonious arm lines focused use of head and eyes competent execution of: battements tendus and grands battements temps lié adage pirouettes en dehors pirouettes en dedans pirouettes en diagonale petit allegro allegro enchaînement batterie enchaînement grand allegro grands jetés en avant grands jetés en tournant.
Accompanying music may include:	instrumental live or recorded vocal.
Safe dance practice may include:	correct execution of dance 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 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.
Cool-down techniques may include:	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 and relevant stretching slow and deep breathing.
Relevant personnel may include:	colleagues dance school director mentors other teachers parents people with different access requirements students.
Sources may include:	print publications resources available through dance societies television shows websites.
Industry issues and trends may relate to:	Australian Guidelines for Dance Teachers dance teaching methodologies emerging trends in different dance disciplines and genres employment opportunities for dancers safe dance practice.
Professional development activities may include:	industry events, such as: conferences expositions festivals workshops or seminars organised by dance societies or industry associations.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM503A Teach medium level jazz dance technique

Modification History

Version	Comments
CUADTM503A	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 incorporate safe dance practice into the teaching of medium level jazz dance techniques.

Application of the Unit

Private dance teachers who specialise in teaching jazz dance apply the skills and knowledge in this unit.

Typically these teachers are working in private dance studios or in venues such as community halls, where flooring is appropriate for the safe teaching of dance.

At this level, private dance teachers work without supervision. They are expected to apply initiative and judgement when planning lessons which could be based on a specific syllabus or teaching resources they may have helped to prepare. 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. Prepare for dance classes	1.1. Ensure dance elements or movements for classes are safely sequenced 1.2. Identify and minimise the effect of risk factors relevant to the teaching of jazz dance classes 1.3. Check that learners are wearing appropriate practice clothing and footwear 1.4. Demonstrate appropriate warm-up techniques
2. Demonstrate medium level jazz dance techniques	2.1. Demonstrate to learners correct posture and body alignment appropriate to medium level jazz dance technique and movement 2.2. Demonstrate isolation and coordination of the upper and lower body in complex movement sequences 2.3. Demonstrate balance, flexibility, stamina, coordination, weight transfer and control and articulation of individual body parts in an integrated manner in a range of techniques 2.4. Emphasise the importance of control, attention to detail and memory when demonstrating a complex series of steps or enchaînements 2.5. Demonstrate the timing and phrasing relationship between medium level jazz dance movement and the accompanying music through dance that displays musicality, phrasing, sensitivity and correct timing 2.6. Follow safe dance practice in teaching activities 2.7. Demonstrate appropriate cool-down techniques
3. Maintain expertise	3.1. Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved 3.2. Use a range of sources to stay abreast of current industry issues and trends 3.3. Identify and participate in professional development activities as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situation

design and communicate approaches to unpredictable problems that may arise in a teaching context

seek assistance from others as required

group facilitation skills to ensure that:

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

learning skills to:

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

maintain own expertise by taking advantage of ongoing professional development opportunities

listening skills to:

monitor and adjust teaching as required

maintain correct tempo and phrasing in movement sequences

literacy skills to write or interpret instructions and feedback for the learners

problem-solving skills to:

memorise medium level exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan teaching sessions

maintain an appropriate standard of personal presentation in a teaching context

technical skills to demonstrate medium level jazz dance techniques, such as:

at the barre

in the centre

complex balancing, turning, and low, medium and high-elevation movements

complex enchaînements of jazz dance movements.

Required knowledge

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of joint motion

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

dance teaching terminology

graded progress requirements according to dance society levels

jazz dance repertoire

jazz dance principles and techniques

issues and challenges that arise in the context of teaching jazz dance

OHS principles relevant to a teaching context

safe dance practice relevant to a teaching context

teaching and performance protocols.

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: demonstrate medium level jazz dance technique apply safe dance practice in teaching activities, including correct warm-up and cool-down techniques demonstrate complex enchaînements within specified exercises, e.g. allegro, elevation demonstrate musicality, expression, phrasing and correct timing, and sensitivity in movement sequences interact effectively and constructively with learners maintain expertise.
Context of and specific resources for assessment	Assessment must ensure access to: relevant resources and equipment opportunities for teaching medium level jazz dance in either a real or simulated situation a venue with adequate space and appropriate flooring, such as a sprung or tarkett floor.
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 and 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 direct observation, or video recordings, of candidate teaching a medium level jazz dance class case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and teaching a medium level jazz dance class. 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: CUADTM508A Refine dance teaching methodologies.

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.

Risk factors may include:	inappropriate or worn-out footwear trip hazards in the venue or facility, for example power cords unsafe flooring.
Warm-up techniques may include:	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 and relevant stretching slow and deep breathing.
Body alignment refers to:	proper alignment of the torso, limbs, spine and shoulders, such as: ear over the shoulder over the hips knee over the ankle.
Techniques taught at a medium level must relate to:	adage demonstrating an awareness of personal and general space when travelling and stationary fluid control of pirouettes with directional change fouettés grand battement isocentric and polycentric isolations interpreting rhythm to movement jumps and leaps knee spins pliés pose piqués and châinés box style steady balance on supporting leg working towards a 90-degree angle stretches tendu lifts using arm lines appropriately and extensively working in a cohesive partnership with a peer, interpreting a dance style.
Accompanying music may include:	instrumental live or recorded vocal.
Safe dance practice may include:	correct execution of dance 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 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.
Cool-down techniques may include:	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 and relevant stretching slow and deep breathing.
Relevant personnel may include:	colleagues dance school director mentors other teachers parents people with different access requirements students.
Sources may include:	print publications resources available through dance societies television shows websites.
Industry issues and trends may relate to:	Australian Guidelines for Dance Teachers dance teaching methodologies emerging trends in different dance disciplines and genres employment opportunities for dancers safe dance practice.
Professional development activities may include:	industry events, such as: conferences expositions festivals workshops or seminars organised by dance societies or industry associations.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM504A Teach medium level contemporary dance technique

Modification History

Version	Comments
CUADTM504A	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 incorporate safe dance practice into the teaching of medium level contemporary dance techniques.

Application of the Unit

Private dance teachers who specialise in teaching contemporary dance apply the skills and knowledge in this unit.

Typically these teachers are working in private dance studios or in venues such as community halls, where flooring is appropriate for the safe teaching of dance.

At this level, private dance teachers work without supervision. They are expected to apply initiative and judgement when planning lessons which could be based on a specific syllabus or teaching resources they may have helped to prepare. 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. Prepare for dance classes	1.1. Ensure dance elements or movements for classes are safely sequenced 1.2. Identify and minimise the effect of risk factors relevant to the teaching of contemporary dance classes 1.3. Check that learners are wearing appropriate practice clothing and footwear 1.4. Demonstrate appropriate warm-up techniques
2. Demonstrate medium level contemporary dance techniques	2.1. Demonstrate to learners correct posture and body alignment appropriate to medium level contemporary dance technique and movement 2.2. Demonstrate isolation and coordination of the upper and lower body in complex movement sequences 2.3. Demonstrate balance, flexibility, coordination, stamina, weight transfer and control and articulation of individual body parts in an integrated manner in a range of techniques 2.4. Emphasise the importance of control, attention to detail and memory when demonstrating complex sequences or enchaînement of dance steps 2.5. Demonstrate the timing and phrasing relationship between medium level contemporary dance movement and the accompanying music through dance that displays musicality, phrasing, sensitivity and correct timing 2.6. Follow safe dance practice in teaching activities 2.7. Demonstrate appropriate cool-down techniques
3. Maintain expertise	3.1. Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved 3.2. Use a range of sources to stay abreast of current industry issues and trends 3.3. Identify and participate in professional development activities as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situation

seek assistance from others as required

design and communicate approaches to unpredictable problems that may arise in a teaching context

group facilitation skills to ensure that:

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

learning skills to:

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

maintain own expertise by taking advantage of ongoing professional development opportunities

listening skills to:

monitor and adjust teaching as required

maintain correct tempo and phrasing in movement sequences

literacy skills to write or interpret instructions and feedback for the learners

problem-solving skills to:

memorise medium level exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan teaching sessions

maintain an appropriate standard of personal presentation in a teaching context

technical skills to demonstrate medium level contemporary dance techniques, such as:

at the barre

in the centre

complex balancing, turning, and low, medium and high-elevation movements

complex enchaînements of contemporary dance movements.

Required knowledge

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of joint motion

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

contemporary dance repertoire

contemporary dance principles and techniques

dance teaching terminology

graded progress requirements according to dance society levels

issues and challenges that arise in the context of teaching contemporary dance

OHS principles relevant to a teaching context

safe dance practice relevant to a teaching context

teaching and performance protocols.

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: demonstrate medium level contemporary dance technique apply safe dance practice in teaching activities, including correct warm-up and cool-down techniques demonstrate complex enchaînements within specified exercises, e.g. allegro, elevation demonstrate musicality, expression, phrasing and correct timing, and sensitivity in movement sequences interact effectively and constructively with learners maintain expertise.
Context of and specific resources for assessment	Assessment must ensure access to: relevant resources and equipment opportunities for teaching medium level contemporary dance in either a real or simulated situation a venue with adequate space and appropriate flooring, such as a sprung or tarkett floor.
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 and 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 direct observation, or video recordings, of candidate teaching a medium level contemporary dance class case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and teaching a medium level contemporary dance class. 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: CUADTM508A Refine dance teaching methodologies.

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.

Risk factors may include:	inappropriate or worn-out footwear trip hazards in the venue or facility, for example power cords unsafe flooring.
Warm-up techniques may include:	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 and relevant stretching slow and deep breathing.
Body alignment refers to:	proper alignment of the torso, limbs, spine and shoulders, such as: ear over the shoulder over the hips knee over the ankle.
Techniques taught at a medium level must relate to:	changing directions changing facings changing sides (left to right) conveying emotions through dance correct posture, weight placement and alignment demonstrating an awareness of personal and general space when travelling and stationary energy placement techniques, including: moving energy from the centre of the body to the outer extremities shifting weight moving from a standing position to the floor and vice versa executing leaps landing from jumps interpreting rhythm to movement isocentric and polycentric isolations lifting techniques responding to different time signatures strengthening flexibility, such as: floor work splits stretches développés and contractions lunges curves arches rotations using shape when moving in physically dynamic sequences using arm lines appropriately and extensively working in a cohesive partnership with a peer and interpreting a dance style.
Accompanying music may include:	instrumental music live or recorded music vocal music.
Safe dance practice may include:	correct execution of dance 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 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.
Cool-down techniques may include:	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 and relevant stretching slow and deep breathing.
Relevant personnel may include:	colleagues dance school director mentors other teachers parents people with different access requirements students.
Sources may include:	print publications resources available through dance societies television shows websites.
Industry issues and trends may relate to:	Australian Guidelines for Dance Teachers dance teaching methodologies emerging trends in different dance disciplines and genres employment opportunities for dancers safe dance practice.
Professional development activities may include:	industry events, such as: conferences expositions festivals workshops or seminars organised by dance societies or industry associations.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM505A Teach medium level tap dance technique

Modification History

Version	Comments
CUADTM505A	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 incorporate safe dance practice into the teaching of medium level tap dance techniques.

Application of the Unit

Private dance teachers who specialise in teaching tap dance apply the skills and knowledge in this unit.

Typically these teachers are working in private dance studios or in venues such as community halls, where flooring is appropriate for the safe teaching of dance.

At this level, private dance teachers work without supervision. They are expected to apply initiative and judgement when planning lessons which could be based on a specific syllabus or teaching resources they may have helped to prepare. 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. Prepare for dance classes	1.1. Ensure dance elements or movements for classes are safely sequenced 1.2. Identify and minimise the effect of risk factors relevant to the teaching of tap dance classes 1.3. Check that learners are wearing appropriate practice clothing and footwear 1.4. Demonstrate appropriate warm-up techniques
2. Demonstrate medium level tap dance techniques	2.1. Demonstrate to learners correct posture and body alignment appropriate to medium level tap dance technique and movement 2.2. Demonstrate isolation and coordination of the upper and lower body in complex movement sequences 2.3. Demonstrate balance, flexibility, stamina, coordination, weight transfer and control and articulation of individual body parts in an integrated manner in a range of techniques 2.4. Emphasise the importance of control, attention to detail and memory when demonstrating complex series of step enchaînements 2.5. Demonstrate the timing and phrasing relationship between medium level tap dance movement and the accompanying music through dance that displays musicality, phrasing and correct timing 2.6. Follow safe dance practice in teaching activities 2.7. Demonstrate appropriate cool-down techniques
3. Maintain expertise	3.1. Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved 3.2. Use a range of sources to stay abreast of current industry issues and trends 3.3. Identify and participate in professional development activities as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situation

seek assistance from others as required

design and communicate approaches to unpredictable problems that may arise in a teaching context

group facilitation skills to ensure that:

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

learning skills to:

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

maintain own expertise by taking advantage of ongoing professional development opportunities

listening skills to:

monitor and adjust teaching as required

maintain correct tempo and phrasing in movement sequences

literacy skills to write or interpret instructions and feedback for the learners

problem-solving skills to:

memorise medium level exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan teaching sessions

maintain an appropriate standard of personal presentation in a teaching context

technical skills to demonstrate medium level tap dance techniques, such as:

at the barre

in the centre

complex balancing, turning, and low and high-elevation movements

complex enchaînements of tap dance movements.

Required knowledge

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

dance teaching terminology

graded progress requirements according to dance society levels

issues and challenges that arise in the context of teaching tap dance

OHS principles relevant to a teaching context

safe dance practice relevant to a teaching context

tap dance repertoire

tap dance principles and techniques

teaching and performance protocols.

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: demonstrate medium level tap dance technique apply safe dance practice in teaching activities, including correct warm-up and cool-down techniques demonstrate complex enchaînements within specified exercises, e.g. allegro, elevation demonstrate musicality, expression, phrasing and correct timing, and sensitivity in movement sequences interact effectively and constructively with learners maintain expertise.
Context of and specific resources for assessment	Assessment must ensure access to: relevant resources and equipment opportunities for teaching medium level tap dance in either a real or simulated situation a venue with adequate space and appropriate flooring, such as a sprung or tarkett floor.
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 direct observation, or video recordings, of candidate teaching a medium level tap dance class case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and teaching a medium level tap dance class. 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: CUADTM508A Refine dance teaching methodologies.

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.

Risk factors may include:	inappropriate or worn-out footwear trip hazards in the venue or facility, for example power cords unsafe flooring.
Warm-up techniques may include:	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 and relevant stretching slow and deep breathing.
Body alignment refers to:	proper alignment of the torso, limbs, spine and shoulders, such as: ear over the shoulder over the hips knee over the ankle.
Techniques taught at a medium level must relate to:	correct posture and alignment when in motion dancing in time with the music demonstrating a controlled looseness of ankle and knee joints demonstrating focus with body awareness demonstrating safe dance practice in jumping and faster travelling steps executing wings with clean individual sounds for the required number of wing beats maintaining clean, clear beats when performing close work maintaining good timing without music performing complex turns while maintaining a high level of technique producing clean, clear, high quality tap sound.
Accompanying music may include:	instrumental music live or recorded music vocal music.
Safe dance practice may include:	correct execution of dance 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 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.
Cool-down techniques may include:	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 and relevant stretching slow and deep breathing.
Relevant personnel may include:	colleagues dance school director mentors other teachers parents people with different access requirements students.
Sources may include:	print publications resources available through dance societies television shows websites.
Industry issues and trends may relate to:	Australian Guidelines for Dance Teachers dance teaching methodologies emerging trends in different dance disciplines or genres employment opportunities for dancers safe dance practice.
Professional development activities may include:	industry events, such as: conferences expositions festivals workshops or seminars organised by dance societies or industry associations.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM506A Teach medium level cultural dance technique

Modification History

Version	Comments
CUADTM506A	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 incorporate safe dance practice into the teaching of medium level cultural dance techniques.

Application of the Unit

Private dance teachers who specialise in teaching cultural dance apply the skills and knowledge in this unit.

Typically these teachers are working in private dance studios or in venues such as community halls, where flooring is appropriate for the safe teaching of dance.

At this level, private dance teachers work without supervision. They are expected to apply initiative and judgement when planning lessons which could be based on a specific syllabus or teaching resources they may have helped to prepare. 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. Prepare for dance classes	1.1. Ensure dance elements or movements for classes are safely sequenced 1.2. Identify and minimise the effect of risk factors relevant to the teaching of cultural dance classes 1.3. Check that learners are wearing appropriate practice clothing and footwear 1.4. Demonstrate appropriate warm-up techniques
2. Demonstrate medium level cultural dance techniques	2.1. Demonstrate to learners correct posture and body alignment appropriate to medium level cultural dance technique and movement 2.2. Demonstrate isolation and coordination of the upper and lower body in complex movement sequences 2.3. Demonstrate balance, flexibility, stamina, coordination, weight transfer and control and articulation of individual body parts in an integrated manner in a range of techniques 2.4. Emphasise the importance of control, attention to detail and memory when demonstrating complex series of steps or enchaînements 2.5. Emphasise importance of using presentation, rhythm and style appropriate to particular dynamics of the cultural dance 2.6. Demonstrate the timing and phrasing relationship between medium level cultural dance movement and the accompanying music through dance that displays musicality, phrasing, correct timing and strong rhythmic interpretation 2.7. Follow safe dance practice in teaching activities 2.8. Demonstrate appropriate cool-down techniques
3. Maintain expertise	3.1. Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved 3.2. Use a range of sources to stay abreast of current industry issues and trends 3.3. Identify and participate in professional development activities as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situation

seek assistance from others as required

design and communicate approaches to unpredictable problems that may arise in a teaching context

group facilitation skills to ensure that:

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

learning skills to:

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

maintain own expertise by taking advantage of ongoing professional development opportunities

listening skills to:

monitor and adjust teaching as required

maintain correct tempo and phrasing in movement sequences

literacy skills to write or interpret instructions and feedback for the learners

problem-solving skills to:

memorise medium level exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan teaching sessions

maintain an appropriate standard of personal presentation in a teaching context

technical skills to demonstrate poise, rhythm, presentation and dynamics in medium level cultural dance techniques, such as:

at the barre

in the centre

slow balancing, turning, and steps of elevation and high elevation

complex enchaînements of cultural dance movements.

Required knowledge

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of joint motion

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

cultural aspects of each cultural dance style, including geographical origins, social aspects, dance customs, costumes and influences

cultural dance repertoire

cultural dance principles and techniques

dance teaching terminology

graded progress requirements according to dance society levels

issues and challenges that arise in the context of teaching cultural dance

OHS principles relevant to a teaching context

safe dance practice relevant to a teaching context

teaching and performance protocols.

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: demonstrate medium level cultural dance technique in a minimum of two cultural dance styles apply safe dance practice in teaching activities, including correct warm-up and cool-down techniques demonstrate complex enchaînements within specified exercises, e.g. allegro, elevation demonstrate musicality, expression, phrasing and correct timing, and sensitivity in movement sequences interact effectively and constructively with learners maintain expertise.
Context of and specific resources for assessment	Assessment must ensure access to: relevant resources and equipment opportunities for teaching medium level cultural dance 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 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 teaching a medium level cultural dance class case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and teaching a medium level cultural dance class. 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: CUADTM508A Refine dance teaching methodologies.

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.

Risk factors may include:	inappropriate or worn-out footwear trip hazards in the venue or facility, for example power cords unsafe flooring.
Cultural dance styles may include:	Aboriginal and Torres Strait Islander African belly dancing Egyptian Hungarian Irish Khmer magical, mystical or spiritual Pacific Islander Polish ritual or sacred Russian Scottish Spanish.
Warm-up techniques may include:	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 and relevant stretching slow and deep breathing.
Body alignment refers to:	proper alignment of the torso, limbs, spine and shoulders, such as: ear over the shoulder over the hips knee over the ankle.
Techniques taught at a medium level must relate to:	application of knowledge of movement techniques relevant to specific cultural dance styles balance body alignment competent execution of a range of complex steps specific to a cultural dance style, such as: Spanish Russian Greek Aboriginal and Torres Strait Islander Indian belly dancing exercises and sequences incorporating air work, e.g. rolls floor work focusing eyes and mind while performing improvisational techniques locomotor movements maintaining rhythm and tempo non-locomotor movements placement and coordination of body parts strength and stability transference of weight working at differing tempos working on centre and off centre.
Accompanying music may include:	instrumental folk or traditional live or recorded vocal.
Safe dance practice may include:	correct execution of dance 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 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.
Cool-down techniques may include:	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 and relevant stretching slow and deep breathing.
Relevant personnel may include:	colleagues dance school director mentors other teachers parents people with different access requirements students.
Sources may include:	print publications resources available through dance societies television shows websites.
Industry issues and trends may relate to:	Australian Guidelines for Dance Teachers dance teaching methodologies emerging trends in different dance disciplines and genres employment opportunities for dancers safe dance practice.
Professional development activities may include:	industry events, such as: conferences expositions festivals workshops or seminars organised by dance societies or industry associations.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM507A Teach classical ballet pointe technique

Modification History

Version	Comments
CUADTM507A	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 incorporate safe dance practice into the teaching of classical ballet pointe technique.

Application of the Unit

Private dance teachers who specialise in teaching classical ballet apply the skills and knowledge in this unit.

Typically these teachers are working in private dance studios or in venues such as community halls, where flooring is appropriate for the safe teaching of dance.

At this level, private dance teachers work without supervision. They are expected to apply initiative and judgement when planning lessons which could be based on a specific syllabus or teaching resources they may have helped to prepare. 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. Prepare for dance classes	1.1. Ensure dance elements or movements for classes are safely sequenced 1.2. Identify and minimise the effect of risk factors relevant to the teaching of classical ballet pointe classes 1.3. Check that learners are wearing appropriate practice clothing and footwear 1.4. Demonstrate appropriate warm-up techniques
2. Demonstrate classical ballet pointe techniques	2.1. Demonstrate to learners correct posture and body alignment appropriate to classical ballet pointe technique and movement 2.2. Demonstrate isolation and coordination of the upper and lower body in complex movement sequences 2.3. Demonstrate balance, flexibility, transfer of weight, coordination, stamina and control and articulation of individual body parts in an integrated manner in a range of techniques 2.4. Emphasise the importance of control, attention to detail and memory when demonstrating complex linking of steps or enchaînements of classical ballet pointe movements 2.5. Demonstrate the timing and phrasing relationship between classical ballet pointe movement and the accompanying music through dance that displays complex musicality, phrasing, sensitivity and convincing interpretation 2.6. Follow safe dance practice in teaching activities 2.7. Demonstrate appropriate cool-down techniques
3. Maintain expertise	3.1. Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved 3.2. Use a range of sources to stay abreast of current industry issues and trends 3.3. Identify and participate in professional development activities as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situation

design and communicate approaches to unpredictable problems that may arise in a teaching context

seek assistance from others as required

group facilitation skills to ensure that:

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

learning skills to:

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

maintain own expertise by taking advantage of ongoing professional development opportunities

listening skills to:

monitor and adjust teaching as required

maintain correct tempo, musical timing, sensitivity, awareness and phrasing in movement sequences

literacy skills to write or interpret instructions and feedback for the learners

problem-solving skills to:

memorise complex classical ballet pointe exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan teaching sessions

maintain an appropriate standard of personal presentation in a teaching context

technical skills to demonstrate classical ballet pointe techniques, such as:

at the barre

in the centre

complex balancing, turning, and low, medium and high-elevation movements

complex pointe enchaînements of classical ballet movements.

Required knowledge

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

classical ballet repertoire

classical ballet pointe principles, characteristics and techniques

dance teaching terminology

graded progress requirements according to dance society levels

issues and challenges that arise in the context of teaching classical ballet

OHS principles relevant to a teaching context

safe dance practice relevant to a teaching context

teaching and performance protocols.

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: demonstrate classical ballet pointe technique apply safe dance practice in teaching activities, including correct warm-up and cool-down techniques demonstrate complex classical ballet pointe enchaînements within specified movements demonstrate musicality, expression, phrasing and correct timing, and sensitivity in movement sequences interact effectively and constructively with learners maintain expertise.
Context of and specific resources for assessment	Assessment must ensure access to: relevant resources and equipment opportunities for teaching classical ballet pointe technique in either a real or simulated situation a venue with adequate space, ballet barres, and appropriate flooring, such as a sprung or tarkett floor.
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 direct observation, or video recordings, of candidate teaching a classical ballet pointe class case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and teaching a classical ballet pointe class. 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: CUADTM508A Refine dance teaching methodologies.

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.

Risk factors may include:	inappropriate or worn-out footwear trip hazards in the venue or facility, for example power cords unsafe flooring.
Warm-up techniques may include:	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 and relevant stretching slow and deep breathing.
Body alignment refers to:	placement (on pointe) proper alignment of the torso, limbs, spine and shoulders, such as: ear over the shoulder over the hips knee over the ankle skeletal alignment throughout movements.
Techniques taught at a medium level must relate to:	échappés relevés grand allegro pointe enchaînement posés en diagonale posés relevés to one foot temps lié.
Accompanying music may include:	instrumental live or recorded vocal.
Safe dance practice may include:	correct execution of dance 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 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.
Cool-down techniques may include:	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 and relevant stretching slow and deep breathing.
Relevant personnel may include:	colleagues dance school director mentors other teachers parents students.
Sources may include:	print publications resources available through dance societies television shows websites.
Industry issues and trends may relate to:	Australian Guidelines for Dance Teachers dance teaching methodologies emerging trends in different dance disciplines and genres employment opportunities for dancers safe dance practice.
Professional development activities may include:	industry events, such as: conferences expositions festivals workshops or seminars organised by dance societies or industry associations.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM508A Refine dance teaching methodologies

Modification History

Version	Comments
CUADTM508A	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 refine methodologies for teaching any style of dance.

Application of the Unit

This unit applies to a person working at a senior level as a teacher or instructor in a private dance studio or school. 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.

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. 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 and 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 or 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. Increase depth of teaching methods	2.1. Use feedback from relevant personnel to identify ways of improving own teaching methods 2.2. Work on increasing own confidence in using a range of different teaching methods to engage learners and enhance their learning experience 2.3. Apply well-developed knowledge of instructional design principles to the design and delivery of programs 2.4. Extend knowledge of anatomy and physiology to improve own ability to discuss with learner the body’s responses to physical activity 2.5. Work on ways to create an optimal learning environment and to facilitate learners’ professional development 2.6. Recognise and integrate the concept of lifelong learning into own professional development as a teacher 2.7. Engage in ongoing collaboration with peers and others 2.8. Challenge, refine and adapt own ideas and strategies for developing professional practice as a teacher
3. Work effectively with others	3.1. Communicate with others in a way that engenders respect for others 3.2. Share information and ideas in a timely fashion to enhance work outcomes 3.3. Seek information and ideas from others as required to assist achievement of work requirements 3.4. Observe linguistic and cultural differences when communicating with others

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance as a teacher

discuss teaching issues with colleagues

effectively impart information to students and parents or carers

initiative and enterprise skills to think laterally about ways to improve own teaching practice

learning skills to:

maintain own expertise by taking advantage of ongoing professional development opportunities

refine teaching methodologies

problem-solving skills to identify gaps in own teaching skills and identify the best way to address them

self-management and planning skills to:

manage time

follow OHS requirements as they relate to the teaching of dance or movement

act in an ethical manner in own teaching practice.

Required knowledge

well-developed knowledge of the:

Dance Industry Code of Ethics

Australian Guidelines for Dance Teachers

learning principles, such as:

learner-centred approaches to teaching

increasing learner independence

use of modelling and demonstration

individual circumstances being reflected in the learning process

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

instructional design principles, for example:

sequencing information

providing opportunities for practice

different teaching methods and techniques appropriate to teaching dance or movement

OHS relating to teaching role, including:

duty of care under common law

safe dance practice

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.

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: 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 improve own dance teaching methods apply well-developed understanding of learning and instructional design principles to own teaching practice communicate effectively and constructively with students.
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 dance teaching methodologies 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: CUADTM511A Teach medium level dance technique CUADTM606A Teach high level dance technique CUAOHS403A Incorporate anatomy and nutrition principles into skill development.

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 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 or proformas specific questions or activities evidence or 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:	supervisor manager parents carers medical practitioners people with different access requirements physiotherapists other teachers representatives of dance societies OHS representatives.
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 and modelling instruction practice opportunities enabling and supporting effective learner participation.
Instructional design principles may include:	application of adult learning principles inclusion of a variety of approaches and techniques for: presenting information and activities encouraging learner participation need for learner activity and interactivity opportunities for review of material and repetition presenting material in a logical order and sequence presenting material in order of increasing difficulty structuring information effectively.
Knowledge of anatomy and physiology may relate to:	definitions of anatomy and physiology tissue types global and local muscular systems: functions types and classifications disorders nervous system: functions anatomy nerves reflex arc disorders skeletal system: function types of bones gross and microscopic anatomy disorders circulatory system: heart anatomy functions circulation pathways blood vessels blood disorders respiratory system: functions anatomy mechanics of breathing disorders of cardiorespiratory system lymphatic system: function anatomy disorders endocrine system: function anatomy.
Body’s responses to physical activity may include:	musculoskeletal system, such as: structure of joints joint mobility muscle contraction muscle innervation oxidative capacity of different muscle fibres cardiovascular system, such as: gaseous transport gaseous exchange carrying, delivery and extraction of oxygen for muscle contraction relationship between exercise intensity and circulatory and ventilation responses nervous system, such as: excitation and conduction of nerve impulses during muscle contraction role of sensory receptors during movement.
Strategies to create optimal learning environment may relate to:	stimulating creative processes and broadening artistic scope through excursions to performances and dance companies promoting the value of networking to learners, such as discussing creative ideas with other dancers and relevant personnel using technology, practical performance, and access to performers to stimulate learners’ imaginations encouraging learners to critically assess their own creative work.
Strategies to facilitate learners’ professional development 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.
Collaboration may involve:	engaging in professional networks participating in a community of practice participating in workshops and seminars sharing ideas and information working on joint projects.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM509A Refine professional practice as a dance teacher

Modification History

Version	Comments
CUADTM509A	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 apply professional and ethical business practices and refine dance teaching methodologies.

Application of the Unit

This unit applies to those working at a senior level as teachers or instructors in a private dance studio or school. 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.

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. 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

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own teaching practice

discuss teaching issues with colleagues

effectively impart information to students and parents or carers

initiative and enterprise skills to think laterally about ways to improve own teaching practice

learning skills to maintain own expertise by taking advantage of ongoing professional development opportunities

problem-solving skills to manage financial management aspects of own teaching practice

self-management and planning skills to:

manage time

follow OHS requirements as they relate to the teaching of dance or movement

act in an ethical manner in own teaching practice.

Required knowledge

well-developed knowledge of the:

Dance Industry Code of Ethics

Australian Guidelines for Dance Teachers

availability and sources of resources, equipment and support services for learners with specific needs

organisational record management system and reporting requirements

OHS relating to teaching role, including:

duty of care under common law

safe dance practice

reporting requirements for hazards

safe use and maintenance of equipment

emergency procedures

sources of OHS information

overview knowledge of relevant policy, legal requirements, codes of practice and national standards, including commonwealth, state or territory requirements with regard to:

OHS in the context of teaching dance

recording information and confidentiality requirements

anti-discrimination, including equal opportunity, racial vilification and disability discrimination in the context of teaching dance.

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: 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.

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 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.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM510A Develop teaching programs for the Advanced 1 level of the Cecchetti Ballet method

Modification History

Version	Comments
CUADTM510A	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 teach Cecchetti Ballet classes at Advanced 1 syllabus levels and the progression through to this level. This level has been separated due to the ages of the students, the advancement of their physical and mental development levels, and the segregation of males and females during the examination.

This unit develops the understanding of the importance of injury prevention and accommodating the needs of the different genders.

This unit is part of a three-year apprenticeship using self-assessment and liaison with a mentor. External studies, including anatomy, childhood development, musicology, first aid and business studies are also undertaken during the apprenticeship. The knowledge gained from these external studies is applied to the development of lesson plans and delivery, student assessments and the daily running of a ballet school.

This unit was developed by Cecchetti Ballet Australia Inc. and is reproduced with permission in the Live Performance Training Package. Registered training organisations wishing to deliver this unit must be licensed to do so by Cecchetti Ballet Australia Inc.

Application of the Unit

Persons wishing to gain a full qualification within Cecchetti Ballet Australia Inc. apply the skills and knowledge in this unit.

This unit further develops an awareness of the principles and qualities of Enrico Cecchetti’s method of teaching classical ballet. It is developed over time to reflect the physical and mental development through childhood, specifically ages 15 to 20 years.

The unit involves identifying developmental stages and designing classes and exercises to meet individual client needs. While classes are still mixed gender, individual programs and exercises specific to the needs of male students will need to be designed.

Licensing/Regulatory Information

Not applicable.

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. Analyse and interpret the Advanced 1 syllabus	1.1. Discuss aspects of the Advanced 1 syllabus 1.2. Analyse anatomical limitations that may affect students’ technique 1.3. Support the qualities and principles of Cecchetti Ballet work as laid out in the Cecchetti Ballet manual pages 21-32
2. Demonstrate an ability to teach the Advanced 1 exercises for both genders	2.1. Distinguish male-specific exercises within the Advanced 1 syllabus and explain why they are gender-specific 2.2. Design and apply exercises that maximise injury prevention specific to males 2.3. Define boy’s virtuosity 2.4. Distinguish female-specific exercises within the Advanced 1 syllabus and explain why they are gender-specific 2.5. Design and apply exercises that maximise injury prevention specific to females 2.6. Design exercises to strengthen and complement pointe work in the Advanced 1 syllabus

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

instruct students according to individual physical and emotional needs

encourage class participants to perform as a group

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situation

seek assistance from others as required

group facilitation skills to ensure that:

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

initiative and enterprise skills to encourage a sense of enjoyment and the development of confidence in movement

learning skills to:

apply knowledge of Advanced 1 Cecchetti Ballet to the teaching of a specific class

apply knowledge of basic anatomy to the teaching of an Advanced 1 class

apply knowledge of childhood development to the teaching of an Advanced 1 class

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

listening skills to:

monitor and adjust teaching as required

maintain correct tempo and phrasing in movement sequences

literacy skills to:

complete pre-examination checklists and lesson plans

write and interpret instructions or feedback for the learners

problem-solving skills to:

design classes to suit individual needs

memorise exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan and organise teaching sessions in line with syllabus requirements

maintain an appropriate standard of personal presentation in a teaching context

technical skills to:

demonstrate Advanced 1 level Cecchetti Ballet syllabus

demonstrate and apply knowledge of rhythm, timing and geometric shapes and floor plans

technology skills to use audiovisual equipment as appropriate, such as:

iPods and playlists

music stereos

video, DVD players or recorders.

Required knowledge

general knowledge of professional development opportunities for dance teachers

well-developed knowledge of:

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of joint motion

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

history and background of the Cecchetti Ballet method

dance teaching terminology

issues and challenges that arise in the context of teaching the Cecchetti Ballet syllabus

OHS principles relevant to a teaching context

physical and mental development in the early childhood years

safe dance practice relevant to a teaching context

teaching and performance protocols

requirements and application of Advanced 1 Cecchetti Ballet syllabus to the teaching of a specific class

requirements of the Advanced 1 Cecchetti Ballet examination.

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: demonstrate effective and appropriate posture, placement and control through the body and legs to the best of their ability relevant to the Advanced 1 level demonstrate an ability to analyse and interpret the Cecchetti Ballet Advanced 1 syllabus design exercises that maximise injury prevention in both genders.
Context of and specific resources for assessment	Assessment must ensure access to: a simulated or real class situation with a group of appropriate level students who have a working knowledge of the male and female syllabus relevant resources and equipment.
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 third-party workplace reports of on-the-job performance evaluation of the candidate at an examination where the candidate is required to apply experience to a group of unknown students 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 demonstration and discussion with a panel of assessors on aspects of the male and female Advanced 1 syllabus review of candidate’s portfolio of evidence gained during training period, including self-assessments, candidate’s students examination results, pre-examination checklists and end of course assessments for childhood development and anatomy direct observation of a practical demonstration of two classes before a panel of assessors. 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: CUADTM508A Refine dance teaching methodologies.

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.

Aspects include:	Advanced 1 syllabus barre: establishing and maintaining ballet posture maintaining turnout and body placement throughout with poise and demonstrating control sustaining stretched legs and feet centring the body to be sustained showing transfer of weight with ease coordinating head and arm movements throughout demonstrating correct height of limb as appropriate to the syllabus Advanced 1 syllabus port de bras and centre practice: position and shapes shown musically and expressively with flow, breadth, line and continuity eye focus and head used appropriately movement transitions shown with ease posture, turnout and placement maintained with upper body quality and poise shown stability, strength and control maintained well-articulated feet Advanced 1 syllabus adage: placement of body parts maintained accurate interpretation of Cecchetti Ballet qualities as appropriate to each adage ability to demonstrate and sustain line maintenance of stability and rotation strength and control shown transfer of weight shown with ease maintenance of turnout on working and supporting sides shown maintenance of height of leg shown Advanced 1 syllabus pirouettes: correct use of the head and eyes centring of the body accuracy in demonstration well-pulled up body and legs shown correctly placed arms correct force of impetus rhythm established so that musicality is maintained for multiple pirouettes Advanced 1 syllabus allegro: petit allegro: well-articulated feet use of demi-plié turnout maintained with well-stretched legs and feet precision of footwork evident well-defined beats shown demonstrated understanding of the petit allegro concept use of ballon grand allegro: well-articulated feet correct use of demi-plié turnout maintained with well-stretched legs and feet spatial awareness diverse movement and dynamic qualities as appropriate upper body coordination, including the use of head and arms elevation shown joy of movement shown maintenance of balanced line throughout every phrase of every movement transition shown Advanced 1 syllabus pointe work: well-placed body and legs en pointe established and maintained throughout correct alignment of foot demonstrated en pointe and correct rising and lowering through the foot freedom of movement en pointe with appropriate dynamic qualities maintenance of energy.
Anatomical limitations refer to:	restricted turnout lack of flexibility stiff ankles age.
Male-specific exercises must include:	exercises au milieu: rond de jambe with single tour en l’air ending adage: trois relevés grand rond de jambe en dehors et en dedans study for promenades en arabesque and á la seconde deux grands ronds de jambe avec arabesque coupé et fouetté temps lie saute pirouettes 1 to 7 as detailed in the male syllabus allegro: grands jetés en attitude and á la seconde entrechat cinq entrechat six entrechat six de cote double tour en l’air sissonne battue dessus, dessous, en avant and en arrière pas de basque en avant et en arrière set enchaînements 1 to 18 as detailed in the male syllabus.
Female-specific exercises must include:	adage: cinq relevés pas de Chaconne temps de courante Cecchetti pirouettes: fouetté rond de jambe allegro: basic steps: coupé fouetté raccourci brisé dessous cabriole derrière jeté battu á la seconde temps de cuisse dessus and dessous set enchaînements: assembles soutenu and de suite glissade assemblé, temp levé en arabesque, pas de bourrée dessous, pas de bourrée en tournant, rond de jambe saute, pas de bourrée en tournant, grand changement ballonné a trois temps and pas de basque en avant pas de bourrée en avant, en arrière, devant, derrière, dessous, dessus, en tournant, en dehors et en dedans chassé, temps levé, pas de bourrée, grand jeté en tournant glissade derrière, cabriole devant éffacé, glissade en arrière, cabriole derrière; temps levé chassé, pas de bourrée dessous, using first port de bras temps levé with rond de jambe movement into chassé, pas de bourrée dessous, deux pas de chats chassé, temps levé in first arabesque, balance en tournant, two posé tours, taken across three sides of a square and across the diagonal temps de pointe: entire section as detailed in the female syllabus.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM511A Teach medium level dance technique

Modification History

Version	Comments
CUADTM511A	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 apply safe dance practice to the teaching of medium level techniques in any dance style.

Application of the Unit

Private dance teachers who specialise in teaching any style of dance apply the skills and knowledge in this unit.

Typically these teachers are working in private dance studios or in venues such as community halls, where flooring is appropriate for the safe teaching of dance.

At this level, private dance teachers work without supervision. They are expected to apply initiative and judgement when planning lessons which could be based on a specific syllabus or teaching resources they may have helped to prepare. 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. Prepare for dance classes	1.1. Ensure dance elements or movements for classes are safely sequenced 1.2. Identify and minimise the effect of risk factors relevant to the teaching of classes in chosen dance style 1.3. Check that learners are wearing appropriate practice clothing and footwear 1.4. Demonstrate appropriate warm-up techniques
2. Demonstrate medium level dance techniques	2.1. Demonstrate to learners correct posture and body alignment appropriate to medium level in chosen dance style or movement skill 2.2. Demonstrate isolation and coordination of the upper and lower body in complex movement sequences 2.3. Demonstrate balance, flexibility, stamina, coordination, weight transfer and control and articulation of individual body parts in an integrated manner in a range of techniques 2.4. Emphasise the importance of control, attention to detail and memory when demonstrating complex series of steps or enchaînements 2.5. Demonstrate the timing and phrasing relationship between medium level dance movement and the accompanying music through dance that displays musicality, phrasing, sensitivity and correct timing 2.6. Follow safe dance practice in teaching activities 2.7. Demonstrate appropriate cool-down techniques
3. Maintain expertise	3.1. Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved 3.2. Use a range of sources to stay abreast of current industry issues and trends 3.3. Identify and participate in professional development activities as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situation

design and communicate approaches to unpredictable problems that may arise in a teaching context

seek assistance from others as required

group facilitation skills to ensure that:

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

learning skills to:

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

maintain own expertise by taking advantage of ongoing professional development opportunities

listening skills to:

monitor and adjust teaching as required

maintain correct tempo and phrasing in movement sequences

literacy skills to write or interpret instructions and feedback for the learners

problem-solving skills to:

memorise medium level exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan teaching sessions

maintain an appropriate standard of personal presentation in a teaching context

technical skills to demonstrate medium level dance techniques, such as:

at the barre

in the centre

complex balancing, turning, and low, medium and high-elevation movements

complex enchaînements of dance movements.

Required knowledge

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of joint motion

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

Dance Industry Code of Ethics

dance teaching terminology

graded progress requirements according to dance society levels

repertoire in chosen dance style

principles and techniques in chosen dance style

issues and challenges that arise in the context of teaching dance

OHS principles relevant to a teaching context

safe dance practice relevant to a teaching context

teaching and performance protocols.

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: demonstrate medium level technique in chosen dance style apply safe dance practice in teaching activities, including correct warm-up and cool-down techniques demonstrate complex enchaînements within specified exercises, e.g. allegro, elevation demonstrate musicality, expression, phrasing and correct timing, and sensitivity in movement sequences interact effectively and constructively with learners maintain expertise.
Context of and specific resources for assessment	Assessment must ensure access to: relevant resources or equipment opportunities for teaching medium level dance technique in either a real or simulated situation a venue with adequate space and appropriate flooring, such as a sprung or tarkett floor.
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 direct observation, or video recordings, of candidate teaching a medium level dance class case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and teaching a medium level dance class. 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: CUADTM508A Refine dance teaching methodologies.

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.

Risk factors may include:	inappropriate or worn-out footwear trip hazards in the venue or facility, for example power cords unsafe flooring.
Dance styles may include:	ballet bodyweather and butoh contemporary creative cultural, such as: Aboriginal and Torres Strait Islander African belly dancing Egyptian Hungarian Irish Khmer magical, mystical or spiritual Pacific Islander Polish ritual or sacred Russian Scottish Spanish jazz modern social street tap wheelchair.
Warm-up techniques may include:	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.
Body alignment refers to:	proper alignment of the torso, limbs, spine and shoulders, such as: ear over the shoulder over the hips knee over the ankle.
Techniques taught at a medium level must relate to a wide range of techniques, such as:	adage demonstrating an awareness of personal and general space when travelling and stationary fluid control of pirouettes with directional change fouettés grand battement isocentric and polycentric isolations improvisation interpreting rhythm to movement jumps and leaps knee spins pliés posés piqués and châinés box style steady balance on supporting leg working towards a 90-degree angle stretches techniques and steps relevant to the chosen dance style tendu lifts using arm lines appropriately and extensively working in a cohesive partnership with a peer, interpreting a dance style.
Accompanying music may include:	instrumental live or recorded vocal.
Safe dance practice may include:	correct execution of dance 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 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.
Cool-down techniques may include:	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.
Relevant personnel may include:	colleagues dance school director mentors other teachers parents people with different access requirements representatives of dance societies students.
Sources may include:	print publications resources available through dance societies television shows websites.
Industry issues and trends may relate to:	Australian Guidelines for Dance Teachers Dance Industry Code of Ethics dance teaching methodologies emerging trends in different dance disciplines and genres employment opportunities for dancers safe dance practice.
Professional development activities may include:	industry events, such as: conferences expositions festivals workshops or seminars organised by dance societies or industry associations.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM601A Teach high level classical ballet dance technique

Modification History

Version	Comments
CUADTM601A	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 apply safe dance practice to the teaching of high level classical ballet dance techniques.

Application of the Unit

Private dance teachers who specialise in teaching classical ballet apply the skills and knowledge in this unit.

Typically these teachers are working in private dance studios, professional companies or venues where flooring is appropriate for the safe teaching of dance.

At this level, private dance teachers are working with students who already have well-developed technique and performance skills. Teaching methodologies, therefore, tend to be more tailored to individual needs. Students could also be involved in determining the structure of training programs, which could be based on a specific syllabus or set of teaching resources which the teacher has developed.

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. Prepare for dance classes	1.1. Ensure dance elements or movements for classes are safely sequenced 1.2. Identify and minimise the effect of risk factors relevant to the teaching of classical ballet classes 1.3. Check that learners are wearing appropriate practice clothing and footwear 1.4. Demonstrate appropriate warm-up techniques
2. Demonstrate high level classical ballet techniques	2.1. Demonstrate to learners correct posture and body alignment appropriate to high level classical ballet technique and movement 2.2. Demontrate isolation and coordination of the upper and lower body in highly complex movement sequences 2.3. Demonstrate balance, flexibility, coordination, stamina and control and articulation of individual body parts in an integrated manner in a range of techniques 2.4. Emphasise the importance of control, attention to detail and memory when demonstrating highly complex series of steps or enchaînements 2.5. Demonstrate the timing and phrasing relationship between classical ballet movement and the accompanying music through dance that displays, musicality, phrasing, sensitivity and a convincing interpretation at a high level 2.6. Follow safe dance practice in teaching activities 2.7. Demonstrate appropriate cool-down techniques
3. Maintain expertise	3.1. Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved 3.2. Use a range of sources to stay abreast of current industry issues and trends 3.3. Identify and participate in professional development activities as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situation

generate and communicate ideas

formulate responses to complex problems that may arise in a teaching context

group facilitation skills to ensure that:

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

learning skills to:

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

maintain own expertise by taking advantage of ongoing professional development opportunities

listening skills to:

monitor and adjust teaching as required

maintain correct tempo and phrasing in movement sequences

literacy skills to:

write and interpret instructions or feedback for the learners

identify, synthesise and evaluate information and concepts from a range of sources

problem-solving skills to:

memorise highly complex exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan teaching sessions

maintain an appropriate standard of personal presentation in a teaching context

technical skills to demonstrate high level classical ballet techniques, such as:

at the barre

in the centre

highly complex slow balancing, turning, and low, medium and high-elevation movements

highly complex enchaînements of ballet movements.

Required knowledge

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

classical ballet repertoire

classical ballet principles and techniques

dance teaching terminology

graded progress requirements according to dance society levels

issues and challenges that arise in the context of teaching classical ballet

OHS principles relevant to a teaching context

safe dance practice relevant to a teaching context

teaching and performance protocols.

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: demonstrate high level classical ballet technique apply safe dance practice in teaching activities, including correct warm-up and cool-down techniques demonstrate highly complex enchaînements within specified exercises demonstrate musicality, expression, phrasing and correct timing, tempo and sensitivity in movement sequences interact effectively and constructively with learners maintain expertise.
Context of and specific resources for assessment	Assessment must ensure access to: relevant resources and equipment opportunities for teaching high level classical ballet 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 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 teaching a high level classical ballet class case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and teaching a high level classical ballet class. 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: CUADTM508A Refine dance teaching methodologies.

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.

Risk factors may include:	inappropriate or worn-out footwear trip hazards in the venue or facility, for example power cords unsafe flooring.
Warm-up techniques may include:	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 and relevant stretching slow and deep breathing.
Body alignment refers to:	proper alignment of the torso, limbs, spine and shoulders, such as: ear over the shoulder over the hips knee over the ankle.
Techniques must relate to teaching the precise and highly competent execution of:	allegro: pas assemblé with ½ turns assemblé battu with ½ turns double assemblé battu jeté battu with ½ turns brisé volé 2 in a series (1 = volé front and back) pas ballonné en tournant ballotté at 90 degrees rond de jambe saute en tournant double rond de jambe saute sissonne collée grand pas de chat six de volé grande sissonne ouverte en tournant fouetté saute from de côté to de côté grand fouetté effacé saute grand jeté passé développé grand jeté renversé grand jeté en tournant to croisé or effacé grande cabriole fermée and ouverte in directions at 90 degrees temps levé à la seconde with a ½ turn en dedans renversé saute pas ciseaux en avant and en arrière jeté élancé en diagonale and en manège révérence temps de poisson brisé volé 4 in a series (1 = volé front and back) double sissonne en tournant also finished in open poses (male students only) double sissonne tombée en tournant (male students only) fouetté saute battu grand fouetté saute with ½ and ¾ turns grand fouetté saute battu (male students only) grand jeté entrelacé with fouetté grand jeté entrelacé battu double tours en l’air to the knee (male students only) double grand assemblé en tournant (male students only) double saute de basque (male students only) double demi-caractère saute de basque (male students only) saute de biche grand rond de jambe saute barre: battement tendu jeté in all directions with and without plié in ¼ counts battement tendu jeté in all directions with ⅛ and ¼ turns in ½ counts 3 in a series battement tendu pour batterie in 1 count battement piqué en rond in ½ counts rond de jambe par terre with ½ turns in 1 count rond de jambe par terre combined with soutenu en tournant in 1 count battement fondu in all directions to 90 degrees in 1 count battement fondu with tombé en tournant in 2 counts battement fondu with fouetté in 1 count double battement fondu in all directions at 45 degrees in 1 count ½ tours in all open positions at 45 and 90 degrees in 1 count single and double battement frappé in all directions in ½ counts single and double battement frappé in all directions with ¼ and ½ turns in 1 count petit battement serré sur le cou-de-pied en fondu battement battu serré devant and derrière grand temps relevé en tournant to the grand poses flic flac en tournant to the grand poses développé in all directions preceded by a single pirouette développé passé in all directions in 1 count développé passé en tournant in all directions développé ballotté in all directions in 2 counts développé balancé in all directions in 2 counts grand fouetté in 1 count grand rond de jambe in 2 counts passé par terre en tournant at 90 degrees grand battement jeté balançoire in 1 count grand battement jeté développé and enveloppé in all directions in 1 count grand battement jeté piqué with demi-rond in 1 count grand battement jeté with grand fouetté in 1 count single pirouettes finished in the grand poses double pirouettes sur le cou-de-pied and retiré also finished in the small and grand poses single tours piqué en dehors and single tours jeté en dedans battement tendu jeté on the demi-pointe in all directions in ½ counts grand rond de jambe jeté with relevé in 1 count battement fondu in all directions to 45 or 90 degrees with ¼ turns and ½ turns battement frappé to à la seconde only in ¼ counts triple frappés in all forms as double frappé temps relevé en tournant with a double turn at the discretion of the teacher temps relevé en tournant in the grand poses arabesque penchée and en arrière on the demi-pointe développé in all directions preceded by a double pirouette développé d’ici-delà on the demi-pointe grand battement jeté with full rond en dehors and en dedans to 90 degrees in 2 counts double pirouettes finished in the grand poses double pirouettes sur le cou-de-pied and retiré from grand plié up to 32 in series centre practice: rond de jambe par terre with ½ turns in 1 count single and double battement frappé in all directions with ⅛ turns in 1 count flic flac en tournant finishing demi-pointe arabesque penchée in 4th arabesque développé passé in 1 count développé en tournant to effacé devant grand fouetté with ½ and ¾ turns in 1 count grand fouetté écarté in 2 counts grand rond de jambe in 2 counts double pirouettes into double tour passé double grandes pirouettes single and double grandes pirouettes finished with a fouetté consecutive grandes pirouettes with plié-relevé up to 16 in a series grande pirouette sautillée in all the grand poses up to 16 counts fouetté rond de jambe en dehors up to 16 in series grand battement jeté in all forms as at the barre for this level, excluding grand battement jeté balançoire temps lié en tournant en l’air from grand plié in 8 counts grand plié with double pirouettes also finished in the grand poses grand plié with single grandes pirouettes grand fouetté écarté in 2 counts 16 in a series demi rond de jambe on the demi-pointe battements divisés en quatre in all directions and alignments with a ½ turn triple pirouettes en dehors and en dedans pirouettes en dehors and en dedans finished in all open positions on the demi-pointe fouetté rond de jambe en dehors.
Accompanying music may include:	instrumental live or recorded vocal.
Safe dance practice may include:	correct execution of dance 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 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.
Cool-down techniques may include:	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 and relevant stretching slow and deep breathing.
Relevant personnel may include:	colleagues dance school director mentors other teachers parents students.
Sources may include:	print publications resources available through dance societies television shows websites.
Industry issues and trends may relate to:	Australian Guidelines for Dance Teachers dance teaching methodologies emerging trends in different dance disciplines and genres employment opportunities for dancers safe dance practice.
Professional development activities may include:	industry events, such as: conferences expositions festivals workshops and seminars organised by dance societies or industry associations.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM602A Teach high level jazz dance technique

Modification History

Version	Comments
CUADTM602A	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 apply safe dance practice to the teaching of high level jazz dance techniques.

Application of the Unit

Private dance teachers who specialise in teaching jazz dance apply the skills and knowledge in this unit.

Typically these teachers are working in private dance studios, professional companies or venues where flooring is appropriate for the safe teaching of dance.

At this level, private dance teachers are working with students who already have well-developed technique and performance skills. Teaching methodologies, therefore, tend to be more tailored to individual needs. Students could also be involved in determining the structure of training programs, which could be based on a specific syllabus or set of teaching resources which the teacher has developed.

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. Prepare for dance classes	1.1. Ensure dance elements or movements for classes are safely sequenced 1.2. Identify and minimise the effect of risk factors relevant to the teaching of jazz dance classes 1.3. Check that learners are wearing appropriate practice clothing and footwear 1.4. Demonstrate appropriate warm-up techniques
2. Demonstrate high level jazz dance techniques	2.1. Demonstrate to learners correct posture and body alignment appropriate to high level jazz dance technique and movement 2.2. Demonstrate isolation and coordination of the upper and lower body in highly complex movement sequences 2.3. Demonstrate precise and highly competent execution of balance, flexibility, stamina, coordination, weight transfer and control and articulation of individual body parts in an integrated manner in a range of techniques 2.4. Emphasise the importance of control, attention to detail and memory when demonstrating highly complex series of steps or enchaînements 2.5. Demonstrate the timing and phrasing relationship between high level jazz dance movement and the accompanying music through dance that displays musicality, phrasing, sensitivity and correct timing 2.6. Follow safe dance practice in teaching activities 2.7. Demonstrate appropriate cool-down techniques
3. Maintain expertise	3.1. Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved 3.2. Use a range of sources to stay abreast of current industry issues and trends 3.3. Identify and participate in professional development activities as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situation

generate and communicate ideas

formulate responses to complex problems that may arise in a teaching context

group facilitation skills to ensure that:

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

learning skills to:

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

maintain own expertise by taking advantage of ongoing professional development opportunities

listening skills to:

monitor and adjust teaching as required

maintain correct tempo, musical sensitivity, awareness and phrasing in movement sequences

literacy skills to:

write and interpret instructions or feedback for the learners

identify, synthesise and evaluate information and concepts from a range of sources

problem-solving skills to:

memorise highly complex exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan teaching sessions

maintain an appropriate standard of personal presentation in a teaching context

technical skills to demonstrate high level jazz dance techniques, such as:

at the barre

in the centre

highly complex balancing, well-controlled turning, and low, medium and high-elevation movements

enchaînements of highly complex jazz dance movements.

Required knowledge

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of joint motion

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

dance teaching terminology

graded progress requirements according to dance society levels

jazz dance repertoire

jazz dance principles, characteristics and techniques

issues and challenges that arise in the context of teaching jazz dance

OHS principles relevant to a teaching context

safe dance practice relevant to a teaching context

teaching and performance protocols.

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: demonstrate high level jazz dance technique apply safe dance practice in teaching activities, including correct warm-up and cool-down techniques demonstrate highly complex enchaînements, combinations and sentences within specified exercises, e.g. allegro, elevation demonstrate musicality, expression, phrasing and correct timing, tempo and sensitivity in movement sequences interact effectively and constructively with learners maintain expertise.
Context of and specific resources for assessment	Assessment must ensure access to: relevant resources and equipment opportunities for teaching high level jazz dance in either a real or simulated situation a venue with adequate space and appropriate flooring, such as a sprung or tarkett floor.
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 direct observation, or video recordings, of candidate teaching a high level jazz dance class case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and teaching a high level jazz dance class. 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: CUADTM508A Refine dance teaching methodologies.

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.

Risk factors may include:	inappropriate or worn-out footwear trip hazards in the venue or facility, for example power cords unsafe flooring.
Warm-up techniques may include:	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 and relevant stretching slow and deep breathing.
Body alignment refers to:	proper alignment of the torso, limbs, spine and shoulders, such as: ear over the shoulder over the hips knee over the ankle.
Techniques must relate to teaching the precise and highly competent execution of:	adage awareness of personal and general space when travelling and stationary fluid control of pirouettes with directional change fouettés grand battement isocentric and polycentric isolations interpreting rhythm to movement jumps and leaps knee spins pliés posés piqués and châinés box style steady balance on supporting leg working towards a 90-degree angle stretches tendu lifts using arm lines appropriately and extensively working in a cohesive partnership with a peer, interpreting a dance style.
Accompanying music may include:	instrumental live or recorded vocal.
Safe dance practice may include:	correct execution of dance 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 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.
Cool-down techniques may include:	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.
Relevant personnel may include:	colleagues dance school director mentors other teachers parents students.
Sources may include:	print publications resources available through dance societies television shows websites.
Industry issues and trends may relate to:	Australian Guidelines for Dance Teachers dance teaching methodologies emerging trends in different dance disciplines and genres employment opportunities for dancers safe dance practice.
Professional development activities may include:	industry events, such as: conferences expositions festivals workshops and seminars organised by dance societies or industry associations.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM603A Teach high level contemporary dance technique

Modification History

Version	Comments
CUADTM603A	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 apply safe dance practice to the teaching of high level contemporary dance techniques.

Application of the Unit

Private dance teachers who specialise in teaching contemporary dance apply the skills and knowledge in this unit.

Typically these teachers are working in private dance studios, professional companies or venues where flooring is appropriate for the safe teaching of dance.

At this level, private dance teachers are working with students who already have well-developed technique and performance skills. Teaching methodologies, therefore, tend to be more tailored to individual needs. Students could also be involved in determining the structure of training programs, which could be based on a specific syllabus or set of teaching resources which the teacher has developed.

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. Prepare for dance classes	1.1. Ensure dance elements or movements for classes are safely sequenced 1.2. Identify and minimise the effect of risk factors relevant to the teaching of contemporary dance classes 1.3. Check that learners are wearing appropriate practice clothing and footwear 1.4. Demonstrate appropriate and warm-up techniques
2. Demonstrate high level contemporary dance techniques	2.1. Demonstrate to learners correct posture and body alignment appropriate to high level contemporary dance technique and movement 2.2. Demonstrate isolation and coordination of the upper and lower body in highly complex movement sequences 2.3. Demonstrate precise and highly competent execution of balance, flexibility, stamina, coordination, weight transfer and control and articulation of individual body parts in an integrated manner in a range of techniques 2.4. Emphasise the importance of control, attention to detail and memory when demonstrating highly complex series of steps or enchaînements 2.5. Demonstrate timing and phrasing relationship between high level contemporary dance movement and accompanying music through dance that displays musicality, phrasing, sensitivity and correct timing 2.6. Follow safe dance practice in teaching activities 2.7. Demonstrate appropriate cool-down techniques
3. Maintain expertise	3.1. Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved 3.2. Use a range of sources to stay abreast of current industry issues and trends 3.3. Identify and participate in professional development activities as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situation

generate and communicate ideas

formulate responses to complex problems that may arise in a teaching context

group facilitation skills to ensure that:

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

learning skills to:

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

maintain own expertise by taking advantage of ongoing professional development opportunities

listening skills to:

monitor and adjust teaching as required

maintain correct tempo, musical sensitivity, awareness and phrasing in movement sequences

literacy skills to:

write or interpret instructions and feedback for the learners

identify, synthesise and evaluate information and concepts from a range of sources

problem-solving skills to:

memorise high level exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan teaching sessions

maintain an appropriate standard of personal presentation in a teaching context

technical skills to demonstrate high level contemporary dance techniques, such as:

at the barre

in the centre

highly complex balancing, turning, and low, medium and high-elevation movements

highly complex enchaînements of contemporary dance movements.

Required knowledge

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

contemporary dance repertoire

contemporary dance principles, characteristics and techniques

dance teaching terminology

graded progress requirements according to dance society levels

issues and challenges that arise in the context of teaching contemporary dance

OHS principles relevant to a teaching context

safe dance practice relevant to a teaching context

teaching and performance protocols.

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: demonstrate high level contemporary dance technique apply safe dance practice in teaching activities, including correct warm-up and cool-down techniques demonstrate highly complex enchaînements, combinations and sentences within specified exercises, e.g. allegro, elevation demonstrate musicality, expression, phrasing and correct timing, tempo and sensitivity in movement sequences interact effectively and constructively with learners maintain expertise.
Context of and specific resources for assessment	Assessment must ensure access to: relevant resources and equipment opportunities for teaching high level contemporary dance in either a real or simulated situation a venue with adequate space and appropriate flooring, such as a sprung or tarkett floor.
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 direct observation, or video recordings, of candidate teaching a high level contemporary dance class case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and teaching a high level contemporary dance class. 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: CUADTM508A Refine dance teaching methodologies.

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.

Risk factors may include:	inappropriate or worn-out footwear trip hazards in the venue or facility, for example power cords unsafe flooring.
Warm-up techniques may include:	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 and relevant stretching slow and deep breathing.
Body alignment refers to:	proper alignment of the torso, limbs, spine and shoulders, such as: ear over the shoulder over the hips knee over the ankle skeletal alignment throughout movements.
Techniques must relate to teaching the precise and highly competent execution of:	changing directions changing facings changing sides (left to right) conveying emotions through dance correct posture, weight placement and alignment awareness of personal and general space when travelling and stationary energy placement techniques, such as: moving energy from the centre of the body to the outer extremities shifting weight moving from a standing position to the floor and vice versa executing leaps landing from jumps interpreting rhythm to movement isocentric and polycentric isolations lifting techniques responding to different time signatures strengthening flexibility, such as: floor work splits stretches développés and contractions lunges curves arches rotations using shape when moving in physically dynamic sequences using arm lines appropriately and extensively working in a cohesive partnership with a peer, interpreting a dance style.
Accompanying music may include:	instrumental live or recorded vocal.
Safe dance practice may include:	correct execution of dance 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 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.
Cool-down techniques may include:	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 and relevant stretching slow and deep breathing.
Relevant personnel may include:	colleagues dance school director mentors other teachers parents students.
Sources may include:	print publications resources available through dance societies television shows websites.
Industry issues and trends may relate to:	Australian Guidelines for Dance Teachers dance teaching methodologies emerging trends in different dance disciplines or genres employment opportunities for dancers safe dance practice.
Professional development activities may include:	industry events, such as: conferences expositions festivals workshops and seminars organised by dance societies or industry associations.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM604A Teach high level tap dance technique

Modification History

Version	Comments
CUADTM604A	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 apply safe dance practice to the teaching of high level tap dance techniques.

Application of the Unit

Private dance teachers who specialise in teaching tap dance apply the skills and knowledge in this unit.

Typically these teachers are working in private dance studios, professional companies or venues where flooring is appropriate for the safe teaching of dance.

At this level, private dance teachers are working with students who already have well-developed technique and performance skills. Teaching methodologies, therefore, tend to be more tailored to individual needs. Students could also be involved in determining the structure of training programs, which could be based on a specific syllabus or set of teaching resources which the teacher has developed.

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. Prepare for dance classes	1.1. Ensure dance elements and movements for classes are safely sequenced 1.2. Identify and minimise the effect of risk factors relevant to the teaching of tap dance classes 1.3. Check that learners are wearing appropriate practice clothing and footwear 1.4. Demonstrate appropriate warm-up techniques
2. Demonstrate high level tap dance techniques	2.1. Demonstrate to learners correct posture and body alignment appropriate to high level tap dance technique and movement 2.2. Demonstrate isolation and coordination of the upper and lower body in highly complex movement sequences 2.3. Demonstrate precise and highly competent execution of balance, flexibility, stamina, coordination, weight transfer and control and articulation of individual body parts in an integrated manner in a range of techniques 2.4. Emphasise the importance of control, attention to detail and memory when demonstrating highly complex series of steps or enchaînements 2.5. Demonstrate timing and phrasing relationship between high level tap dance movement and accompanying music through dance that displays musicality, phrasing, sensitivity and correct timing 2.6. Follow safe dance practice in teaching activities 2.7. Demonstrate appropriate cool-down techniques
3. Maintain expertise	3.1. Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved 3.2. Use a range of sources to stay abreast of current industry issues and trends 3.3. Identify and participate in professional development activities as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situation

generate and communicate ideas

formulate responses to complex problems that may arise in a teaching context

group facilitation skills to ensure that:

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

learning skills to:

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

maintain own expertise by taking advantage of ongoing professional development opportunities

listening skills to:

monitor and adjust teaching as required

maintain correct tempo, musical sensitivity, awareness and phrasing in movement sequences

literacy skills to:

write and interpret instructions or feedback for the learners

identify, synthesise and evaluate information and concepts from a range of sources

problem-solving skills to:

memorise highly complex exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan teaching sessions

maintain an appropriate standard of personal presentation in a teaching context

technical skills to demonstrate high level tap dance techniques, such as:

at the barre

in the centre

highly complex balancing, turning, and low and medium and high-elevation movements

highly complex enchaînements of tap dance movements.

Required knowledge

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of joint motion

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

dance teaching terminology

graded progress requirements according to dance society levels

issues and challenges that arise in the context of teaching tap dance

OHS principles relevant to a teaching context

safe dance practice relevant to a teaching context

tap dance repertoire

tap dance principles and techniques

teaching and performance protocols.

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: demonstrate high level tap dance technique apply safe dance practice in teaching activities, including correct warm-up and cool-down techniques demonstrate highly complex enchaînements, combinations and sentences within specified exercises demonstrate musicality, expression, phrasing and correct timing, tempo and sensitivity in movement sequences interact effectively and constructively with learners maintain expertise.
Context of and specific resources for assessment	Assessment must ensure access to: relevant resources and equipment opportunities for teaching high level tap dance in either a real or simulated situation access to a venue with adequate space and appropriate flooring, such as a sprung or tarkett floor.
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 direct observation, or video recordings, of candidate teaching a high level tap dance class case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and teaching a high level tap dance class. 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: CUADTM508A Refine dance teaching methodologies.

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.

Risk factors may include:	inappropriate or worn-out footwear trip hazards in the venue or facility, for example power cords unsafe flooring.
Warm-up techniques may include:	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 and relevant stretching slow and deep breathing.
Body alignment refers to:	proper alignment of the torso, limbs, spine and shoulders, such as: ear over the shoulder over the hips knee over the ankle.
Techniques must relate to teaching the precise and highly competent execution of:	correct posture and alignment when in motion dancing in time with the music controlled looseness of ankle and knee joints focus with body awareness safe dance practice in jumping and faster travelling steps wings with clean individual sounds for the required number of wing beats maintaining clean, clear beats when performing close work maintaining good timing without music complex turns while maintaining a high level of technique producing clean, clear, high quality tap sound.
Accompanying music may include:	instrumental live or recorded vocal.
Safe dance practice may include:	correct execution of dance 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 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.
Cool-down techniques may include:	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 and relevant stretching slow and deep breathing.
Relevant personnel may include:	colleagues dance school director mentors other teachers parents students.
Sources may include:	print publications resources available through dance societies television shows websites.
Industry issues and trends may relate to:	Australian Guidelines for Dance Teachers dance teaching methodologies emerging trends in different dance disciplines or genres employment opportunities for dancers safe dance practice.
Professional development activities may include:	industry events, such as: conferences expositions festivals workshops and seminars organised by dance societies or industry associations.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM605A Teach high level cultural dance technique

Modification History

Version	Comments
CUADTM605A	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 apply safe dance practice to the teaching of high level cultural dance techniques.

Application of the Unit

Private dance teachers who specialise in teaching cultural dance apply the skills and knowledge in this unit.

Typically these teachers are working in private dance studios, professional companies or venues where flooring is appropriate for the safe teaching of dance.

At this level, private dance teachers are working with students who already have well-developed technique and performance skills. Teaching methodologies, therefore, tend to be more tailored to individual needs. Students could also be involved in determining the structure of training programs, which could be based on a specific syllabus or set of teaching resources which the teacher has developed.

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. Prepare for dance classes	1.1. Ensure dance elements or movements for classes are safely sequenced 1.2. Identify and minimise the effect of risk factors relevant to the teaching of cultural dance classes 1.3. Check that learners are wearing appropriate practice clothing and footwear 1.4. Demonstrate appropriate warm-up techniques
2. Demonstrate high level cultural dance techniques	2.1. Demonstrate to learners correct posture and body alignment appropriate to high level cultural dance technique and movement 2.2. Demonstrate isolation and coordination of the upper and lower body in highly complex movement sequences 2.3. Demonstrate precise and highly competent execution of balance, flexibility, stamina, coordination, weight transfer and control and articulation of individual body parts in an integrated manner in a range of techniques 2.4. Emphasise the importance of control, attention to detail and memory when demonstrating highly complex series of steps or enchaînements 2.5. Emphasise importance of using presentation, rhythm and style appropriate to the particular dynamics of the cultural dance 2.6. Demonstrate timing and phrasing relationship between high level cultural dance movement and accompanying music through dance that displays musicality, phrasing, correct timing and strong rhythmic interpretation 2.7. Follow safe dance practice in teaching activities 2.8. Demonstrate appropriate cool-down techniques
3. Maintain expertise	3.1. Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved 3.2. Use a range of sources to stay abreast of current industry issues and trends 3.3. Identify and participate in professional development activities as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situation

generate and communicate ideas

formulate responses to complex problems that may arise in a teaching context

group facilitation skills to ensure that:

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

learning skills to:

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

maintain own expertise by taking advantage of ongoing professional development opportunities

listening skills to:

monitor and adjust teaching as required

maintain correct tempo, musical sensitivity, awareness and phrasing in movement sequences

literacy skills to:

write or interpret instructions and feedback for the learners

identify, synthesise and evaluate information and concepts from a range of sources

problem-solving skills to:

memorise highly complex exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan teaching sessions

maintain an appropriate standard of personal presentation in a teaching context

technical skills to demonstrate poise, rhythm, presentation and dynamics in high level cultural dance techniques, such as:

at the barre

in the centre

slow balancing, turning, and steps of elevation and high elevation

highly complex enchaînements of cultural dance movements.

Required knowledge

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

cultural aspects of each cultural dance style, including geographical origins, social aspects, dance customs, costume and influences

cultural dance repertoire

cultural dance principles and techniques

dance teaching terminology

graded progress requirements according to dance society levels

issues and challenges that arise in the context of teaching cultural dance

OHS principles relevant to a teaching context

safe dance practice relevant to a teaching context

teaching and performance protocols.

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: demonstrate high level cultural dance technique in a minimum of two cultural dance styles apply safe dance practice in teaching activities, including correct warm-up and cool-down techniques demonstrate highly complex enchaînements, combinations and sentences within specified exercises demonstrate musicality, expression, phrasing and correct timing, tempo and sensitivity in movement sequences interact effectively and constructively with learners maintain expertise.
Context of and specific resources for assessment	Assessment must ensure access to: relevant resources and equipment opportunities for teaching high level cultural dance 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 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 teaching a high level cultural dance class case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and teaching a high level cultural dance class. 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: CUADTM508A Refine dance teaching methodologies.

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.

Risk factors may include:	inappropriate or worn-out footwear trip hazards in the venue or facility, for example power cords unsafe flooring.
Cultural dance styles may include:	Aboriginal and Torres Strait Islander African belly dancing Egyptian Hungarian Irish Khmer magical, mystical, spiritual Pacific Islander Polish ritual or sacred Russian Scottish Spanish.
Warm-up techniques may include:	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 and relevant stretching slow and deep breathing.
Body alignment refers to:	proper alignment of the torso, limbs, spine and shoulders, such as: ear over the shoulder over the hips knee over the ankle.
Techniques must relate to teaching the precise and highly competent execution of:	applying movement techniques to specific cultural dance styles balance body alignment a range of complex steps specific to a cultural dance style, such as: Spanish Russian Greek Aboriginal and Torres Strait Islander Indian belly dancing exercises and sequences incorporating air work, e.g. rolls floor work focusing eyes and mind while performing improvisational techniques locomotor movements maintaining rhythm and tempo non-locomotor movements placement and coordination of body parts strength and stability transference of weight working at differing tempos working on centre and off centre.
Accompanying music may include:	instrumental folk or traditional live or recorded vocal.
Safe dance practice may include:	correct execution of dance 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 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.
Cool-down techniques may include:	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 and relevant stretching slow and deep breathing.
Relevant personnel may include:	colleagues dance school director mentors other teachers parents students.
Sources may include:	print publications resources available through dance societies television shows websites.
Industry issues and trends may relate to:	Australian Guidelines for Dance Teachers dance teaching methodologies emerging trends in different dance disciplines and genres employment opportunities for dancers safe dance practice.
Professional development activities may include:	industry events, such as: conferences expositions festivals workshops and seminars organised by dance societies or industry associations.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUADTM606A Teach high level dance technique

Modification History

Version	Comments
CUADTM606A	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 apply safe dance practice to the teaching of high level techniques in any dance style.

Application of the Unit

Private dance teachers who specialise in teaching any style of dance apply the skills and knowledge in this unit.

Typically these teachers are working in private dance studios, professional companies or venues where flooring is appropriate for the safe teaching of dance.

At this level, private dance teachers are working with students who already have well-developed technique and performance skills. Teaching methodologies, therefore, tend to be more tailored to individual needs. Students could also be involved in determining the structure of training programs, which could be based on a specific syllabus or set of teaching resources which the teacher has developed.

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. Prepare for dance classes	1.1. Ensure dance elements or movements for classes are safely sequenced 1.2. Identify and minimise the effect of risk factors relevant to the teaching of classes in any dance style 1.3. Check that learners are wearing appropriate practice clothing and footwear 1.4. Demonstrate appropriate warm-up techniques
2. Demonstrate high level dance techniques	2.1. Demonstrate to learners correct posture and body alignment appropriate to high level techniques and movement in chosen dance style 2.2. Demonstrate isolation and coordination of the upper and lower body in highly complex movement sequences 2.3. Demonstrate precise and highly competent execution of balance, flexibility, stamina, coordination, weight transfer and control and articulation of individual body parts in an integrated manner in a range of techniques 2.4. Emphasise the importance of control, attention to detail and memory when demonstrating highly complex series of steps or enchaînements 2.5. Demonstrate the timing and phrasing relationship between high level dance movement and the accompanying music through dance that displays musicality, phrasing, sensitivity and correct timing 2.6. Follow safe dance practice in teaching activities 2.7. Demonstrate appropriate cool-down techniques
3. Maintain expertise	3.1. Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved 3.2. Use a range of sources to stay abreast of current industry issues and trends 3.3. Identify and participate in professional development activities as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situation

generate and communicate ideas

formulate responses to complex problems that may arise in a teaching context

group facilitation skills to ensure that:

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

learning skills to:

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

maintain own expertise by taking advantage of ongoing professional development opportunities

listening skills to:

monitor and adjust teaching as required

maintain correct tempo, musical sensitivity, awareness and phrasing in movement sequences

literacy skills to:

write or interpret instructions and feedback

identify, synthesise and evaluate information and concepts from a range of sources

problem-solving skills to:

memorise highly complex exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan teaching sessions

maintain an appropriate standard of personal presentation in a teaching context

technical skills to demonstrate high level techniques in chosen dance style, such as:

at the barre

in the centre

highly complex balancing, well-controlled turning, and low and medium and high-elevation movements

enchaînements of highly complex dance movements.

Required knowledge

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of joint motion

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

Dance Industry Code of Ethics

dance teaching terminology

graded progress requirements according to dance society levels

repertoire in chosen dance style

principles, characteristics and techniques in chosen dance style

issues and challenges that arise in the context of teaching dance at a high level

OHS principles relevant to a teaching context

safe dance practice relevant to a teaching context

teaching and performance protocols.

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: demonstrate high level technique in chosen dance style apply safe dance practice in teaching activities, including correct warm-up and cool-down techniques demonstrate highly complex enchaînements, combinations or sentences within specified exercises, e.g. allegro, elevation demonstrate musicality, expression, phrasing and correct timing, tempo and sensitivity in movement sequences interact effectively and constructively with learners maintain expertise.
Context of and specific resources for assessment	Assessment must ensure access to: relevant resources and equipment opportunities for teaching high level technique in chosen dance style in either a real or simulated situation a venue with adequate space and appropriate flooring, such as a sprung or tarkett floor.
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 direct observation, or video recordings of candidate teaching a high level dance class case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and teaching a high level dance class. 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: CUADTM508A Refine dance teaching methodologies.

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.

Risk factors may include:	inappropriate or worn-out footwear trip hazards in the venue or facility, for example power cords unsafe flooring.
Dance styles may include:	ballet bodyweather and butoh contemporary creative cultural, such as: Aboriginal and Torres Strait Islander African belly dancing Egyptian Hungarian Irish Khmer magical, mystical, spiritual dance Pacific Islander Polish ritual or sacred Russian Scottish Spanish jazz modern social street tap wheelchair.
Warm-up techniques may include:	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 and relevant stretching slow and deep breathing.
Body alignment refers to:	proper alignment of the torso, limbs, spine and shoulders, such as: ear over the shoulder over the hips knee over the ankle.
Techniques must relate to teaching the precise and highly competent execution of a wide range of techniques, such as:	adage awareness of personal and general space when travelling and stationary fluid control of pirouettes with directional change fouettés grand battement improvisation isocentric and polycentric isolations interpreting rhythm to movement jumps and leaps knee spins pliés pose piqués and châinés box style steady balance on supporting leg working towards a 90-degree angle stretches techniques and steps relevant to the chosen dance style tendu lifts using arm lines appropriately and extensively working in a cohesive partnership with a peer and interpreting a dance style.
Accompanying music may include:	instrumental live or recorded vocal.
Safe dance practice may include:	correct execution of dance 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 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.
Cool-down techniques may include:	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 and relevant stretching slow and deep breathing.
Relevant personnel may include:	colleagues dance school director mentors other teachers parents representatives of dance societies students.
Sources may include:	print publications resources available through dance societies television shows websites.
Industry issues and trends may relate to:	Australian Guidelines for Dance Teachers Dance Industry Code of Ethics dance teaching methodologies emerging trends in different dance disciplines and genres employment opportunities for dancers safe dance practice.
Professional development activities may include:	industry events, such as: conferences expositions festivals workshops and seminars organised by dance societies or industry associations.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.

CUAIND301A Work effectively in the creative arts industry

Modification History

Version	Comments
CUAIND301A	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 work effectively in the creative arts industry. These include relationship building, negotiation techniques, work prioritisation and personal development.

Application of the Unit

People working in the creative arts industry apply the skills and knowledge described in this unit. They could be dancers, musicians, actors, cabaret performers, street performers, entertainment administrators, reviewers, film makers and public artists.

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. Maintain currency of own industry knowledge	1.1. Identify trends in the industry using appropriate sources of information 1.2. Identify likely effects of industry trends on own work practices 1.3. In consultation with appropriate persons, identify learning opportunities to upgrade own skills and take advantage of trends and emergent technologies 1.4. Undertake identified learning opportunities to improve own work practices
2. Establish effective contractual relationships	2.1. Establish effective contractual relationships based on goodwill, trust and respect 2.2. Share information and ideas with others in ways that engender goodwill, trust and respect 2.3. Use effective negotiation techniques to identify realistic solutions to contractual issues 2.4. Discuss, confirm and formally document agreements and contracts with appropriate persons 2.5. Maintain contractual relationships through regular contact and effective communication
3. Complete work tasks effectively	3.1. Establish and maintain a positive personal work ethic 3.2. Negotiate and agree on prioritised work tasks and established deadlines with appropriate persons 3.3. Identify and plan for factors that may affect the completion of work tasks within deadlines 3.4. Complete work tasks within deadlines according to legislative and regulatory requirements 3.5. Observe copyright and intellectual property obligations when using material downloaded from the internet 3.6. Follow procedures to minimise the environmental impact of work activities on the environment 3.7. Seek feedback on own work performance from appropriate persons and adjust in order to improve work practices

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

conduct negotiations to identify realistic solutions to contractual issues

establish and maintain contractual relationships through regular contact

share industry information with colleagues and peers

learning skills to:

identify opportunities to maintain and enhance work performance

seek feedback and integrate constructive advice into own work performance

literacy skills to read and understand industry information and terminology

self-management and learning skills to:

prioritise work tasks

work within deadlines

monitor own work and introduce strategies to improve performance

problem-solving skills to:

identify and plan for factors affecting completion of work tasks within deadlines

recognise and resolve workplace issues when implementing new technology.

Required knowledge

well-developed knowledge of:

different sectors of the creative arts industry and their interrelationships

terminology associated with relevant industry sector

issues of etiquette and ethics as they apply to key work areas within the industry

key work areas within the industry, how they interrelate, and key roles and responsibilities

sources of information on the industry and ways of maintaining current industry knowledge

overview knowledge of:

awards and conditions of employment

copyright issues, such as:

consequences of infringing copyright

current funding and production environment

how copyright can be enforced

organisations that deal with copyright

who owns copyright and how it can be protected

legal issues that affect negotiations and contracts

major industry production and marketing issues

nature, role and functions of unions and employer associations, including rights and responsibilities of employers and employees

OHS requirements relevant to particular work contexts

current and emerging technologies used within the relevant industry sector.

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: apply information about industry trends to own work practice establish work and contractual relationships comply with requirements of relevant legislation and regulations prioritise work tasks work collaboratively with others.
Context of and specific resources for assessment	Assessment must ensure access to environments where: negotiation techniques can be applied to solve work and contractual issues work performance can be monitored and learning opportunities accessed work tasks can be prioritised and completed within deadlines.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following assessment methods are appropriate for this unit: case studies to assess candidate’s ability to prioritise work tasks, monitor work performance and identify learning opportunities direct observation of candidate establishing and participating in work and contractual relationships direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance oral or written questioning to assess knowledge of new technology that affects work practices problem-solving activities to assess candidate’s negotiating skills. 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.

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.

Trends may include:	changing nature of work or industry structures changes to the mix of skills and knowledge required in different areas of the industry. entertainment industry trends, such as: alliances with allied technologies and businesses new forms of marketing, branding and product placement new equipment and technology new terminology occupations that are disappearing and how they are being replaced opportunities for increased airplay of performances through: digital television internet mobile phones social, political and environmental developments.
Industry includes:	ballet cabaret charitable events concerts corporate theatre and communication cultural events dance competitions dance performances drama festivals filmed performances public art installations screen and media industry sporting events street performance.
Sources of information may include:	copyright: Australian Copyright Council copyright collection societies discussions with innovative industry practitioners electronic and print media employee associations union representatives and other sources of industrial relations information events, such as: community activities conferences exhibitions expositions festivals industry functions social events trade fairs government bodies and associated publications induction kits industry associations internet libraries and archives personal observations and experience policy and procedures manuals reference books, industry information sheets, magazines and journals retail and wholesale suppliers of products and services technical publications.
Appropriate persons may include:	artist managers booking agents business or financial managers choreographers colleagues or peers copyright and royalties managers designers directors legal advisers managers marketing and promotions officers mentors or teachers performers presenters producers production managers promoters publishers representatives of dance societies sound mixers or technicians sponsors supervisors suppliers technical crew technicians union or industry association representatives venue managers writers.
Learning opportunities may include:	attending industry events, including: conferences conventions exhibitions expositions festivals functions performances professional competitions and awards trade fairs reading industry publications, such as: electronic or print media information sheets technical or reference manuals undertaking professional development activities: career planning and development coaching, mentoring and supervision formal and informal learning programs internal and external training programs master classes performance appraisals personal study seminars symposiums work experience or work exchange workshops.
Negotiation techniques may include:	adopting collaborative negotiating style assessing strengths and weaknesses of opposing positions and determining viable alternatives clarifying purpose, content and desired outcomes communicating results to parties within appropriate timeframes ensuring final position is agreed and understood by parties identifying consequences of non-agreements maintaining contact with parties managing conflict and disagreement between parties negotiating in a professional manner taking into account input from all parties treating parties courteously and in ways that acknowledge their contribution using effective questioning techniques: closed questions open questions reflective questions.
Contractual issues may include:	budget share copyright insurance OHS performance fees and rate negotiations film, recording and distribution rights remuneration rights to and use of material royalties specifications for equipment and materials taxation terms and conditions of contracts terms and conditions of employment work roles and responsibilities.
Agreements and contracts may include:	agency agreements individual performance agreements industrial awards marketing and distribution agreements service, supply and location contracts workplace relations agreements.
Work ethic may refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
Factors may include:	availability of resources and materials budget constraints competing work demands environmental factors, e.g. weather technology and equipment breakdowns unforeseen incidents workplace hazards, risks and controls.
Legislative and regulatory requirements may include:	anti-discrimination business compliance consumer protection contempt of court and parliament copyright, moral rights, intellectual property, licensing and royalty defamation duty of care environmental issues equal employment opportunity insurance libel obscenity OHS plagiarism privacy and confidentiality quality assurance racial vilification slander taxation workplace and industrial relations laws and awards.
Material may include:	music video clips images text.
Procedures may include:	measures to reduce energy consumption, such as: using light emitting diode (LED) lights using fluorescent light bulbs turning lights off recycling: waste paper tins cardboard bottles reducing water usage sweeping rather than hosing maintaining biodiversity protecting the natural habitat from damage awareness of air quality and noise.

Unit Sector(s)

Performing arts - industry context

Custom Content Section

Not applicable.

CUAIND302A Develop and maintain relationships with Indigenous Australian performance mentors

Modification History

Version	Comments
CUAIND302A	This version first released with CUA11 Live Performance Training Package version 1.0

Unit Descriptor

This unit describes the skills and knowledge required to connect with Indigenous Australian traditions and to establish and maintain effective professional relationships with Aboriginal and Torres Strait Islander performance mentors.

The knowledge required to achieve competency in this unit may only be accessible to Aboriginal and Torres Strait Islander people and may be the cultural and intellectual property of specific communities. Respect and maintenance of community protocols would need to be adhered to. Organisations delivering this unit would be expected to work closely with the local Aboriginal and Torres Strait Islander community or Community Advisory Board (CAB). Information on the composition and role of CABs is provided in the Assessment Guidelines in CUA11 Live Performance Training Package.

The unit has been developed and written in the context of Indigenous Australians maintaining control of their cultural heritage and directing if and how this heritage may be passed on and assessed. It is intended to be delivered by and to Indigenous Australians.

Application of the Unit

The skills and knowledge outlined in this unit apply to Indigenous Australian performing artists who wish to enhance their performance of culturally appropriate dance activities through mentoring arrangements. The unit is also relevant to individuals whose work requires them to observe industry protocols, copyright requirements and Aboriginal and Torres Strait Islander protocols.

Mentoring with Indigenous Australians who have specific cultural knowledge and heritage is an essential step in maintaining current knowledge and building effective networks.

Work performed requires a range of well-developed skills where some discretion and judgment are required and individuals are expected to take responsibility for their own outputs.

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. Establish and confirm links with own heritage or Indigenous Australian traditions	1.1. Collect appropriate information on features of family, culture and knowledge of own language, region or country from identified holders and custodians of information 1.2. Approach community members and custodians or elders in culturally appropriate ways showing respect for local Indigenous culture and customs 1.3. Determine own Aboriginal and Torres Strait Islander identity in relation to ways in which culture and family may inform performing arts practice 1.4. Explore past and present roles of individuals, families and communities or societies in performing arts practice 1.5. Document cultural beliefs and values related to artistic performance, including cultural significance, economic significance and nature of performing arts within the community 1.6. Develop and document, in consultation with elders, custodians and mentors, a connection to cultural tradition and current practice 1.7. Identify methods to demonstrate the compliance of cultural maintenance against theft and exploitation in relation to performing professional Australian Indigenous dance
2. Negotiate the terms of relationships with mentors	2.1. Determine benefits of, and need for, a mentoring plan between the mentor and mentee 2.2. Negotiate timeframes and outcomes for each party and rules of interaction for the mentoring program 2.3. Agree on reporting methods or reporting technology and collate negotiated outcomes for the mentoring relationship 2.4. Evaluate and document mentoring program against agreed outcomes
3. Maintain good professional relations with mentors	3.1. Communicate in culturally appropriate ways that show respect for local Aboriginal and Torres Strait Islander culture and customs 3.2. Behave consistently and with respect for mentors, those in cultural authority and those with expertise 3.3. Perform dance movements and activities which appropriately express cultural context and according to cultural, copyright and intellectual property requirements 3.4. Adhere to cultural, professional and performance direction from the mentor or cultural custodians 3.5. Respond to opportunities to enhance cultural and technical skills and knowledge

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication and teamwork skills to:

research and use appropriate cultural communication skills, including:

cross-cultural

cross-gender

gender-specific

interpersonal

respond appropriately to feedback on own skill development and performance

participate in mentoring arrangements with Aboriginal and Torres Strait Islander people

implement conflict management and negotiation skills as required

initiative and enterprise skills to observe protocols appropriate to the Aboriginal and Torres Strait Islander community in performances

learning skills to:

identify environmental and cultural sustainability mechanisms

investigate and employ relevant cultural protocols and culturally appropriate communication

participate in developing and implementing strategies to maintain mentor relationships

literacy skills to:

document, monitor and review mentoring arrangements with Aboriginal and Torres Strait Islander people

undertake research and interpret research findings

planning and organising skills to meet work requirements and make informed decisions

problem-solving skills to negotiate with others and achieve consensus on agreed outcomes

self-management skills to seek and follow advice as required

technology skills to:

develop documentation for reporting in standard word processing programs

search for and download information from the internet.

Required knowledge

cultural values and major features in contemporary Indigenous Australian cultures, including:

cultural diversity: cultural groupings, skin, country and language groups

family structures, kinship, women’s roles, men’s roles

relationship to land and customs

racism and discrimination

issues that may affect an individual’s cultural identity

values

traditional law and economy

history and roles of the arts in Aboriginal and Torres Strait Islander cultures

ways in which cultural values and protocols may affect work practices in different environments, such as:

commercialisation of cultural material

tourism

intellectual property

protocols in relation to moral rights, intellectual property and copyright in the physical expression of cultural material, including appropriation

how to maximise cultural maintenance in the choreographing and performance of dance for multicultural expression.

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: demonstrate knowledge of the context and structure of cultural systems, including the role of dance, story-telling, music and body painting as expressions of cultural systems develop understanding of their own and a community’s cultural history and identity develop a mentoring relationship with an Indigenous Australian elder or custodian of knowledge, including negotiating the terms of, maintaining and enhancing professional relationships effectively document and evaluate a mentoring plan maintain cultural protocols and effective communication strategies in interactions with mentors apply knowledge of cultural maintenance of performing arts practice in an Aboriginal and Torres Strait Islander context.
Context of and specific resources for assessment	Assessment may take place on the job, off the job (for example in communities and training organisations) or a combination of on and off the job. This unit requires access to: Aboriginal and Torres Strait Islander elders, custodians and other culturally knowledgeable people authorised by the relevant communities to act as mentors in performance disciplines people able and authorised to support both mentors and students in the context of the required skills and knowledge contained in this unit. Trainers and assessors in this unit should be Aboriginal and Torres Strait Islander people validated by the Community Advisory Board set up to oversee implementation of this training.
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 observation of the candidate contributing to group discussions evaluation of project work and mentoring plan in the agreed medium journal work, including documenting the maintenance of the mentoring relationship 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 developing and maintaining relationships with Indigenous Australian performance mentors direct observation of candidate by mentor. 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: CUADAN302A Increase depth of Aboriginal and Torres Strait Islander dance technique CUAPRF305A Perform in ways that respect customary law, ethics and traditions CUVATS301A Develop and apply knowledge of Aboriginal or Torres Strait Islander cultural arts.

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.

Features of family and culture may include:	belief systems economic activities language spoken oral history parts or whole of kinship systems predominant religion and spirituality responsibilities and obligations to family members systems of law and order types and patterns of family groupings value systems history, pre-European contact and post-European contact traditional life and culture contemporary Aboriginal and Torres Strait Islander life and culture music and dance body decoration and dress tools and implements custodianship of land cultural sites.
Identified holders and custodians of information may be:	accepted Aboriginal and Torres Strait Islander cultural educators community elders cultural or traditional dancers family groups local community groups other sources of information on region, country, family and kinship, located in: libraries archives museums cultural centres books galleries.
Culturally appropriate ways may include:	communicating appropriately, such as: clearly and appropriately expressing expectations respectful interactions active listening providing appropriate feedback following community protocols and rules of behaviour, including: accessing and obtaining information and materials sharing information visiting individuals and communities seeking permission for activities who to approach for what, and how to approach seeking or receiving copyright, moral rights and intellectual property permission custodianship organisation of ceremonial life livelihood and trade performance of elements of cultural heritage teaching and learning rules of behaviour, including: governing communication, access to and use of cultural information and practices that form the heritage of the diverse range of Aboriginal and Torres Strait Islander societies full set of protocols of a particular community or cultural grouping, which is likely to be unique communities, including institutional communities kinship land language groupings objects, images, ceremonies and performances story-lines.
Economic significance may refer to:	link between the arts and other areas of economic activity, e.g. tourism positive effects on local community economy role of the arts within community development statistical data.
Nature of performing arts may include:	significance of cultural arts within a given community types of performance work dance, music and story-telling ways in which performance of dance is promoted and distributed in a culturally appropriate way.
Cultural maintenance must include:	protection and continuation of: natural and cultural integrity stories song lines spiritual practices artefacts sites of significance language responsibilities and obligations to individuals, country and the community authentic replication of approved: cultural stories music in the dance form for demonstration of culture outside the community environment.
Mentoring plan must include:	agreed reporting mechanisms agreed timeframes monitoring and review strategies objectives purpose rights and responsibilities of each party roles of each party, including cultural, personal and professional.
Mentor may refer to:	an Indigenous person with cultural knowledge and community-endorsed authority to advise and direct students and other teachers and assessors on Aboriginal and Torres Strait Islander dance, other performance or related matters.

Unit Sector(s)

Performing arts - industry context

Custom Content Section

Not applicable.

CUAIND401A Extend expertise in specialist field

Modification History

Version	Comments
CUAIND401A	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 add depth to expertise in a specialist field or technique.

Application of the Unit

This unit applies to those working in the creative industries in fields, such as dance, music, cultural heritage, screen and media, visual arts, craft and design. It is particularly applicable in contexts where techniques require a high level of skill and coordination.

At this level, work would usually be undertaken with limited guidance and specialists could also be responsible for mentoring others on the job. Depending on the specialist area, guidance from mentors and experienced practitioners could be expected.

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. Research and apply industry trends	1.1. Identify industry trends using appropriate sources of information 1.2. Examine and clarify implications and consequences of trends for own practice 1.3. Critique and review trends with appropriate personnel to explore, develop and express conceptual ideas 1.4. Explore and use new ideas to expand own approach to developing techniques relevant to specialist field 1.5. Maintain currency of knowledge of legislative requirements and apply in area of specialist expertise as required
2. Adopt a disciplined approach to extending skills in area of specialisation	2.1. Plan strategies to develop and enhance skills and knowledge in specialist field 2.2. Ensure that skill development activities are based on a sound understanding of the principles and characteristics of techniques relevant to specialist field 2.3. Identify and use feedback, discussion and evaluation techniques to continuously improve skills and knowledge
3. Evaluate own professional development in specialist context	3.1. Seek and apply constructive criticism from others to improve own skills 3.2. Continuously evaluate own skills and knowledge against planned strategies and career goals 3.3. Compare and contrast own skills and knowledge with those of other specialists in order to extend and enhance own professional work practices 3.4. Adjust own professional work practices to improve and refine skills and knowledge

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

critique and discuss trends

discern and listen to advice from relevant personnel

transfer newly acquired knowledge to colleagues

use industry and community networks as sources of information

literacy skills to interpret and critically reflect on a broad range of information on industry trends

learning skills to:

seek expert advice when implementing new trends

identify opportunities to enhance own skills and knowledge

research skills to access information relating to trends in area of specialisation

self-management skills to adopt a disciplined approach to improving own practice.

Required knowledge

commonly used research methodologies

copyright, moral and intellectual property issues associated with area of specialisation

current trends in area of specialisation

OHS requirements relating to area of specialisation

implications for self or organisation of adopting trends

theoretical and historical contexts relevant to area of specialisation.

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: evaluate own skills and knowledge against planned strategies and career goals apply planned strategies to develop and enhance own skills and knowledge research trends within area of specialisation.
Context of and specific resources for assessment	Assessment must ensure access to: an environment where: conceptual ideas can be critiqued and reviewed with relevant personnel skills and knowledge can be developed and enhanced appropriate technology and sources of information to research industry trends appropriate learning and assessment support when required.
Method of assessment	The following assessment methods are appropriate for this unit: direct questioning combined with review of portfolios of evidence third-party workplace reports of on-the-job performance direct observation of the candidate developing and enhancing technical and conceptual skills verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies to assess candidate’s ability to research trends. 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 a range of operations, technique and teaching units from the following Training Packages: CUA11 Live Performance CUF07 Screen and Media CUS09 Music CUV10 Visual Arts, Craft and Design.

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.

Trends may relate to:	audience expectations business practice changing nature of work or employment copyright cultural heritage employer expectations industry terminology intellectual property rights marketing and promotion media coverage social, political and environmental developments techniques, such as: acting camera operation ceramics circus skills crafts dance style design lighting musical instrument painting preservation sound mixing sound recording teaching voice mix of skills and knowledge required in different areas of the industry.
Sources of information may include:	copyright and legal representatives discussions with innovative industry practitioners electronic and print media employee associations union representatives and other sources of industrial relations information events, such as: industry functions conferences trade fairs community activities expositions exhibitions festivals social events government bodies and associated publications induction kits industry associations internet libraries and archives personal observations and experience policy and procedures manuals reference books, industry information sheets, magazines and journals retail and wholesale suppliers of products and services technical publications.
Appropriate personnel may include:	performers choreographers composers dancers ensemble members presenters musical directors stage managers production managers production supervisors technical crew broadcasters floor managers graphics personnel writers and editors designers: sound lighting costume hair and make-up special effects clients marketing and promotions personnel artists’ agents legal advisers conductors managers supervisors teachers mentors.
Techniques may relate to:	business: marketing and promotion public relations distribution financial management strategic and business planning artists’ management design: costume furniture graphic hair and make-up industrial interactive digital media props sets: screen and media productions theatre and live events nutrition performing: acting dancing instrumental techniques vocal techniques improvisation stagecraft performing in an ensemble solo performances physical conditioning sound production: recording editing sound reinforcement sound design sound for film and media productions sound for interactive digital media products, such as games sound for online products teaching: activities and approaches for different age groups assessment facilitation skills lesson planning methodologies visual arts and craft: ceramics drawing glass working illustration painting print making public art textiles wood working.
Strategies may include professional development opportunities, such as:	awards competitions conferences exhibitions master classes seminars symposiums training programs workshops.

Unit Sector(s)

Performing arts - industry context

Custom Content Section

Not applicable.

CUAIND601A Work professionally in the creative arts industry

Modification History

Version	Comments
CUAIND601A	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 display a professional attitude to work in the creative arts industry.

Application of the Unit

This unit applies to those aspiring to work at a professional level in the creative arts and events industries. They could be establishing a career as a performer in disciplines, such as dance, music, acting or circus skills, or they could be specialising in choreography, production management, arts administration, visual arts, design or community cultural development.

At this level people are expected to apply wide-ranging, highly specialised technical, creative or conceptual skills to express ideas and perspectives. Work activities are largely self-directed.

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. Implement strategies to find work	1.1. Use a range of sources to gather information on work opportunities in area of interest 1.2. Think laterally about how own skills and knowledge could be applied in a work context 1.3. Refine curriculum vitae (CV) and supporting material and circulate as required 1.4. Use online opportunities to promote self and availability for work 1.5. Identify and take action to address barriers to obtaining work
2. Respond to work opportunities	2.1. Respond appropriately to advertised positions and other leads as they arise 2.2. Prepare for interviews and auditions as required 2.3. Display a professional attitude and confidence in dealings with prospective employers 2.4. Undertake follow-up required after interviews or auditions
3. Show initiative in the work environment	3.1. Quickly become familiar with the day-to-day operations of and key personnel in the workplace 3.2. Clarify aspects of own role and responsibilities with relevant personnel 3.3. Demonstrate a professional work ethic 3.4. Apply a knowledge of relevant performance and cultural theories, principles and practices to workplace activities 3.5. Participate in workplace discussions and meetings in a positive and constructive way 3.6. Demonstrate a capacity to work independently and achieve goals with minimal or no supervision 3.7. Seek feedback on own performance from relevant personnel and incorporate into work activities as required 3.8. Use peer and management feedback, as well as self-evaluation, to identify skill gaps and set ongoing professional development goals
4. Establish and maintain industry networks	4.1. Participate in relevant networks to assist with finding ongoing work 4.2. Identify and follow appropriate strategies to enhance own professional reputation 4.3. Maximise reputation by circulating current and succinct information about own experience 4.4. Establish communication channels to exchange information and ideas with colleagues and industry contacts

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

liaise effectively with professional artists and companies

clarify written and verbal instructions

respond appropriately to constructive feedback on own performance

discuss and debate a range of theoretical concepts and ideas in relation to area of work

initiative and enterprise skills to:

think laterally about how own skills and knowledge can be applied in a work context

develop a network of industry contacts

literacy skills to:

read and understand a range of complex information related to working at a professional level in the creative arts industry

complete workplace documentation

self-management skills to:

prioritise work tasks

follow organisational procedures

work independently

demonstrate a professional work ethic

prepare a personal CV and supporting material

plan a career path

technology skills to:

prepare personal information related to work capability for internet uploading

use the internet as a self-promotional tool.

Required knowledge

well-developed knowledge of:

arts and cultural organisations in Australia and overseas

production companies

roles of a wide range of personnel in the entertainment industry

overview knowledge of:

copyright, moral rights and intellectual property issues and legislation and how these affect professional practice

meeting procedures.

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: prepare a personal CV and supporting material apply own skills and knowledge and demonstrate professionalism in an entertainment industry workplace work collaboratively with others use industry networks.
Context of and specific resources for assessment	Assessment must ensure access to an entertainment industry work environment.
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 candidate’s CV and supporting material 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 working professionally in the entertainment industry analysis of material written in a work context. 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: CUAPRF503A Prepare for and perform in a competitive environment CUARES601A Research and apply concepts of live performance practice CUVPRP502A Prepare for sustainable professional practice.

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.

Sources may include:	industry networks, such as: national international industry events, such as: lectures forums open days expositions conferences print and electronic media professional associations employment agencies artists’ agencies.
Work opportunities may be:	in any area of the entertainment industry, such as: theatres performing arts companies festivals event management companies government agencies training and educational organisations community organisations casual permanent contract secondment mentorship.
Supporting material may include:	photos video clips audio recordings diagrams written material, such as: reviews critiques journal articles essays references from previous employers testimonials online material.
Online opportunities may include:	personal website social networking sites, such as: Facebook My Space YouTube Twitter employment websites.
Barriers may relate to:	personal circumstances geographic location personal attitude to work unrealistic expectations lack of or inadequate training.
Ways to prepare may include:	having supporting material readily available rehearsing practice sessions and classes to improve performance technique role-playing interviews techniques for dealing with performance anxiety, including: adequate rehearsal focusing on a single element or action at a time relaxation techniques, such as: meditation imagery or conscious visualisation affirmations stretching deep breathing light aerobic exercises maintaining a work-life balance mental rehearsal warm-up routines.
Follow-up may involve:	confirming an expected time for hearing the outcome of application or audition obtaining details of contract interview if outcome is successful following up with a courteous request for appraisal and further advice if outcome is unsuccessful sending a follow-up letter for each audition, whether successful or not, to communicate appreciation of the opportunity and to allow for further opportunities maintaining contact with people met through interviews or auditions.
Personnel may include:	artistic directors managers supervisors directors producers production managers technical crew venue staff performers administrative staff marketing and promotions personnel publicists photographers clients community members trainers instructors medical practitioners physiotherapists counsellors.
Professional work ethic may refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining concentration, focus and physical alertness in performance activities maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
Workplace activities may include:	participating in company classes learning the company repertoire observing performances and rehearsals contributing to the creative process performing operating technical equipment keeping notes for creative personnel researching the organisation’s archives assisting with funding applications distributing promotional material writing reviews administration and record keeping.
Networks may include:	chambers of commerce local government community organisations industry professional associations lobby groups social networking sites online discussion groups unions.
Strategies may include:	developing a personal website to showcase achievements and to promote services entering competitions offering services to educational institutions as a guest tutor or lecturer seeking industry awards.
Information may include:	achievements availability awards client lists contact details past work portfolio of work rates referees show reels skills testimonials URL of personal website.
Information and ideas may relate to:	audience trends changes in the environment changing customer requirements funding opportunities competitions and awards production companies productions reviews personal, professional or business support visiting artists.

Unit Sector(s)

Performing arts - industry context

Custom Content Section

Not applicable.

CUAOHS101A Follow basic safe dance practices

Modification History

Version	Comments
CUAOHS101A	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 apply a basic understanding of OHS issues to day-to-day dance activities.

Application of the Unit

People at an early stage in their dance careers apply the skills and knowledge outlined in this unit. To ensure that they adopt a healthy approach to building a career in the live performance industry, they need to integrate knowledge of safe dance practice into classes, rehearsals and performances.

At this level they are learning about and applying safe dance practice under the close supervision of experienced dancers and dance teachers.

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. Apply an understanding of anatomy and physiology to movement	1.1. Become familiar with the basic structure of the human body 1.2. Apply principles of correct posture and body alignment to basic dance movements 1.3. Discuss with relevant personnel the purpose and benefits of warm-up and cool-down procedures 1.4. Practise a range of warm-up and cool-down exercises 1.5. Discuss with relevant personnel the importance of healthy nutrition to dance performance
2. Develop an understanding of common dance injuries and health concerns	2.1. Become familiar with the causes of common dance injuries 2.2. Discuss with relevant personnel the effects of alcohol, smoking and eating disorders on a dancer's health 2.3. Become familiar with action to be taken if injuries occur, including compression, elevation, rest and ice techniques for dealing with soft tissue injury 2.4. Compile a list of sources of professional assistance with health and injury management
3. Apply a knowledge of safety to dance activities	3.1. Discuss with relevant personnel safety aspects of dance classes, venues and facilities 3.2. Report safety hazards in venues according to organisational procedures 3.3. Follow procedures to minimise environmental impact of performance activities on the environment 3.4. Follow safety and emergency procedures in venues

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to discuss dance safety issues with others

learning skills to become familiar with and apply a range of health, safety and injury-prevention information in day-to-day activities

planning and organising skills to access and keep a record of sources of professional assistance in relation to health issues

problem-solving skills to identify and report safety hazards

self-management skills to follow safety and emergency procedures.

Required knowledge

structure of human body

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of joint motion

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts.

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: perform a range of warm-up and cool-down exercises apply a basic understanding of anatomical principles to day-to-day dance activities explain the cause of common dance injuries identify potential safety hazards in a dance studio or venue.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or 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 evaluation of hazard reports completed 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 following basic safe dance practice direct observation or video recording of the candidate undertaking warm-up and cool-down routines. 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: CUEIND01C Source and apply entertainment industry knowledge.

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.

Basic structure of the human body includes:	systems, such as: articular muscular circulatory nervous.
Principles may include:	head upright eyes straight ahead chin parallel to the floor shoulders wide and relaxed neck stretching upward chest vertically aligned with the hips body weight distributed evenly between the feet, and kept slightly forward.
Body alignment refers to:	alignment of the body's load-bearing joints in a standing position, that is: shoulders hips knees ankles muscles being in balance: front to back side to side top to bottom other elements, such as: feet pointing straight ahead knees pointing straight ahead level pelvis.
Relevant personnel may include:	teachers community members manager mentors peers performers supervisor medical practitioners.
Purpose may include:	warm-up: to stimulate heart and lungs moderately and progressively to increase body and muscle temperature gradually to increase the metabolism of skeletal muscle to prevent joint injury psychological preparation for performance cool-down: to return respiration and heart rate to normal to help prevent muscle soreness to unwind and relax.
Benefits may include:	physiological, including: higher metabolic rate increased blood flow to muscles higher rate of oxygen exchange between blood and muscles more oxygen released within muscles faster nerve impulse transmission decreased muscle relaxation time between contractions increased muscle elasticity increased flexibility of ligaments and tendons rehearsal effect, that is, muscular patterns of the body to be used later psychological, including: reduced stress due to an increase in endorphin and a decrease in adrenalin increased mental alertness increased concentration inhibition reduction improved technique, balance and coordination through a body-focused mind set.
Warm-up and cool-down procedures may include:	stretching, including: static or passive dynamic joint-mobility exercises flexibility exercises aerobic activities coordinated breathing activities floor work.
Importance of healthy nutrition relates to:	injury prevention and management wellbeing healthy food choices, e.g. five food groups and recommended daily amounts.
Causes may relate to:	bad posture and body alignment overstretching compressing body tissues, such as: muscles bones joints incorrect technique insufficient conditioning and training fatigue inappropriate environmental conditions nutrition emotional or psychological stress.
Common dance injuries occur in:	lower back ankles feet knees muscles and tendons ligaments joints abdomen stress fractures.
Sources of professional assistance include:	general and specialist practitioners rehabilitation therapists, such as: Pilates Alexander technique chiropractors yoga osteopaths physiotherapists massage.
Safety aspects include:	venue or facilities, such as: class size class numbers appropriate for the style or genre of dance and floor area appropriate change rooms and toilet facilities ventilation unobstructed space appropriate heating, cooling and lighting music or sound system 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 condition and maintenance of flooring, including: floor surface should be even and free from potentially dangerous cracks, gaps or uneven joins floor surface should be regularly maintained so as to be kept free of protruding nails, wood splinters and loose boards or other potentially dangerous flaws location security, e.g. safe access to and from venue suitable footwear and clothing.
Strategies to minimise environmental impact may relate to:	measures to reduce energy consumption, such as: using light emitting diode (LED) lights using fluorescent light bulbs turning lights off recycling: waste paper tins cardboard bottles reducing water usage sweeping rather than hosing maintaining biodiversity protecting the natural habitat from damage awareness of air quality and noise.

Unit Sector(s)

Performing arts - OHS

Custom Content Section

Not applicable.

CUAOHS201A Develop a basic level of physical condition for dance performance

Modification History

Version	Comments
CUAOHS201A	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 implement a basic fitness regime appropriate to dancers.

Application of the Unit

Dancers and dance students apply the skills and knowledge outlined in this unit. Training to build strength, flexibility and stamina is a vital aspect of a dancer’s daily routine. Exercises could be undertaken in a dance studio or other locations, such as fitness studios or gyms.

At this level exercises are usually undertaken with supervision and guidance.

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. Plan fitness regime	1.1. In consultation with relevant personnel, plan a fitness regime that includes basic training techniques for improving strength, flexibility and stamina 1.2. Ensure that fitness regime takes account of the relationship between exercise and energy needs 1.3. Plan and cost an affordable and balanced diet that meets a dancer’s needs 1.4. Incorporate into fitness regime strategies to address psychological and physical issues associated with body maintenance 1.5. Match components of fitness regime to level of fitness required for specific dance performances or dance styles 1.6. Identify the correct level of training to avoid over or under training 1.7. In consultation with relevant personnel, establish a process for reviewing and adjusting fitness regime
2. Undertake body conditioning for dance	2.1. Practise movements and exercises to align body and improve dynamic stability 2.2. Practise controlling balance through a variety of exercises with eyes shut and open 2.3. Engage and strengthen core stabiliser muscles 2.4. Execute coordinated movements with balance and stability 2.5. Review and adjust body conditioning exercises in line with agreed process
3. Execute a series of limber exercises	3.1. Work on improving muscular flexibility 3.2. Work on improving flexibility of the spine 3.3. Work on improving mobility of the hip sockets 3.4. Review and adjust limber exercises in line with agreed process

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss aspects of fitness regimes with relevant personnel

interpret and clarify written and verbal instructions

planning and organising skills to:

analyse information on basic energy systems to inform development of a fitness regime

develop a fitness regime that meets own physical conditioning needs

problem-solving skills to address the fine motor control requirements of exercises

self-management skills to:

seek assistance when problems arise

follow nutritional guidelines

develop a balanced and affordable diet plan

follow OHS requirements as they relate to dance

teamwork skills to participate in group training sessions

technical skills to execute a series of body conditioning exercises

technology skills to access and download information from the internet.

Required knowledge

structure and function of the human skeletal system

role and function of the cardiorespiratory system

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of joint motion

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

terminology associated with the human body.

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: develop a fitness regime appropriate to the level of fitness required for dance activities apply basic techniques to improve strength, flexibility and stamina apply basic nutrition principles to own diet.
Context of and specific resources for assessment	Assessment must ensure access to dance or fitness studio setting.
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 a fitness plan developed 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 developing a basic level of physical condition for dance performance direct observation or video recording of the candidate executing exercises. 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: CUADAN201A Develop basic dance techniques.

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.

Relevant personnel may include:	teacher fitness instructor mentor supervisor colleague fellow student performer.
Basic training techniques must relate to improving:	strength: weight training flexibility core strength stability (trunk stability) flexibility: stretching dynamic stretching routine stamina: endurance training.
Strategies may include:	positive thinking self-esteem cues and antecedents lifestyle changes exercise.
Psychological and physical issues may include:	anorexia bulimia stress body image effect of being undernourished on the energy levels required of performers effect of overeating before, during and after performances.
Symptoms of over or under training may include:	tired or sore muscles feeling unwell fatigue or lack of stamina stress increase in injuries poor performance affected sleep patterns length of training periods.
Movements and exercises may be Pilates-based and relate to:	correct alignment and maintenance of the neutral spine position in supine, sitting, standing parallel and externally rotated positions engagement of adductors and hamstrings to avoid hyperextension control and maintenance of body alignment through supine, sitting and standing work and simple weight transfers postural and movement material that demonstrates an understanding of psoas and iliacus.
Dynamic stability means control of:	pelvic floor multifidus transversus abdominus diaphragm.
Core stabiliser muscles function at:	muscle regions of the trunk: abdominal pelvic lower back hip joint: gluteus medius muscle shoulder complex: lower trapezius muscle.
Muscular flexibility should be demonstrated in the:	hamstrings Achilles tendons psoas iliacus rectus femoris adductors groin.
Flexibility of the spine should be demonstrated in:	extension flexion rotation lateral.
Mobility of the hip sockets should be demonstrated in:	flexion extension abduction internal rotation external rotation.

Unit Sector(s)

Performing arts - OHS

Custom Content Section

Not applicable.

CUAOHS301A Condition the body for dance performances

Modification History

Version	Comments
CUAOHS301A	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 optimise physical wellbeing and safely perform a range of body conditioning exercises and movements to support dance performance.

Application of the Unit

Individuals preparing and maintaining peak fitness to undertake dance performance apply the skills and knowledge outlined in this unit. Physical conditioning is a vital aspect of a dancer’s daily routine and requires a full understanding of different fitness regimes and the use of relevant equipment and tools. Exercise programs could be undertaken in a dance studio or other locations, such as fitness studios or gyms.

Work performed requires a range of well-developed skills where some discretion and judgement are required and individuals are expected to take responsibility for their own outputs.

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. Develop a conditioning regime	1.1. Discuss with relevant personnel the type of body conditioning program best suited to own dance performance needs 1.2. Apply understanding of anatomy, physiology and biomechanics to the development of a body conditioning regime 1.3. Incorporate fundamental nutritional principles into body conditioning regime 1.4. Include exercise programs and techniques in conditioning regime to promote physical strength, conditioning and wellbeing 1.5. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.6. Document the ongoing physical conditioning and exercise program to facilitate regular monitoring and adjustment of body conditioning regime
2. Undertake conditioning exercise sessions	2.1. Undertake and document pre-conditioning physical evaluation 2.2. Source and analyse music for warm-up and conditioning routines as required 2.3. Execute warm-up exercises to increase blood flow and circulation in a gradual manner 2.4. Work exercise routines to selected music as required 2.5. Apply disciplined work habits and commitment to the conditioning regime 2.6. Maintain OHS practices for self and others 2.7. Undertake cool-down exercises to return respiration and heart rate to normal
3. Incorporate behavioural techniques into conditioning regime	3.1. Discuss with relevant personnel the effects of motivation on physical condition of the human body 3.2. Incorporate mind and body education techniques into conditioning program 3.3. Work on enhancing performance through basic visualisation, focus and concentration
4. Review conditioning regime	4.1. Monitor and document vital signs and responses throughout personal exercise regime 4.2. Evaluate personal conditioning program to enhance injury-prevention strategies 4.3. Identify improvement strategies to enhance personal exercise regime as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss aspects of body conditioning regimes with relevant personnel

interpret and clarify written and verbal instructions

initiative and enterprise skills to use techniques to enhance the outcomes of exercise programs

planning and organising skills to develop and follow a balanced physical conditioning and exercise program to meet peak physical performance

problem-solving skills to address the fine motor control requirements of exercises

self-management skills to:

seek assistance when problems arise

follow nutritional guidelines

follow OHS requirements as they relate to body conditioning activities

demonstrate consistency, discipline and commitment in relation to evaluating and monitoring personal fitness levels

teamwork skills to participate in group training sessions

technical skills to:

execute a series of body conditioning exercises

use a range of exercise equipment

measure physiological responses to exercise, e.g. pulse and blood pressure.

Required knowledge

well-developed knowledge of:

principles of:

skeletal and muscular systems

cardiovascular and cardiorespiratory systems

resistance or strength training

systems of measuring the effectiveness of exercise and fitness techniques that can be used to improve these systems

nutrition and diet

muscle memory

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

terminology associated with the human body

overview knowledge of:

principles of biomechanics, including:

applying the sciences of biomechanics, anatomy, physiology, and motor learning to human movement, performance and function

biofeedback theory.

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: apply knowledge of anatomical and behavioural principles to exercise routines plan and evaluate a systematic conditioning plan apply a range of techniques to promote health and wellbeing during conditioning programs employ appropriate posture and breathing techniques move and exercise safely, taking account of appropriate responses of the human body to exercise.
Context of and specific resources for assessment	Assessment must ensure access to: anatomy charts and diagrams sufficient space, facilities and equipment appropriate for fitness and conditioning exercise equipment and tools for monitoring and implementing exercise regimes, such as health-monitoring devices. Where delivery and assessment involves Aboriginal and Torres Strait Islander people, trainers and assessors must be validated by the Community Advisory Board. Training and assessment can be undertaken in conjunction with an Aboriginal and Torres Strait Islander persons.
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 authenticated observations and reports of performance journal work, including recording and evaluating the exercise methodology, and evaluating the 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 conditioning the body for dance direct observation or video recording of the candidate during body conditioning sessions. 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.

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.

Relevant personnel may include:	teacher medical practitioner physiotherapist dietician mentor qualified fitness instructor supervisor colleague fellow student performer.
Aspects of anatomy and physiology may relate to:	skeletal and muscular components of the body, such as: location and function of major bones of the body in relation to body movement structure and function of major joints of the body in relation to movement relationship of major muscles and muscle groups, bones and joints to movement neural feedback involved in muscle and bone movement nervous systems, including: central peripheral somatic autonomic neuromuscular facilitation (muscle memory) cardiovascular and cardiorespiratory systems.
Biomechanics relates to determining the physiological response of the human body to physical exercise of varying intensity, and includes:	measurement of cardiovascular and cardiorespiratory systems before and after various forms and levels of exercise, including: pulse lung function testing internal vital heat created by the heart and circulatory system use of biofeedback mechanisms, such as: blood pressure heart rate skin temperature sweat gland activity muscle tension effects of various conditions of exercise on the cardiovascular system techniques that can be used to improve these systems, including alternative techniques, such as: breathing creative visualisation meditation.
Nutritional principles relate to:	problems associated with being outside a healthy weight range dietary guidelines for healthy eating, such as: fuel for exercise fuel for minimising post-exercise fatigue nutritional content of foods diet supplements in common use in the fitness industry food grouping systems and diet recommendations for healthy eating influences on basal metabolic rate (BMR), such as: muscle mass exercise age sex hormones ingestion of food role of exercise and energy expenditure in the regulation of body fat and muscle mass understanding the basis of diet myths and fads, such as: spot reduction diets recommended by non-nutritional experts rapid fat loss promises non-exercise based recommendations designing and implementing an exercise program to reduce body fat, such as: resistance training to increase muscle mass and therefore BMR aerobic activity to burn excess fat stores fat reduction within diet behavioural changes, such as incidental exercise.
Exercise programs may include:	skeletal strength and alignment exercises muscular stretch and flexibility muscular strength routines use of cardiovascular enhancing machines, including: treadmill rowing bike stepper weight training fitness techniques, such as: boxing kickboxing body pump circuit training water aerobics psychological fitness enhanced through the promotion of mind and body education accomplished through techniques, such as: meditation creative visualisation yoga tai chi martial arts.
Risk factors may relate to:	consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear gender-appropriate performance techniques.
Aspects to document may include:	pre and post-monitoring of cardiovascular and cardiorespiratory systems warm-up exercise training threshold overload length of training period rate of adaptation recovery rate individualisation motivational techniques.
Aspects to analyse in music include:	beat rhythm repetitions time count.
Warm-up exercises may relate to:	aspects of building: strength flexibility endurance (cardiorespiratory and muscular) alignment and neuromuscular coordination progress warm-up activities from large muscles through to isolated muscles rhythmic exercises slower aerobic activity stretching repetitions and time counts.
Exercise routines may relate to:	equipment, including: commercial weight machines circuit machines bench press swimming pools cardiovascular enhancing machines, such as: treadmill rowing bike stepper mediballs physical targets, such as muscles, muscle groups and joints: abdominal lower abdominal back laterals biceps calf chest pectoralis major forearm gluteus maximus hamstring hip thigh (inner and outer thigh) trapezius triceps head neck arms shoulders hands fingers ankles feet toes exercise techniques, such as: isolation compound exercises strengthening, lengthening and endurance exercises boxing or kickboxing circuit training fitness yoga Pilates meditation.
Work habits may include:	punctuality and reliability effective hygiene habits, including: clean and short nails clean and tied-up hair clean hands maintenance of wardrobe requirements of the dance industry attentive behaviour in creative practice ongoing dedication and exercise practice regime awareness of: substance abuse addictive behaviours eating disorders nutrition and the maintenance of peak physical condition time management financial management balanced diet, energy and health level maintenance stage and theatre etiquette.
OHS practices may include:	commitment to regular gender, age, fitness-specific exercise activity to protect the body from injury identifying hazards and assessing risks monitoring own health status before and during activity sufficient and effective warm-up and cool-down techniques using fully maintained equipment using flooring that is maintained, sufficiently spaced and appropriate for full body activity adequate lighting, heating and air-conditioning to comply with regulations barres and mirrors being fixed appropriately appropriate workwear being available, such as: leg warmers shoes loose clothing effective manual handling techniques ensuring wellbeing, such as: maintaining adequate foot care and use of appropriate footwear awareness of repetitive movement, fatigue and prevention of injuries identifying and addressing specific health implications psychological care.
Motivation may relate to:	attribution theory, including: belief systems cause and effect self-efficacy internal and external locus of control arousal and effect aggression interpersonal behaviour.
Mind and body education techniques may relate to:	meditation, including meditation related to kinaesthetic awareness creative visualisation yoga tai chi martial arts.
Vital signs may relate to:	resting heart rate recovery rate breath control or lung capacity flexibility blood pressure body fat ratios leg strength explosive power speed balance.
Injury prevention may involve identifying excess intensity in exercise regimes and may relate to:	per cent of the maximal functional capacity of the exercise mode, such as: per cent of maximal heart rate per cent of one repetition maximum volume of the total amount of exercise performed in specific periods of time, such as: total distance run total amount of weight lifted muscular and skeletal injury due to misalignment of exercise regime clothing and shoes worn flooring equipment.

Unit Sector(s)

Performing arts - OHS

Custom Content Section

Not applicable.

CUAOHS401A Apply movement and behavioural principles to physical conditioning

Modification History

Version	Comments
CUAOHS401A	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 apply principles associated with kinesiology, biomechanics and human behaviour to a physical conditioning regime.

Application of the Unit

This unit applies to individuals who need to maintain peak fitness for performances that require a high level of movement skills. Physical conditioning is a vital aspect of a performer’s daily routine and requires a full understanding of movement philosophies and their application to physical conditioning regimes. Exercise programs could be undertaken in a performance space or other locations, such as fitness studios and gyms.

Work performed requires a range of well-developed skills where some discretion and judgement are required and individuals are expected to take responsibility for their own outputs.

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. Refine understanding of human movement principles	1.1. Discuss the principles of kinaesthetic learning with relevant personnel and how these can be applied to physical conditioning activities aimed at improving movement 1.2. Discuss with relevant personnel ways in which the principles of kinesiology and biomechanics can contribute to the safe acquisition of dance technique or movement skills 1.3. Become familiar with the basic principles underpinning a range of somatic methods or movement philosophies 1.4. Use anatomical and movement terminology correctly
2. Apply somatic processes to physical conditioning for performance	2.1. Incorporate into physical conditioning activities aspects of somatic methods that match own performance requirements 2.2. Discuss with relevant personnel somatic self-observation processes and how these can be applied to physical conditioning activities 2.3. Work towards achieving somatic postural ideals through applying somatic self-observation processes 2.4. Always perform warm-up and cool-down procedures in conjunction with movement activities 2.5. Through pre and post-activity fitness appraisals identify contraindicated movement activities and take steps to rectify as required
3. Apply motivational and behavioural techniques to enhance performance	3.1. Discuss with relevant personnel strategies and psychological tools to enhance resilience and improve performance technique 3.2. Incorporate understanding of the effects of motivation on physical condition of the human body into physical conditioning program 3.3. Apply the principles of internal imagery to improve motivation and performance

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss aspects of body conditioning regimes with relevant personnel

discuss and demonstrate different aspects of posture

interpret and clarify written and verbal instructions

initiative and enterprise skills to:

interpret simple psychological theories and tools and apply them to develop personal strategies for improving performance

use techniques to enhance the outcomes of exercise programs, such as:

imagery or visualisation

use of peripheral vision

problem-solving skills to:

resolve problems encountered in performance or training

perceive own postural pattern from set of discrete proprioceptive information

observe a performance skill being executed and determine which somatic

self-observation processes may improve its enactment

self-management skills to:

prepare for exercise program through OHS practices

demonstrate consistency, discipline and commitment in relation to evaluating and monitoring personal fitness levels

teamwork skills to:

participate in group training sessions

work with a partner to explore the postural aspects of performance skills

technical skills to:

execute a series of body conditioning exercises

measure physiological responses to exercise, e.g. pulse and blood pressure

technology skills to access and download information from the internet.

Required knowledge

well-developed knowledge of:

healthy eating principles

basic anatomy, physiology and nutritional principles as applied to performance activities

concepts used in somatic self-observation processes

OHS procedures appropriate to performance-skills practice

gender issues relevant to exercise and conditioning, such as:

body image

hydration

nutrition

injury prevention

foot care

effect of different exercise routines on gender-specific physical attributes

muscular strength

skeletal differences

biological systems

developing the human capacity for self-awareness

directing attention to the process of acting, rather than outcomes

addressing the proprioceptive self-image and movement aspects of action

concepts of movement with minimum effort and maximum efficiency, such as developing alternative movement options to deal with and prevent injuries

overview knowledge of:

movement analysis process

cognitive-behavioural theory and associated tools.

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: incorporate the principles of kinaesthetic learning into physical conditioning activities apply somatic self-observation processes (at a basic level) to the postural aspects of performance skills demonstrate understanding of the benefits of physical awareness to performance and a sense of general wellbeing apply psychological theories and tools to physical conditioning strategies to improve own performance technique.
Context of and specific resources for assessment	Assessment must ensure access to: information about somatic methods and movement philosophies safe performance and exercise space.
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 information compiled about movement philosophies and their application to physical conditioning regimes 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 maintaining technical capacity for performance direct observation or video recording of candidate in exercise 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: CUAOHS403A Incorporate anatomy and nutrition principles into skill development CUAPRF404A Refine movement skills for performance CUAPRF406A Use technique in performance.

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.

Kinaesthetic learning may include:	attention to different body parts physical exploration in a range of different orientations, such as: sitting lying standing tactile apprehension visualisations basic partnered manipulations.
Relevant personnel may include:	teacher medical practitioner physiotherapist dietician mentor qualified fitness instructor supervisor colleague fellow student performer.
Kinesiology may include:	assessment of human movement function diagnosis of human movement disorders rehabilitation of movement function enhancement of movement function research in areas, such as: motor performance ergonomics OHS.
Biomechanics includes:	measurement of cardiovascular and cardiorespiratory systems before and after various forms and levels of exercise, including: pulse lung function testing internal vital heat created by the heart and circulatory system use of biofeedback mechanisms, such as: blood pressure heart rate skin temperature sweat gland activity muscle tension effects of various conditions of exercise on the cardiovascular system techniques that can be used to improve these systems, including alternative techniques, such as: breathing creative visualisation meditation.
Movement skills may relate to:	physical agility static and dynamic balancing 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.
Somatic methods or movement philosophies may include:	Alexander technique Bartenieff fundamentals body-mind centring Feldenkrais method Ideokinesis Pilates sensory awareness yoga Thera-Band.
Terminology may include:	anatomical: superior inferior medial lateral superficial deep proximal distal movement: flexion, including plantar flexion and dorsiflexion extension adduction abduction rotation circumduction pronation supination.
Performance genres may include:	acrobatic or circus skills dance mime vocal and instrumental music physical theatre theatre.
Somatic self-observation processes relate to different somatic methods and may include:	attention directing sensory feedback sensory discrimination pattern recognition.
Somatic postural ideals may include:	ideal upright standing, which enables: rotation around the longitudinal, mechanical axis of the body with minimal force movement in cardinal direction without preparatory adjustments of the body person to jump, complete a full turn in the air, and land upright again on the same spot in ideal upright standing: postural movement is dynamically self-correcting in response to moving in the gravitational field body weight is supported by skeletal structure that is mechanically aligned with gravitational forces posture is maintained through levels of muscle tension appropriate to context and therefore with minimal expenditure of metabolic energy.
Warm-up and cool-down procedures may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Psychological tools may relate to:	relating examples of the four attentional dimensions to personal strengths and weaknesses: internal narrow internal broad (analysis) external narrow external broad distractors and strategies to help maintain focus progressively relaxing muscles relating the stages of change to individual life experience: pre-contemplation contemplation preparation action relating learned life skills to past and future change.
Understanding may relate to:	attribution theory self-efficacy internal and external locus of control arousal and effect self-determination goal orientation or goal setting creative visualisation techniques mind body education options, such as: tai chi meditation martial arts common factors which affect motivation, such as: lifestyle perceptions or beliefs work or family commitments injury and health issues nutrition.
Motivation may relate to:	attribution theory: belief systems cause and effect self-efficacy internal and external locus of control arousal and effect neuromuscular facilitation (muscle memory) aggression interpersonal behaviours.
Internal imagery relates to:	visuo-motor imagery, such as: use of mental imagery with the purpose of improving motor behaviour use of one’s imagination to simulate an action.

Unit Sector(s)

Performing arts - OHS

Custom Content Section

Not applicable.

CUAOHS402A Participate in gym and weight training for performances

Modification History

Version	Comments
CUAOHS402A	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 improve weight lifting capacity for performances.

Application of the Unit

This unit applies predominantly to male dancers and performers who are required to perform lifts during routines and performances. These skills are commonly applied in dance genres, such as ballet and contemporary dance, as well as in acrobatic circus performances.

Exercises are undertaken in gyms or in facilities with a range of resistance training equipment and apparatus. Individuals are expected to apply some discretion and judgement to their exercise regime and to take responsibility for their own outputs.

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. Perform a range of basic resistance training exercises	1.1. In consultation with relevant personnel develop an understanding of theories behind a range of resistance training exercises 1.2. Ensure that grip positions and methods of using apparatus for full muscular development are correct 1.3. Display muscular control in the performance of exercises
2. Apply muscular fitness to a range of exercises	2.1. Display muscular flexibility in exercises 2.2. Employ coordinated muscular control in exercises 2.3. Display power through speed and control in exercises
3. Employ safe lifting techniques	3.1. Apply a knowledge of correct posture and muscular strength to lifting exercises 3.2. Ensure neutral pelvic alignment prior to commencing lifts 3.3. Maintain postural stability and fluid action during weight lifting 3.4. Maintain a stable yet relaxed lower body while engaging the spinal erectors, transversus abdominus and the upper limbs
4. Demonstrate core control during a range of exercises	4.1. Maintain correct, stable posture throughout exercises 4.2. Ensure that abdominal stability is maintained 4.3. Use lumbar muscles to maintain erect posture 4.4. In consultation with relevant personnel review and adjust weight training exercises as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss aspects of weight training exercises with relevant personnel

interpret and clarify written and verbal instructions

planning and organising skills to:

develop a weight training plan to meet individual needs

calculate appropriate lifts for size

follow complex routine exercises

problem-solving skills to resolve problems encountered in training

self-management skills to:

prepare for exercise program through OHS practices

demonstrate consistency, discipline and commitment related to evaluating and monitoring personal fitness levels

teamwork skills to participate in group training sessions

technical skills to use a range of resistance-training apparatus to build strength.

Required knowledge

safe lifting techniques

core control skills for balance and injury prevention

function and features of a range of resistance training apparatus

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

OHS procedures appropriate to performance-skills practice.

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: shift and lift an outside resistance without injuring the body improve weight lifting capacity through regular execution of a range of resistance training exercises.
Context of and specific resources for assessment	Assessment must ensure access to a gym equipped with a range of equipment and resources for weight training.
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 weight training direct observation or video recording of candidate performing exercises or applying lifting skills during performances. 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: CUADAN303A Develop dance partnering techniques CUAOHS401A Apply movement and behavioural principles to physical conditioning CUAOHS403A Incorporate anatomy and nutrition principles into skill development.

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.

Relevant personnel may include:	teacher medical practitioner physiotherapist dietician mentor qualified fitness instructor supervisor colleague fellow student performer.
Resistance training exercises may be:	isotonic, i.e. body part is moving against the force isometric, i.e. body part is holding still against the force.
Apparatus may include:	exercise equipment, such as: weights balls exercise machines, such as: rowers weight machines bullworker.
Muscular control means:	performing exercises at the correct speed maintaining the correct joint angles.

Unit Sector(s)

Performing arts - OHS

Custom Content Section

Not applicable.

CUAOHS403A Incorporate anatomy and nutrition principles into skill development

Modification History

Version	Comments
CUAOHS403A	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 apply an understanding of the connection between safe dance practice, nutrition principles and human body structure.

Application of the Unit

Dancers and other performers apply the skills and knowledge outlined in this unit in daily training sessions to avoid injury or to adjust their approach to physical conditioning. This unit also applies to dance teachers who impart this knowledge to learners to facilitate informed discussion about safe dance practice.

At this level people take responsibility for their own outputs and activity is usually self-directed, though some guidance from teachers or mentors could be expected.

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. Consolidate understanding of anatomy and anatomical structures	1.1. Discuss with relevant personnel how an understanding of anatomy can contribute to the safe acquisition of dance technique or movement skills 1.2. Use a wide range of anatomical terminology relevant to context 1.3. Become familiar with how anatomical structures respond to physical activity 1.4. Apply a sound understanding of injury-avoidance techniques to dance and movement activities
2. Make connections between anatomy principles and own performance technique or teaching practice	2.1. Assess ways in which knowledge of anatomy may be used, adapted or challenged in relation to own performance technique or teaching practice 2.2. Discuss with relevant personnel how own technique or teaching practice can be improved by applying a knowledge of nutritional principles 2.3. Distil key themes in knowledge of anatomy to aid in clarity of thought about implications for development of own practice 2.4. In consultation with relevant personnel adjust own physical conditioning program and approach to development of technique or teaching practice as required
3. Update and maintain knowledge of anatomy and nutrition principles	3.1. Identify and use opportunities to update and expand own knowledge of anatomy and nutrition 3.2. Monitor response to changes made to own approach to developing or teaching technique as a result of incorporating a greater awareness of anatomy and nutrition principles 3.3. Continue to adjust own practice to optimise results

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

analytical and literacy skills to:

interpret the basic anatomical referencing system

critically evaluate information on anatomy and nutrition in the context of own practice

interpret and summarise information and research findings

interpret healthy and unhealthy nutritional practices

communication skills to:

engage in critical discourse about anatomy and nutrition principles in relation to safe dance practice

discuss systems of the body which pertain to the functions of the musculoskeletal system

initiative and enterprise skills to make connections between own practice and conclusions drawn from information gathered about anatomical principles

learning skills to continually monitor sources of information with the goal of expanding knowledge base on anatomy and nutrition relevant to own practice

planning and organisational skills to document and store information in a way that enables easy access in the future

technology skills to access and download information from the internet.

Required knowledge

sources of information about anatomy and nutrition in relation to safe dance practice

well-developed knowledge of:

systems of the body

body’s main muscles

bone structure properties

alignment principles

nutritional needs

relationship between anatomical structures and dance functions

development, growth and repair of skeletal muscle.

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: gather information about anatomy and nutrition principles and draw conclusions from this information to improve own practice engage in informed discussions about safe dance practice apply knowledge of the human skeletal and muscular systems to enhance safe dance practice maintain currency of knowledge of anatomy and nutrition and their application to safe dance practice.
Context of and specific resources for assessment	Assessment must ensure access to: project or work activities that allow candidates to expand their knowledge of anatomy and nutrition principles appropriate technology to collect, download and store 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 research or practical assignments 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 enhancing safe dance practice by integrating a knowledge of anatomy and nutrition principles direct observation of candidate contributing to discussion groups. 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: CUADTM301A Assist with teaching dance CUADTM403A Apply safe dance teaching methods CUAOHS401A Apply movement and behavioural principles to physical conditioning CUAOHS402A Participate in gym and weight training for performances.

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.

Relevant personnel may include:	teacher medical practitioner physiotherapist dietician mentor qualified fitness instructor supervisor colleague fellow student performer.
Terminology may relate to:	anatomical referencing system musculoskeletal system definitions of anatomy and nutrition tissue types global and local muscular systems: functions types and classifications disorders nervous system: functions anatomy of nervous system nerves reflex arc disorders skeletal system: function types of bones gross and microscopic anatomy disorders circulatory system: heart anatomy functions circulation pathways blood vessels blood disorders cardiorespiratory system: functions anatomy mechanics of breathing disorders lymphatic system: function anatomy disorders endocrine system: function anatomy.
Ways in which the body’s systems respond to physical activity include:	musculoskeletal system, such as: structure of joints joint mobility muscle contraction muscle innervation oxidative capacity of different muscle fibres cardiovascular system, such as: gaseous transport gaseous exchange carrying, delivery and extraction of oxygen for muscle contraction relationship between exercise intensity and circulatory and ventilation responses nervous system, such as: excitation and conduction of nerve impulses during muscle contraction role of sensory receptors during movement.
Injury avoidance relates to:	nutrition accurate health information injury risk management, such as: identification of factors leading to injury scientific knowledge of healthy physical and psychological functions recognition of injuries and the differing degrees of damage incurred strategies to manage injuries and rehabilitation integration of elements of nutrition, musculoskeletal knowledge, Pilates training and alignment to prevent injury informed decision-making for safe dance practice alignment, such as: adaptation of information to different body types changes to neuromuscular patterning through Feldenkrais and Ideokinesis.
Nutritional principles relate to:	problems associated with being outside the healthy weight range smart eating for good performance, including: defining variety energy balance core food groups power of protein relationship of food groups to the wellbeing of the different body systems dietary guidelines for healthy eating, such as: fuel for exercise fuel for minimising post-exercise fatigue nutritional content of foods, i.e. labelling diet supplements in common use in the fitness industry food grouping systems and diet recommendations for healthy eating influences on basal metabolic rate (BMR), such as: muscle mass exercise age sex hormones ingestion of food role of exercise and energy expenditure in the regulation of body fat and muscle mass being discerning about the basis of diet myths and fads, such as: spot reduction diets recommended by non-nutritional experts rapid fat loss promises non-exercise based recommendations counteracting urban myths of nutrition and weight loss designing and implementing an exercise program to reduce body fat, such as: resistance training to increase muscle mass and therefore BMR aerobic activity to burn excess fat stores fat reduction within diet behavioural changes, such as incidental exercise.
Ways to update and expand knowledge may involve:	discussions with innovative practitioners networking with the fitness industry regular internet searches online discussion forums professional development activities, such as: workshops conferences seminars mentoring.

Unit Sector(s)

Performing arts - OHS

Custom Content Section

Not applicable.

CUAOHS501A Maintain a high level of fitness for performance

Modification History

Version	Comments
CUAOHS501A	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 design, implement and evaluate the effectiveness of an advanced exercise program.

Application of the Unit

This unit applies to individuals who need to maintain peak fitness for performances that require a high level of stamina, strength and endurance. Physical conditioning is a vital aspect of a performer’s daily routine and to be effective, performers need to develop fitness programs that incorporate a well-developed understanding of anatomy and physiology, the principles of biomechanics, and the way these inform the development of advanced exercise programs. At this level, access to a fully equipped fitness studio or gym is required.

Work performed requires a range of well-developed skills where some discretion and judgement are required and individuals are expected to take responsibility for their own outputs.

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. Design an advanced exercise program	1.1. Discuss with relevant personnel the type of advanced exercise program best suited to own performance needs 1.2. Target each component of fitness with advanced applications of exercise modalities 1.3. Apply understanding of the lever and cam systems of exercise equipment when designing fitness programs 1.4. Undertake basic postural screening to determine whether exercises are needed to modify postural irregularities 1.5. Apply the frequency, intensity, type and time (FITT) principle to planning advanced aerobic conditioning, flexibility, muscular strength, endurance and power programs 1.6. Incorporate aspects of somatic methods that match own performance requirements into advanced exercise program 1.7. Document advanced exercise program, building in strategies for ongoing review and amendment
2. Implement advanced exercise program	2.1. Always perform warm-up and cool-down procedures in conjunction with exercise activities 2.2. Follow advanced exercise program under appropriate supervision 2.3. Use advanced applications of exercise modalities correctly according to manufacturer or instructor recommendations 2.4. Follow studio or gymnasium rules and etiquette 2.5. Amend exercise program to incorporate feedback and advice from relevant personnel as required
3. Evaluate advanced exercise program	3.1. Consider a range of factors when evaluating whether the goals of an advanced exercise program are being achieved 3.2. Evaluate physiological changes that occur as a result of implementing an advanced exercise program 3.3. Note symptoms that indicate over training and take account of these when revising advanced exercise program

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss aspects of advanced exercise programs with relevant personnel

interpret and clarify written and verbal instructions

initiative and enterprise skills to identify exercises that best meet own physical conditioning needs

planning and organising skills to:

identify a range of factors to be considered when developing an advanced exercise program

develop, implement and monitor the effectiveness of an advanced exercise program

problem-solving skills to:

resolve problems encountered in training

redesign an advanced exercise program to take account of issues identified as a result of evaluating the program after implementation

self-management skills to:

set goals in relation to increasing fitness levels

prepare for exercise program through OHS practices

demonstrate consistency, discipline and commitment in relation to evaluating and monitoring personal fitness levels

teamwork skills to participate in group training sessions

technical skills to:

execute a series of advanced body conditioning exercises using a diverse range of equipment

measure physiological responses to exercise, e.g. pulse and blood pressure

determine target exercise heart rates

technology skills to access and download information from the internet.

Required knowledge

well-developed knowledge of:

basic anatomy, physiology and nutritional principles as applied to performance activities

biomechanical principles

injury-prevention strategies

symptoms of over training

OHS procedures appropriate to performance-skills practice

gender issues relevant to exercise and conditioning, such as:

body image

hydration

nutrition

injury prevention

foot care

effect of different exercise routines on gender-specific physical attributes

muscular strength

skeletal differences

overview knowledge of:

principles common to different somatic methods

concepts used in somatic neuromuscular repatterning processes.

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: design an advanced exercise program that: meets performance needs incorporates a range of advanced applications of exercise modalities to target each component of fitness implement an advanced exercise program and evaluate its effectiveness work collaboratively with others to achieve fitness goals.
Context of and specific resources for assessment	Assessment must ensure access to: sufficient space, facilities and equipment appropriate for fitness and conditioning exercise equipment and tools for monitoring and implementing exercise regimes, such as health-monitoring devices.
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 an advanced exercise program 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 maintaining a high level of fitness direct observation or video recording of the candidate undertaking an exercise program. 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: CUAOHS401A Apply movement and behavioural principles to physical conditioning CUAOHS402A Participate in gym and weight training for performances.

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.

Relevant personnel may include:	teacher medical practitioner physiotherapist dietician mentor qualified fitness instructor supervisor colleague fellow student performer.
Performance genres may include:	acrobatics and circus skills dance mime physical theatre.
Components relate to:	strength flexibility stamina.
Advanced applications of exercise modalities may relate to:	advanced overload techniques in resistance training, such as: matrix supersets split programs plyometrics intermediate or advanced class intensities of: pump step spin Pilates yoga.
Aspects of lever and cam systems include:	biomechanical principles: mass force velocity acceleration work momentum function of: levers cam pulley lever systems: 1st class 2nd class 3rd class lever alterations: force arm resistance arm axis of rotation.
Aspects of somatic methods may relate to:	somatic movement coordination ideals, such as: action matches intention ideal movement coordination improves the body and its capacity to act volitional movements are reversible volitional movements feel light and easy muscles recruited are appropriate to the action (large muscles move large body masses) muscular tonus is proportionally distributed through the body movement is metabolically efficient mechanical forces are transmitted through the skeleton skeleton moves in spatial paths as if the head were perceptually leading the action skeletal movement is constrained solely by joint and ligamentous structure somatic neuro-muscular repatterning processes, such as: directed thinking processes used in the Alexander technique (direction) imagery processes used in Ideokinesis kinetic imagery used in Feldenkrais-method awareness through movement lessons kinetic imagery from body-mind centring exploratory movement sequences used in: Feldenkrais method body-mind centring Bartenieff fundamentals communicative touch and manipulation processes used: in the Alexander Technique to facilitate ideokinetic imagery in the Feldenkrais method in body-mind centring.
Somatic methods may include:	Alexander technique Bartenieff fundamentals body-mind centring Feldenkrais method Ideokinesis Pilates sensory awareness yoga Thera-Band.
Advanced exercise program should cover:	muscular endurance muscular strength hypertrophy power speed cardiovascular endurance fat loss flexibility.
Warm-up and cool-down procedures may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Factors may include:	completion of the program ease of exercise loads boredom achievement of exercise goals signs of over training goal achievement changes in exercise session results ease of effort outcome of fitness appraisal.
Symptoms of over training may include:	tiredness lethargy decreased performance increased resting heart rate regular minor illnesses.
Ways to take account may include:	adjusting the quality versus quantity ratio of training ensuring adequate rest setting realistic goals acknowledging the significance of issues associated with: sleep nutrition stress.

Unit Sector(s)

Performing arts - OHS

Custom Content Section

Not applicable.

CUAOHS601A Apply advanced gym and weight training to ballet

Modification History

Version	Comments
CUAOHS601A	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 develop correct lifting techniques for pas de deux work.

Application of the Unit

This unit applies to male ballet and contemporary dancers performing at a professional level who are required to perform lifts during the execution of pas de deux and other complex dance sequences with a partner.

Exercises are undertaken in gyms or in facilities with a range of resistance training equipment and apparatus. At this level individuals are expected to demonstrate a strong command of highly specialised performance technique and to apply a high level of professionalism and dedication to their weight training regime.

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. Apply muscular fitness to a range of exercises	1.1. In consultation with relevant personnel develop an advanced weight training regime to improve overall strength and fitness to perform power lifts 1.2. Display muscular strength and flexibility in exercises 1.3. Employ strong and coordinated muscular control in exercises 1.4. Display power through speed and control in exercises
2. Employ safe power lifting techniques	2.1. Ensure neutral pelvic alignment prior to commencing lifts 2.2. Maintain postural stability during power lifting 2.3. Employ a fluid action during various power lifts, including overhead lifts 2.4. Maintain a stable yet relaxed lower body while engaging the spinal erectors, transversus abdominus and the upper limbs 2.5. Display power during weight lifting through speed and control
3. Demonstrate core control during a range of exercises	3.1. Maintain correct, stable posture throughout exercises 3.2. Ensure that abdominal stability is maintained 3.3. Use lumbar muscles to maintain erect posture 3.4. In consultation with relevant personnel review and adjust weight training exercises as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss aspects of weight training exercises with relevant personnel

interpret and clarify written and verbal instructions

planning and organising skills to:

develop an advanced weight training plan to meet performance needs

follow complex routine exercises

problem-solving skills to resolve problems encountered in training

self-management skills to:

prepare for exercise program through OHS practices

demonstrate consistency, discipline and commitment in relation to evaluating and monitoring personal fitness levels

teamwork skills to participate in group training sessions

technical skills to use a range of resistance-training apparatus to build strength.

Required knowledge

safe lifting techniques

core control skills for balance and injury prevention

function and features of a range of resistance training apparatus

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of joint motion

differentiation of the legs and pelvis

OHS procedures appropriate to performance-skills practice.

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: shift and lift an outside resistance without injuring the body execute overhead lifts with ease during performances improve weight lifting capacity through regular execution of a range of resistance training exercises.
Context of and specific resources for assessment	Assessment must ensure access to a gym equipped with a range of equipment and resources for weight training.
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 weight training direct observation or video recording of candidate performing exercises or applying lifting techniques during performances. 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: CUADAN507A Refine dance partnering techniques.

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.

Relevant personnel may include:	teacher trainer medical practitioner physiotherapist dietician mentor qualified fitness instructor supervisor colleague fellow student performer.

Unit Sector(s)

Performing arts - OHS

Custom Content Section

Not applicable.

CUAOHS602A Develop techniques for maintaining resilience in a competitive environment

Modification History

Version	Comments
CUAOHS602A	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 develop an understanding of behavioural principles to help cope with performance anxiety and other aspects of working in a competitive environment.

Application of the Unit

Performers, such as actors, dancers, musicians and vocalists, apply the skills and knowledge outlined in this unit.

In a highly competitive market place, performers have to apply a range of psychological techniques to perform with the skill and artistry needed to further their careers.

Developing strategies to deal with performance issues is a largely self-directed activity, but may involve some mentored guidance.

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. Refine understanding of behavioural principles	1.1. In discussion with relevant personnel confirm understanding of the key developmental stages in perception, cognition and understanding of self and how these relate to performers 1.2. Clarify the difference between psychology and psychiatry and discuss the circumstances in which performers may need to consult with professionals from these disciplines 1.3. Clarify the basic influences on social, individual and group behaviour with particular reference to competitive environments
2. Develop strategies to overcome performance anxiety	2.1. Develop a clear understanding of the causes and effects of performance anxiety 2.2. Discuss with relevant personnel the positive and negative effects of physiological arousal on performance 2.3. In consultation with relevant personnel develop strategies to cope with performance anxiety and achieve optimal arousal 2.4. Use rehearsal and performance opportunities to test and evaluate strategies 2.5. Reflect on own experience of, and responses to, a range of coping mechanisms and adjust strategies accordingly
3. Develop strategies to cope with injuries	3.1. Develop a clear understanding of the psychological effect of injuries on performers 3.2. Recognise the signs of problematic adjustment to injury in self and in other performers 3.3. Apply techniques to minimise the risk of injuries 3.4. Ensure that strategies to deal with injuries take account of individual differences in response to injury
4. Develop strategies to enhance performance	4.1. Discuss with relevant personnel strategies and psychological tools to enhance resilience and improve performance technique 4.2. Incorporate understanding of the effects of motivation on physical condition of the human body into performance strategies 4.3. Apply the principles of internal imagery to improve motivation and performance 4.4. Develop preparation and pre-performance routines 4.5. Reflect on personal responses to motivating stimuli and adjust approach to performance accordingly 4.6. Develop creative ways of coping with working and performing in a competitive environment

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to discuss issues associated with maintaining resilience in a competitive environment

critical thinking and analytical skills to:

reflect on complex behavioural issues and make judgments and decisions about those issues

improve own behavioural and thinking patterns through critical self-analysis

initiative and enterprise skills to develop lateral solutions for coping with performance anxiety

learning skills to understand and apply psychological theories to improve own performance

literacy skills to interpret varied information dealing with complex issues from a range of sources

planning and organisational skills to develop and action strategies to deal with aspects of working and performing in a competitive environment

problem-solving skills to adjust to constraints and limitations

technology skills to use the internet as a research tool.

Required knowledge

cognitive behavioural model of psychology

theories of social behaviour

terminology associated with psychological research and behavioural theories

operation of the nervous system

anxiety theories

physiological responses to stress and anxiety.

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: develop strategies to address performance issues that demonstrate understanding of: behavioural principles ways to cope with performance anxiety implement, monitor and adjust strategies in light of self-reflection work collaboratively with others on developing techniques for maintaining resilience in a competitive environment.
Context of and specific resources for assessment	Assessment must ensure: access to information on behavioural theories opportunities to reflect on effectiveness of strategies developed.
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 strategies developed to deal with a range of performance issues 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 maintaining resilience in a competitive environment direct observation or video recording of candidate in pre-performance situations. 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: CUAPRF503A Prepare for and perform in a competitive environment CUVPRP502A Prepare for sustainable professional practice.

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.

Relevant personnel may include:	teacher medical practitioner psychologist counsellor psychiatrist physiotherapist dietician mentor qualified fitness instructor supervisor colleague fellow student performer.
Key developmental stages may relate to:	Piaget’s four stages of cognitive development: sensorimotor period preoperational period concrete operational stage formal operational stage relationship between motor, perceptual, cognitive and social development role of the nervous system in the transmission of information.
Basic influences may relate to:	attitudes, including: envy of others’ success resentment at not being selected for a role ambition.
Causes of performance anxiety may include:	lack of confidence fear of not meeting audience’s expectations fear of being judged fear of failure negative thinking.
Effects of performance anxiety may include:	physical symptoms, such as: racing heart dry mouth shaky voice blushing trembling sweating nausea ‘butterflies’ in the stomach hyperventilating bodily response, such as: release of adrenaline into the blood stream causing ‘flight or fight’ syndrome with physical characteristics, such as: contraction of neck muscles back muscles drawing the spine into a concave position tensing of muscles feeling of cold in fingers, toes, ears, nose increased blood pressure dilation of pupils increased breathing behavioural effects, such as: not knowing what to do or say inability to read notes due to temporary impairment of close vision increased awareness of members of the audience due to temporary improvement in long range vision feeling embarrassed.
Strategies may relate to:	cognitive restructuring, such as: reducing the perceived or imagined power of audience members to make negative judgements reducing anxiety by perceiving performances as challenges rather than threats recognising and eliminating negative self-talk making affirmations to eliminate the tendency to imagine negative outcomes reducing the significance of the event causing anxiety by placing it in the bigger context of one’s whole life focusing on the present focusing on a single element or action at a time managing physiological arousal symptoms stretching deep breathing light aerobic exercises meditative techniques, such as: yoga tai chi creative visualisation meditation related to kinaesthetic awareness drug therapies, such as: beta blockers anti-depressants.
Coping mechanisms may include:	breathing exercises visualisation and imagery self-talk internalising or self-focus centring cue words pre-performance routines distraction self-monitoring using feedback goal setting cognitive restructuring relaxation thought stoppage feedback from others concentration and attention.
Techniques may relate to:	exercise program nutrition and diet warm-up and cool-down procedures appropriate clothing and footwear.
Individual differences may relate to:	dancer identity support network severity of injury secondary gain additional life stressors thinking style coping style.
Psychological tools may relate to:	relating examples of the four attention dimensions to personal strengths and weaknesses: internal narrow internal broad (analysis) external narrow external broad distractors and strategies to help maintain focus progressively relaxing muscles relating the stages of change to individual life experience: pre-contemplation contemplation preparation action relating learned life skills to past and future change.
Understanding may relate to:	attribution theory self-efficacy internal and external locus of control arousal and effect self-determination goal orientation and goal setting creative visualisation techniques mind body education options, such as: tai chi meditation martial arts common factors that affect motivation, such as: lifestyle perceptions or beliefs work or family commitments injury and health issues nutrition.
Motivation may relate to:	attribution theory and belief systems and cause and effect self-efficacy internal and external locus of control arousal and effect neuromuscular facilitation (muscle memory) aggression interpersonal behaviour.
Internal imagery relates to:	visuo-motor imagery, including use of: mental imagery to improve motor behaviour one’s imagination to simulate an action.

Unit Sector(s)

Performing arts - OHS

Custom Content Section

Not applicable.

CUAMPF301A Employ music and singing in performance

Modification History

Version	Comments
CUAMPF301A	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 incorporate music into performances and to apply safe voice practices when preparing for and performing vocals.

Application of the Unit

Singers and performers apply the skills and knowledge outlined in this unit to develop their appreciation of rhythm and vocal expression of songs and the playing of percussion instruments. The various styles and genres of music may include traditional, cultural, jazz, rock or contemporary. Performances could be in commercial, community or open space settings and performers may be performing solo or as members of an ensemble.

At this level, work is normally supervised, though some autonomy and judgement can be expected in live performance situations.

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

Not applicable.

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. Apply safe voice practices	1.1. Apply a knowledge of basic anatomy and physiology to breath control, voice production and articulation of speech 1.2. Apply correct physical posture and stance to enhance efficient breathing and voice production 1.3. Discuss with relevant personnel activities and factors that may inhibit or damage voice, voice projection and singing 1.4. Perform relaxation and warm-up routines suitable for the voice in performance 1.5. Follow procedures to minimise environmental impact on the environment 1.6. Follow OHS procedures
2. Practise technical control and vocal range	2.1. Apply vocal techniques to show freeing and breathing exercises and flexibility and control of articulation 2.2. Explore personal potential by practising intricate arrays of singing sound through technical speech and voice exercises 2.3. Reinforce strength of voice and throat by undertaking ongoing exercises to maintain and develop posture, breathing control and vocal range 2.4. Enhance vocal technique, harmony, accuracy and strength through regular practice
3. Perform notes, chords and tetrachords of a major scale and its modes	3.1. Determine the characteristics of a style or piece of music in terms of the way that musical elements are combined and manipulated or interpreted through voice and body movements 3.2. Develop a repertoire of basic music knowledge and appreciation to identify particular styles of composition and sounds 3.3. Read and interpret a set of notes in treble and bass clef and notes performed through singing 3.4. Identify a course of principal chords, intervals and tetrachords of a major scale from a keyboard and from a piece of music and reproduce through sound 3.5. Sing alone, or with others, sequences of notes of a major scale using a range of pitch, time, rhythm and diatonic intervals
4. Play rhythmic music on percussion instruments	4.1. Apply understanding of the relationships between the physical body, voice, posture and playing musical instruments when producing sound and singing 4.2. Identify the physical characteristics and parts of conventional and non-conventional percussion instruments and how they produce sound 4.3. Determine the way in which musical elements and sounds produced by percussion instruments form a distinctive character of a piece of music or performance 4.4. Maintain and care for instruments and store according to manufacturer requirements 4.5. Prepare the physical environment, instruments and voice in preparation for practice and performance 4.6. Implement a plan to develop technical skills and proficiency in producing the required patterns, elements and techniques of singing and playing percussion instruments
5. Sing in ensemble and solo	5.1. Play and sing a range of rhythms and styles of music on different forms of percussion instruments, solo and ensemble 5.2. Perform an ensemble of simple songs, a cappella and accompanied by music, musicians or instruments 5.3. Apply dramatic or emotive nuances to the performance of accompanied and unaccompanied songs 5.4. Apply understanding of the principles of non-verbal communication to changes of tone, timbre of voice and projection of vocal sound 5.5. Discuss performance with relevant personnel and use feedback to identify and develop ways to improve own performance outcomes

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss aspects of music and singing for performance with relevant personnel

respond appropriately to feedback on own skill development and performance

initiative and enterprise skills to:

use imagery, visualisation or physical posture techniques to enhance the outcomes of the exercise program

interpret sound and musical expression from pieces of music

apply appropriate emotion and non-verbal communication in dramatic nuance to music and within the context of the music

listening skills to:

monitor and adjust intonation as required

use appropriate sound and tone production for instrument or voice

reproduce basic musical patterns

literacy skills to:

read and analyse various musical notations and texts or scripts for performance

record performance observations and self-evaluations as required

learning skills to:

improve skills through practice

demonstrate appropriate improvisational and impromptu responses during performances

self-management skills to:

arrive punctually at classes, rehearsals and performances

dress appropriately

follow procedures to minimise environmental impact of performance activities

develop a realistic and effective vocal exercise program

apply safe vocal practices

plan own practice time

technical and problem-solving skills to:

use basic percussion instrumental techniques

discriminate basic elements of pitch and rhythm

use chords and scales, forms, textures or other elements of musical organisation

teamwork skills to work collaboratively with others involved in classes and performances.

Required knowledge

overview knowledge of:

OHS standards as they apply to music and singing in performance in a range of environments

relationship between body movement, music and voice

various non-verbal communication or body language concepts

history, characteristics and parts of a range of percussion instruments

role of make-up and hairstyling in performance

theatre conventions

issues and challenges that arise in the context of preparing for performances

well-developed knowledge of:

principles of basic physiology and anatomy, including:

skeletal and muscular systems

cardiovascular and cardiorespiratory systems

circulatory systems

aural and visual systems

voice registration, resonance, diction and articulation training techniques

gender issues in voice and speech, such as:

body shape

size

muscular construction

sound production in selected instruments or voice

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

musical notation

musical rhythms, including:

time signatures

beat

tempo

syncopation.

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: use music terminology correctly interpret basic notation and apply information to singing and playing percussion instruments demonstrate the accurate reproduction of musical elements and play simple rhythms on percussion instruments, solo and in ensemble sing in unison and in harmony in ensemble sing solo sing accompanied and a cappella.
Context of and specific resources for assessment	Assessment must ensure access to: relevant instruments and equipment performance opportunities appropriate venue with adequate space and acoustic qualities.
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 live or recorded performances 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 employing music and singing in performance evaluation of candidate’s contribution to group discussion journal work, including recording and evaluating the exercise methodology, and evaluating the performance direct observation of candidate in rehearsals and performances. 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: CUAMPF302A Develop vocal techniques for use in performance CUAPRF304A Develop audition techniques CUAPRF306A Develop musical theatre techniques.

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.

Anatomy and physiology may include:	articulators flexible front of the tongue larynx lips lungs middle or back of the tongue root of the tongue thoracic muscles trachea and muscles windpipe vocal folds within the larynx.
Physical posture and stance may relate to:	chest comfortably raised feet slightly apart flat abdomen head facing straight ahead hips rotated forward knees bent shoulders down and back spine aligned.
Relevant personnel may include:	client musical director producer performer mentor teacher coach tutor conductor agent medical personnel psychologist.
Factors may include:	breathiness differences in individual size, such as: body features vocal cords genetic disorders lesions and growths speech impediments unhealthy behaviours, such as substance abuse.
Factors that may inhibit may relate to:	breath support mechanism mental concepts of depth that are related to tone quality physical sensations of depth in the body and vocal mechanism size of the inside of the mouth and the position of the palate and larynx.
Warm-up routines may include:	deep breathing exercises, especially for abdominal breathing exercises to loosen mouth, such as: tongue lips soft palate exercises to loosen face muscles, such as: cheek eye jaw gentle open vowel singing maintaining good throat hydration with gentle gargling tongue twisters whole body relaxation exercises, such as: tai chi yoga vocalising exercises beginning in mid-range, before extending to upper and lower registers.
Minimising environmental impact may relate to:	being aware of air quality and noise maintaining biodiversity and protecting habitat from damage maintaining sustainable environment, including using measures to reduce energy consumption, such as: light emitting diode (LED) lights or fluorescent light bulbs turning lights off when not in use recycling materials reducing water usage.
OHS practices may include:	air control, inside and outside facilities wearing safe workwear awareness of own health status before and during activity awareness of repetitive movement, fatigue and prevention of injuries commitment to regular exercise to protect the body from injury gender-specific exercises to protect the body from injury identifying hazards and assessing risks lighting, heating and air-conditioning that meet regulations maintaining sufficient hydration identifying and addressing specific health implications, such as: smoking eating disorders sufficient and effective warm-up and cool-down techniques volume levels for self and others.
Vocal techniques may include:	application of different vocal timbres breathing emphasis intonation maintaining vocal range, such as: upper register middle register lower register pace phrasing pitch placement resonance rhythm timing.
Exercises may include:	acquiring vocal techniques, such as: legato staccato control of dynamics rapid figurations learning to comfortably sing wide intervals correcting vocal faults appropriate physical posture audibility, diction clarity, articulation and vocal placement developing: vocal strength stamina range projection flexibility developing breath control: setting up control period (suspension) controlled exhalation period (phonation) recovery period imagery or visualisation techniques to enhance performances study of acoustic phonetics.
Musical elements may refer to:	simple pitch melody harmony rhythm dynamics timbre and texture performance practice notation.
Conventional and non-conventional percussion instruments may include:	any object that produces a sound by: being hit with an implement being shaken, rubbed or scraped any other action that sets the object into vibration conventional, such as: cymbals drums non-conventional, such as: household items tools, e.g. anvil brake drums pipes clay.
Physical environments may include:	audience instruments, such as: accessories adjust settings tuning music scores sound equipment venue demographics.
Dramatic or emotive nuances may include:	physical posture and body language gestures and touch facial expression and eye contact environment and objects, such as: clothing props hairstyles symbols or graphics interpretation of emotion voice quality and speaking style vocal sounds, such as: grunts silence space timing.
Non-verbal communication principles may include:	body language emotional vocal sounds, such as: grunts silence space time or timing eye contact facial expression gestures and touch physical posture voice quality and speaking style.
Feedback may refer to:	audience feedback evaluation from teachers 360 degree feedback mentor relationship listening to own and others’ performances observations of performances.

Unit Sector(s)

Performing arts - music performance

Custom Content Section

Not applicable.

CUAMPF302A Develop vocal techniques for use in performance

Modification History

Version	Comments
CUAMPF302A	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 develop vocal range, articulation, and resonance, and the effective use of vocal techniques and expression in voice and speech control in performance.

Application of the Unit

Singers and actors apply the skills and knowledge outlined in this unit to develop and maintain their vocal clarity and articulation in performances. Performances could be in commercial, community or open space settings and performers may be performing solo or as members of an ensemble.

At this level, work is normally supervised, though some autonomy and judgement can be expected in live performance situations.

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. Apply safe voice practices	1.1. Apply understanding of basic anatomy and physiology to breath control, voice production and articulation for speech and singing 1.2. Apply correct physical posture and stance to enhance efficient breathing and voice production 1.3. Discuss with relevant personnel activities and factors that inhibit or damage voice, voice projection and singing 1.4. Perform relaxation and warm-up routines suitable for the voice in performance 1.5. Follow OHS procedures
2. Practise technical control and vocal range	2.1. Apply vocal techniques to show freeing and breathing exercises, and flexibility and control of articulation 2.2. Reinforce strengths of voice and throat by undertaking ongoing exercises to maintain and develop posture, breathing control and vocal range 2.3. Explore personal potential by practising intricate arrays of sound through speech and voice exercises 2.4. Express various sounds using a range of the body’s resonators in voice and speech exercise 2.5. Identify and implement methods for maintaining and developing vocal register and resonance
3. Practise vocal expression required for a range of text types	3.1. Interpret a variety of meanings and vocal expressions in a range of dramatic text styles and performance circumstances 3.2. Examine texts and determine where specific vocal characterisations and dramatic or emotive nuances are 3.3. Apply appropriate control of vocal techniques in a range of vocal expressions from a variety of dramatic text 3.4. Explore comic and dramatic qualities in a range of texts 3.5. Observe correct protocols and cultural maintenance where text or stories of cultural content are to be used in performance
4. Apply relevant dramatic vocal techniques in a range of performance circumstances	4.1. Practise diction, timing, voice adaptation, dialects and accents through a variety of performance texts 4.2. Apply understanding of the principles of non-verbal communication to changes of tone, timbre of voice and projection of vocal sound 4.3. Apply dramatic or emotive nuances when performing appropriate vocal expression of a character from text 4.4. Adapt use of voice, speech, body, emotions and dramatic licence appropriate to context of the text in a range of solo and ensemble performances 4.5. Use pitch, pace and pause skilfully and imaginatively 4.6. Apply range, inflection and tone to convey meaning 4.7. Discuss performance with relevant personnel and use feedback to identify and develop ways to improve own vocal performance techniques

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss aspects of developing vocal techniques for performance with relevant personnel

respond appropriately to feedback on own skill development and performance

initiative and enterprise skills to:

use imagery, visualisation and physical posture techniques to enhance the outcomes of the exercise program

interpret text to apply appropriate intonation of speech and voice

apply appropriate emotion and non-verbal communication in dramatic nuance to music and within the context of the music

listening skills to:

monitor and adjust intonation as required

use appropriate sound and tone production for instrument or voice

reproduce basic musical patterns

literacy skills to:

read and analyse various texts or scripts for performance

record performance observations and self-evaluations as required

learning skills to:

improve skills through practice

apply a range of vocal and speech exercise methodologies

express diction, poise and vocal registration in rehearsals and performances

demonstrate appropriate improvisational and impromptu responses during performances

self-management skills to:

arrive punctually at classes, rehearsals and performances

dress appropriately

follow procedures to minimise environmental impact of performance activities

develop a realistic and effective vocal exercise program

apply safe vocal practices

plan own practice time

technical and problem-solving skills to discriminate basic elements of pitch and rhythm

teamwork skills to work collaboratively with others involved in classes and performances.

Required knowledge

broad knowledge of:

OHS standards as they apply to music and singing in performance in a range of environments

relationship between body movement, music and voice

various non-verbal communication and body language concepts

issues and challenges that arise in the context of preparing for performances

principles of basic physiology and anatomy as they apply to the structure and functions of:

articulators

chest, mouth and face muscles

heart

lips

lungs

larynx

tongue

trachea

windpipe

resistance, strength, resonance, diction and articulation training techniques

gender issues in singing and speech, such as:

body shape

size

muscular construction

principles of vocal sound production, speech and singing

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

musical rhythms, including:

time signatures

beat

tempo

syncopation.

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: apply knowledge of anatomy and physiology to vocal exercise routines articulate non-verbal communication in relation to written or spoken text correctly perform vocal exercises while employing appropriate posture and breathing techniques improvise performance in an appropriate manner follow safe vocal practices respond appropriately to feedback and evaluation.
Context of and specific resources for assessment	Assessment must ensure access to: performance texts and opportunities appropriate venue with adequate space, acoustic qualities and safe 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 evaluation of live or recorded performances 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 developing vocal techniques for performances group discussion journal work, including recording and evaluating the exercise methodology, and evaluating the performance direct observation or video recording of candidate in rehearsals and performances. 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: CUAMPF301A Employ music and singing in performance CUAPRF301A Create and tell stories CUAPRF302A Develop basic acting skills CUAPRF304A Develop audition techniques.

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.

Anatomy and physiology may include:	articulators flexible front of the tongue larynx lips lungs middle or back of the tongue root of the tongue thoracic muscles trachea and muscles windpipe vocal folds within the larynx.
Physical posture and stance may relate to:	chest comfortably raised feet slightly apart flat abdomen head facing straight ahead hips rotated forward knees bent shoulders down and back spine aligned.
Relevant personnel may include:	client musical director producer performer mentor teacher coach tutor conductor agent medical personnel psychologist.
Factors may include:	breathiness differences in individual size, such as: body features vocal cords gender genetic disorders lesions and growths speech impediments unhealthy behaviours, such as substance abuse.
Vocal warm-up routines may include:	deep breathing exercises, especially for abdominal breathing exercises to loosen mouth, such as: tongue lips soft palate exercises to loosen face muscles, such as: cheek eye jaw gentle open vowel singing maintaining good throat hydration with gentle gargling tongue twisters whole body relaxation exercises, such as: tai chi yoga vocalising exercises beginning in mid-range before extending to upper and lower registers.
OHS procedures may include:	air control, inside and outside facilities wearing appropriate workwear awareness of own health status before and during activity awareness of repetitive movement, fatigue and prevention of injuries commitment to regular exercise to protect the body from injury gender-specific exercises to protect the body from injury identifying hazards and assessing risks lighting, heating and air-conditioning that meet regulations maintaining sufficient hydration identifying and addressing specific health implications, such as: smoking eating disorders sufficient and effective warm-up and cool-down techniques volume levels for self and others.
Vocal techniques may include:	application of different vocal timbres breathing emphasis intonation maintaining vocal range, such as: upper register middle register lower register pace phrasing pitch placement resonance rhythm timing.
Exercises may include:	acquiring vocal techniques, such as: legato staccato control of dynamics rapid figurations learning to comfortably sing wide intervals appropriate physical posture audibility, diction clarity, articulation and vocal placement developing: vocal strength stamina range projection flexibility developing breath control: setting up control period (suspension) controlled exhalation period (phonation) recovery period imagery or visualisation techniques to enhance performances study of acoustic phonetics.
Resonators may include:	chest tracheal tree larynx pharynx oral cavity nasal cavity sinuses.
Dramatic text styles and performance circumstances may include:	formal debating plays on a stage plays or sketches in the round or outdoors presentation of information to an audience speech styles, such as: accent dialect phonetics text styles, such as: comedy plays poetry songs speeches.
Protocols and cultural maintenance include:	rules of behaviour, which include governing communication, access to and use of cultural information and practices that form the heritage of the diverse range of Aboriginal and Torres Strait Islander societies following community protocols and rules of behaviour, including: obtaining and sharing information and materials visiting individuals and communities and requesting permission for activities strategies may include: non-verbal techniques, such as gestures display of positive regard and respect non-judgemental approaches forming partnerships with cultural groups to achieve particular work goals monitoring and reflecting on own actions to ensure cultural values are not imposed on others protection and sustainability of: natural and cultural integrity stories song lines spiritual practices artefacts sites of significance language responsibilities and obligations to individuals, country and the community authentic replication of approved: cultural stories music in the dance form for demonstration of culture outside the community environment issues relating to protection and exploitation of cultural heritage material may include: Indigenous communal rights Indigenous cultural and intellectual property laws relating to fraud and forgery import and export of culturally significant objects issues that may threaten beliefs and knowledge related to traditional land, sea-lore, law, family and ancestors.
Non-verbal communication principles may include:	body language emotional vocal sounds, such as: grunts silence space time or timing eye contact facial expression gestures and touch physical posture voice quality and speaking style.
Dramatic or emotive nuances may include:	physical posture and body language gestures and touch facial expression and eye contact environment and objects, such as: clothing props hairstyles symbols or graphics voice quality and speaking style interpretation of emotion vocal sounds, including: grunts silence space timing.
Feedback may refer to:	audience feedback evaluation from teachers 360 degree feedback mentor relationship listening to own and others’ performances observations of performances.

Unit Sector(s)

Performing arts - music performance

Custom Content Section

Not applicable.

CUAMUP301A Prepare personal appearance for performances

Modification History

Version	Comments
CUAMUP301A	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 prepare own hair, make-up and costume for performances.

Application of the Unit

The skills and knowledge outlined in this unit apply to performers, such as singers, dancers, actors, circus performers and comedians who need to prepare aspects of their personal appearance for performances. Performances could be in commercial, competition or community settings.

Work performed requires a range of well-developed skills where some discretion and judgment are required and individuals are expected to take responsibility for their own outputs.

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. Clarify hair, make-up and costume requirements	1.1. In consultation with relevant personnel clarify performance requirements and identify factors that influence hair, make-up and costumes 1.2. In consultation with relevant personnel, plan styles and colours of hair, make-up and costumes according to performance requirements 1.3. Investigate differences in performance environments and include strategies to address these issues in production plans 1.4. Confirm final designs and plans for make-up and hairdressing with relevant personnel
2. Treat costumes for performance	2.1. In consultation with relevant personnel check costumes and determine required treatment to prepare for performances 2.2. Complete simple costume modification, repairs and laundering according to quality, safety and time requirements 2.3. Review modifications against production plans and complete required documentation 2.4. Ensure that own costumes are labelled and stored according to workplace or production requirements 2.5. Ensure materials for maintaining hair, make-up and costumes are available for retouches during performances as required
3. Apply and finalise make-up and hairstyles	3.1. Work with relevant personnel, as required, to examine the physical structures or features of own head and body and identify areas requiring corrective action or camouflage make-up and hairdressing 3.2. Ensure own make-up and hair tools, products and equipment are available according to production schedules 3.3. Apply and remove products in sequence with appropriate techniques 3.4. Follow OHS requirements as required 3.5. Select and apply finishing techniques to achieve planned design 3.6. Follow procedures to minimise environmental impact 3.7. Work with relevant personnel to review hair, make-up and costume plans and check that final effect meets production requirements 3.8. Document hair or make-up design for future performances and continuity purposes as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

seek advice when problems arise

respond appropriately to feedback on own ability to prepare personal appearance for performance

learning skills to:

identify and apply or use appropriate product, applicators and equipment

label and apply storage systems for costumes

identify and apply appropriate testing techniques

literacy skills to:

follow manufacturer specifications and costume care labels

analyse production documentation to plan personal appearance activities

complete production documentation as required

initiative and enterprise skills to:

maintain continuity of hairstyle and make-up application over time

monitor and deal with flaws and imperfections in hair, make-up and costumes and take corrective action

evaluate results and take remedial action as required

contribute creative ideas to hair, make-up and costume designs

problem-solving and planning skills to:

identify the use, properties and care of different fabrics and materials regularly used in making costumes and how they react to laundering, dry cleaning or spot cleaning

identify, plan, organise and prepare required instruments and equipment

recognise and respond appropriately to general and local contra-indications of chemicals used in hair and make-up, including those that indicate the need to be handled by an appropriate professional

plan and apply hair, make-up and costume designs to compensate for particular face and body shapes or characteristics

estimate the quantity of products required

self-management skills to:

follow OHS procedures and policies

follow procedures to minimise the environmental impact of activities

calculate time to complete hair, make-up and costume designs to meet production schedules

teamwork skills to work collaboratively with others in planning, rehearsing and performing

technical skills to:

use a range of tools and styling aids to create current and period hair and make-up designs

use basic sewing techniques, including hand sewing and the manipulation of fabric through a sewing machine.

Required knowledge

overview knowledge of:

relevant federal, state or territory, and local government requirements relating to OHS in the context of preparing personal appearance for performances

cleaning agents and the effect they have on a range of fabrics or materials, including those that are fragile and easily damaged

stagecraft as it relates to performers, such as:

lighting design, e.g. the appearance of hair colour, skin tone and make-up under lights

props

set design

well-developed knowledge of:

roles and responsibilities of personnel in productions or performances

principles and characteristics of hair design and make-up application, especially cosmetic chemistry and ingredients in relevant make-up and hair products

techniques for determining and rectifying own physical appearance to produce visual representation of the character being portrayed

basic repair and adjustment techniques to maintain fabric and costuming

social, cultural and religious requirements of productions.

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: apply hair, make-up and costuming for at least two performances recreate hair and make-up designs on consecutive occasions meet production requirements in a timely manner select and apply appropriate hair and make-up products using correct application and removal techniques apply a basic knowledge of different repair and maintenance techniques for different types of fabrics and costumes follow OHS procedures and policies.
Context of and specific resources for assessment	Assessment must ensure access to: an environment where different types of styles and designs for hair, make-up and costumes can be applied, modified, repaired and maintained within commercially realistic timeframes relevant products and equipment.
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 preparing personal appearance for performances direct observation of the candidate styling hair, applying and removing make-up, and repairing and laundering costumes in a production context. 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: CUAPRF201A Prepare self for performances CUSOHS301A Follow occupational health and safety procedures.

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.

Relevant personnel may include:	costume designers dressers production designers directors make-up artists wig dressers milliners hairdressers and stylists other performers.
Performance requirements may relate to:	nature of the physical activity, e.g. lifting in ballet routines quick costume changes continuity lighting special effects use of body doubles or second cast gender and age of performers.
Factors may refer to:	available resources characteristics and requirements of specific performance cultural, age, or gender determinants differing body shapes of performers materials, styles and construction of costuming salon and theatre policy and procedures regarding the production of a range of hairstyles and facial conditioning and finishes for performances skin or hair damage, such as: environmental damage, including ultraviolet (sun) light excessive use of overheated thermal equipment inadequately met nutritional needs health problems substance abuse chemical use, e.g. blonding agents.
Hair may include:	braids buns ringlets curls volumised hair colour design beards, such as: full beard goatee moustache body hair.
Aspects of make-up may include:	areas requiring make-up application, such as: face décolletage hands feet make-up types, such as: eye make-up blushers concealants lip gloss foundation mascara.
Costume may include:	character contemporary dance female, male and child hard and soft sculpture millinery period costumes jewellery corsetry hosiery footwear costume accessories
Performance environments may refer to:	venues performance spaces, such as urban or rural time of performance audience lighting air conditioning and heating personal services laundering, cleaning and repair facilities.
Required treatment may refer to:	adaptation laundering: airing and sanitising dry cleaning shoe cleaning spot cleaning washing and drying modification repairs: maintaining the standard of the overall costume hemming minor repairs: closures fabric tears or seams replacing buttons and trimmings replacing parts of costumes, such as: cuffs collars linings taking in or letting out tools, such as: craft or dressmaker equipment sewing machines.
Physical structures and features may include:	scalp natural hair type, such as: European Asian Afro hair texture, such as: coarse medium fine hair growth patterns, such as: crown area hairline neckline cowlicks (whorls) movement, such as: straight wavy natural curl chemical curl or waves beard characteristics, such as: hair texture hair density growth patterns blemishes, flaws or other facial and hair conditions requiring special consideration facial features bone structure skin health and tone energy requirements common diet-related health problems.
Tools, products and equipment may include:	appropriate equipment, products and applicators to: treat repair undertake and finish hair and make-up requirements.
OHS requirements may refer to:	workplace policy and procedures, such as: standard operating policy and procedures standards and certification requirements communication protocols quality assurance procedures OHS procedures, such as: infection control procedures: checking for infectious and transmittable disease sterilising apparatus and instruments using disinfectants when washing equipment safe removal and disposal of soiled and contaminated garments safe ventilation avoiding invasive procedures on bodies use of personal protective clothing, including: disposable gloves heavy duty gloves barrier gown or suit waterproof overshoes waterproof aprons splash proof masks hair cover material handling procedures, including hazardous or infectious materials maintaining make-up and hair styling tools and equipment to required standards emergency procedures, including fire and accident procedures recording and reporting injury and incidence performing first aid as necessary.
Minimising environmental impact may refer to:	maintaining sustainable environment, including using measures to reduce energy consumption, such as: using light emitting diode (LED) lights or fluorescent light bulbs turning lights off when not in use recycling materials reducing water usage maintaining biodiversity and protecting habitat from damage being aware of air quality and noise.

Unit Sector(s)

Performing arts – make-up

Custom Content Section

Not applicable.

CUAPRF201A Prepare self for performances

Modification History

Version	Comments
CUAPRF201A	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 prepare to perform at a basic level before audiences.

Application of the Unit

People who want to pursue a career as performers in the entertainment, theatre and events industries apply the skills and knowledge outlined in this unit. They could be training to be actors, dancers, circus performers, musicians or vocalists.

From an early stage in their careers, performers need to develop skills associated with preparing themselves adequately to perform before audiences in contexts as varied as small and large entertainment venues, street festivals, corporate functions and community events.

The development of these skills is usually carried out in private practice, rehearsal and performance settings and under supervision and guidance.

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. Develop an understanding of live performance requirements	1.1. Discuss issues related to performances with relevant personnel 1.2. In consultation with relevant personnel, identify the characteristics and likely causes of performance anxiety 1.3. Identify and implement a range of strategies to overcome performance anxiety to suit own needs and circumstances
2. Rehearse for performances	2.1. Maintain personal practice to achieve the required standard for rehearsals and performances 2.2. Participate in rehearsals as required and adjust performance techniques in response to feedback from others 2.3. Critically analyse own performance and the performance of others to inform own work 2.4. Respond to other performers and adjust own performance in ensemble as required
3. Use body effectively and safely	3.1. Observe OHS principles in private practice and in performances 3.2. Assess and monitor body to realise its own potential and limitations and maximise performance 3.3. Avoid danger of injury both to self and others through controlled use of body to maximise performance 3.4. Note possible stresses and strains of activity on specific parts of the body and take suitable preventative measures to minimise them 3.5. Where damage is done or suspected, seek advice promptly from appropriate sources and take recommended remedial action
4. Prepare for performances	4.1. Use appropriate methods to maintain physical and psychological condition for performances 4.2. Undertake appropriate mental preparation and physical warm-up exercises to ensure readiness for performance 4.3. Ensure that personal presentation is appropriate to performance contexts

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance in rehearsals

work collaboratively with others involved in rehearsals and practice sessions

initiative and enterprise skills to implement appropriate strategies to overcome performance anxiety

learning skills to prepare for live performance through practice, preparation and rehearsals

listening skills to:

maintain correct tempi in performance pieces as required

monitor and adjust performance in practice and rehearsals as required

literacy skills to interpret and clarify written or verbal instructions

self-management skills to:

demonstrate reliability in agreed work commitments

identify areas of weakness and plan practice accordingly

maintain an appropriate standard of personal presentation in a performance context

meet deadlines and prioritise tasks

practice and perform with due regard to personal health and safety considerations

set personal goals

technical and problem-solving skills to use a range of techniques in area of specialisation in rehearsals and performances.

Required knowledge

basic knowledge of:

appropriate strategies and psychological tools that can be used to overcome performance anxiety

role of make-up and hairstyling in performance

stage production, including aspects of staging and the creation of dramatic effect

theatre conventions

broad knowledge of:

issues and challenges that arise in the context of preparing for performances

OHS legislation and principles relevant to particular performance contexts, such as:

hearing protection

performance anxiety

policies and best practice

protection of body against overuse injury

safe lifting practices

principles and techniques in area of specialisation

repertoire relevant to the technique or area of specialisation.

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: apply basic strategies to overcome the effects of performance anxiety use personal practice time and rehearsals to reach the standard required for performances respond positively to constructive feedback on own performance take account of personal health and safety considerations during practice sessions communicate effectively with others involved in practice sessions or rehearsals prepare personal presentation for performances.
Context of and specific resources for assessment	Assessment must ensure access to: relevant resources and equipment opportunities for rehearsals in either a real or simulated situation.
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 rehearsals or live or recorded performances verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit analysis of candidate’s use of strategies and techniques for overcoming performance anxiety case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of preparing self for performance direct observation of candidate preparing for performances. 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: CUADAN201A Develop basic dance techniques CUADAN202A Incorporate artistic expression into basic dance performances.

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.

Issues may include:	audience expectations working cooperatively with others involved in performances length of performances adequate practice time rehearsals resources, such as: appropriate footwear costumes instruments instrumental accessories microphones scores sheet music tapes props sound equipment production schedule role of production personnel, including: stage manager technical crew production manager director theatre conventions, e.g. call times time venue.
Relevant personnel may include:	agent client coach conductor medical personnel mentor musical director performers producer psychologist teacher tutor.
Characteristics and likely causes of performance anxiety may include:	excess body tension forgetting routines inappropriate energy levels incorrect timing injury lack of facial expression lack of spatial awareness.
Strategies to overcome performance anxiety may include:	adequate rehearsal focusing on a single element or action at a time relaxation techniques, such as: meditation imagery and conscious visualisation affirmations stretching deep breathing light aerobic exercises maintaining a work-life balance mental rehearsal warm-up routines.
Performers may refer to:	actors dancers musicians orchestra singers.
Methods to maintain physical and psychological condition may refer to:	maintaining a fitness regime regular practice time regular rehearsals stretching and strengthening exercises.
Warm-up exercises may include:	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 exercises to loosen mouth, such as: tongue lips soft palate exercises to loosen face muscles, such as: cheek eye jaw gentle open vowel singing isolation and mobility of body parts maintaining good throat hydration with gentle gargling slow and relevant stretching slow and deep breathing.
Aspects of personal presentation may include:	accessories costume, including footwear demeanour hair make-up, such as: body paint face make-up theatre make-up observance of cultural or historical background of the dance style posture way of moving.

Unit Sector(s)

Performing arts - performance

Custom Content Section

Not applicable.

CUAPRF301A Create and tell stories

Modification History

Version	Comments
CUAPRF301A	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 create and tell stories based on knowledge of traditions in story-telling and the use of the narrative form in theatre.

Application of the Unit

Performers such as singers, actors, dancers and comedians, who wish to develop techniques associated with story creation and performance, apply the skills and knowledge outlined in this unit.

Performances may be in commercial, competition or community settings. Depending on the nature of the text, performers could be working in ensembles, partnerships or solo.

At this level work performed requires a range of well-developed skills where some discretion and judgment are required and individuals are expected to take responsibility for their own outputs.

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. Develop an understanding of major story-telling traditions	1.1. Identify structural characteristics and formats of major story-telling styles 1.2. Compare historical and cultural purposes of stories and the relationships between modes of story-telling, storyteller and audience 1.3. Research current methods of story-telling, including stories from different cultures
2. Analyse the narrative form in theatre	2.1. Analyse influences in the development of narrative form and process in story-telling as used in contemporary theatrical forms 2.2. Determine roles of meaning and symbols, characters and characterisation in the art of narrative in a theatrical context 2.3. Determine the stages of the story writing process in designing descriptive stories 2.4. Determine the way that writing elements of a style or piece of text are combined and manipulated
3. Employ performance techniques to story-telling	3.1. Interpret meaning and symbols within the context of a variety of dramatic texts, styles and performance circumstances 3.2. Apply appropriate vocal expression and performance techniques to piece of dramatic text or selected characters within stories 3.3. Observe correct protocols and cultural maintenance where text and stories containing cultural content are used in performances
4. Create and communicate stories to audiences	4.1. Create stories from different theme areas and develop a performance for others 4.2. Perform sequences or pieces using complementary impromptu and improvisational abilities in non-verbal and verbal articulation of texts, both alone and in a group 4.3. Use feedback from relevant personnel to review performance and develop strategies for improvement

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss aspects of creating and telling or performing stories with relevant personnel

seek and respond appropriately to feedback and advice regarding own skill development and performance

initiative and enterprise skills to:

apply correct cultural protocols in relation to use of stories

apply improvisational and impromptu responses to a performance text

learning skills to:

create original scripts according to style and methodology of narration

interpret and perform appropriate speech, voice and human movement for relevant text

demonstrate appropriate emotion, non-verbal communication and dramatic nuance in alignment with the spoken text

literacy skills to:

conduct research and interpret information in regard to history and methodology of narration and story-telling processes

analyse and perform texts or scripts

planning and organising skills to plan required story-telling creation and performance times

self-management skills to:

apply self-discipline

meet required work commitments

teamwork skills to work collaboratively with others involved in creating stories or performances.

Required knowledge

overview knowledge of:

basic theory of semiotics, including semantics, syntax and pragmatics

stage production, including aspects of staging and the creation of dramatic effect

theatre conventions

OHS requirements in the context of performances, such as:

identifying hazards and assessing risks

using flooring that is maintained, sufficiently spaced and appropriate for full body activity

lighting, heating and air-conditioning that meet regulations

well-developed knowledge of:

history of narration and story-telling within cultural, religious, educational and entertainment contexts

basic styles, processes and methodologies of creating texts and stories

principles and characteristics of non-verbal communication and body language

key components of voice, its effect on the audience and vocal process.

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: distinguish major story-telling traditions according to their purposes, cultural and dramatic features and relationship with audiences tell stories: in major stylistic and cultural categories created by candidate to an audience explain how contemporary theatrical use of the narrative form is connected to older traditions seek and apply feedback on effectiveness of story creation and performance.
Context of and specific resources for assessment	Assessment must ensure: that culturally or socially sensitive matters or materials are appropriately protected and that cultural and intellectual property rights are respected access to: appropriate venue with adequate space and acoustic qualities performance opportunities relevant instruments or equipment scripts or other materials for discussion.
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 journal work, including recording, and evaluation of the story creation methodology and evaluation of 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 creating and telling stories direct observation or recording of the candidate telling stories during a performance. 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: CUAPRF302A Develop basic acting skills CUAMPF302A Develop vocal techniques for use in performance.

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.

Stories may be:	cultural religious related to creation or morality themes ways to perpetuate knowledge examples to illustrate particular points (parables) designed to convey meaning memory building and enhancing entertainment poetry film fairytales in genres, such as: adventure crime science fiction romance realism fantasy mystery horror.
Methods of story-telling may include:	writing speech poetry prose pictures song dance motion pictures theatre.
Narrative form and process may include:	characters setting, including time and place events, including: orientation or beginning complication, middle or problem resolution or ending sequence in which they occur type of story structure, such as: first person narrative third person narrative use of flashback chronological narrative writing style to be used atmosphere to be generated sequencing and transitions intended audience for the story moral or constructive ending purpose of the story.
Meaning and symbols, characters and characterisation may include:	significance of communication styles and strategies and how meaning is constructed and understood in the development of stories relationship between written and spoken words paragraph structure sounds expression and body language and the inferred meaning rules of sentences and grammar construction and structure audience’s meaningful understanding of the language or semantics of the written or spoken piece characters and characterisation of roles explicit or implicit caricature of the characters relationship between the character and the actions within the story representation of strengths and weaknesses of a role within the story.
Vocal expression may relate to:	musculature breathing timing tone timbre resonation.
Protocols and cultural maintenance may include:	rules of behaviour, including those governing communication, access to and use of cultural information and practices that form the heritage of a particular society appropriate communication, including: clearly and appropriately expressing expectations respectful interactions active listening providing appropriate feedback protection and continuation of: stories song lines spiritual practices sites of significance language responsibilities and obligations to individuals, country and the community.
Non-verbal may include:	body language emotional vocal sounds, such as: grunts silence space time or timing symbols or graphics eye contact facial expression gestures and touch physical posture voice quality and speaking style.
Feedback may refer to:	audience feedback on issues, such as: comprehension audibility dramatic expression delivery style appropriateness of content sensitivity to issues and interpretation evaluation from teachers 360 degree feedback mentor relationship listening to own and others’ performances observations of performances.
Relevant personnel may include:	agent client coach director mentor producer performers teacher tutor.

Unit Sector(s)

Performing arts - performance

Custom Content Section

Not applicable.

CUAPRF302A Develop basic acting skills

Modification History

Version	Comments
CUAPRF302A	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 develop basic acting skills, such as characterisation, memorising dialogue, voice projection and creative use of the voice and body.

Application of the Unit

Singers, dancers, actors, comedians and other performers who use basic acting skills in their performances apply the skills and knowledge outlined in this unit. Acting skills can be applied in commercial, community or open space settings and actors or performers may be performing solo or as members of an ensemble.

At this level, work is normally supervised, though some autonomy and judgement can be expected in live performance situations.

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. Prepare for acting practice and performances	1.1. Take fatigue, personal limitations and boundaries into account when undertaking acting practice and performances 1.2. Always perform warm-up and cool-down procedures in conjunction with practice or performance activities 1.3. Develop understanding of stage geography and terminology 1.4. Apply appropriate make-up or hairstyle to portray character or role as required 1.5. Discuss with relevant personnel the creative and technical parameters of the role or performance
2. Explore and practise basic acting skills	2.1. Perform dialogue with clarity, accuracy and control using a range of basic vocal techniques 2.2. Apply and practise memory retention skills for retaining lines of dialogue 2.3. Develop the creative use of voice and body in a dramatic context to convey role and character 2.4. Evolve a sense of truth and integrity when acting with others 2.5. Apply flexibility, creativity and inventiveness in improvised performance 2.6. Demonstrate the use of instinct and theatrical intuition when rehearsing and performing short scenes and monologues from a range of texts 2.7. Explore connections between one actor and another 2.8. Practise observation and sensory recall of daily life to enrich own performance of character roles 2.9. Use imagination to recall own stories and tell a character’s story to improve own acting skills
3. Explore characterisation techniques	3.1. Develop an understanding of character to be performed 3.2. Build a character by using basic acting skills 3.3. Imaginatively explore the given circumstances and how this affects a character’s choices
4. Demonstrate a collaborative approach to dramatic practice and performance	4.1. Cooperate with group members during practice or performance 4.2. Take and interpret direction to further improve own acting practice and performance 4.3. Contribute creatively to group work 4.4. Identify different functions and roles of theatre personnel and how they interrelate
5. Evaluate own basic acting skills	5.1. Develop critical skills to inform own technique 5.2. Use feedback from teachers and mentors to identify and develop ways to improve own basic acting skills

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss a range of basic acting skills with relevant personnel

respond appropriately to feedback and advice regarding own skill development

initiative and enterprise skills to:

apply imagination, flexibility and creativity in improvisations

develop own critical analysis skills

learning skills to:

improve own basic acting skills through practice and creative use of body and voice

reproduce dialogue clearly

interpret texts to create believable character roles

planning and organising skills to:

plan practice and performance time

research historical and cultural aspects of character and text to be performed

problem-solving skills to recognise problems as they arise and seek advice in solving them

self-management skills to:

dress appropriately for practice and performance

follow direction as required

apply safe performance practices

teamwork skills to work collaboratively with others involved in practice and performances.

Required knowledge

basic knowledge of:

historical, social and cultural significance of drama and theatre

historical and contemporary playwrights and their texts

OHS standards and requirements associated with performance

well-developed knowledge of:

group dynamics

basic acting techniques

key components of voice, its effect on the audience and vocal process

theatre conventions

functions and roles of theatre personnel

stagecraft as it relates to performers, such as:

lighting design

props

set design.

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: demonstrate basic acting skills demonstrate basic vocal techniques when performing dialogue explore and develop characterisation techniques work collaboratively with others.
Context of and specific resources for assessment	Assessment must ensure access to: appropriate practice and performance space relevant resources and equipment used to develop basic acting skills.
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 practice or live or recorded performances 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 developing basic acting skills direct observation of candidate practising basic acting skills. 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: CUAMUP301A Prepare personal appearance for performances CUAPRF301A Create and tell stories.

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.

Warm-up and cool-down procedures may include:	aerobic activities anaerobic exercises coordinated breathing activities flexibility exercises floor work joint-mobility exercises stretching vocal exercises.
Stage geography and terminology may include:	upstage downstage on and offstage stage right or left scenery dock prompt side (PS) opposite prompt (OP) camera left and camera right (for film and TV).
Relevant personnel may include:	agents coaches colleagues directors family members medical practitioners mentors nutrition experts performers teachers.
Creative parameters of the role or performance may include:	overall atmosphere and mood plot development and flow of action cultural context characterisation symbolism style relationship between form and content in dramatic performance.
Technical parameters of the role or performance may include:	audio costume general staging lighting props scripting codes for stage, television or film sets and scenic art.
Basic vocal techniques may refer to:	awareness of breath diction tone timbre speed of speech accent timing phrasing.
Improvised performance must include:	breakdown of the actor's inhibitions ensemble awareness exercises in spontaneity expression of thought and emotion physical communication sensory awareness.
Rehearsing must include:	communication and consultation with relevant personnel observation and interpretation of text display of a consistent level of commitment to developing performance quality and artistry in the given style ongoing receptivity to learning.
Texts may include:	plays, such as: contemporary historical comedies tragedies poetry prose speeches mythological stories.
Ways to develop an understanding of character may involve:	researching the historical and cultural context of the character researching the history of the text’s author interpreting the stage directions related to character identifying the climactic moments in a character’s story arc.
Basic acting skills must include:	empathy observation and sensory awareness personalisation given circumstances endowment transaction: actions and objectives.
Given circumstances may include:	who what where when how obstacles in a character’s path.
Function and roles of theatre personnel may include:	directors stage managers set designers and dressers lighting and sound technicians costume designers make-up artists front of house (FOH) managers.
Critical skills may refer to:	analytic discussion and evaluation investigative journal recording questioning.
Feedback may include:	feedback from tutors, mentors and coaches feedback from peers self-evaluation video documentary.

Unit Sector(s)

Performing arts - performance

Custom Content Section

Not applicable.

CUAPRF303A Perform basic on-ground acrobatic skills

Modification History

Version	Comments
CUAPRF303A	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 perform basic on-ground acrobatic skills, such as rolls and cartwheels.

Application of the Unit

Circus and other performers who incorporate basic acrobatic skills into their performances, apply the skills and knowledge outlined in this unit.

Circus performers entertain audiences as soloists, with a partner, or as members of a group. Performances may take place within a range of settings, including community circus, physical theatre, traditional circus, new-wave circus and street theatre.

At this level, work is normally supervised, though some autonomy and judgement can be expected in live performance situations.

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. Prepare for basic acrobatic sessions	1.1. Ensure appropriate clothing and footwear are worn 1.2. Select, inspect and test equipment for safety and relevance 1.3. Ensure that performance spaces are checked for safety 1.4. Report safety issues to relevant personnel 1.5. Correctly perform safe warm-up exercises and mental preparation techniques so body and mind are ready for routines
2. Participate in basic acrobatic skills routines	2.1. Correctly apply technical skills to basic acrobatic movements 2.2. Perform sequences of routines to ensure a smooth presentation 2.3. Safely perform landings
3. Conclude basic acrobatics sessions	3.1. Perform safe cool-down exercises 3.2. Clean or clear performance area to ensure safety of performers 3.3. Store equipment to maintain quality and reliability
4. Review basic acrobatic skills performance	4.1. Undertake self-evaluation to assess level of performance and skills development 4.2. Use feedback from teachers and mentors to identify and develop ways to improve own basic on-ground acrobatic skills 4.3. Set realistic goals for improvement and develop strategies to achieve those goals

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss performance of basic acrobatic skills with relevant personnel

respond appropriately to feedback on own skill development and performance

learning skills to:

combine basic on-ground acrobatic and gymnastic skills for performance

perform basic on-ground acrobatic acts and routines

develop muscle memory and repetition

perform fluid and controlled body movements, including balancing

planning and organising skills to:

prepare for classes

plan practice time

problem-solving skills to develop and use mental focus strategies

self-management skills to:

arrive punctually at classes, rehearsals and performances

dress appropriately

observe acrobatic discipline and follow direction

apply safe work practices

teamwork skills to work collaboratively with others involved in acrobatic classes and performances.

Required knowledge

basic understanding of OHS in the context of performing basic on-ground acrobatic skills

well-developed knowledge of:

warm-up and cool-down techniques

mental focus strategies

principles underlying acrobatic movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

body positioning

folding

extending

rotating

shifting weight.

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: perform a handstand holding form and shape, held for a beat perform a sequence of 6 to 8 forward or backward rolls and 6 to 8 cartwheels with both static and running start-up perform safe, stable landings effectively support team members follow safe work practices.
Context of and specific resources for assessment	Assessment must ensure access to: venue with adequate space and safe level floor or surface scatter mats spotters (depending on the skill performed).
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 live or recorded performances 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 performing basic on-ground acrobatic skills direct observation of candidate in classes and performances. 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.

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.

Equipment may include:	foam blocks scatter mats.
Safety issues may include:	faulty equipment inadequate numbers of spotters inadequate supervision by support team safety of audience trip hazards in the venue or facility, for example power cords unsafe flooring.
Relevant personnel may include:	coaches colleagues family members medical practitioners mentors nutrition experts performers teachers.
Warm-up exercises may include:	aerobic activities anaerobic exercises body conditioning and strength development breathing techniques coordinated breathing activities flexibility exercises floor work games group work isolation and mobility of body parts joint-mobility exercises stretching.
Mental preparation techniques may include:	affirmations focusing activities imagery or conscious visualisation meditation.
Routines include:	solo, pair and group performances.
Technical skills must include:	balance or stability body awareness and control controlled and fluid movements coordination flexibility hand and body positioning maintaining focus.
Basic acrobatic movements must include:	basic tumble run cartwheels handstands forward and backward rolls static and running start-up.
Landings include:	on feet strong, stable landing position.
Cool-down exercises may include:	aerobic activities anaerobic exercises body conditioning and strength development breathing techniques coordinated breathing activities flexibility exercises floor work games group work isolation and mobility of body parts joint-mobility exercises stretching.

Unit Sector(s)

Performing arts - performance

Custom Content Section

Not applicable.

CUAPRF304A Develop audition techniques

Modification History

Version	Comments
CUAPRF304A	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 develop and apply an understanding of the audition process in the live performance industry.

Application of the Unit

Persons with basic performing skills who are pursuing a career in the entertainment, theatre and events industry apply the skills and knowledge outlined in this unit. Their skills could lie in fields such as music, dancing, acting, cabaret or street performance.

In a highly competitive market place it is essential that performers develop audition skills so that they can showcase their performance skills to prospective employers.

At this level performers would be applying their skills within a limited repertoire and often in ensemble performance.

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. Develop an understanding of the audition process	1.1. Discuss audition requirements with relevant personnel 1.2. Become familiar with audition judging processes and criteria used by auditioning bodies 1.3. Clarify audition notification processes and suitable responses 1.4. Determine if audition requirements are within one’s range of abilities and seek advice from others as required
2. Prepare for auditions	2.1. Develop performance to suit auditioning body’s requirements 2.2. Ensure that necessary resources for own performance are available for audition 2.3. Rehearse audition performance and obtain feedback from relevant personnel 2.4. Meet statutory requirements
3. Present auditions	3.1. Arrive at venue punctually to allow for warm-up time and registration procedures 3.2. Use relaxation techniques to overcome performance anxiety 3.3. Ensure that dress and manner are appropriate to the audition context 3.4. Present supporting material to auditioning personnel 3.5. Present performance using knowledge of performance techniques, taking due care to synchronise with ensemble members as required 3.6. Listen carefully and respond to instructions given during audition 3.7. Maintain a positive and courteous manner with auditioning personnel and fellow performers
4. Follow up auditions	4.1. At the completion of audition confirm an expected time for hearing the outcome and ensure that appropriate contact details have been given 4.2. Where result is successful, obtain details of any follow-up which may be necessary 4.3. In event of non-successful audition ensure that follow-up letters are sent to auditioning body expressing appreciation of opportunity 4.4. Request feedback on performance from relevant personnel and note areas for future improvement

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance

respond appropriately to directions during auditions

present confidently in an audition situation

learning skills necessary for improving performance skills through practice

listening skills to monitor and adjust performance as required

literacy skills to interpret written instructions or pre-audition information provided by auditioning body

self-management and planning skills to:

attend rehearsals punctually

maintain an appropriate standard of personal presentation in an audition context

support ensemble members where necessary

technical and problem-solving skills to use basic performance techniques and adjust them to a range of predictable situations.

Required knowledge

broad understanding of OHS principles relevant to particular performance contexts, such as:

protection of body against overuse injury

safe lifting practices

audition protocols

well-developed knowledge of:

repertoire being presented for audition

performance vocabulary and terminology

basic performance techniques.

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: rehearse a performance that meets the requirements of an auditioning body perform proficiently for either a real or simulated audition apply performance skills appropriate to audition communicate effectively with others involved in the audition.
Context of and specific resources for assessment	Assessment must ensure access to: relevant resources and equipment opportunities for auditions in either a real or simulated situation appropriate venue with adequate space for solo or ensemble performances.
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 direct observation, or video recordings, of candidate presenting a live audition performance case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and presenting a live audition performance 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: CUAPRF201A Prepare self for performances.

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.

Audition requirements may include:	set pieces for audition, such as: performance of specific type of dance specific songs or pieces of music supplying own recorded music length of auditions presentation and dress standards purpose time venue.
Relevant personnel may include:	teacher coach ensemble mentor other performers auditioning body representatives tutor.
Criteria used by auditioning bodies may include:	ability to work with others accuracy of rendition clarity communication skills confidence footwork mastery of routine musical ability presentation punctuality readiness to accept direction rhythmic ability.
Suitable responses may include:	acceptance of offer enquiry about audition results request for feedback letter of thanks for opportunity to audition.
Resources may include:	appropriate footwear costumes sheet music tapes or CDs props.
Statutory requirements may relate to:	copyright duty of care permission for minors OHS.
Relaxation techniques may include:	deep breathing light aerobic exercises, such as: meditation imagery or conscious visualisation affirmations stretching.
Supporting materials may include:	resumes demonstration videos photographs references.
Performance techniques may include:	audience engagement comedy routines contortions falls and tumbles juggling magic routine mime musical performance patter patterns and sequences for ensemble performance repertoire solo and ensemble protocols songs specific dance styles.
Appropriate contact details may include:	alternative phone numbers email address fax number mobile phone number parent or guardian details times when available.

Unit Sector(s)

Performing arts - performance

Custom Content Section

Not applicable.

CUAPRF305A Perform in ways that respect customary law, ethics and traditions

Modification History

Version	Comments
CUAPRF305A	This version first released with CUA11 Live Performance Training Package version 1.0

Unit Descriptor

This unit describes the skills and knowledge required to apply appropriate specific Aboriginal and Torres Strait Islander cultural protocols, values and principles to develop as an Indigenous Australian performing artist. It is intended that this unit be delivered by and to Aboriginal and Torres Strait Islander people.

The local or community cultural knowledge necessary to achieve competency in this unit may only be accessible to Aboriginal and Torres Strait Islander people; or persons recognised by specific Aboriginal and Torres Strait Islander Community elders, or those persons who are local custodians of local cultural heritage.

It is necessary for organisations delivering this unit to respect community protocols and heritage in the implementation of this unit. They would be expected to work closely with the local Aboriginal and Torres Strait Islander community or Community Advisory Board (CAB). Information on the composition and role of CABs is provided in the Assessment Guidelines in CUA11 Live Performance Training Package.

Application of the Unit

Aboriginal and Torres Strait Islander employed (including self-employed) dancers and small business entrepreneurs with some practical experience in traditional Indigenous Australian dance apply the skills and knowledge outlined in this unit. They could be developing their awareness of customary law and copyright issues in group performances at events in the local community or in public performances for visitors to their region or community.

Work performed requires a range of well-developed skills where some discretion and judgment are required and individuals take responsibility for their own outputs.

Trainers and assessors in this unit must be validated by the Community Advisory Board. Collaboration with Aboriginal and Torres Strait Islander people on the delivery and assessment of this unit is recommended.

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. Apply principles of Aboriginal and Torres Strait Islander customary law to performing arts practice	1.1. Seek advice from relevant personnel where appropriate to establish how principles of customary law affect own dance practice 1.2. Take guidance and direction from cultural mentors
2. Behave ethically and with respect for tradition	2.1. Provide rationale and scope for a code of ethics in a particular sector of the arts 2.2. Consult where relevant to determine parameters and contents of code of ethics 2.3. Compile a code of ethics and test it in the community to determine its workability 2.4. Act in terms of personal, professional and cultural values and principles 2.5. Advocate for and support the maintenance and renewal of traditions in appropriate ways
3. Identify copyright issues for the protection of cultural heritage	3.1. Apply knowledge of copyright to products 3.2. Seek advice where required, to ensure that copyright issues are fully addressed in terms of own rights and the rights of others
4. Liaise with Indigenous communities, groups and individuals in ethical and culturally appropriate ways	4.1. Seek advice where relevant to determine appropriateness of reasons for liaison and protocols to be complied with 4.2. Make ethical arrangements for contact which respect and support people’s cultural needs 4.3. Determine own rights and responsibilities in particular situations
5. Follow cultural protocols, ethics and traditions when rehearsing and performing	5.1. Comply with customary law and cultural protocols as they relate to performance 5.2. Implement strategies to account for cultural difference during performance of dance activity 5.3. Interact with and acknowledge directors, performers and audiences in appropriate ways

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss customary law, ethics and traditions with relevant personnel

respond appropriately to feedback on own skill development and performance

participate in mentoring arrangements with Aboriginal and Torres Strait Islander people

initiative and enterprise skills to:

investigate and employ relevant cultural protocols and culturally appropriate communication, such as obtaining permission, consultation, issues of ownership and custodianship

observe protocols appropriate to the Aboriginal and Torres Strait Islander community in dance performances

learning skills to liaise with other Indigenous people in ways that are culturally supportive and comply with relevant protocols

literacy skills to:

identify, read and understand relevant legal documents

complete relevant documentation

undertake research regarding copyright and interpret research findings

planning and organising skills to:

consult with others in compiling a code of ethics

meet work requirements and make informed decisions

problem-solving skills to negotiate with others and achieve consensus and agreed outcomes

self-management skills to seek and follow advice as required

teamwork skills to work collaboratively with others involved in dance classes and performances

technology skills to search for and download information from the internet.

Required knowledge

own Aboriginal and Torres Strait Islander identity

traditions of ownership and protocols relating to created work and performance in Aboriginal and Torres Strait Islander cultures

common structures and operations in Indigenous communities

recognition, respect and compliance with Indigenous laws

recognition and respect for ethical dealings in the performing arts

sections of Copyright Act 1968 and Copyright Amendment Act 2006 relevant to own arts practice

moral rights protection

Australian Indigenous cultural and intellectual property

difference between performing, mechanical and synchronisation rights

function of organisations, such as:

National Indigenous Arts Advocacy Association Inc.

Australian Copyright Council

Australasian Performing Right Association Limited

international copyright and collection societies

needs and rights of relevant parties.

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: integrate knowledge of cultural heritage, moral rights and community ethics into communication with community mentors and performances maintain the integrity of cultural heritage and cultural knowledge for communities seek and follow advice in order to work as an Indigenous performing artist in culturally appropriate ways advocate for and support cultural maintenance and renewal knowledge understand protocols for the sharing of information and the expression of information pertaining to cultural works comply with rules of customary laws and protocols in relation to the production, presentation and distribution of works which express Aboriginal and Torres Strait Islander identity comply with rules relevant to ideas and customs of the specific communities involved in the reproduction of heritage in the dance performance commit to consultation with elders and other advisers in the construction of a code of ethics liaise with other Indigenous people in culturally supportive ways that comply with relevant protocols.
Context of and specific resources for assessment	Assessment may take place in communities, on the job, off the job or a combination of on and off the job. Assessment must ensure access to: Aboriginal and Torres Strait Islander elders, custodians and other culturally knowledgeable people authorised by their communities to act as mentors in arts and culture and performance disciplines appropriate performance areas or spaces, including outdoor locations sources of information needed to manage copyright, including the Copyright Act. Assessors should be Aboriginal and Torres Strait Islander people validated by their communities and the Community Advisory Board set up to oversee implementation of the training. They must ensure that the cultural and intellectual property rights of Aboriginal and Torres Strait Islander peoples are protected.
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 authenticated samples of culturally appropriate choreographed dance 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 of copyright analysis of a documented code of ethics direct observation of candidate liaising with other Indigenous people in ways that are culturally supportive. 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: CUADAN302A Increase depth of Aboriginal and Torres Strait Islander dance technique CUAIND302A Develop and maintain relationships with Indigenous Australian performance mentors CUFCMP301A Implement copyright arrangements.

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.

Relevant personnel may include:	choreographers community members custodians elders managers mentors performers supervisors.
Customary law may include:	rules, values, traditions and protocols governing behaviour in Aboriginal and Torres Strait Islander communities and contexts, which have been passed down generations and often refer to traditions that predate 1788 and that are accepted by members of those communities customs and protocols as required in particular locations and situations, such as: access to information kinship avoidance relationships ownership use of signs, symbols, movement or musical sequences obtaining permission from custodians before performing customary material communication protocols expected to be followed.
Code of ethics will include consideration of:	protocols permission for use of idea or material ways in which ideas or material are used social justice equal opportunity intellectual and cultural property rights copyright feedback to cultural owners and communities.
Cultural values and principles may include:	sensitive cultural values and principles, such as: acceptance within and by the community as an Aboriginal and Torres Strait Islander person understanding and maintenance of own lore, land and traditions (cultural identity issues) internal family and community construction politics levels of acknowledgement and respect for business connected with: extended family ceremonial events, such as funerals and cultural leave, tombstone openings, shaving ceremonies and initiation customs cultural values religious expression personal and group responsibility and dignity social and cultural differences, such as: structure of community representation and powers of delegation differing approaches to the concept of respect individuals’ and communities’ particular circumstances and histories: place or geographical location access to services, such as education, health and transport language, including Aboriginal English, Torres Strait Kriol and traditional languages.
Traditions means:	body of knowledge, values and practices that have been collected over time by Aboriginal and Torres Strait Islander communities.
Copyright may include:	Copyright Act 1968 Copyright Amendment Act 2006 moral rights protection Australian Indigenous cultural and intellectual property Australasian Performing Right Association Limited ownership of materials term of licence or assignment length of control period after expiration of term exploited reversion triggers non-exploited reversion triggers.
Products may include:	dramatic works protection against unauthorised use of own and other’s work commercial exploitation of own work under copyright, intellectual property and licensing legislation social and philosophical characteristics of Aboriginal and Torres Strait Islander creativity.
Liaison involves:	communicating and acting together and may include: contact visits to engage with individuals, organisations and communities telephone conversations letters meetings reasons for liaisons may include: research advice seeking feedback.
Cultural protocols may include:	rules of behaviour, which include: governing communication, access to and use of cultural information and practices that form the heritage of the diverse range of Aboriginal and Torres Strait Islander societies full set of protocols of a particular community or cultural grouping, which is likely to be unique, and may relate to: obtaining information and materials visiting individuals and communities forms and circumstances of communication obtaining permission from custodians before performing customary material communication protocols for effective and culturally appropriate communication, such as: plain speech avoiding use of jargon active listening use of interpreters and mediators common workplace strategies: identify barriers to effective cross-cultural communication and the causes of ineffective cross-cultural communication use of visual strategies, such as: diagrams, tables, graphs, pictures, flow charts and video images computer technology and other media strategies for individuals may include: non-verbal techniques, such as gestures display of positive regard and respect non-judgemental approaches ongoing personal and interpersonal skill development forming partnerships with cultural groups to achieve particular work goals monitoring and reflecting on own actions to ensure cultural values are not imposed on others.
Strategies may include:	developing understanding of own culture and history understanding key aspects and effects of Aboriginal and Torres Strait Islander culture and history on workplace issues understanding similarities to identify common ground of cultural groups in the workplace contextualising performance to cultural heritage and customary law.

Unit Sector(s)

Performing arts - performance

Custom Content Section

Not applicable.

CUAPRF306A Develop musical theatre techniques

Modification History

Version	Comments
CUAPRF306A	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 develop basic dancing, acting and vocal techniques in the context of musical theatre.

Application of the Unit

This unit applies to performers who are pursuing a career in musical theatre and other contexts where musical theatre skills are required.

Musical theatre is inclusive of dancing, acting and singing. Performances could be in commercial settings, such as cruise ships, casinos and corporate events, or community settings. Dancers would usually be performing as members of an ensemble.

At this level, work is normally supervised, though some autonomy and judgement can be expected within established parameters.

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. Develop an understanding of musical theatre as an art form	1.1. Identify underlying characteristics of musical theatre 1.2. Gather information on the history of musical theatre 1.3. Clarify the styles and genres of musical theatre 1.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, and maintaining motivation 1.5. Maintain and update knowledge of musical theatre terminology
2. Maintain a physical conditioning program	2.1. In consultation with relevant personnel identify a range of techniques to improve stamina, strength and flexibility 2.2. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 2.3. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 2.4. Always perform warm-up and cool-down procedures in conjunction with dance or movement activities 2.5. Always perform vocal warm-up procedures in conjunction with singing and acting activities 2.6. Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique 2.7. Apply safe dance practice to prevent injury to self and others
3. Practise basic dance techniques	3.1. Apply correct posture and body alignment appropriate to the dance technique and movement 3.2. Apply isolation and coordination of upper and lower body within simple movement sequences 3.3. Apply a range of simple dance techniques and physical conditioning characteristics appropriate to musical theatre style 3.4. Apply control and attention to detail when performing short simple phrases of dance movements 3.5. Apply knowledge of connection of phrases, locomotor and non-locomotor movements in dance sequences 3.6. In a learning environment incorporate musicality, rhythm and correct timing into performances 3.7. Apply understanding of the relationship between musical theatre style and the accompanying music or other media 3.8. Incorporate spatial awareness, connectivity and interactive skills when performing with others
4. Practise basic musical theatre vocal techniques	4.1. Maintain correct posture 4.2. Apply basic breathing techniques 4.3. Apply appropriate dynamics 4.4. Ensure phrasing is appropriate to the music 4.5. Use feedback from teachers and mentors to identify and develop ways to improve own musical theatre technique
5. Explore characterisation techniques	5.1. Develop an understanding of character to be performed 5.2. Successfully build a character by using basic acting skills 5.3. Imaginatively explore given circumstances and how they affect a character’s choices

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance and physical conditioning issues with relevant personnel

read and correctly interpret a simple combination of musical theatre dance steps in written form

respond appropriately to feedback on own skill development

initiative and enterprise skills to:

work creatively with music and dance

dance with strong stage presence, confidence and projection

communicate the mood or style of dances

identify and apply relevant aspects of the cultural and history of relevant dance styles

learning skills to:

combine basic musical theatre movements in the form of simple phrases

improve own musical theatre dance and vocal techniques

develop a movement memory

listening skills to:

maintain correct tempi in movement sequences

maintain musical sensitivity, awareness and phrasing in movement sequences

planning and organising skills to plan practice time

self-management skills to:

arrive punctually at classes

dress appropriately

observe dance discipline and follow direction

apply safe dance practice

teamwork skills to work collaboratively with others involved in classes.

Required knowledge

basic understanding of OHS in the context of musical theatre classes and performances

overview knowledge of:

different musical theatre styles and genres

stagecraft as it relates to dancers, such as:

costume

make-up

props

lighting

history of musical theatre, including prominent dancers, composers and choreographers

underlying principles and characteristics of musical theatre styles

ways of notating musical theatre

well-developed knowledge of:

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

principles underlying vocal techniques in a musical theatre performance context

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

musical theatre terminology

rhythms, including:

time signatures

beat

tempo

syncopation.

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: perform, in a learning environment, four basic movement sequences in any of the musical theatre styles that demonstrate: confident performance skills accuracy in basic singing, dancing and acting skills respond appropriately to constructive feedback on own performance follow safe dance practice.
Context of and specific resources for assessment	Assessment must ensure access to: appropriate dance performance areas or spaces appropriate footwear and clothing.
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 live or recorded performances 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 developing musical theatre performance skills direct observation of candidate in classes and performances. 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: CUADAN301A Explore rhythm in the context of dance or movement technique CUADAN304A Develop dance improvisational skills CUAPRF302A Develop basic acting skills CUAMPF301A Employ music and singing in performance CUAMPF302A Develop vocal techniques for use in performance.

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.

Characteristics refer to:	acting dancing singing.
History of musical theatre may include:	past and present composers and choreographers, such as: Agnes de Mille Andrew Lloyd-Webber Bob Fosse Julie Andrews Rodgers and Hammerstein Stephen Sondheim Tim Rice progression of the style from, such as: the formative period (1860s-1920s) the Golden Age (1940s-1960s) rock musicals of the 1960s, such as Hair jukebox musicals of the 2000s, such as Mama Mia!.
Styles and genres may refer to:	book musicals burlesque jukebox musicals mega-musicals musical comedy rock operas vaudeville.
Relevant personnel may include:	coaches colleagues family members medical practitioners mentors nutrition experts performers teachers.
Risk factors may relate to:	body image and eating disorders consistency of a physical fitness regime expectations of others gender-appropriate performance techniques gender issues poor nutrition incorrectly fitting footwear injury-prevention strategies insufficient hydration own ambition.
Warm-up and cool-down procedures may include:	aerobic activities anaerobic exercises body conditioning and strength development breathing techniques coordinated breathing activities flexibility exercises floor work isolation and mobility of body parts joint-mobility exercises stretching.
Vocal warm-up procedures may include:	deep breathing exercises, especially for abdominal breathing exercises to loosen mouth, such as: tongue lips soft palate exercises to loosen face muscles, such as: cheek eye jaw gentle open vowel singing maintaining good throat hydration with gentle gargling tongue twisters whole body relaxation exercises, such as: tai chi yoga vocalising exercises beginning in mid-range, before extending to upper and lower registers.
Safe dance practice may include:	adjusting performance to venue breathing exercises correct execution of dance 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 logical sequencing of dance movements nutrition and diet spatial awareness 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.
Body alignment refers to:	proper alignment of the torso, hips, limbs, spine and shoulders in poses and movements, such as: ear over the shoulder over the hips knee over the ankle skeletal alignment throughout movements.
Simple dance techniques must include:	alignment for contemporary and jazz dance basic elevation techniques basic falling techniques basic turning techniques basic weight transfer techniques focusing eyes and mind while performing isocentric and polycentric isolations locomotor exercises and sequences, such as: pirouettes posés piqués pencil turns châinés kicks jumps and leaps maintaining rhythm and tempo non-locomotor techniques, such as: balance stillness using arm lines appropriately and extensively working at differing tempos working on centre and off centre.
Physical conditioning characteristics may refer to:	balance control and articulation of individual body parts in an integrated manner coordination flexibility stamina transfer of weight.
Simple phrases refer to:	‘chaining’ or joining and sequencing of steps and movements or combinations of steps and movements.
Movements may include:	basic ballet basic jazz basic swing correct posture and alignment when in motion dancing in time with the music demonstrating an awareness of personal and general space when travelling and stationary demonstrating safe dance practice in jumping, falling and faster travelling steps high kicks neat placement of feet non-locomotor techniques, such as: balance stillness performing basic turns while maintaining good technique.
Accompanying music may include:	a cappella contemporary and soundscape instrumental live or recorded traditional or folk vocal.
Other media may include:	design elements, such as performance lighting projections props.
Dynamics refers to:	variations of the intensity of resonance (volume).
Ways to develop an understanding of character may involve:	researching the historical and cultural context of the character researching the history of the text’s author interpreting the stage directions in relation to character identifying the climactic moments in a character’s story arc.
Basic acting skills must include:	empathy observation and sensory awareness personalisation given circumstances endowment transaction: actions and objectives.
Given circumstances may include:	who what where when how obstacles in a character’s path.

Unit Sector(s)

Performing arts - performance

Custom Content Section

Not applicable.

CUAPRF307A Develop performance techniques

Modification History

Version	Comments
CUAPRF307A	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 physically and psychologically prepare for live performances.

Application of the Unit

People who want to pursue a career as performers in the entertainment, theatre and events industries apply the skills and knowledge outlined in this unit. They could be training to be actors, dancers, circus performers, musicians or vocalists.

From an early stage in their careers, performers need to develop skills associated with preparing themselves adequately to perform before audiences in contexts as varied as small and large entertainment venues, street festivals, corporate functions and community events.

The development of these skills is usually carried out in private practice, rehearsal and performance settings and under supervision and guidance.

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. Clarify performance requirements	1.1. Discuss performance requirements with relevant personnel 1.2. Confirm own role and level of responsibility in relation to performances 1.3. Obtain necessary resources in a timely fashion within own level of responsibility
2. Rehearse for performances	2.1. Maintain personal practice to achieve the required standard for rehearsals and performances 2.2. Develop technical facility and address performance issues and weaknesses during private practice sessions 2.3. Participate in rehearsals as required and adjust performance techniques in response to feedback from others 2.4. Consult with relevant personnel and develop an interpretation of performance pieces 2.5. Critically analyse own performance and performance of others to inform own work 2.6. Respond to other performers and adjust own performance in ensemble as required
3. Use body effectively and safely	3.1. Observe OHS principles in private practice and in performances 3.2. Assess and monitor body to realise its own potential and limitations and maximise performance 3.3. Avoid danger of injury both to self and others through controlled use of body to maximise performance 3.4. Note possible stresses and strains of activity on specific parts of the body and take suitable preventative measures to minimise them 3.5. Where damage is done or suspected, seek advice promptly from appropriate sources and take recommended remedial action
4. Prepare for performances	4.1. Use appropriate methods to maintain physical and psychological condition for performances 4.2. Undertake appropriate mental preparation and physical warm-up exercises to ensure readiness for performance 4.3. Ensure that personal presentation is appropriate to performance contexts 4.4. Respond effectively to theatre conventions
5. Perform basic technique before audiences	5.1. Implement a range of strategies to overcome performance anxiety 5.2. Maintain concentration and focus throughout performances 5.3. Follow the lead of other performers as required 5.4. Respond flexibly and effectively to contingencies as required to maintain integrity of performances 5.5. Seek feedback on own performance from relevant personnel and incorporate into strategies for continuously improving own technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

interpret performance piece during practice and rehearsals

respond appropriately to constructive feedback on own performance in rehearsals

work collaboratively with others involved in rehearsals and performances

initiative and enterprise skills to implement appropriate strategies to overcome performance anxiety

learning skills to prepare for live performance through practice, preparation and rehearsals

listening skills to:

maintain correct tempi in performance pieces as required

monitor and adjust performance in practice and rehearsals as required

literacy skills to interpret and clarify written or verbal instructions

self-management skills to:

demonstrate reliability in agreed work commitments

identify areas of weakness and plan practice accordingly

maintain an appropriate standard of personal presentation in a performance context

meet deadlines and prioritise tasks

practise and perform with due regard to personal health and safety considerations

set personal goals

technical and problem-solving skills to use a range of techniques in area of specialisation in rehearsals and performances.

Required knowledge

basic knowledge of:

appropriate strategies and psychological tools that can be used to overcome performance anxiety

stage production, including aspects of staging and the creation of dramatic effect

role of make-up and hairstyling in performance

theatre conventions

broad knowledge of:

issues and challenges that arise in the context of preparing for performances

OHS principles and legislation relevant to particular performance contexts, such as:

hearing protection

performance anxiety

policies and best practice

protection of body against overuse injury

safe lifting practices

principles and techniques in area of specialisation

repertoire relevant to the technique or area of specialisation.

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: apply strategies to overcome the effects of performance anxiety use personal practice time and rehearsals to reach the standard required for performances respond positively to constructive feedback on own performance take account of personal health and safety considerations during practice sessions communicate effectively with others involved in practice sessions or rehearsals prepare personal presentation for performances as required.
Context of and specific resources for assessment	Assessment must ensure access to: relevant resources and equipment opportunities for rehearsals and performances in either a real or simulated situation.
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 rehearsals or live or recorded performances verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit analysis of candidate’s use of strategies and techniques for overcoming performance anxiety case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of preparing self for performance direct observation or video recording of candidate preparing for performances. 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: CUADAN301A Explore rhythm in the context of dance or movement technique CUAMUP301A Prepare personal appearance for performances CUAPRF304A Develop audition techniques.

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.

Performance requirements may include:	content dress standards ensemble pieces length of the performance private practice time rehearsals solos time venue.
Relevant personnel may include:	agent client coach conductor medical personnel mentor musical director performers producer psychologist representative of dance society teacher tutor.
Resources may include:	appropriate footwear costumes instruments instrumental accessories microphones scores sheet music tapes props sound equipment.
Performers may refer to:	acrobats actors circus performers dancers musicians orchestra singers.
Methods to maintain physical and psychological condition may refer to:	maintaining a fitness regime regular practice time regular rehearsals stretching and strengthening exercises.
Warm-up exercises may include:	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 exercises to loosen mouth, such as: tongue lips soft palate exercises to loosen face muscles, such as: cheek eye jaw gentle open vowel singing isolation and mobility of body parts maintaining good throat hydration with gentle gargling slow and relevant stretching slow and deep breathing.
Aspects of personal presentation may include:	accessories costume, including footwear demeanour hair make-up, such as: body paint face make-up theatre make-up observance of cultural or historical background of the dance style posture way of moving.
Theatre conventions may refer to:	30 minute call for 35 minutes before curtain goes up 15 minute call for 20 minutes before curtain goes up 5 minute call for 10 minutes before curtain goes up beginners call for 5 minutes before curtain goes up.
Strategies to overcome performance anxiety may include:	adequate rehearsal focusing on a single element or action at a time relaxation techniques, such as: meditation imagery or conscious visualisation affirmations stretching deep breathing light aerobic exercises maintaining a work-life balance mental rehearsal warm-up routines.

Unit Sector(s)

Performing arts - performance

Custom Content Section

Not applicable.

CUAPRF401A Employ a range of acting skills in performance

Modification History

Version	Comments
CUAPRF401A	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 use acting skills to portray characters in dramatic contexts.

Application of the Unit

This unit applies to singers, dancers, actors, comedians and other performers who employ a range of acting skills in their performances. They could be performing in commercial, community or open space settings as members of an ensemble, in solo roles or one-person shows.

At this level performers are refining their techniques through practice, and while some supervision and guidance may be present in practice, a high level of motivation and sense of responsibility for self and others are expected in live performances.

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. Develop an understanding of acting as an art form	1.1. Discuss with relevant personnel the principles and characteristics of acting 1.2. Explore the relationship between actor and audience 1.3. Discuss with relevant personnel the history and application of various acting techniques 1.4. Explore the historical, social and cultural significance of drama and theatre
2. Prepare for acting performance	2.1. Take fatigue, personal limitations and boundaries into account when undertaking acting rehearsals and performances 2.2. Prepare body and voice by performing warm-up techniques 2.3. Apply appropriate make-up, hairstyle and costuming to portray character as required 2.4. Prepare relevant materials for performance as directed or required 2.5. Contribute ideas to discussions of the creative parameters of the role or performance 2.6. Discuss with relevant personnel technical parameters of the role or performance and contribute ideas as required 2.7. Demonstrate ongoing receptivity to learning during the rehearsal process
3. Practise improvisational skills	3.1. Work with others to initiate and plan improvisations 3.2. Apply improvisational techniques in a range of scenarios 3.3. Respond spontaneously to given circumstances 3.4. Work both critically and collaboratively within an improvised performance 3.5. Experiment with various acting techniques to further improve own performance 3.6. Sustain a character in improvisations
4. Interpret and create a character for performance	4.1. Explore characterisation through the use of a range of vocal techniques 4.2. Explore comic and dramatic qualities through different characterisations 4.3. Analyse texts for performance through close reading and discussion with relevant personnel 4.4. Develop a character for performance through practice and rehearsal sessions 4.5. Explore and work creatively with interactions between various characters in the performance
5. Perform a character in a dramatic context	5.1. Use appropriate acting techniques to convey a convincing, believable character 5.2. Perform dialogue with clarity, accuracy and emotion using a range of vocal techniques 5.3. Respond appropriately to fellow actors and performance cues 5.4. Maintain characterisation and required performance standards for the duration 5.5. Maintain spatial awareness of performance space or venue 5.6. Analyse and evaluate feedback and criticism and develop strategies to improve own acting and performance skills

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss a range of acting skills for performance with relevant personnel

respond appropriately to feedback and advice regarding own skill development

initiative and enterprise skills to:

apply imagination, flexibility and creativity in improvisations

develop own interpretative and critical analysis skills

learning skills to:

employ a range of acting skills in performance

perform dialogue using a range of vocal techniques

practise improvisational skills

sustain characterisation throughout a performance

literacy skills to analyse plays and scripts or other source materials

planning and organising skills to:

plan practice and performance time

research historical and cultural aspects of character and text to be performed

problem-solving skills to recognise problems as they arise and seek advice in solving them

self-management skills to:

dress appropriately for practice and performance

follow direction as required

apply safe performance practices

teamwork skills to work collaboratively with others involved in practice and performances.

Required knowledge

basic knowledge of:

historical, social and cultural significance of drama and theatre

historical and contemporary playwrights and their texts

physical properties and capabilities of materials, tools and equipment and their applications appropriate to the performance

OHS standards or requirements associated with performance

well-developed knowledge of:

stage and acting terminology

group dynamics

principles and characteristics of acting

various acting techniques

various vocal techniques and their effect on the audience

theatre conventions

relationship between the performer and the audience

functions and roles of theatre personnel

kinaesthetic awareness

stagecraft as it relates to performers, such as:

lighting design

props

set design.

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: develop and extend improvisational skills create a convincing and believable character analyse and interpret texts for performance successfully perform a character role using appropriate acting and vocal techniques.
Context of and specific resources for assessment	Assessment must ensure access to: rehearsal and performance venues, such as studios, theatre spaces and outdoor settings relevant resources and equipment.
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 practice or live or recorded performances 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 employing a range of acting skills in performances direct observation of candidate employing a range of acting skills. 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: CUAPRF402A Develop conceptual and expressive skills as a performer CUAPRF403A Employ a range of performance techniques CUAPRF405A Rehearse technique for performance CUAPRF406A Use technique in performance.

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.

Relevant personnel may include:	agents directors producers fellow performers mentors teachers coaches musical directors conductors.
Principles and characteristics may include:	dramatic elements: climax contrast mood rhythm sound space symbol timing tension focus characterisation: moral social interpretation physical psychological movement space timing rhythm focus flexibility coordination shape locomotion improvisation: action versus reaction structure plot character dramatic tension climax techniques grafting blocking yielding endowing status.
Acting techniques may include:	attack articulation control of stage mime facial expressions empathy body movement use of accent or dialect in speech improvisation timing use of props use of space and lighting communication with the audience kinaesthetic awareness use of voice.
Warm-up techniques may include:	aerobic activities anaerobic exercises body conditioning and strength development breathing techniques coordinated breathing activities exercises to loosen mouth, such as: tongue lips soft palate exercises to loosen face muscles, such as: cheek eye jaw flexibility exercises floor work gentle open vowel singing isolation and mobility of body parts joint-mobility exercises stretching whole body relaxation exercises, such as: tai chi yoga vocalising exercises beginning in mid-range, before extending to upper and lower registers.
Materials may include:	accessories audiovisual equipment costumes, including footwear hairstyle requirements make-up requirements props.
Parameters may include:	creative: overall atmosphere and mood plot development and flow of action cultural context characterisation symbolism style relationship between form and content in dramatic performance technical: audio costume general staging lighting props scripting codes for stage, television or film sets and scenic art.
Improvisational techniques may include:	making an offer to other performers yielding and responding to others as appropriate advancing and extending a scene endowment breaking down of the actor's inhibitions ensemble awareness exercises in spontaneity expression of thought and emotion physical communication sensory awareness.
Given circumstances may include:	who what where when how obstacles in a character’s path.
Vocal techniques may include:	application of different vocal timbres accent breathing dialects diction emphasis intonation maintaining vocal range, such as: upper register middle register lower register pace phrasing pitch placement resonance rhythm timing.
Analyse may refer to:	identifying the narrative arc and structure of the text analysing the stage directions within the text identifying the climactic and anti-climactic moments in the story exploring themes exploring the rhythm of the language, mood and atmosphere of the text breaking the text into smaller units to track shifts in character or narrative references to other stories, archetypes or symbols.
Texts may include:	plays, such as: contemporary historical comedies tragedies poetry prose speeches songs mythological stories.
Developing a character may involve:	researching the historical or contemporary background or setting observing people observing mannerisms exploring relationships with other characters exploring emotion, desires and passion exploring conflicts with other characters character traits physical characteristics exploring themes.
Performance space or venue may include:	urban and rural outdoor performance spaces small and large theatres school and community halls arenas or stadiums.
Feedback may include:	director’s notes audience feedback discussion with other performers observations from peers.

Unit Sector(s)

Performing arts - performance

Custom Content Section

Not applicable.

CUAPRF402A Develop conceptual and expressive skills as a performer

Modification History

Version	Comments
CUAPRF402A	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 develop the conceptual and expressive skills which enable performers to create their own distinctive style.

Application of the Unit

The skills and knowledge outlined in this unit apply to performers, such as singers, actors, dancers, circus performers and comedians, who need to refine their conceptual and expressive performance skills.

Performances may be in commercial, competition or community settings and performers would be working in ensembles, partnerships or solo.

At this level performers are refining their techniques through practice, and while some supervision and guidance may be present in practice, a high level of motivation and sense of responsibility for self and others are expected in live performances.

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. Practise artistic, conceptual and expressive skills	1.1. Develop performance technique and apply knowledge gained to inform own artistic, conceptual and expressive skills and practice 1.2. Identify and use a range of opportunities to explore, develop and express artistic and creative ideas 1.3. Apply kinaesthetic awareness to practice and performances 1.4. Participate in performance events or master classes to stimulate and develop artistic practice
2. Develop own creative voice	2.1. Explore and experiment with new ideas to develop own expressive skills as a performer 2.2. Experiment with developing new interpretations of performance where appropriate 2.3. Explore and use technology where appropriate to express originality and expand own creative practice
3. Evaluate and review own conceptual and expressive skills	3.1. Assess and analyse performance elements, styles and techniques 3.2. Continuously evaluate own work to expand technical, creative and expressive range 3.3. Develop appropriate methods of recording own evaluations 3.4. Use feedback to identify and develop ways to improve conceptual and expressive performance skills

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss a range of conceptual and expressive performance skills with relevant personnel

respond appropriately to feedback and advice regarding own skill development and performance

initiative and enterprise skills to:

apply imagination, spontaneity and confidence appropriate to the performance

use improvisational skills appropriate to the performance

develop self-evaluation skills

learning skills to:

improve own performance techniques through practising conceptual and expressive skills

use vocal range and articulation in a range of performance spaces

use story-telling skills appropriate to the performance

literacy skills to:

analyse plays and scripts or other source materials

document self-evaluation as required

planning and organising skills to plan practice and performance time

self-management skills to:

dress appropriately for practice and performance

follow direction as required

apply safe performance practices

teamwork skills to work collaboratively with others involved in practice and performances

technology skills to explore and use audio and screen technology to expand own creative practice.

Required knowledge

overview knowledge of:

major theorists or exponents appropriate to the chosen performance genre

historical, theoretical and cultural perspectives and conventions appropriate to the chosen performance genre

copyright, moral rights and intellectual property issues and legislation associated with performing works

OHS standards associated with performance

well-developed knowledge of:

moral, social, physical and psychological elements appropriate to the chosen performance genre

performance styles, such as naturalistic and non-naturalistic

key components of voice, its effect on the audience and vocal process

alignment, breath and techniques for the release of tension

kinaesthetic awareness

body alignment and use of body parts

relationship between performer and audience.

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: discuss and evaluate opportunities to inform and develop technical, conceptual and expressive skills develop own voice through exploring and experimenting with new ideas in making or interpreting performances demonstrate proficiency in performance work in selected area of specialisation apply accurate and innovative interpretation and expression to performances.
Context of and specific resources for assessment	Assessment must ensure access to: a range of materials, resources and equipment relevant to selected performance performance opportunities and venues, such as studios, theatre spaces and outdoor settings.
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 live or recorded performances 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 developing conceptual and expressive skills as a performer. 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: CUAPRF401A Employ a range of acting skills in performance CUAPRF403A Employ a range of performance techniques CUVPRP405A Develop self as artist.

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.

Performance techniques may include:	acrobatics acting attack articulation circus clown communication with the audience dynamics improvisation innovative performance practices mask mime movement physical theatre puppetry and object manipulation story-telling voice.
Conceptual skills may include:	developing and formulating new ideas in creative ways, such as: brain storming day dreaming lateral thinking making associations mind mapping wishful thinking visualisations solving problems creatively understanding abstract relationships.
Expressive skills may include:	applying basic make-up as an aid to characterisation, such as: face make-up body paint theatre make-up hairstyle exploring voice and vocal characteristics or elements expressive relationship with the accompanying music as appropriate expressive use of movement dynamics and kinetic energy interpreting music and rhythm as appropriate performing appropriately for the context of venue and performance presenting creative ideas effectively understanding and expressing appropriate dramatic nuance.
Range of opportunities may include:	being involved in a range of relevant performance activities communicating with peers experimenting with own performance participating in professional development and other learning opportunities participating in relevant groups or associations practising systemically viewing and reviewing relevant performance events and activities working effectively with tutor or coach.
Kinaesthetic awareness may relate to awareness of:	balance body movements derived from: muscle, tendon and articular sensitivity outside the body, such as experienced through the eyes, ears, mouth and skin stimulus within the body, e.g. blood pressure and body position breathing centring coordination dynamics flexibility focus gestures gravity location in space locomotion muscular tensions of the body and its parts orientation position posture rhythm shape time.
Performance events may include:	performances for a live audience performances for a live audience with simultaneous web or other digitised broadcast to an audience in another location.
New interpretations may refer to:	analysing and researching the work of others relevant to selected area of specialisation analysing conventions, practices and customs in art practice developing repertoire and knowledge.
Use of technology may include:	audiovisual technologies cross-art stage mechanisms internet.
Performance elements may include:	accompanying music audience characteristics costumes location length of performance number of performers performance occasion theme use of technology.
Appropriate methods of recording evaluations may include:	audio or video, e.g. video diaries pictorial or visual methods written, e.g. journals.
Feedback may include advice from:	audience peers tutors, mentors and coaches.

Unit Sector(s)

Performing arts - performance

Custom Content Section

Not applicable.

CUAPRF403A Employ a range of performance techniques

Modification History

Version	Comments
CUAPRF403A	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 use a range of performance techniques, such as acting, dancing, singing and acrobatics.

Application of the Unit

Performers such as singers, actors, dancers and comedians, who require a range of performance techniques, apply the skills and knowledge outlined in this unit.

Performances may be in commercial, competition or community settings and performers would be working in ensembles, partnerships or solo.

At this level performers are refining their techniques through practice, and while some supervision and guidance may be present in practice, a high level of motivation and sense of responsibility for self and others are expected in live performance situations.

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. Maintain and care for self as a performer	1.1. Use appropriate methods of physical and psychological care 1.2. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.3. Take fatigue, personal limitations and boundaries into account when undertaking physical exercise and performances 1.4. Always perform warm-up and cool-down procedures in conjunction with performance activities 1.5. Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising performance technique
2. Develop an understanding of performance techniques	2.1. Discuss with relevant personnel the principles and characteristics of techniques 2.2. Explore a range of basic approaches to techniques 2.3. Apply kinaesthetic awareness to techniques 2.4. Consider a range of ways in which techniques can be used to create simple sequences
3. Analyse techniques	3.1. Develop critical skills to inform own technique 3.2. Compare own work to other performances 3.3. Make judgements to inform own technique
4. Perform simple sequences or pieces	4.1. Use principles and characteristics of chosen technique to perform simple sequences or pieces 4.2. Use a range of physical and vocal approaches in the performance of simple sequences or pieces 4.3. Use feedback from teachers and mentors to identify and develop ways to improve own performance

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss a range of performance techniques with relevant personnel

respond appropriately to feedback and advice regarding own skill development and performance

initiative and enterprise skills to:

apply imagination, spontaneity and confidence appropriate to chosen technique

use improvisation appropriate to chosen technique

develop own critical analysis skills

learning skills to:

improve own performance techniques through practising the use of dramatic elements

use vocal range and articulation in a range of performance spaces

use story-telling appropriate to the chosen technique

planning and organising skills to plan practice and performance time

self-management skills to:

dress appropriately for practice and performance

follow direction as required

apply safe performance practices

teamwork skills to work collaboratively with others involved in practice and performances.

Required knowledge

overview knowledge of:

major theorists or exponents appropriate to chosen technique

historical, theoretical and cultural perspectives and conventions appropriate to chosen technique

physical properties and capabilities of materials, tools and equipment and their applications appropriate to chosen technique

copyright, moral rights and intellectual property issues and legislation associated with performance

OHS standards associated with performance

well-developed knowledge of:

moral, social, physical and psychological elements appropriate to chosen technique

performance styles appropriate to chosen technique, such as naturalistic and non-naturalistic

key components of voice, its effect on the audience and vocal process

alignment, breath and techniques for the release of tension

kinaesthetic awareness

body alignment and use of body parts

relationship between performer and audience.

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: demonstrate appropriate skills in performance practice and chosen technique discuss and evaluate opportunities to inform and develop technical skills explore and experiment with new ideas in making and interpreting performance work critically analyse own performance.
Context of and specific resources for assessment	Assessment must ensure access to: a range of materials, resources and equipment used to develop conceptual and technical skills relevant to performance practice and chosen technique performance venues, such as studios, theatre spaces and outdoor settings information about relevant artists, their work, ideas and techniques.
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 live or recorded performances 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 employing a range of performance techniques direct observation or video recording of candidate performing simple sequences or pieces. 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: CUAPRF404A Refine movement skills for performance CUAPRF405A Rehearse technique for performance CUAPRF406A Use technique in performance.

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.

Physical and psychological care may refer to:	exercise meditation mentoring nutrition Pilates psycho-emotional exercises self-reflection, such as: keeping a journal small group discussions support mechanisms, such as counselling yoga.
Risk factors may relate to:	body image and eating disorders consistency of a physical fitness regime expectations of others gender-appropriate performance techniques gender issues insufficient hydration incorrectly fitting footwear and clothing insufficient injury-prevention strategies own ambition.
Warm-up and cool-down procedures may include:	aerobic activities anaerobic exercises coordinated breathing activities flexibility exercises floor work joint-mobility exercises stretching vocal exercises.
Relevant personnel may include:	agents coaches colleagues directors family members medical practitioners mentors nutrition experts performers teachers.
Principles and characteristics may include:	dramatic elements: climax contrast focus mood rhythm sound space symbol timing tension characterisation: moral social physical psychological movement space timing rhythm focus flexibility coordination shape locomotion improvisation: structure plot character dramatic tension climax techniques grafting blocking yielding endowing status.
Techniques may include:	acrobatics acting circus clown dance improvisation mask mime movement physical theatre puppetry and object manipulation voice.
Basic approaches may include:	demonstrating simple vocabulary reading from source materials to inform practice using private practice working with peers.
Kinaesthetic awareness may relate to awareness of:	balance body movements derived from: muscle, tendon and articular sensitivity outside the body, such as the eyes, ears, mouth and skin stimulus within the body, such as blood pressure and body position breathing centring coordination dynamics flexibility focus gestures gravity location in space locomotion muscular tensions of the body and its parts orientation position posture rhythm shape time.
Simple sequences may include:	beats or scenes from scripted works character-based scenes or scenarios improvisations based on stimulus, such as: images emotions stories characters scenarios theatre sport formats objects group devised scenes or scenarios routines or lazzi.
Critical skills may refer to:	analytic discussion and evaluation investigative journal recording questioning.
Other performances may include:	amateur productions community productions documented performances, such as: video or audio recordings detailed written descriptions of performances installation peer performances processional works professional productions street theatre.
Feedback may include:	feedback from tutors, mentors and coaches feedback from peers self-evaluation video documentary.

Unit Sector(s)

Performing arts - performance

Custom Content Section

Not applicable.

CUAPRF404A Refine movement skills for performance

Modification History

Version	Comments
CUAPRF404A	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 develop and refine complex movement skills required in a range of live performance contexts. At this level, performers are constantly refining their technique and expression to produce performances that convey the mood and style of music through movement routines.

Application of the Unit

This unit applies to performers who are consolidating their career in contexts where high level movement skills are required. They could be involved in dance, musical theatre and circus performances. They would usually be performing as members of an ensemble, though some solo work could be expected.

While supervision and guidance are provided in practice sessions and rehearsals, performers are expected to display a high level of motivation and sense of responsibility for themselves and others during live performances.

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. Develop an understanding of movement principles	1.1. Explore the range of movement patterns and their associated skills 1.2. Become familiar with basic performance cues associated with movement patterns and skills 1.3. Discuss ways of developing own movement skills with relevant personnel
2. Prepare the body for movement	2.1. Perform basic warm-up and cool-down activities 2.2. Adhere to injury-prevention techniques 2.3. Take common health concerns for performers into account when devising own physical conditioning program
3. Practise a range of movements	3.1. Use a range of sources to generate ideas for movement routines 3.2. Apply knowledge of performance cues to practise full range of movement patterns 3.3. Apply knowledge of anatomical alignment principles in movement exercises 3.4. Practise controlling balance in a range of positions 3.5. Use feedback from teachers and mentors to identify and develop ways to improve own movement skills
4. Develop performance attributes	4.1. Incorporate movement patterns into routines in ways that convey their dramatic intent 4.2. Incorporate basic rhythmic structures and musicality into movement routines 4.3. Ensure that flow and interaction with other performers are smooth and well-timed 4.4. Work on developing a strong sense of individuality and presence in the execution of sequences 4.5. Develop techniques for incorporating unseen combinations with speed and verve

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss movement concepts and techniques with relevant personnel

respond appropriately to feedback on own skill development and performance

initiative and enterprise skills to:

work creatively with music and dance

dance with style and strong stage presence

observe and accurately interpret physical skills

learning skills to:

develop strong movement techniques through:

practising complex movements and routines

a positive attitude to learning and a willingness to experiment

develop a movement memory

planning and organising skills to plan and execute own warm-up and cool-down routines

self-management skills to:

achieve movement responses within personal capabilities

follow direction

apply safe performance practices

teamwork skills to work collaboratively with others involved in classes and performances.

Required knowledge

well-developed knowledge of:

principles underlying physical movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of joint motion

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

musical rhythms, including:

time signatures

beat

tempo

syncopation

overview knowledge of:

movement philosophies, such as:

Alexander technique

Bartenieff fundamentals

Feldenkrais method

Ideokinesis

Pilates

yoga

Thera-Band.

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: perform a range of movement routines that demonstrate: understanding of human movement principles and their application in performance well-developed movement techniques appropriate to specific performance contexts incorporate rhythmic structures and musicality into movement routines cooperate with others in a learning and performance environment.
Context of and specific resources for assessment	Assessment must ensure access to appropriate performance areas or 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 developing movement skills direct observation of the candidate in practice sessions and performances. 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: CUADAN402A Improvise an advanced dance sequence CUADAN409A Develop expertise in contemporary dance technique.

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.

Movement patterns include:	sending receiving accompanying evading locomotor movements landings statics swings rotations springs.
Associated skills may include:	sending: throwing striking receiving: catching collecting accompanying: dribbling carrying evading: dodging faking screening locomotor movements: displacement of the body from one place to another landings: on feet on hands while rotating statics: balances supports hangs swings: from supports from hangs rotations: around axis of the body longitudinal media lateral springs: from the arms from the legs.
Basic performance cues associated with movement patterns may include:	sending receiving accompanying evading locomotor movements landings statics swings rotations springs.
Relevant personnel may include:	teachers mentors coaches medical practitioners nutrition experts colleagues family members performers.
Warm-up activities may include:	minor stretches joint-mobility exercises flexibility exercises aerobic activities coordinated breathing activities.
Cool-down activities may include:	floor work stretching.
Injury-prevention techniques may include:	warming up and cooling down before and after class and performance wearing appropriate clothing and footwear applying intent and focus while dancing not overstretching wearing appropriate bandaging and bracing where appropriate to support body appropriate diet and rest use of appropriate equipment, such as barre, mirror and sprung floors attention to teacher.
Common health concerns may include:	lack of rest poor diet lack of understanding of basic anatomy and physiology of dance lack of warming up and cooling down properly overstraining the muscles dehydration.
Sources may include:	inspiration imagination life experience actual events or facts internet other media educational texts and resources travel observation different experiences memoirs or diaries.
Generating ideas may include:	brainstorming researching exercises asking questions role-playing making analogies interviewing looking at the subject from different viewpoints.
Anatomical alignment principles relate to:	articulation of the spine engagement of the feet bases of support, including feet, legs, hands, arms and torso range of motion of the joints differentiation of the legs and pelvis.
Dramatic intent may relate to conveying a sense of:	comedy character tragedy romance wistfulness yearning fun happiness.

Unit Sector(s)

Performing arts - performance

Custom Content Section

Not applicable.

CUAPRF405A Rehearse technique for performance

Modification History

Version	Comments
CUAPRF405A	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 participate in rehearsals for performances. Techniques employed include acting, singing, dancing, movement, mime, acrobatics and improvisation.

Application of the Unit

The skills and knowledge outlined in this unit apply to performers, such as singers, actors, dancers, circus performers and comedians.

Rehearsals could be for performances in commercial, competition or community settings and performers would usually be working in ensembles, partnerships or solo.

In a rehearsal context performers are collaborating with each other and working under the direction of an artistic director or producer. An ability to take direction and refine technique is vital to success in rehearsals.

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. Develop an understanding of the rehearsal process	1.1. Clarify the purpose and parameters of different types of rehearsals 1.2. Consult with members of the rehearsal team to identify specific issues requiring attention 1.3. Clarify protocols and behaviour expected at rehearsals 1.4. Determine the level of skills progression expected over the rehearsal period
2. Prepare for rehearsals	2.1. Ensure a complete understanding of rehearsal requirements 2.2. Demonstrate physical preparedness for rehearsals 2.3. Ensure that aspects of own part in performances are understood 2.4. Refine own performance techniques for rehearsals in association with other performers as required
3. Apply rehearsal skills	3.1. Maintain empathy and rapport with members of the rehearsal team to advance performance outcomes 3.2. Work on improving own part in line with performance expectations 3.3. Adapt aspects of individual performance as directed 3.4. Pace energy during rehearsals to maintain focus and consistency of performance 3.5. Contribute to a shared approach to performance to achieve the overall desired outcomes
4. Contribute to debriefs after rehearsals	4.1. Review progress in association with other performers and identify factors to improve performance 4.2. Respond positively to analyses of own performance and adjust as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance

respond appropriately to directions during rehearsals

present confidently in rehearsal

deal constructively with conflict that arises during rehearsals

initiative and enterprise skills to:

adapt own performance in response to direction

respond appropriately to the unexpected during rehearsals

learning skills to improve live performance skills and expression through practice

listening skills to monitor and adjust performance as required

self-management and planning skills to:

plan practice time

identify areas of weakness and plan practice accordingly

maintain an appropriate standard of personal presentation for rehearsals

technical skills to use a range of techniques in area of specialisation.

Required knowledge

OHS principles and legislation relevant to particular performance contexts, such as:

hearing protection

performance anxiety

protection of body against overuse injury

safe lifting procedures

issues and challenges that arise in the context of rehearsing performances

performance and rehearsal protocols

relationship between rehearsal and performance

repertoire relevant to the performance or production

performance vocabulary and terminology

principles and techniques in area of specialisation.

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: demonstrate appropriate performance skills demonstrate progression of performance skills over the rehearsal period provide critical analyses of own and others’ performances work collaboratively with the production team.
Context of and specific resources for assessment	Assessment must ensure: opportunities for full rehearsal practice well-equipped stage or performance area in which to conduct rehearsals.
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 observation of candidate contributing to discussions about own performance and that of others verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit discussion of issues and challenges that arise in the context of rehearsing performances review of participant’s work performance during rehearsal direct observation or video recording of candidate during rehearsals. 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: CUAPRF402A Develop conceptual and expressive skills as a performer CUAPRF406A Use technique in performance.

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.

Purpose and parameters may include:	practice of individual performance progression of skills rehearsal of key scenes before filming rehearsal to establish moves and staging requirements rehearsal to refine staging requirements rehearsal to refine delivery of lines.
Types of rehearsals may include:	ensemble rehearsal first reading of script full dress rehearsal rehearsal before filming rehearsal of key scenes or parts rehearsal for publicity purposes technical run-through.
Members of the rehearsal team may include:	artistic director audiovisual artist choreographer costume designer designer lighting designer or operator make-up artist performers production manager props master set designer and builder sound designer and operator stage director stage manager.
Protocols and behaviour may include:	attendance at rehearsals awareness of rehearsal team hierarchy bans on visitors constructive approach to skills development constructive response to direction demeanour positive approach to performances by others positive attitude presentation privacy considerations publicity considerations punctuality set lock-down.
Rehearsal requirements may include:	attendance times costume fitting equipment preparation liaison with ensemble or other performers.
Aspects of own part may include:	awareness of sight lines and marks interaction with other performers lines moves routines.
Techniques may include:	acrobatics acting circus clown dance improvisation mask mime movement physical theatre puppetry and object manipulation voice.

Unit Sector(s)

Performing arts - performance

Custom Content Section

Not applicable.

CUAPRF406A Use technique in performance

Modification History

Version	Comments
CUAPRF406A	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 perform a simple sequence or piece for an audience. Techniques employed include acting, singing, dancing, movement, mime, acrobatics and improvisation.

Application of the Unit

The skills and knowledge outlined in this unit apply to performers, such as singers, actors, dancers, circus performers and comedians.

Performances could be in commercial, competition or community settings and performers would usually be working in ensembles, partnerships or solo.

At this level performers are refining their techniques through practice, and while some supervision and guidance may be present in practice, a high level of motivation and sense of responsibility for self and others are expected in live performance situations.

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. Prepare to perform for audiences	1.1. Ensure that performance techniques are sufficiently well-rehearsed to project clarity and confidence 1.2. Consult with members of the performance team to identify specific issues requiring attention 1.3. Conduct warm-up with ensemble 1.4. Confirm that necessary equipment and materials required for the performance are available and functioning reliably 1.5. Use techniques for overcoming performance anxiety to ensure effective performance
2. Perform for audiences	2.1. Adjust performance to the scale and nature of venue 2.2. Maintain concentration and focus throughout performance 2.3. Communicate the interpretive requirements of other performers as required 2.4. Perform in a style appropriate to the context of the performance 2.5. Respond flexibly and effectively to contingencies as required to maintain integrity of performances
3. Evaluate performances	3.1. Review performance in association with other performers and identify factors for future improvement 3.2. Measure performance against previous work to assess own technical and artistic development 3.3. Respond positively to analyses of own performance and adjust as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

analyse plays and scripts or other source materials

present confidently in performance

respond appropriately to constructive feedback on own performance

respond appropriately to directions during performances

work constructively with a diverse range of people

initiative and enterprise skills to:

adapt own performance in response to direction

respond appropriately to an audience

respond appropriately to the unexpected during performances

work effectively under pressure in front of an audience

learning skills to improve live performance skills and expression through practice

listening skills to monitor and adjust performance as required

self-management and planning skills to:

identify areas of weakness and plan practice accordingly

maintain an appropriate standard of personal presentation for performances

plan practice and warm-up time

technical skills to use a range of techniques in area of specialisation.

Required knowledge

broad knowledge of:

OHS issues relevant to performance contexts, such as:

emergency procedures

hearing protection

strategies to overcome performance anxiety

protection of body against overuse injury

safe lifting procedures

copyright, moral rights and intellectual property issues

well-developed knowledge of:

audience and performer relationship

issues and challenges that arise in the context of performing

performance vocabulary and terminology

principles and techniques in area of specialisation

repertoire relevant to the performance or production

role of experimentation in developing performance techniques

performance environment

physical properties and capabilities of materials and equipment used in performance

role of an adequate rehearsal process leading to production.

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: respond appropriately to contingencies and performance context demonstrate appropriate performance skills demonstrate refinement of technique during performances provide critical analyses of own and others’ performances work collaboratively with production teams and other performers.
Context of and specific resources for assessment	Assessment must ensure: opportunities for full performance with production team and other performers well-equipped stage or performance area for adequate rehearsals.
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 observation of candidate contributing to discussions about own performance and that of others verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit discussion of issues and challenges that arise in the context of performing review of participant’s work performance during performance direct observation or video recording of candidate during performance. 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: CUAPRF402A Develop conceptual and expressive skills as a performer CUAPRF405A Rehearse technique for performance.

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.

Performance techniques may include:	acrobatics acting circus skills clowning dance improvisation mask mime movement physical theatre puppetry and object manipulation voice.
Members of the performance team may include:	artistic director choreographer costume designer designer lighting designer or operator make-up artist performer production manager props master set designer and builder sound designer and operator stage manager staging personnel.
Warm-up may include:	body conditioning and strength development breathing techniques contraction and release coordination improvement and enhancement musculoskeletal exercises psycho-emotional exercises slow and relevant stretching strength development, flexibility and isometric control vocal exercises.
Equipment and materials may include:	costumes furniture mirrors musical instruments props safety equipment scenery springboards trapezes.
Techniques may include:	adequate rehearsal time focusing exercises meditation techniques relaxation techniques warm-up routines.
Context of the performance may relate to:	accidents disruption to performance illness injury nature of the audience nature of the venue noise other performers unforeseen contingencies weather.

Unit Sector(s)

Performing arts - performance

Custom Content Section

Not applicable.

CUAPRF407A Develop expertise in musical theatre techniques

Modification History

Version	Comments
CUAPRF407A	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 add range and depth to musical theatre techniques. Musical theatre encompasses the disciplines of dance, drama and singing.

Application of the Unit

This unit applies to performers who are consolidating their career in contexts where musical theatre performance skills are required. Performances could be in commercial or competition settings and performers would usually be performing as members of an ensemble, though some solo work could be expected.

At this level, performers are constantly refining their technique and expression to produce performances that convey the mood and style of music through complex dance and vocal sequences. While supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and sense of responsibility for themselves and others when it comes to applying dance technique in a live performance context.

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. Maintain a physical conditioning program	1.1. Consult with relevant personnel to identify a range of techniques to improve stamina, strength and flexibility 1.2. Set realistic physical conditioning goals aimed at improving musical theatre techniques 1.3. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 1.5. Always perform warm-up and cool-down procedures in conjunction with dance activities 1.6. Always perform vocal warm-up procedures in conjunction with vocal activities 1.7. Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique
2. Use practice sessions to increase level of expertise in dance techniques	2.1. Follow safe dance practice 2.2. Apply correct posture and body alignment appropriate to musical theatre style and movements 2.3. Apply isolation and coordination of upper and lower body within complex movement sequences 2.4. Apply balance, flexibility, stamina, coordination and weight transfer skills, and control and articulation of individual body parts in an integrated manner in a range of exercises 2.5. Apply memory retention, control and attention to detail when performing complex phrases of dance movements 2.6. Practise dance combinations to a mixed metre 2.7. Incorporate musicality, rhythm and correct timing into performances 2.8. Apply understanding of the relationship between musical theatre styles and the accompanying music or other media 2.9. Incorporate spatial awareness, connectivity and interactive skills when performing with others
3. Use practice sessions to increase level of expertise in musical theatre techniques	3.1. Apply correct posture and breathing techniques 3.2. Apply appropriate dynamics and pitch 3.3. Practise singing in tune with others 3.4. Ensure phrasing is appropriate to the music 3.5. Experiment with various acting styles and methods as appropriate 3.6. Sustain complex characterisation through musicality, dance and voice phrasing, and correct timing as choreographed 3.7. Work on incorporating complex expressive qualities into musical theatre techniques 3.8. Incorporate complex dance and vocal techniques to confidently portray choreographic and dramatic intentions
4. Maintain expertise	4.1. Continuously practise and refine combinations of complex movements and routines 4.2. Maintain and update knowledge of musical theatre terminology 4.3. Use feedback from teachers and mentors to identify and develop ways to improve own musical theatre techniques 4.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance and physical conditioning issues with relevant personnel

respond appropriately to feedback on own skill development

initiative and enterprise skills to:

work creatively with music and dance

perform with style and strong stage presence

communicate the mood or style of dances and songs

use props confidently and effectively

maintain own expertise

identify and apply relevant aspects of the culture and history of the musical theatre style

learning skills to:

develop strong musical theatre performance techniques through:

practising complex movements and routines

a positive attitude to performing

develop and implement a personal physical conditioning program

develop a movement memory

listening skills to:

maintain correct tempi in movement sequences

maintain musical sensitivity, awareness and phrasing in movement sequences

planning and organising skills to plan practice time

self-management skills to:

arrive punctually at classes and practice sessions

dress appropriately

observe dance discipline and follow direction

apply safe dance and vocal practice

teamwork skills to work collaboratively with others involved in classes and practice sessions.

Required knowledge

well-developed knowledge of:

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

principles underlying vocal techniques in a musical theatre performance context

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of joint motion

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

musical theatre terminology

stage geography and directions

musical rhythms, including:

time signatures

beat

tempo

syncopation

overview knowledge of:

history of musical theatre, including:

theatre of the ancient Greeks

prominent dancers, composers and choreographers

range of musical theatre styles

ways of notating musical theatre.

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: perform, in a learning environment, a range of routines in at least one musical theatre style in a way that demonstrates: choreographic intention well-developed musical theatre performance technique follow safe dance practice respond appropriately to constructive feedback on own performance.
Context of and specific resources for assessment	Assessment must ensure access to: relevant music, resources and equipment appropriate dance performance areas or 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 performing musical theatre evaluation of live or recorded performances direct observation or video recording of the candidate in practice sessions or rehearsals. 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: CUADAN407A Develop expertise in dance performance skills CUAPRF401A Employ a range of acting skills in performance CUAPRF402A Develop conceptual and expressive skills as a performer CUSMPF407A Develop vocal techniques.

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.

Relevant personnel may include:	coaches colleagues family members medical practitioners mentors nutrition experts performers teachers.
Risk factors may relate to:	body image and eating disorders consistency of a physical fitness regime expectations of others gender-appropriate performance techniques gender issues poor nutrition incorrectly fitting footwear injury-prevention strategies insufficient hydration own ambition.
Warm-up and cool-down procedures may include:	aerobic activities anaerobic exercises body conditioning and strength development breathing techniques coordinated breathing activities flexibility exercises floor work isolation and mobility of body parts joint-mobility exercises stretching.
Vocal warm-up procedures may include:	deep breathing exercises, especially for abdominal breathing exercises to loosen mouth, such as: tongue lips soft palate exercises to loosen face muscles, such as: cheek eye jaw gentle open vowel singing maintaining good throat hydration with gentle gargling tongue twisters whole body relaxation exercises, such as: tai chi yoga vocalising exercises beginning in mid-range, before extending to upper and lower registers.
Safe dance practice may include:	adjusting performance to venue breathing exercises correct execution of dance 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 logical sequencing of dance movements nutrition and diet spatial awareness 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.
Body alignment refers to:	proper alignment of the torso, hips, limbs, spine and shoulders in poses and movements, such as: ear over the shoulder over the hips knee over the ankle skeletal alignment throughout movements.
Exercises may relate to practising:	complex elevation techniques complex falling techniques complex turning techniques complex weight transfer techniques demonstrating an awareness of personal and general space when travelling and stationary focusing eyes and mind while performing interpreting rhythm to movement isocentric and polycentric isolations locomotor exercises and sequences, such as: pirouettes posés piqués pencil turns châinés kicks jumps and leaps maintaining rhythm and tempo non-locomotor techniques, such as: balance stillness using arm lines appropriately and extensively working at differing tempos working on centre and off centre working in a cohesive partnership with a peer and interpreting a dance style.
Complex phrases refer to:	‘chaining’ or joining and sequencing of steps and movements or combinations of steps and movements.
Accompanying music may include:	a cappella contemporary or soundscape instrumental live or recorded traditional or folk vocal.
Other media may include:	design elements, such as performance lighting projections props.
Dynamics refers to:	variations of the intensity of resonance (volume).
Pitch refers to:	range from high to low.
Acting styles and methods may include:	melodrama comedy tragedy Stanislavski method.

Unit Sector(s)

Performing arts - performance

Custom Content Section

Not applicable.

CUAPRF501A Refine performance skills

Modification History

Version	Comments
CUAPRF501A	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 refine performance and interpretive skills to perform complex roles, sequences and routines before audiences.

Application of the Unit

The skills and knowledge outlined in this unit apply to performers, such as singers, actors, dancers, circus performers and comedians.

Performances may be in commercial, competition or community settings and performers could be working in ensembles, partnerships or solo. Irrespective of the performance context, they are expected to display a high level of motivation and sense of responsibility for self and others involved in live performances.

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

Not applicable.

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. Display professionalism in performance practice	1.1. Anticipate and prepare in advance for production requirements 1.2. Demonstrate increasing responsibility in working on solo or extra group sections 1.3. Devote extra time and show initiative in working towards cohesive group performances 1.4. Contribute to the advancement of creative and artistic goals with increasing confidence and skill 1.5. Develop a professional work ethic
2. Explore and conceptualise performance skills	2.1. Discuss with relevant personnel complex understanding of the principles and characteristics of technique 2.2. Explore and evaluate a range of advanced approaches to technique 2.3. Explore ways to extend improvisations into a number of situations as required 2.4. Evaluate a range of ways in which technique can be used to create complex sequences 2.5. Apply advanced critical skills to inform own technique 2.6. Receive and integrate constructive criticism into performance of technique
3. Prepare to perform complex roles before audiences	3.1. Ensure that performance is well-rehearsed to ensure clarity and confidence 3.2. Design and conduct relevant warm-up techniques in an appropriate space without causing undue distraction to self and others 3.3. Ensure relevant materials are available and in good working order according to performance requirements 3.4. Identify and implement a range of strategies to overcome performance anxiety and to relax self and other performers
4. Perform complex roles for audiences	4.1. Adapt performances to the scale and nature of venues and audience requirements 4.2. Control concentration and focus throughout performances 4.3. Implement principles and characteristics of various performance techniques 4.4. Maintain optimum performance standards for the duration of performances 4.5. Effectively communicate the interpretive requirements of other performers as required 4.6. Perform in a style appropriate to the context of performances 4.7. Respond promptly, flexibly and effectively to contingencies as required to maintain the integrity of performances
5. Analyse and evaluate performances	5.1. Analyse and assess performances against previous work to assess own technical and artistic development 5.2. Identify and observe weaknesses and errors in performances and develop strategies to improve performance 5.3. Analyse and evaluate feedback and criticism and develop strategies for possible adjustments to future work

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss interpretive requirements with other performers

discuss ideas with others to inform own performance

respond appropriately to feedback on own skill development and performance

work creatively with individual differences

initiative and enterprise skills to:

apply imagination, spontaneity and confidence to performances

use improvisation appropriate to chosen technique

develop own critical analysis skills

perform with precision, style and strong stage presence

communicate the mood or style of performance pieces to audiences

use props confidently and effectively

respond to other performers and adjust own performance accordingly

learning skills to:

refine performance skills by exploring and evaluating a range of advanced approaches to performance techniques

integrate technical skills learned in the classroom into rehearsal and performance situations

receive and integrate constructive criticism of performance from peers or coaches

literacy skills to analyse source materials, such as scripts or texts

planning and organising skills to:

effectively prepare for rehearsals and performances

plan practice time

design and implement appropriate warm-up techniques

problem-solving skills to:

make complex judgements to advance own technique

respond flexibly and effectively to contingencies

self-management skills to:

arrive punctually at classes, rehearsals and performances

dress appropriately

observe performance discipline and follow direction

develop a professional work ethic

teamwork skills to work collaboratively with others involved in rehearsals and performances.

Required knowledge

broad knowledge of:

performance theorists, choreographers, theatre directors and movement styles and forms relevant to chosen performance technique

historical and theoretical contexts for performance and how this may be used to inform own artistic practice

application of physical properties and capabilities of materials, tools and equipment to chosen performance technique

copyright, moral rights and intellectual property issues and legislation associated with performance

OHS standards associated with performance

comprehensive knowledge of:

moral, social, physical and psychological elements appropriate to chosen performance technique

performance styles appropriate to technique, such as naturalistic and non-naturalistic

effect of voice and vocal processes on audiences

alignment, breath and techniques for the release of tension

kinaesthetic awareness

body alignment and use of body parts

performance terminology

relationship between performers and audiences

stylistic nuances and dramatic elements associated with various performance styles

performance environment

issues associated with characterisation, such as:

moral

social

physical

psychological

cultural perspectives related to performance.

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: display professionalism in performance practice explore and refine advanced performance skills effectively prepare for performances perform complex roles for audiences with confidence and precision critically analyse own performance.
Context of and specific resources for assessment	Assessment must ensure access to: rehearsal and performance opportunities relevant source materials and texts.
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 live or recorded performances 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 performance skills direct observation of candidate rehearsing and performing complex sequences. 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: CUADAN503A Perform repertoire for corps de ballet CUADAN504A Perform solo variations CUADAN505A Refine contemporary dance technique CUADAN507A Refine dance partnering techniques.

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.

Production requirements may include:	wardrobe fittings technical rehearsals meetings spacing plotting previews.
Professional work ethic may refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining concentration, focus and physical alertness in performance activities maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
Relevant personnel may include:	agents choreographers directors producers fellow performers mentors production managers stage managers teachers coaches musical directors conductors.
Principles and characteristics may include:	dramatic elements: climax contrast mood rhythm sound space symbol timing tension focus characterisation: moral social physical psychological movement space timing rhythm focus flexibility coordination shape locomotion improvisation: structure plot character dramatic tension climax techniques grafting blocking yielding endowing status.
Technique may include:	acting dance singing voice improvisation mask clown puppetry and object manipulation physical theatre movement mime circus acrobatics.
Advanced approaches may include:	translating theory into practice demonstrating advanced skills: vocabulary acting vocal physical manipulations using private practice involving character, vocal or manipulation skills.
Complex sequences may include:	entire character journey for a major production, which may be scripted or self-devised original work for non-narrative or verbal theatre.
Advanced critical skills may include:	problem solving reflecting synthesising.
Constructive criticism may include:	feedback from tutors, mentors and coaches feedback from peers self-evaluation video documentary.
Warm-up techniques may include:	aerobic activities anaerobic exercises body conditioning and strength development breathing techniques coordinated breathing activities exercises to loosen mouth, such as: tongue lips soft palate exercises to loosen face muscles, such as: cheek eye jaw flexibility exercises floor work gentle open vowel singing isolation and mobility of body parts joint-mobility exercises stretching whole body relaxation exercises, such as: tai chi yoga vocalising exercises beginning in mid-range, before extending to upper and lower registers.
Materials may include:	accessories audiovisual equipment costumes, including footwear hairstyle requirements make-up requirements props.
Strategies to overcome performance anxiety may include:	adequate rehearsal focusing on a single element or action at a time relaxation techniques, such as: meditation imagery or conscious visualisation affirmations stretching deep breathing light aerobic exercises maintaining a work-life balance mental rehearsal warm-up routines.
Contingencies may include:	forgetting lines and routines failure of technical equipment provocation from the audience sudden injury of self or fellow performers.

Unit Sector(s)

Performing arts - performance

Custom Content Section

Not applicable.

CUAPRF502A Apply theatrical make-up

Modification History

Version	Comments
CUAPRF502A	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 apply theatrical make-up for performances according to a make-up and hair plan.

Application of the Unit

The skills and knowledge outlined in this unit apply to performers, such as singers, actors, dancers, circus performers and comedians who apply theatrical make-up for performances. Performances could be in commercial, competition or community settings.

At this level, performers would usually work without supervision and are expected to apply initiative and judgement in the planning and selection of appropriate tools and techniques. They may also be assisting other performers.

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. Clarify theatrical make-up and hair requirements for performances	1.1. Consult with relevant personnel and determine factors that influence the styles of make-up and hair and performance requirements 1.2. In consultation with relevant personnel plan styles and colours of make-up and hair relevant to own performance character 1.3. Confirm final designs and plans for make-up and hair styling with relevant personnel 1.4. Develop understanding of the essential components of a theatrical make-up kit
2. Implement make-up plan	2.1. Work with relevant personnel to examine the physical structures or features of own head and body and identify areas requiring corrective action or camouflage make-up or hair dressing 2.2. Ensure tools and equipment are sanitised and in good working order 2.3. Apply theatrical make-up with appropriate techniques and in the required sequence, seeking assistance from others as required 2.4. Work with relevant personnel as required to review make-up plan and check that the final effect meets production and characterisation requirements 2.5. Document theatrical make-up design for continuity purposes as required 2.6. Follow OHS requirements
3. Create hairstyle for performances	3.1. Ensure hairstyling tools and equipment are sanitised and in good working order 3.2. Create hairstyle for performance with appropriate techniques 3.3. Correctly apply and integrate false facial hair with theatrical make-up as required 3.4. Work with relevant personnel, as required, to review the hairstyle plan and check that the final effect meets production and characterisation requirements 3.4. Document hairstyle design for continuity purposes as required
4. Remove theatrical make-up and hairstyle	4.1. Remove theatrical make-up appropriately and safely, working with relevant personnel as required 4.2. Deconstruct hairstyle appropriately and safely, working with other people as required 4.3. Clean, sanitise and store theatrical make-up and hairstyle elements and components in line with enterprise procedures 4.4. Identify and implement strategies to maintain healthy skin and hair 4.5. Seek out and use feedback from relevant personnel to inform and improve on own theatrical make-up application skills

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

respond appropriately to feedback on own ability to apply theatrical make-up and create hairstyles for performances

contribute creative ideas to make-up and hair designs relevant to performance character

learning skills to:

implement theatrical make-up plan effectively and according to production requirements

implement hair design plan effectively and according to production requirements

implement skin care and hair care strategies

literacy skills to:

contribute to and interpret theoretical theatrical make-up and hairstyle plans

complete production documentation as required

initiative and enterprise skills to:

create reality from visualised and theoretical theatrical make-up and hairstyle plans

maintain continuity of hairstyle and theatrical make-up application over time

monitor and correct camouflage flaws and imperfections in hair and on face and body

evaluate results and take remedial action as required

problem-solving and planning skills to:

identify, plan, organise and prepare required tools and equipment

plan and apply hair and make-up designs to compensate for particular face or body shapes or characteristics

estimate the quantity of products required

seek advice and think creatively when unpredictable problems arise

self-management skills to:

follow OHS procedures and policies

calculate time to complete hair and make-up designs to meet production schedules

teamwork skills to work collaboratively with others in the planning, application and removal of theatrical make-up and hairstyles for rehearsals and performances

technical skills to use a range of tools and styling aids to create current or historical hair and make-up designs.

Required knowledge

overview knowledge of:

relevant OHS requirements in the context of applying theatrical make-up for performances

cleaning and sanitising agents for tools and equipment used in the application of theatrical make-up and hairstyles

stagecraft as it relates to performers, such as:

lighting design

props

set design

stage size and theatre size

well-developed knowledge of:

specific features of common character roles

roles and responsibilities of personnel in productions and performances

principles of skin and hair care

principles of continuity over a performance run

characteristics and application techniques of theatrical make-up to produce visual representation of the character being portrayed

characteristics of, and techniques to create, hairstyles to produce visual representation of the character being portrayed.

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: clarify theatrical make-up and hair requirements for performances apply theatrical make-up to create effective characterisation for at least two performances create appropriate hairstyles according to hair design plans maintain continuity by recreating designs on consecutive occasions implement skin and hair care management strategies work collaboratively with others.
Context of and specific resources for assessment	Assessment must ensure access to: an environment where different types of make-up and hairstyles and designs can be applied, modified and maintained within commercially realistic timeframes relevant products and equipment.
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 applying theatrical make-up for performances direct observation of the candidate styling hair, and applying and removing theatrical make-up in a performance context. 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: CUAPRF503A Prepare for and perform in a competitive environment.

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.

Relevant personnel may include:	costume designers dressers production designers directors make-up artists wig makers and stylists hairdressers, stylists other performers.
Factors may refer to:	available resources characteristics and requirements of specific performances number of performers requiring theatrical make-up cultural, age and gender determinants audience differing body shapes of performers venue and environment of performance, such as: urban or rural time of performance (night or day) inside or outside size of stage and distance from the audience lighting air conditioning or heating personal services theatre policy and procedures skin or hair damage, such as: environmental damage, including ultraviolet (sun) light excessive use of overheated thermal equipment inadequately met nutritional needs health problems substance abuse chemical use, e.g. blonding agents.
Styles of make-up may include:	animal stylisation, such as: tiger cat mouse dog areas requiring make-up application, such as: face décolletage hands feet clown gothic or horror punk specific characterisation, such as: gender reversal face slimming or fattening false teeth ageing of face and hands use of prosthetics portraying illness scars tattoos minimalist Japanese kabuki Peking opera bloody or gaping wounds.
Styles of hair may include:	balding or completely bald hair colour braids buns ringlets curls body hair wigs, crepe or ventilated beards, goatees and sideburns moustaches bushy eyebrows volumised hair historical periods, such as: Edwardian Elizabethan eighteenth century punk 1960s 1920s Japanese geisha.
Performance requirements may relate to:	nature of the physical activity on stage quick costume or character changes continuity lighting special effects use of body doubles or second cast.
Essential components may include:	applicators, such as: flat and round shading brushes lip liner brushes powder puffs sponges brow and lash combs barrier sprays face powders, including translucent black and brown eyeliner red lip liner lipsticks special sharpeners various eye make-up colour palettes various lip colours fake blood capsules and liquid blood moist cake foundation make-up remover, including eye make-up remover spirit gum adhesive and adhesive remover mascara blushers fake eyelashes concealers cold cream antiperspirant applicator brush cleaner and disinfectant double-sided adhesive tape 3-D gel flesh setting powders liquid sealers and fixatives hair wax or gel hair spray tweezers forceps scissors paper towel or tissues nail polishes.
Physical structures and features may include:	scalp natural hair type, such as: European Asian Afro hair texture, such as: coarse medium fine hair growth patterns, such as: crown area hairline neckline cowlicks (whorls) movement, such as: straight wavy natural curl chemical curl or waves beard characteristics, such as: hair texture hair density growth patterns blemishes or flaws or other facial and hair conditions requiring special consideration facial features bone structure skin health and tone energy requirements common diet-related health problems.
Theatrical make-up may include:	fake blood liquid or capsules body paint bruise colour palettes sweat and tears false teeth or black tooth enamel adhesive remover false eyelashes nose putty soft putty rigid collodian moist cake foundation cream foundations liquid latex wrinkles foam latex beards and moustaches hair extensions wigs, crepe or ventilated hair colours bald caps mask cover make-up temporary tattoos clown white face make-up Japanese face powder face diamantes and glitter masks, such as: leather papier mâché air brushed make-up.
OHS requirements may refer to:	workplace policy and procedures, such as: standard operating policy and procedures standards and certification requirements communication protocols quality assurance procedures OHS procedures, such as: infection control procedures: checking for infectious and transmittable disease sterilising apparatus and instruments using disinfectants when washing equipment safely removing and disposing of soiled and contaminated garments safe ventilation avoiding invasive procedures on bodies use of personal protective clothing, including: disposable gloves heavy duty gloves barrier gown or suit waterproof overshoes waterproof aprons splash proof masks hair cover material handling procedures, including hazardous or infectious materials maintaining make-up and hair styling tools and equipment to required standards emergency procedures, including fire and accident procedures recording or reporting injury and incidence performing first aid as necessary.
Hairstyling tools and equipment may include:	hair curlers or curling wand hair straighteners scissors clips, pins and hair ties brushes and combs hair dryers hair wax or gel hairspray.
Strategies to maintain healthy skin and hair may include:	no shaving within one hour of applying make-up using appropriate facial cleansers and moisturisers before and after applying theatrical make-up regular facials regularly applying hair conditioning treatments.

Unit Sector(s)

Performing arts - performance

Custom Content Section

Not applicable.

CUAPRF503A Prepare for and perform in a competitive environment

Modification History

Version	Comments
CUAPRF503A	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 prepare for and perform in competitive environments, such as auditions and competitions that showcase performers’ skills and improve their employment prospects.

Application of the Unit

In a highly competitive market place it is essential that performers know how to prepare for and perform in competitive performance environments. The skills and knowledge outlined in this unit apply to performers, such as actors, dancers, musicians and vocalists.

At this level, performers are expected to be able to think on their feet by using initiative and sound judgement and to apply theoretical concepts and creative skills when responding to the unpredictable in a range of live performance situations.

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. Plan program to be presented	1.1. Confirm audition or competition requirements in consultation with relevant personnel 1.2. Undertake background research to determine the best way to approach audition or competition 1.3. Prepare a varied program that demonstrates own strengths in performance and that is well within the technical and stylistic ability of other performers required for performances 1.4. Observe protocols associated with the audition or competition context 1.5. Confirm arrangements with others as required to allow maximum rehearsal time 1.6. Where possible test venues and facilities in advance or inspect to assess warm-up possibilities 1.7. Organise promotional materials for presentation as required
2. Prepare for performances	2.1. Cost purchase or hire of resources and acquire as required 2.2. Comply with statutory requirements for music to be performed or used 2.3. Ensure that resources are available, functioning and ready to hand
3. Present performances	3.1. Arrive at venue punctually to allow for warm-up time and registration procedures 3.2. Use relaxation techniques to overcome performance anxiety as required 3.3. Ensure that dress and manner are appropriate to the performance context 3.4. Present promotional materials as required 3.5. Apply live performance knowledge and appropriate techniques to perform pieces to best of one’s ability 3.6. Listen carefully and respond to instructions given during audition or competition, including cutting off performances if and when instructed 3.7. Maintain a positive and courteous manner with others involved in audition or competition 3.8. If possible, organise for performance to be recorded
4. Review performances	4.1. Undertake follow-up required after audition or competition 4.2. Review any recording of own performance to determine areas for future improvement 4.3. Seek feedback from others and incorporate suggestions into future preparation for auditions and competitions

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance

respond appropriately to directions during auditions and competitions

present confidently in a competitive environment

initiative and enterprise skills to perform in a range of ways appropriate to the performance context

learning skills to improve live performance skills and expression through practice

listening skills to:

monitor and adjust performance as required

maintain correct tempi in movement sequences

literacy skills to interpret written instructions or information provided related to auditions and competitions

self-management and planning skills to:

plan performance program and practice time

identify areas of weakness and plan practice accordingly

maintain an appropriate standard of personal presentation in a competitive performance environment

technical and problem-solving skills to:

use a range of techniques in area of specialisation

respond appropriately to the unexpected in a competitive performance environment.

Required knowledge

broad understanding of OHS principles and legislation relevant to particular performance contexts, such as:

hearing protection

performance anxiety

policy and best practice

protection of body against overuse injury

safe lifting practices

issues and challenges that arise in the context of performing in a competitive performance environment

competition and audition protocols

well-developed knowledge of:

repertoire relevant to the technique or area of specialisation

performance vocabulary and terminology

principles and techniques in area of specialisation.

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: prepare a program that meets the requirements of a competitive performance environment perform proficiently in a competitive performance environment on at least two occasions (either real or simulated) apply interpretation and expression skills communicate effectively with others involved in competitive performance environments.
Context of and specific resources for assessment	Assessment must ensure access to: relevant resources and equipment opportunities for competitive performance situations in either a real or simulated situation appropriate venue with adequate space for solo performances.
Method of assessment	The following assessment methods 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 direct observation or video recording of candidate performing in a competitive performance environment case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and presenting in a competitive performance environment. 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: CUAOHS602A Develop techniques for maintaining resilience in a competitive environment CUAPRF402A Develop conceptual and expressive skills as a performer CUAPRF501A Refine performance skills.

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.

Requirements may include:	accompaniment content, including: contrasts within the program material duration requirements for each piece presented number of pieces to be prepared particular stylistic requirements performance breaks repertoire whether auditioners or judges will choose from a presented list, or judge pieces or parts of pieces length of auditions competition rules competition judging criteria, including: general appearance costume technique execution showmanship entertainment value (the ‘x’ factor) level of difficulty originality and creativity choreography synchronisation versatility movement and dress standards purpose time venue.
Relevant personnel may include:	accompanist agent coach conductor ensemble mentor musical director other performers representative of the auditioning body competition judges teacher or tutor.
Promotional materials may include:	biographies kits multimedia performance demos: audio video photographic materials.
Resources may include:	appropriate footwear costumes microphones scores sheet music tapes props sound equipment.
Statutory requirements may relate to:	copyright duty of care OHS.
Ways to ensure resources are available and ready to hand may include:	checking that resources are appropriate to audition venue checking condition of resources to be used and repairing or adjusting as required inspecting and trying out, in advance if possible, resources supplied by auditioning body or venue.
Relaxation techniques may include:	deep breathing light aerobic exercises mind to muscle: meditation imagery or conscious visualisation affirmations stretching.
Live performance knowledge may include:	artistic expression choreographic knowledge findings from appropriate performance analyses and research interpretation of directions for: movement voicing expression tempi spatial dynamics musical forms, systems, practices and customs pattern and sequence recognition and memory performance and rehearsal protocols repertoire solo and ensemble protocols visual and auditory imagination to develop performance material or interpretation.
Techniques may involve:	characterisation improvisation interpretation partnering performing a range of pieces in different styles in area of specialisation physical coordination, such as: falling flexibility turning weight transfer.
Follow-up may involve:	confirming an expected time for hearing the outcome of auditions obtaining details of contract interview if result of audition is successful following up with a courteous request for appraisal and further advice if audition result is unsuccessful sending a follow-up letter for each audition, whether successful or not, to communicate appreciation of the opportunity and to allow for further opportunities maintaining contact with people associated with competitions.

Unit Sector(s)

Performing arts - performance

Custom Content Section

Not applicable.

CUAPRF504A Refine musical theatre techniques

Modification History

Version	Comments
CUAPRF504A	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 refine the combination of techniques employed in musical theatre performances, namely dance, acting and singing.

Application of the Unit

This unit applies to singers, dancers and actors who require a sophisticated level of musical theatre skills. Performances could be in commercial or community settings and performers would usually be performing as members of an ensemble, or in cabaret settings that could involve a large component of solo routines.

While some supervision and guidance are provided in practice sessions and rehearsals, performers are expected to be self-directed and display a high level of motivation and sense of responsibility for themselves and others.

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. Maintain a physical conditioning program	1.1. Consult with relevant personnel and identify a range of techniques to improve stamina, strength and flexibility 1.2. Set realistic physical conditioning goals aimed at improving musical theatre techniques 1.3. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 1.5. Perform warm-up and cool-down procedures in conjunction with dance or movement activities 1.6. Perform vocal warm-up procedures in conjunction with vocal activities 1.7. Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance and movement techniques
2. Explore and practise singing techniques for musical theatre	2.1. Develop listening skills to produce and reproduce sound 2.2. Apply correct posture and breathing techniques to facilitate free and flexible singing 2.3. Ensure maximum vocal range through practising relevant exercises 2.4. Interpret the requirements of songs to be performed 2.5. Practise a range of musical theatre singing styles and genres using relevant vocal techniques 2.6. Practise harmonising and singing in unison with other singers 2.7. Ensure phrasing is appropriate to the music
3. Explore and conceptualise acting skills	3.1. Identify dynamics of the human voice and apply to develop own unique voice as well as that of the character role 3.2. Explore techniques to perform dialogue, sung dialogue and dialogue as underscored 3.3. Explore ways to advance and extend improvisations into a number of different stories 3.4. Identify characters’ actions and intent and follow through in performance 3.5. Apply techniques to develop strong, flexible and safe movements 3.6. Experiment with various acting styles and methods as appropriate 3.7. Apply advanced critical skills to inform own technique
4. Practise performing a complex musical theatre role	4.1. Apply principles and characteristics of various musical theatre performance techniques 4.2. Integrate acting, singing and dancing or movement effectively to create a strong performance 4.3. Ensure balance in dynamics, style and musical expression with other singers is maintained throughout performances 4.4. Respond promptly to cues and synchronise entries and exits with other performers 4.5. Work towards controlling concentration and focus throughout performances 4.6. Effectively communicate interpretive requirements of other performers as required 4.7. Receive and integrate constructive criticism into performance
5. Maintain expertise	5.1. Apply professional work ethic to practice and performance activities 5.2. Incorporate injury-prevention techniques into vocal, dance and movement activities 5.3. Analyse and evaluate feedback and criticism and develop strategies for possible adjustments to future work 5.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss interpretive requirements with other performers

discuss ideas with others to inform development of own technique

discuss musical theatre performance skills with relevant personnel

respond appropriately to feedback on own skill development

initiative and enterprise skills to:

perform with confidence, style and strong stage presence

communicate the mood or style of performance pieces

use props confidently and effectively

respond to other performers and adjust own performance accordingly

learning skills to:

refine musical theatre performance skills by exploring and evaluating a range of advanced approaches to integrating performance techniques

explore and practise dancing, singing and acting skills

listening skills to sing in harmony and unison with other singers or performers

planning and organising skills to plan practice time

problem-solving skills to respond flexibly and effectively to contingencies

self-management skills to:

arrive punctually at classes and practice sessions

dress appropriately

follow direction

teamwork skills to work collaboratively with others involved in classes and practice sessions.

Required knowledge

general knowledge of:

history and distinguishing characteristics of musical theatre

influential performance theorists, choreographers or musical theatre directors

OHS standards and requirements associated with performance

well-developed knowledge of:

principles underlying body movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

principles underlying vocal techniques in a musical theatre performance context

characterisation, including moral, social, physical and psychological

stage geography and directions

musical rhythms, including:

time signatures

beat

tempo

syncopation

key components of voice, its effect on the audience and vocal process

kinaesthetic awareness

effective acting, singing and dancing techniques

acting, singing and movement terminology

relationship between acting, singing, dancing and movement

relationship between performers and audiences

stylistic nuances and dramatic elements associated with various performance styles

performance environment.

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: maintain an effective physical conditioning program explore and practise a range of singing and vocal techniques for musical theatre performance in a learning environment, successfully perform a musical theatre role by integrating singing, dancing and acting techniques maintain own expertise in musical theatre performance skills.
Context of and specific resources for assessment	Assessment must ensure access to: rehearsal and performance spaces with appropriate flooring relevant resources and equipment.
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 rehearsals and live or recorded performances 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 musical theatre performance skills direct observation or video recording of the candidate rehearsing and performing complex musical theatre scenes and routines. 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: CUADAN505A Refine contemporary dance technique CUADAN507A Refine dance partnering techniques CUAPRF501A Refine performance skills.

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.

Relevant personnel may include:	choreographers voice or acting coaches colleagues directors family members medical practitioners mentors musical directors nutrition experts performers representatives of dance societies teachers.
Risk factors may relate to:	body image and eating disorders consistency of a physical fitness regime expectations of others gender-appropriate performance techniques gender issues poor nutrition incorrectly fitting footwear injury-prevention strategies insufficient hydration own ambition.
Warm-up and cool-down procedures may include:	aerobic activities anaerobic exercises body conditioning and strength development breathing techniques coordinated breathing activities flexibility exercises floor work isolation and mobility of body parts joint-mobility exercises stretching.
Vocal warm-up procedures may include:	deep breathing exercises, especially for abdominal breathing exercises to loosen mouth, such as: tongue lips soft palate exercises to loosen face muscles, such as: cheek eye jaw gentle open vowel singing maintaining good throat hydration with gentle gargling tongue twisters whole body relaxation exercises, such as: tai chi yoga vocalising exercises beginning in mid-range, before extending to upper and lower registers.
Listening skills may include:	active listening to others, including accompanist emulating sound singing in unison identifying harmonies identifying notes, chords and keys.
Correct posture may refer to:	chest comfortably raised feet slightly apart flat abdomen head facing straight ahead hips rotated forward knees bent shoulders down and back spine aligned.
Exercises may include:	articulation exercises humming breathing vocalising exercises beginning in mid-range, before extending to upper and lower registers.
Requirements of songs may include:	dynamics pitch genre melody tempo solo, duet or chorus.
Singing styles may include:	a cappella operetta jazz cabaret vaudeville rock opera traditional musical theatre avant garde.
Vocal techniques may include:	application of different vocal timbres breathing emphasis intonation maintaining vocal range, such as: upper register middle register lower register pace phrasing pitch placement resonance rhythm timing.
Dynamics of the human voice may include:	range sound tone accent release of the jaw floor of the breath floor of the sound.
Techniques may include:	breathe support phrasing pronunciation accent.
Characters’ actions refer to:	actions characters initiate in order to reach their objective, such as: persuading manipulating touching.
Acting styles and methods may include:	melodrama comedy tragedy Stanislavski method.
Advanced critical skills may include:	problem solving reflecting synthesising.
Principles and characteristics may include:	dramatic elements: climax contrast mood rhythm sound space symbol timing tension focus characterisation: moral social physical psychological movement space timing rhythm focus flexibility coordination shape locomotion improvisation: structure plot character dramatic tension climax techniques grafting blocking yielding endowing status.
Musical theatre performance techniques may include:	control of stage energy and attack articulation improvisation movement mime acting dancing balance and stillness vocal projection musical expression: expressive relationship with the accompanying music interpretation of music and rhythm non-verbal communication techniques, such as: grunts humming body language touch.
Performances may be:	in a learning environment in rehearsals live before an audience.
Cues may be:	dialogue lyrics beginning or ending of musical phrases visual.
Constructive criticism may include:	feedback from tutors, mentors and coaches feedback from peers self-evaluation video documentary.
Professional work ethic may refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining concentration, focus and physical alertness in performance activities maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
Injury-prevention techniques may include:	warming up and cooling down before and after class and performance wearing appropriate clothing and footwear applying intent and focus while dancing not overstretching wearing appropriate bandaging and bracing where appropriate to support body appropriate diet and rest using appropriate equipment, such as barre, mirror and sprung floors drinking plenty of water good vocal technique not smoking allowing no vocal strain avoiding stress.
Feedback may include:	director’s notes audience feedback discussion with other performers observations from peers.

Unit Sector(s)

Performing arts - performance

Custom Content Section

Not applicable.

CUAPRF601A Extend musical theatre performance skills to a professional level

Modification History

Version	Comments
CUAPRF601A	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 extend vocal, movement and acting skills to a professional level in the context of musical theatre.

Application of the Unit

This unit applies to performers who are moving towards professional careers in musical theatre where the combined skills of dance, drama, singing, acting and movement are required. Performances could be in commercial, cabaret or competition settings and performers would usually be performing as members of an ensemble or in some solo routines.

At this level, performers are constantly refining their technique and expression to produce performances that convey the mood and style of music through complex dance and vocal sequences. While some supervision and guidance are provided in practice sessions and rehearsals, performers are expected to display a high level of motivation and sense of responsibility for themselves and others during live performances.

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. Clarify artistic and creative goals for musical theatre performance	1.1. Consider the background and context of performance pieces and clarify the intent of the performance in relation to intended audience 1.2. Discuss with relevant personnel, aspects of own character role and interrelationships with other characters 1.3. Discuss with relevant personnel the elements of pieces and how they relate to own character role 1.4. Apply principles of characterisation to own character role in practice sessions
2. Rehearse musical theatre performances	2.1. Communicate in a way that contributes to a constructive rehearsal atmosphere 2.2. Respond promptly to direction as required 2.3. Practise and rehearse songs, dances and scenes until an optimum performance standard is reached 2.4. Refine own character interpretation in conjunction with other performers 2.5. Improve own performance by incorporating relevant advice and feedback 2.6. Identify dynamics of the human voice and apply to develop own unique voice as well as the character role 2.7. Engage fully in the artistic process to optimise the overall performance effect 2.8. Fully integrate required materials into performances 2.9. Analyse and synthesise own performance within the overall work to the required standard
3. Perform musical theatre	3.1. Perform warm-up and cool-down procedures in conjunction with performance activities 3.2. Apply a range of strategies to overcome performance anxiety 3.3. Integrate elements effectively to create a believable character and a strong story-telling performance 3.4. Adapt performances to the scale and nature of the venue and audience requirements 3.5. Maintain concentration, stamina and focus for the duration of performances 3.6. Perform in ways that add light and shade to characterisation and mood in line with creative objectives 3.7. Implement principles and characteristics of various performance techniques 3.8. Respond promptly and creatively to contingencies where required to maintain the integrity of performances
4. Evaluate musical theatre performances	4.1. Analyse musical theatre performances against previous work and creative goals to assess own technical and artistic development 4.2. Identify and observe weaknesses and errors in performances and develop strategies to improve performance 4.3. Analyse and evaluate feedback and criticism and develop strategies for possible adjustments to future work
5. Develop professional practice	5.1. Develop and refine professional work ethic 5.2. Develop realistic parameters as a basis for extending scope of performance practice 5.3. Identify regimes and artistic strategies that will refine own performance technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss interpretive requirements with other performers

discuss ideas with others to inform own performance

respond appropriately to feedback on own skill development and performance

work creatively with individual differences

initiative and enterprise skills to:

apply imagination, spontaneity and confidence appropriate to the performance

develop own critical analysis skills

perform with precision, style and strong stage presence

communicate the mood or style of performance pieces to audiences

use props confidently and effectively

respond to other performers and adjust own performance accordingly

learning skills to:

develop and refine professional work ethic

integrate knowledge, technique and creativity in singing, acting and dance at an advanced level, either in group or solo work

receive and integrate constructive criticism of performance from peers or coaches

create own individual style, attitude and stage presence

literacy skills to analyse source materials, such as scores, scripts or texts

planning and organising skills to:

effectively prepare for rehearsals and performances

plan practice time

design and implement appropriate warm-up techniques for voice and body

problem-solving skills to respond flexibly and effectively to contingencies

self-management skills to:

arrive punctually at rehearsals and performances

dress appropriately

follow direction

address own professional development needs

teamwork skills to work collaboratively with others involved in rehearsals and performances.

Required knowledge

well-developed knowledge of:

the history of musical theatre

distinguishing characteristics of musical theatre

influential performance theorists, choreographers and musical theatre directors

OHS standards associated with performance

comprehensive knowledge of:

characterisation, including moral, social, physical and psychological

performance styles appropriate to the performance, such as naturalistic and non-naturalistic

effect of voice and vocal processes on audiences

alignment, breath and techniques for the release of tension

kinaesthetic awareness

effective acting, singing and dancing techniques

acting, singing and movement terminology

relationship between acting, singing, dancing and movement

stylistic nuances and dramatic elements associated with various performance styles

performance environment.

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: clarify creative and artistic goals for characterisation and performance explore and experiment with advanced musical theatre performance techniques rehearse musical theatre performance effectively to achieve required performance standard integrate knowledge, technique and creativity in singing, acting and dance at an advanced level in the performance of musical theatre on at least two occasions seek and use constructive criticism to improve own musical theatre performance.
Context of and specific resources for assessment	Assessment must ensure access to: rehearsal and performance opportunities with appropriate flooring relevant resources and equipment.
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 live or recorded performances 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 extending musical theatre performance skills to a professional level direct observation of candidate rehearsing and performing complex musical theatre scenes and routines. 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: CUAOHS602A Develop techniques for maintaining resilience in a competitive environment.

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.

Relevant personnel may include:	agents directors producers fellow performers mentors teachers coaches choreographers musical directors conductors.
Aspects of character role may include:	what other characters say about your character what the writer details in stage directions clues to the character from the dialogue, punctuation and rhythm of the text of the character references and resonances to other stories, archetypes, symbols and metaphors.
Elements may include:	movement music songs dance acting dramatic elements, such as: climax contrast mood rhythm sound space symbol timing tension focus.
Principles of characterisation may include:	voice, such as: accent timbre pitch physicality non-verbal communication and body language style, such as: naturalistic melodramatic.
Direction refers to:	advice and instruction from: directors musical directors choreographers stage managers.
Dynamics of the human voice may include:	range sound tone accent release of the jaw floor of the breath floor of the sound.
Materials may include:	accessories audiovisual equipment costumes, including footwear hairstyle requirements make-up requirements props.
Warm-up and cool-down procedures may include:	aerobic activities anaerobic exercises coordinated breathing activities exercises to loosen mouth, such as: tongue lips soft palate exercises to loosen face muscles, such as: cheek eye jaw flexibility exercises floor work gentle open vowel singing joint-mobility exercises stretching vocalising exercises beginning in mid-range, before extending to upper and lower registers.
Strategies to overcome performance anxiety may include:	adequate rehearsal focusing on a single element or action at a time relaxation techniques, such as: meditation imagery and conscious visualisation affirmations stretching deep breathing light aerobic exercises maintaining a work-life balance mental rehearsal warm-up routines.
Venues may include:	small and large theatres stadiums and arenas community halls urban and rural outdoor performance spaces.
Performance techniques may refer to:	control of stage energy and attack improvisation movement.
Contingencies may include:	forgetting lines or routines failure of technical equipment provocation from the audience sudden injury of self or fellow performers.
Feedback may include:	director’s notes audience feedback discussion with other performers observations from peers.
Professional work ethic may refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining concentration, focus and physical alertness in performance activities maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
Extending scope of performance practice may include:	working effectively with tutor or coach participating in professional development and other learning opportunities undertaking training courses practising systemically participating in relevant groups or associations experimenting with own performance communicating with peers being involved in a range of relevant performance activities viewing and reviewing relevant performance events and activities.
Regimes and artistic strategies may include:	lectures seminars conferences symposiums master classes professional organisations practical workshops performance rehearsals individual training.

Unit Sector(s)

Performing arts - performance

Custom Content Section

Not applicable.

CUAPPM301A Assist with designing performance spaces

Modification History

Version	Comments
CUAPPM301A	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 contribute to the design and set-up of spaces used for live performances.

Application of the Unit

Individuals responsible for contributing to the lighting and spatial design of performance spaces apply the skills and knowledge outlined in this unit. At this level, performances would usually be those staged by performing arts schools in community venues.

People in design assistant roles work under the direct supervision of experienced personnel, such as directors, choreographers and designers responsible for different aspects of productions, like lighting, sets and sound.

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. Develop an understanding of the dynamics of performance spaces	1.1. Clarify the essential geography and terminology of performance spaces 1.2. Discuss the dynamics of space and direction with relevant personnel 1.3. Consider the differing dynamics of space for a single performer and a group in relating to an audience 1.4. Clarify specific work practices and OHS relevant to preparing performance spaces 1.5. Determine the range of possibilities for arranging performances in open spaces
2. Develop skills for applying lighting and design aesthetics to performance spaces	2.1. Determine how the space can be manipulated using simple set elements 2.2. Clarify the way in which performance lighting systems function 2.3. Discuss design aesthetics which may be applied to lighting performances with relevant personnel 2.4. Consider ways in which lighting design concepts contribute to a performance
3. Prepare performance spaces	3.1. Determine the design elements that best apply to specific performances 3.2. Determine the range of choices for adequately lighting performances with relevant personnel 3.3. Collaborate with relevant personnel to develop design briefs for specific performances, taking into account event or production requirements 3.4. View space and lighting design in rehearsal and contribute to critical analyses and revision of designs

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss performance space issues with others

communicate performance design requirements to designers and technicians

initiative and enterprise skills to:

approach the designing of performance spaces with confidence and focus

contribute to innovative approaches to designing performance spaces

learning skills to:

make connections between technical and artistic elements of productions

adjust performance space designs in response to peer analysis

planning and organising skills to prepare performance space designs that take into account a range of variables

teamwork skills to:

work collaboratively with others involved in planning performances

work in an artistic team making positive contributions to analyses of performances.

Required knowledge

well-developed knowledge of:

stage geography terminology

staging elements

differing potentials of a range of indoor and outdoor performance spaces

issues and challenges that can arise in the context of designing performance spaces

overview knowledge of:

design aesthetics associated with lighting performances and manipulating performance spaces

OHS principles and procedures related to designing performance spaces.

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: contribute to developing at least one brief for designing a performance space incorporate into briefs an understanding of: interaction between the technical and artistic elements of productions range of different possibilities for designing performance spaces use terminology associated with stage and production design.
Context of and specific resources for assessment	Assessment must ensure: access to a flexible performance space or range of alternative spaces with equipment that can be used to reshape the space and manipulate lighting such spaces should include: basic rig and control system allowing for lighting from a range of different angles, intensities and colours performance studio that can be blacked out range of materials for transforming a space, such as rostra, flats, curtains and treads performers working stage and lighting equipment opportunities to work as a group on collaborative projects.
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 performance space design briefs to which the candidate has contributed verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit review of documents or models prepared to support design briefs analysis of contribution to discussions direct observation of interaction with performers and relevant personnel. 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: CUASTA301A Assist with production operations for live performances.

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.

Essential geography and terminology may include:	existing architectural elements of the performance location stage geography terminology, such as: centre stage off stage back stage up stage right and left downstage right and left opposite prompt prompt stage types, such as: proscenium arch in the round traverse end on thrust arena staging elements: drapes or borders flats ramps risers rostra structural objects capable of being moved about the space and creating changes in dimension and height treads fly tower.
Performance spaces may include:	outdoor stadium or suitable site stage studio theatre community or school hall.
Relevant personnel may include:	actor camera operator choreographer comedian community member dancer designer director manager musician OHS representative producer production manager sound director supervisor teacher technician venue proprietor or manager.
Simple set elements may include:	basic lighting drapes or borders flats elevation props.
Way performance lighting systems function may relate to:	electrical issues equipment operations licensing requirements performer and audience safety issues.
Performance lighting systems may include:	animation disks bars or truss above the performance space booms dimmer racks domestic lighting floods floor stands foggers fresnels hazers lighting control boards looms pebbled convex (PC) lamps peripherals: barn doors gobos shutters profiles range of gel colours.
Ways in which lighting design concepts contribute to a performance may relate to:	abstract elements environment focus mood.
Design elements may include:	shape direction form texture brightness dark shadow colour size perspective illusion dimension height angle line.
Design briefs may be presented by:	drawings illustrations plans model box photographs.
Event or production requirements may include:	director’s specifications length of the run of the show organisation standards performers’ requirements production schedule relevant organisational and legislative OHS requirements resource constraints venue requirements.

Unit Sector(s)

Performing arts - production management

Custom Content Section

Not applicable.

CUAPPM401A Contribute to the organisation of productions

Modification History

Version	Comments
CUAPPM401A	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 assist with planning, organising and rehearsing productions.

Application of the Unit

Individuals responsible for assisting with planning and staging productions apply the skills and knowledge outlined in this unit. At this level, productions would usually be those staged by performing arts schools in community venues.

People in production assistant roles work with limited supervision and are responsible for the output of others. They work to instructions or plans developed by production personnel, such as directors, stage managers, lighting designers, costume managers and producers.

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

Elements	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. Contribute to the planning of productions	1.1. Discuss and confirm own roles and responsibilities related to production planning with relevant personnel 1.2. Discuss and confirm own creative planning roles and responsibilities with relevant personnel 1.3. Follow performance-planning instructions and preparations as advised by relevant personnel 1.4. Ensure responsibilities are completed within required timeframes
2. Assist with running technical and creative dress rehearsals	2.1. Coordinate performers effectively according to requirements 2.2. Ensure instructions given to performers are clear, audible and correctly sequenced 2.3. Work effectively with members of production teams 2.4. Follow OHS policy and procedures 2.5. Ensure performers follow OHS policy and procedures
3. Assist with productions	3.1. Ensure performers arrive at venues on time to meet performance requirements 3.2. Ensure own roles and responsibilities are carried out as advised by stage manager or relevant personnel 3.3. Carry out post-production or bump-out responsibilities according to instructions from relevant personnel 3.4. Use feedback from relevant personnel to identify areas of own organisational practice that could be improved

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own ability to contribute to the organisation of productions

seek assistance from others as required

share ideas in group discussions

work collaboratively with others involved in rehearsals and performances

learning skills to:

effectively assist with the planning, rehearsing and performance of productions

evaluate venue or performance space as required

literacy skills to:

read production schedules and plans

read and interpret ground and lighting plans

problem-solving skills to respond appropriately to the unexpected in a performance situation

self-management and planning skills to:

assist in the creation of production plans

meet deadlines and prioritise tasks

demonstrate reliability in agreed work commitments

follow OHS policy and procedures

technical skills to assist with the:

installation of basic lighting equipment

set up basic sound equipment.

Required knowledge

well-developed knowledge of:

key aspects of the creative and technical production process for different types of live performance productions

production and staging terminology

role of make-up, hairstyling and costumes in performance

theatre conventions

issues and challenges that arise in the context of preparing for rehearsals and performances

overview knowledge of:

relevant commonwealth, state or territory requirements, such as:

security of information

duty of care under common law

anti-discrimination, including equal opportunity, racial vilification and disability discrimination

industrial awards or enterprise agreements as they relate to in-house or venue-paid staff roles

OHS principles and legislation relevant to particular performance contexts, such as:

hearing protection

dealing with performance anxiety

policy and best practice

protection of body against overuse injury

safe lifting practices.

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: contribute to the artistic and technical planning of a production, including attending production and creative planning meetings effectively assist with the running of technical and creative dress rehearsals and performances follow safety policy and procedures work collaboratively with others contribute to post-production or bump-out procedures.
Context of and specific resources for assessment	Assessment must ensure access to: relevant resources and equipment opportunities for rehearsals and performances in either a real or simulated situation.
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 direct observation of candidate contributing to the organisation of productions case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in contributing to the organisation of productions. 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: CUASTA301A Assist with production operations for live performances CUSOHS301A Follow occupational health and safety procedures.

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.

Roles and responsibilities may include:	contributing to the organisation or creation of: call book costume volunteers costume creation according to agreed timeframes labelling and transporting costumes dresser volunteers liaising with parents or carers regarding performance information and time commitments sound and vision equipment as required production and distribution of programs and promotional flyers as required call cue sheets lighting plots stage markings props and sets costume change preparation and organisation discussion and research into historical and cultural factors that may influence costume styles.
Production planning may involve consideration of:	available resources, including volunteers pre-production: role descriptions and task details appointment of specialist personnel confirmation of venue requirements staging and costuming requirements ticketing marketing front of house management bump-in: organisation of sound and set equipment installation light equipment installation plotting and focusing lights props disbursement costumes production run: technical run dress rehearsal performances bump-out: gathering and packing props and costumes deconstructing stage sets dismantling sound and lighting equipment timeframes evaluation of venue or performance space.
Relevant personnel may refer to:	manager supervisor production manager director stage manager performers costume designer conductor musical director set designer lighting designer producer technical director technical crew.
Creative planning may involve consideration of:	choreography costume design lighting plans props set designs make-up and hairstyles.
OHS policy and procedures may relate to:	requirements for reporting hazards and incidents (dance school or studio and venue) emergency procedures and exits safe use and maintenance of relevant equipment safe lifting practices sources of OHS information effective warm-up and cool-down processes for students or performers appropriate dancewear and footwear for students or performers.
Post-production or bump-out responsibilities may include:	post-production: payment of copyright licensing fees preparation of final expenditure report return of hired equipment dismantling: sets audio equipment lighting equipment audiovisual equipment loading items for transport packing or storing items, such as: props costumes make-up wigs set elements completing inventories of production resources.

Unit Sector(s)

Performing arts - production management

Custom Content Section

Not applicable.

CUAPPM501A Manage live productions

Modification History

Version	Comments
CUAPPM501A	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 manage technical, creative and logistical aspects of live productions.

Application of the Unit

The skills and knowledge outlined in this unit apply to individuals who are responsible for managing aspects of live productions in contexts, such as performing arts schools or amateur theatre companies.

People in production management roles are responsible for organising, planning and coordinating the work of individuals and teams, either paid staff or volunteers. They are expected to display a high level of initiative, judgement and personal responsibility while managing aspects of staging live productions.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

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. Plan and organise technical details of productions	1.1. Form a production team 1.2. Choose and evaluate venue in light of safety, technical and creative requirements using established criteria 1.3. Initiate production meetings 1.4. Oversee and contribute to the development, documentation and distribution of technical plans or schedules 1.5. Allocate technical roles and responsibilities of teachers and other relevant personnel as required 1.6. Advise relevant personnel of technical and safety issues 1.7. Provide assistance and guidance to complete technical tasks in a timely manner
2. Plan and organise creative aspects of dance production	2.1. Form a creative team 2.2. Initiate creative planning meetings 2.3. Assess venue in light of planned creative aspects of the production 2.4. Oversee and contribute to the development, documentation and distribution of creative plans or schedules 2.5. Allocate creative roles and responsibilities of teachers and other relevant personnel as required 2.6. Provide assistance and guidance to complete creative tasks in a timely manner
3. Plan and organise technical and creative rehearsals	3.1. Ensure that sufficient rehearsal time is allocated to live productions to achieve production requirements 3.2. Prepare a bump-in schedule, role and task list 3.3. Mark out and prepare performance area according to production requirements 3.4. Allocate change rooms or areas in appropriate locations with sensitivity to cultural differences and special needs 3.5. Establish and communicate in-venue safety procedures to relevant personnel according to OHS requirements 3.6. Advise relevant personnel of technical and artistic safety issues that may affect the production 3.7. Oversee creative or technical rehearsals and ensure they are conducted efficiently and to schedule 3.8. Update and disseminate production documentation on last-minute changes arising from technical or creative rehearsals to relevant personnel as required
4. Manage and monitor pre-production activities	4.1. Evaluate progress of technical and creative tasks at appropriate times according to production schedules 4.2. Assess progress of pre-production activities against time lines and budget and make modifications as required 4.3. Consult with relevant personnel to determine need for additional resources and take action to ensure pre and post-production requirements are met 4.4. Monitor the set-up of video and sound equipment if live performance is to be recorded 4.5. Maintain and promote positive working relationships and regular communication throughout pre and post-production activities
5. Manage, monitor and maintain operations during performances	5.1. Ensure backstage announcements and call cues are relayed clearly so performers and relevant personnel are in appropriate locations to meet performance requirements 5.2. Ensure audience announcements are clear and accurate 5.3. Manage and monitor duty of care of students or younger performers and OHS requirements in a performance environment 5.4. Monitor technical aspects of performance and offer creative solutions to unforeseen problems as required 5.5. Ensure scene, prop and costume changes are undertaken safely and on time to meet performance requirements
6. Manage post-production or bump-out activities	6.1. Establish a timeframe and task schedule for post-production or bump-out activities 6.2. Allocate and communicate tasks to relevant personnel in a timely manner 6.3. Manage post-production procedures and contribute as required 6.4. Discuss and review productions with relevant personnel and identify and suggest improvements to future productions

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

delegate and give clear directions

respond appropriately to constructive feedback on own ability to manage productions

seek assistance from others as required

share ideas in group discussions

work collaboratively with others involved in rehearsals and performances

initiative and enterprise skills to develop contingency plans

learning skills to:

effectively manage planning, rehearsal and performance of productions

conduct a venue assessment, including risk assessment

literacy skills to:

read production schedules and plans

read and interpret ground and lighting plans

read and interpret scale plans

problem-solving skills to respond appropriately to the unexpected in a live performance situation

self-management and planning skills to:

use planning and organisational tools to develop schedules and running orders

meet deadlines and prioritise tasks

demonstrate reliability in agreed work commitments

follow OHS policy and procedures

technical skills to:

oversee the installation and operation of:

basic lighting equipment

basic sound equipment

assist with the design of basic sets

technology skills to:

produce promotional material, flyers and performance programs in standard word processing software

update financial and other spreadsheets as required.

Required knowledge

thorough knowledge of:

technical terms and knowledge related to staging live performances

roles and production requirements of technical crew and artistic or creative team

theatre organisation, including front of house and ushering

leasing and contracts

key aspects of the creative and technical production process for different types of live productions

interrelationship between artistic and technical personnel

leadership and management roles and responsibilities within the areas of technical and creative production

role of make-up, hairstyling and costumes in performance

theatre conventions

issues and challenges that arise in the context of preparing for rehearsals and performances

relevant commonwealth, state or territory requirements, such as:

security of information

duty of care under common law

anti-discrimination, including equal opportunity, racial vilification and disability discrimination

industrial awards and enterprise agreements as they relate to in house or venue-paid staff roles

OHS principles and procedures relevant to live performance contexts

basic financial record-keeping systems

meeting procedures.

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: plan and organise technical details of at least one live production plan and organise the creative aspects of at least one live production plan and organise technical and creative rehearsals manage and monitor pre-production operations manage, monitor and maintain operations during at least one performance manage post-production activities.
Context of and specific resources for assessment	Assessment must ensure access to: a performance venue technical requirements for live performances, including a range of lighting and sound equipment.
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 direct observation of candidate managing aspects of a live production case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in managing live productions. 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: BSBOHS407A Monitor a safe work place BSBPUR402B Negotiate contracts BSBWOR402A Promote team effectiveness SITXMPR001A Coordinate the production of brochures and marketing materials.

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.

Venues may include:	community halls outdoor performance spaces school halls.
Production meetings may involve discussion of and decisions made regarding:	budget production requirements time lines creative and technical tasks and roles and responsibilities front of house (FOH) marketing or publicity staffing and volunteer requirements.
Technical plans may include:	audiovisual requirements lighting design plots and cue sheets sound recording and reproduction staging requirements set design and construction.
Technical roles may include:	set designers set builders set dressers scenic artists sound engineers directors producers stage managers lighting designers and operators.
Relevant personnel may include:	teachers students performers stage managers volunteers: costume dressers make-up artists hair stylists catering FOH ushers lighting designers sound engineers set designers musical directors musicians video camera operators.
Safety issues may include:	faulty electrical equipment safe lifting practices trip hazards in the venue or facility, for example power cords unsafe flooring.
Creative planning meetings may involve discussion of and decisions made regarding:	creative production requirements time lines identifying creative roles and tasks choreography costume design lighting plans props set designs make-up and hairstyles.
Creative plans or schedules may include:	costume designs make-up and hair designs choreography set design and set dressing.
Creative roles may include:	costume designers make-up designers and artists hair stylists directors set designers set dressers scenic artists script writers.
Bump-in schedule may include:	logically sequenced description of events detailing the time, task and personnel requirements for events associated with the installation of live performances in venues, including: light equipment installation plotting and focusing lights props disbursement costumes sound equipment installation set installation other technical and on and off-stage requirements.
In-venue safety procedures may include:	details of the venue’s own OHS requirements with regard to: on-site staff and guests description of steps to be taken in the event of a critical incident, emergency or fire protocol expectations regarding back stage behaviour and visitors.
OHS requirements may include:	requirements for reporting hazards and incidents emergency procedures and exits safe use and maintenance of relevant equipment safe lifting practices sources of OHS information effective warm-up and cool-down procedures for students and performers appropriate performance wear and footwear for students and performers commonwealth, state or territory OHS regulations relevant national and international standards, guidelines and codes of practice, such as the Building Code of Australia relevant local government legislation and regulation hearing protection.
Technical rehearsals include:	sessions for plotting: sound lighting.
Pre-production activities may include:	appointment of specialist personnel arranging FOH materials booking catering for performers, or audience at interval booking resources and equipment confirmation of venue requirements creating signage for audiences before and during performances, such as: parking area directions directions to facilities designing and producing performance programs organising volunteers producing publicity materials setting up venue before performances, such as: setting up rows of chairs hanging information signs ticket sales.
Modifications may include:	changes to technical plans cue sheet modification introduction of new equipment movement and replacement of physical elements.
Duty of care of students may involve:	awareness of custody orders and who may pick students up after rehearsals and performances procedures for when students’ parents are late picking them up after rehearsals and performances signing students in and out.
Unforeseen problems may include:	technical faults with: moving sets lights sound backstage or FOH PA systems.
Post-production or bump-out activities may include:	payment of copyright licensing fees disbursement and storage of set elements preparing final expenditure report gathering and packing props returning hire equipment in same condition as received cleaning, distributing and returning costumes deconstructing stage sets dismantling sound and lighting equipment.

Unit Sector(s)

Performing arts - production management

Custom Content Section

Not applicable.

CUASTA301A Assist with production operations for live performances

Modification History

Version	Comments
CUASTA301A	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 assist with a broad range of tasks associated with technical and staging aspects of live performances.

Application of the Unit

Individuals working in technical and staging support roles for live performances apply the skills and knowledge outlined in this unit. At this level, performances would usually be those staged by performing arts schools or amateur theatre companies in community venues.

Individuals undertaking this role would be required to use some discretion and judgement and operate within an established framework of plans and procedures. They would be supervised by personnel experienced in lighting, sound, staging and vision systems.

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. Develop an understanding of the production staging process	1.1. Discuss with relevant personnel the role of a production assistant and content found in event staging plans 1.2. Develop understanding of resources and equipment used in productions 1.3. Clarify OHS and regulatory requirements that apply to live productions 1.4. Become familiar with the roles and responsibilities of key production personnel
2. Prepare for live performances	2.1. Clarify key aspects of staging information with relevant personnel 2.2. Check the condition of materials, equipment and accessories to determine whether repairs or modifications are required 2.3. Organise repairs or modifications according to enterprise procedures and in a timely manner 2.4. Use appropriate equipment and tools to assist with repairs and modifications as required 2.5. Assist with setting up venues in line with production requirements
3. Assist with production operations during and after performances	3.1. Within own level of responsibility anticipate potential operational problems and take appropriate action to mitigate 3.2. Ensure OHS procedures are integrated into work activities and risk-management issues are addressed 3.3. Undertake work activities in ways that minimise the environmental impact of operations 3.4. Complete workplace documentation as required 3.5. Participate in bump-out operations
4. Participate in production debriefs	4.1. Contribute to reviews of production operations aimed at identifying factors affecting the efficiency of processes and procedures 4.2. Provide input into discussions on ways to improve productions operations 4.3. Seek feedback on own performance and note areas for future improvement

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

interpret production documentation, including work plans

discuss work requirements with production personnel

initiative and enterprise skills to contribute ideas about improving production processes and procedures

learning skills to become familiar with technical aspects of staging productions

problem-solving skills to anticipate and respond to production and operational problems

planning and organising skills to:

contribute to a work plan that takes into account a number of variables

organise production resources in a timely fashion

self-management skills to:

prioritise work tasks

follow OHS procedures in relation to:

manual-handling techniques

electrical equipment

teamwork skills to work collaboratively with others involved in staging live productions

technical skills to:

use hand and power tools effectively and safely

apply paints and adhesives effectively and safely.

Required knowledge

well-developed knowledge of:

bump-in and bump-out procedures

stage and production terminology

staging elements

differing potentials of a range of indoor and outdoor performance spaces

issues and challenges that can arise in the context of assisting with production operations

OHS principles and procedures in relation to staging live productions, such as:

safe manual handing

working with electrical equipment

emergency procedures

overview knowledge of:

audio equipment, such as:

effects of environment on audio equipment

fault detection procedures

legal and licensing issues related to repair and maintenance of audio equipment

maintenance needs and schedules

meaning and use of electrical terminology

staging, such as:

basic set assembly

common stage machinery

methods of tying cloths, tabs and drapes

signals and other communication devices used when operating stage machinery

variety of knots

props, such as:

properties and application of commonly used adhesives and paints

properties and application of commonly used materials

safety and environmental issues associated with prop construction

scope of items that may be constructed

commonly used tools and equipment

lighting, such as:

colour recognition

general features of differing light sources

relationship between lighting and other production operations

special requirements for automated light systems

legal, security and risk-management issues relevant to staging live performances.

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: use correct and safe techniques to make simple alterations to staging elements work effectively in a performance production team solve production operation problems within scope of responsibilities provide efficient and safe assistance with production operations within scope of responsibilities contribute to analysis of productions suggest ways of improving production operations.
Context of and specific resources for assessment	Assessment must ensure: access to work on live performance productions interaction with others in a work team presence of realistic time constraints for completion of work activities access to required tools and equipment access to a range of staging machinery and equipment access to a range of lighting and audio equipment access to workplace documentation.
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 tasks completed during bump-in and bump-out verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit direct observation or video recording of candidate assisting with production operations. 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.

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.

Relevant personnel may include:	floor manager head of department manager mechanist producer production manager props and sets personnel stage hand stage manager supervisor technical director other technical or specialist staff.
Event staging plans may include:	choreography or performance plans lighting plans list of resources required, such as: props scenery sets lighting audio OHS requirements roles and responsibilities of personnel time-line scripts sound plans stage plans technical specifications, such as: budget records costing sheets equipment lighting performance standards regulatory requirements sound equipment theme-related requirements venues.
Resources and equipment may include:	framed scenery, such as: doors flats profiles windows furniture and other set items lighting equipment, such as: architectural fixtures, such as wall lights cables cyclorama lights ellipsoidal profile floods fresnels lighting desk parabolic aluminised reflector (PAR) lamps pebbled convex (PC) lamps profile snoots non-weight bearing scenery, such as: columns trees staging, such as: revolves fly tower traps sets, props and scenic art soft scenery, such as: borders canvas legs cloths cycloramas backdrops sound equipment, such as: audio mixing consoles cables input source equipment loudspeakers trucks visual display equipment weight-bearing scenery, such as: ramps rostrums steps flats flown pieces models props, such as: cable controlled props costume props electronically controlled props hand props mechanised props pneumatically controlled props.
Staging information may relate to:	attendance numbers costumes event or production time lines props sets technical production, such as: lighting sound audiovisual venue or stage set-up.
Appropriate equipment and tools may include:	materials relevant to the tasks of repair, alteration or development of: lighting props scenery sets sound staging personal safety equipment plant equipment power sources power tools spray rooms work benches.
Setting up may involve:	working with technicians working with venue staff running cables moving equipment assisting with stage or equipment set-up.
Operational problems may include:	client dissatisfaction delays equipment breakdown inadequate supplies non-arrival of key talent running repairs.
Action to mitigate may include:	explanations to client notification to supplier referral to producer or director referral to supervisor or technician repairs.
OHS procedures may relate to:	electrical safety ensuring clear access routes food safety identifying potential hazards personal hygiene restricting access.
Risk-management issues may relate to:	audience behaviour crowd control security service quality.
Environmental impact may relate to:	managing waste recycling reducing: dust energy consumption noise water usage.
Documentation may include:	attendance lists checklists equipment labelling fault reports running sheets.

Unit Sector(s)

Performing arts - staging

Custom Content Section

Not applicable.

CUARES601A Research and apply concepts of live performance practice

Modification History

Version	Comments
CUARES601A	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 undertake research into, and articulate a range of perspectives on, current and emerging live performance concepts and practice.

Application of the Unit

Performers, choreographers, composers, producers, directors, writers and researchers interested in cutting edge live performance practice apply the skills and knowledge in this unit. They may need to refine their conceptual understanding of a specific discipline to inform the development of creative works, to plan productions, deepen their knowledge of a particular topic, or to develop an independent piece of research.

The emphasis in the application is on informed experimentation to refine one’s personal philosophy and to challenge the boundaries of current practice.

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. Research current concepts and theories of live performance	1.1. Use a range of research techniques to source information about current performers and performance companies 1.2. Identify and explore new and emerging sources of ideas and thinking about performance 1.3. Expand own understanding of the potential of performance through critical analysis of research findings 1.4. Analyse, compare and contrast a range of theoretical approaches to performance 1.5. Explore ways in which companies and artists operate within the advantages and restraints of globalisation 1.6. Consider issues of sustainability for cultural practices in the 21st century 1.7. Explore new and emerging possibilities for live performance in the digital age
2. Apply theories of performance to one’s own practice	2.1. Evaluate the relevance of different theories and practice of performance through an evaluation of one’s own performance and life experience 2.2. Analyse the ways in which different aspects of history, theory and other influences are applied, adapted or challenged in practice 2.3. Assess ways in which changes to performance might have broader benefits to individuals or the community
3. Develop and articulate own perspectives of performance	3.1. Take a critical approach to different theories and reflect on own ideas and responses 3.2. Develop own substantiated positions in response to research and analysis 3.3. Articulate own positions in manner that demonstrates clarity of thought and conceptual understanding of different theories and thinking 3.4. Debate own positions on performance ideas with peers and colleagues with a view to developing new directions 3.5. Present findings to colleagues in a format appropriate to research undertaken within agreed timeframe

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

analytical and literacy skills to:

analyse varied information sources dealing with potentially complex ideas

develop and substantiate own views and ideas

communication skills to:

participate in debate and discussion about live performance theories and practice

present research findings to peers and colleagues

initiative and enterprise skills to challenge assumptions and think laterally about issues

planning and organisational skills to set up and undertake a research process

learning skills to:

improve personal understanding of the creative process

use the research process as a professional development tool

self-management skills to conduct research and present research findings in a timely fashion

technology skills to access information from the internet.

Required knowledge

well-developed knowledge of:

aesthetics as a culturally-specific construct

current companies, directors and performers operating in the local and international arena

effective presentation techniques

research techniques

sociocultural roles of performers in their respective environments and in the global marketplace

functioning of creativity in individuals and groups

fusion practices throughout history and in the current environment

overview knowledge of:

issues arising from the globalisation of culture

effect of digital technology on live performance practice.

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: develop substantiated positions on complex issues related to live performance practice research a broad range of new and emerging performance ideas and practices communicate ideas and theories to peers and colleagues.
Context of and specific resources for assessment	Assessment must ensure access to current and emerging sources of information on live performance practice.
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 research processes and how new and emerging ideas may be incorporated into performance practices 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 the research into new and emerging performance practices. 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: CUAIND601A Work professionally in the creative arts industry.

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.

Range of research techniques may include:	action research case studies desk research online searches internships interviews literature reviews discussions with mentors personal experience study tours visiting performance companies.
Current performers and performance companies may include:	fringe performers artists in a range of performance disciplines, such as: dance music music theatre acting mime circus arts performance art children’s groups disabled groups ethnic groups fusion groups Indigenous performers international performers or companies radical theatre theorists.
New and emerging sources of ideas may include:	art directors choreographers cultural theories cultural trends fashion and design trends innovative organisations international trends leading edge Australian and international performers popular literature, film and music significant opinion leaders social networking sites social trends technological innovations.
Critical analysis may involve:	adapting techniques analysing one’s own practice clarifying issues, values and standards comparing and contrasting ideals with practice debate and discussion developing criteria for evaluation examining and evaluating assumptions making interdisciplinary connections predicting reflecting testing beliefs.
Theoretical approaches to performance may include:	audience involvement confrontational performance conscious use of challenging elements cultural questioning dramatisation of current issues fusion performance gender-based approaches minimalism political statements sexual identity social statements.
Own performance and life experience may include:	audience reaction to own performance or to ensemble performance consideration of the contexts in which own creativity has flourished criticism of own performances in media evaluation of one’s own performance training and its assumptions feedback on own performance from informed others observation of admired or significant others reflection on own upbringing and its values and limitations.
Broader benefits to individuals or the community may include:	comfort in distress environmental benefits greater awareness of social issues greater knowledge of political matters increased awareness of life’s potential increased concern life change personal betterment perspective social change.
Substantiated positions should be positions which are:	grounded in research demonstrate evidence logically developed subjected to peer review based on aspects of performances, such as: choreography direction theme technique of performers set design costumes music staging set design visual effects lighting sound interactive technology.
Clarity of thought and conceptual understanding may be demonstrated by:	ability to exchange and debate ideas with others audience understanding clear articulation of ideas relevance of ideas to the required purpose.
Formats may include:	written presentation incorporating elements, such as: verbal presentation still images video clips dance performance.

Unit Sector(s)

Performing arts - research

Custom Content Section

Not applicable.

CUARES401A Research dance concepts

Modification History

Version	Comments
CUARES401A	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 conduct research in response to a brief and link the research to elements of dance practice.

Application of the Unit

Dancers responsible for undertaking research as part of their studies or work apply the skills and knowledge in this unit. They may conduct the research to inform the development of a dance piece for a class, audition or performance, deepen their knowledge of a particular topic, or to develop an independent piece of research.

Research is done under some supervision but given the nature of the task, autonomy can be expected.

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. Clarify research brief	1.1. Confirm topic or content to be researched with relevant personnel, including deadline for completion 1.2. Determine issues and questions to be answered through research activity 1.3. Identify advantages and disadvantages of research and data-gathering techniques and choose those that best meet requirements 1.4. Discuss research ideas fully and constructively with relevant personnel and agree on format for presenting research findings
2. Conduct research	2.1. Identify appropriate sources of information on contemporary dance concepts relevant to research briefs 2.2. Design research tools as required 2.3. Establish contact with a sufficiently wide and varied range of sources to optimise information gathering using appropriate research equipment 2.4. Approach relevant sources promptly and in a way most likely to elicit the required information 2.5. Adjust research strategies as required without compromising outcomes 2.6. Maintain accurate and comprehensive records and details of information sources using an appropriate record-keeping system
3. Analyse and research findings	3.1. Critically analyse and interpret research information 3.2. Develop a cohesive argument based on the analysis 3.3. Reference sources and develop a bibliography 3.4. Check facts to ensure their accuracy before including them in research findings 3.5. Make judgements about how much information to include in research findings and be clear on the rationale for doing so 3.6. Develop conclusions and recommendations as required in consultation with relevant personnel
4. Present research	4.1. Organise information logically and clearly in the agreed format 4.2. Present information to relevant personnel by agreed deadlines 4.3. Identify key issues for further research or discussion with relevant personnel 4.4. Seek feedback on the quality of research outcomes and note areas for improvement

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication and teamwork skills to:

present information and research findings in a way that is easily understood by others

use industry and community networks as sources of information

negotiate changes to research briefs

work with relevant personnel to clarify a research brief and discuss research ideas

initiative and flexibility skills to:

follow new leads in the course of research activities

respond to difficulties encountered during the course of research activities

apply research findings to contemporary dance practice and develop positions in relation to the research

planning and writing skills to:

organise information logically and in line with its intended purpose

document research findings clearly and concisely

analytical and literacy skills to interpret and summarise information and research findings

self-management skills to work under pressure and meet deadlines.

Required knowledge

contemporary dance practice

effective communication techniques, including:

effective listening

questioning

non-verbal cues

legal issues that affect research activities, such as:

copyright

intellectual property and privacy legislation

features of commonly used quantitative and qualitative research methodologies

protocols to be observed when collecting information of a culturally sensitive nature

OHS standards as they relate to working for periods of time on computers.

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: clarify research briefs gather reliable and valid information from a range of sources in response to research briefs document findings on a range of topics presented in an appropriate format by agreed deadlines articulate ideas in a formal presentation.
Context of and specific resources for assessment	Assessment must ensure access to: a computer, the internet, information collection software and other research equipment information sources appropriate learning and assessment support when required.
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 research findings prepared in response to a range of briefs case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of researching contemporary dance concepts verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit and to determine candidate's approach to conducting research. 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: BSBCRT401A Articulate, present and debate ideas CUAWRT501A Write about dance CUVRES401A Undertake historical and theoretical research to inform own arts practice.

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.

Topic or content may include:	history and development of western theatre dance from early 19th century to present day lineages that influenced the development of dance forms in Australia sociopolitical contexts of ballet and modern or contemporary dance in western culture aesthetic characteristics and philosophies of selected choreographers critical approach to creation of dance works in the context of: gender class ethnicity historical change diversity of perspectives in contexts of dance through time characteristics of various styles of dance, such as: Court Ballet Romanticism Russian Classicalism Ballet Russes modern ballet early modernism in German and the USA modern dance African American dance post-modern dance review of dance performances analysis of how different concepts of contemporary dance may be used, adopted or challenged within dance practice contemporary dance practitioners.
Relevant personnel may include:	teacher manager client colleague other performer production and technical staff.
Advantages may include:	desk research: inexpensive permits examination of trends over past observation: provides more detailed and context-related information permits collection of information on facts not mentioned in an interview permits tests of reliability of responses to questionnaires interviewing: suitable for use with those with literacy difficulties permits clarification of questions has higher response rate than written questionnaires questionnaires or surveys (hard copy or online): less expensive permits anonymity and may result in more honest responses eliminates bias participant observation: provides rich data may have positive spin offs of knowledge and skills by researchers and informants.
Disadvantages may include:	desk research: data not always easily accessible ethical issues concerning confidentiality may arise information may be inaccurate observation: ethical issues concerning privacy observer bias may occur presence of observer can bias result interviewing: interviewer bias may result presence of interviewer can influence response questionnaires: not appropriate for those with literacy issues low rate of response online surveys rely on people having access to and feeling comfortable with responding online misunderstanding of questions being asked participant observation: participant can influence behaviour of others usually requires extra training for researcher.
Research and data gathering techniques may include:	qualitative, such as: observation, including participant observation interviews attending dance performances quantitative, such as: questionnaires surveys.
Format for presenting research findings may include:	audio and visual presentations interactive media presentations verbal briefings, talks or presentations written reports.
Sources of information may include:	dance texts and anthologies historical texts libraries, such as: text film video sound graphic government departments museums and galleries archives media archives enterprise policies, procedures and journals journal articles newspaper reviews internet images stories personal observations and experience interviews with dance practitioners attendance at performances.
Information may include:	dance history and criticism aesthetics diversity of style and forms signs and symbols myths and legends technical aspects of performances new technologies spiritual concerns cultural issues politics gender and identity issues.
Research tools may include:	questions for personal interviews or focus groups surveys, such as: print online telephone observation checklists journal notes of performances.
Research equipment may include:	telecommunication equipment, such as: telephone mobile phones pagers fax machine computers with internet access answering machine photocopier computer and software, such as: word processing spreadsheet database calculator tape recorder camcorder mini DV tapes.
Record keeping may include:	electronic, such as: databases spreadsheets statistical software applications manual, such as card index file.
Critical analysis may include:	comparing contrasting reflecting critiquing discussion and debate.

Unit Sector(s)

Performing arts - research

Custom Content Section

Not applicable.

CUARES501A Refine conceptual understanding of dance

Modification History

Version	Comments
CUARES501A	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 investigate and reach conclusions about cultural, historical and theoretical concepts related to dance.

Application of the Unit

Dancers, choreographers, writers and researchers interested in the cultural and historical context of dance apply the skills and knowledge in this unit. They may need to refine their conceptual understanding of dance to inform the development of a dance piece for a class, audition or performance, deepen their knowledge of a particular topic, or to develop an independent piece of research.

At this level, people are expected to engage in a research process that begins to inform practice at a professional level, but which may be guided by others.

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. Select a focus for research	1.1. Consult with relevant personnel and select a focus for research based on individual needs and perspectives 1.2. Make an initial determination of the information and ideas to be sought 1.3. Challenge own assumptions and preconceptions about the research process and potential information sources 1.4. Select relevant historical and contemporary sources for investigation 1.5. Locate relevant recordings of dance sequences and other documentary material to aid with research and analysis
2. Conduct critical analysis	2.1. Seek out and compare the critical views of others in chosen area of enquiry 2.2. Investigate issues around the historical and contemporary production, interpretation and promotion of dance 2.3. To aid analysis, place dance in a range of cultural contexts and consider ways in which dance as a component of culture travels and transforms over time and place 2.4. Allow the process of analysis to take exploration of issues in new and potentially unintended directions
3. Present research findings	3.1. Develop substantiated opinions and ideas in relation to research topic 3.2. Take account of the diversity of perspectives of dance in various historical periods and cultural contexts 3.3. Discuss issues associated with research findings with colleagues and incorporate new ideas as appropriate 3.4. Present findings to colleagues in a format appropriate to the research topic within agreed timeframe

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

analytical and literacy skills to:

analyse varied information sources dealing with potentially complex ideas

observe and interpret physical skills from an informed viewpoint

audiovisual literacy skills to:

define movement characteristics

identify specific choreographic, historical or ethnic styles

interpret meanings or intentions behind movements

identify concepts or ideas embedded in works

communication skills to:

participate in debate and discussion about concepts of dance

present research findings to peers and colleagues

initiative and enterprise skills to challenge assumptions and think laterally about issues

planning and organisational skills to set up and undertake a research process

learning skills to improve own understanding of dance concepts

self-management skills to conduct research and present research findings in a timely fashion

technology skills to access information from the internet.

Required knowledge

ways of selecting a meaningful research focus

well-developed understanding of copyright, moral rights, intellectual property issues and legislation in relation to research

fundamental knowledge of different perceptions of dance for differing communities

forms and purposes of popular dance, such as:

musicals

vaudeville

movies

television

concepts of entertainment

role of gender in dance performances and history

popular genres of western dance and their relation to formal dance repertoires.

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: undertake research into an aspect of dance practice participate in informed discussions about dance concepts present findings of research in a way that demonstrates: fundamental knowledge of the different perceptions of dance in different cultural contexts appreciation of the place of popular genres in the development of dance as an art form ability to interpret movement material.
Context of and specific resources for assessment	Assessment must ensure: access to a range of dance history and theory information sources interaction with others as part of the discussion process.
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: evaluation of presentation or documentation prepared explaining research processes and how issues surrounding history or theory have been incorporated into work case studies to assess ability to research and use different types of information questioning and discussion about candidate’s intentions and the work outcome written or verbal reports developed visual or written documentation direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance. 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: BSBCRT401A Articulate, present and debate ideas CUAWRT501A Write about dance CUVRES502A Analyse cultural history and theory.

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.

Relevant personnel may include:	manager supervisor mentor teacher choreographer dance critic performer peer.
Individual needs and perspectives may be influenced by:	current debate among peers and critics current performing repertoire ensemble concerns and interests ethnicity and cultural concerns visiting performers project brief projected new works techniques used in own practice.
Assumptions and preconceptions may relate to:	different cultural responses to research how information is presented level of formality required in the research process own preconceptions preconceptions of others what types of research are acceptable where to find information.
Historical and contemporary sources may include:	accounts and perceptions of dancers and choreographers audiovisual recordings books, journals, newspapers, magazines, catalogues and posters contemporary accounts contemporary and historical critical reviews internet performances presentations professional journals dance notation writings of dance critics, anthropologists, sociologists and cultural commentators.
Cultural contexts may relate to:	gender ethnicity social and cultural attitudes to the human body concepts of space and how it can be used historical period social class.
New and potentially unintended directions may be those which:	challenge preconceptions about work process and outcomes lead the individual to work in a different style generate completely new ideas take the individual back to earlier ideas.
Substantiated opinions and ideas are those which are:	grounded in appropriate research subjected to the analysis of others (e.g. peer review) supported by relevant information the result of rational and logical thought based on aspects of dance sequences, such as: choreography technique of performers set design costumes music.
Formats may include:	written presentation incorporating elements, such as: verbal presentation still images video clips dance performance.

Unit Sector(s)

Performing arts - research

Custom Content Section

Not applicable.

AHCCCF405A Develop community networks

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers developing community networks and defines the standard required to: identify groups in the community and key contacts within the community; investigate equity requirements and cultural protocols for dealing with community groups; establish networks of common interests through individual contacts and contacts with other groups; promote land management activities and issues to community groups through networking; document networks and community contacts to provide a consultation mechanism for land management programs.

Application of the Unit

Application of the unit	This unit applies to those who develop relationships that support the establishment and development of the group and provide support from within the community for the group.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Not Applicable

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Make contacts within community	1.1. Connections are made through business, social and personal contacts and programs to the community. 1.2. Connections are identified for the potential in regard to some group program or activity. 1.3. Plans for developing contacts and relationships are formulated in conjunction with relevant group members and leaders. 1.4. Equity requirements and cultural backgrounds of people being contacted are respected. 1.5. Appropriate cultural protocols are observed to establish positive contacts. 1.6. Appropriate mechanisms are followed to establish contacts with Indigenous communities. 1.7. Community requests for information on or participation in programs or activities are addressed to promote the group(s) and program.
2. Form and create links	2.1. Contact is developed through promotional activities, programs and activities of mutual interest to community members and groups. 2.2. Activities, programs and personal contact are structured to allow trust and understanding to develop within group and community. 2.3. Working relationships are developed in areas of common interest and goals to bring benefit to all parties. 2.4. Feedback on programs and community group activities is sought from participants and community, and used to modify their application. 2.5. Appropriate records are developed to maintain ongoing contracts and relationships.
3. Build networks	3.1. Individual contacts and contacts with other groups are used to establish networks of common interest. 3.2. Programs and activities are reviewed to incorporate networks and the network resources in areas of common interest and goals. 3.3. Progress in establishing links and networks is evaluated and opportunities for further action are identified. 3.4. Relationships and networks are managed to ensure compliance with cultural protocols and with agency/enterprise procedures and guidelines.
4. Report on community liaison	4.1. Community liaison activities are evaluated in terms of their costs, benefits to the group(s) program and contribution to the community. 4.2. Reports on community liaison activities are prepared and submitted in line with group and program/agency guidelines.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
identify community cultures and goals use manual or electronic index systems give presentations to diverse groups of people handle contentious issues raised by others in conjunction with strong views use literacy skills to read, interpret and follow organisational policies and procedures, develop sequenced written instructions, record accurately and legibly information collected and select and apply procedures to a range of tasks use oral communication skills/language competence to fulfil the job role as specified by the organisation including questioning, active listening, asking for clarification, negotiating solutions and responding to a range of views use numeracy skills to estimate, calculate and record routine and more complex workplace measures and data use interpersonal skills to work with others and relate to people from a range of cultural, social and religious backgrounds and with a range of physical and mental abilities.
Required knowledge
community structures, organisations and cultures relevant government community action program(s) process of delivery of program(s) broad Australian and regional history current social and environmental affairs for local community and wider region rural industry operations and structures (for rural programs) relevant legislation affirmative action and anti-discrimination policies occupational health and safety requirements.

Evidence Guide

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	The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: identify groups in the community and key contacts within the community investigate equity requirements and cultural protocols for dealing with community groups establish networks of common interests through individual contacts and contacts with other groups promote land management activities and issues to community groups through networking document networks and community contacts to provide a consultation mechanism for land management programs.
Context of and specific resources for assessment	Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole.
Networks may include:	the range of business and community networks associated with agriculture, horticulture and land management.

Unit Sector(s)

Unit sector	Community coordination and facilitation

Co-requisite units

Co-requisite units

Competency field

Competency field

AHCILM303A Work in an Indigenous community or organisation

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers the process of operating in an indigenous community or organisation while demonstrating an awareness of Aboriginal and Torres Strait Islander identity, history and spirituality, and defines the standard required to work within and between indigenous and non-indigenous social structures, apply an understanding of the perceptions and impacts of government action to deal with the effects of European colonisation within indigenous communities, and demonstrate empathy and respect in working with indigenous communities and organisations.

Application of the Unit

Application of the unit	This unit is normally carried out within own area of responsibility. It requires some judgement and discretion, and would be carried out under minimal supervision within enterprise guidelines. Note: Delivery and assessment against this competency standard must comply with community protocols and guidelines and be supported by elders and custodians of country.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Not Applicable

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Gather information about indigenous and non-indigenous social structures	1.1. Major characteristics of the social structures of Aboriginal and Torres Strait Islander societies are determined. 1.2. Main characteristics of the social structure of British society (1770-1790) are defined. 1.3. Impacts on indigenous social structures following European colonisation are identified. 1.4. Examples of resistance to European colonisation are recorded. 1.5. Positive and negative effects of European colonisation are documented.
2. Summarise actions of governments to deal with the effects of European colonisation on indigenous people	2.1. Major legislation and/or policy directions of governments that affect Aboriginal and Torres Strait Islanders are identified. 2.2. Legal parameters relating to indigenous land ownership, acquisition and management are defined. 2.3. Impacts of laws and/or policies on social structures of indigenous peoples are documented.
3. Outline responses of indigenous peoples	3.1. Responses by communities relating to social impacts of European colonisation are identified. 3.2. Influences and trends affecting indigenous peoples' responses are determined. 3.3. The source of influences and trends affecting indigenous peoples' responses is identified. 3.4. Positive responses for the maintenance of indigenous peoples' culture and/or growth of culture are recorded. 3.5. Personal responses to these trends are related.
4. Operate within an indigenous community or organisation	4.1. Cultural protocols are observed according to community and/or organisational guidelines and procedures. 4.2. Community traditions and customs are respected and reflected in workplace policies and procedures.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
gather information about indigenous and non-indigenous social structures. summarise actions of governments to deal with the effects of European colonisation outline responses of indigenous peoples operate within an indigenous community or organisation use literacy skills to read, interpret and follow organisational policies and procedures, follow sequenced written instructions, record accurately and legible information collected and select and apply procedures for a range of tasks use oral communication skills/language competence to fulfil the job role as specified by the organisation, including questioning techniques, active listening, clarifying information and consulting with supervisors as required use numeracy skills to estimate, calculate and record routine workplace measures use interpersonal skills to work with and relate to people from a range of cultural, social and religious backgrounds and with a range of physical and mental abilities.
Required knowledge
indigenous communities and social structures indigenous cultural customs and heritage history of British society and dispossession in Australia indigenous history and impact of European colonisation legislation and its impact on indigenous communities.

Evidence Guide

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	The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: work within and between indigenous and non-indigenous social structures apply an understanding of the perceptions and impacts of government action to deal with the effects of European colonisation within indigenous communities demonstrate empathy and respect in working with indigenous communities and organisations.
Context of and specific resources for assessment	Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole.
Work may include:	working within any indigenous community or organisation.

Unit Sector(s)

Unit sector	Indigenous land management

Co-requisite units

Co-requisite units

Competency field

Competency field

BSBADM405B Organise meetings

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to organise meetings including making arrangements, liaising with participants, and developing and distributing meeting related documentation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals employed in a range of work environments who organise a variety of meetings. They may provide administrative support within an enterprise, or have responsibility for these tasks in the context of a particular team, workgroup or project.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Make meeting arrangements	1.1. Identify type of meeting and its purpose 1.2. Identify and comply with any legal or ethical requirements 1.3. Identify requirements of meeting and participants 1.4. Make meeting arrangements in accordance with requirements of meeting 1.5. Advise participants of meeting details
2. Prepare documentation for meetings	2.1. Prepare notice of meeting, agenda and meeting papers in accordance with meeting requirements 2.2. Check documentation for accuracy and correct any errors 2.3. Distribute documentation to participants within designated time lines 2.4. Prepare spare sets of documents
3. Record and produce minutes of meeting	3.1. Take notes with the required speed and accuracy to ensure an accurate record of the meeting 3.2. Produce minutes that reflect a true and accurate account of the meeting 3.3. Check minutes for accuracy and submit for approval by the nominated person 3.4. Despatch copies of minutes within designated time lines

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to coordinate and consult with participants, to orally present written reports with a number of defined sections, and to clarify points made in meetings literacy skills to: write and compile agenda items record minutes make notes from spoken texts in meetings use a variety of strategies for planning, reviewing and proofreading documentation time management skills to allow sufficient time to prepare for and conduct meetings.
Required knowledge
culturally appropriate communication techniques formats for agendas and minutes key provisions of relevant legislation from all forms of government, standards and codes that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety.

Evidence Guide

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 following is essential: organising meetings, including informing participants and preparing materials preparing an agenda taking minutes during a meeting and preparing draft minutes after the meeting.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources.
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 and third party workplace reports of on-the-job performance by the candidate review of authenticated documents from the workplace or training environment demonstration of techniques.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: writing units other general administration units.

Range Statement

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.
Type of meeting may include:	annual general meeting board meeting face-to-face staff meeting teleconference videoconference
Legal and ethical requirements may include:	codes of practice legislation relating to companies or associations requirements for public meetings
Requirements of meeting may include:	meeting structure: formal informal self-managed semi-formal structured number of participants purpose of the meeting specific needs of participants specific resources and equipment required by participants e.g. video and data projectors, whiteboards teleconferencing or videoconferencing meeting protocols and equipment voting procedures
Arrangements may include:	booking an appropriate venue establishing costs and operating within a budget organising accommodation and transport organising appropriate communication technology organising catering preparing relevant documentation for participants scheduling the date and time for the meeting
Agenda may include:	correspondence date of next meeting date, time and location of meeting general business major agenda items matters or business arising from the minutes minutes of the previous meeting reports statement of the meeting's purpose welcome
Papers may include:	chairperson's report committee reports correspondence draft documentation financial reports itemised meeting papers minutes of previous meeting research reports
Notes may include:	action items arrangements for next meeting decisions taken at the meeting formal motions future action issues raised at the meeting points discussed at the meeting record of participants who were present at or absent from the meeting (attendees and apologies) suggestions made at the meeting
Minutes may include:	meeting details (e.g. title, date, time, location) agenda items apologies names of absent and attending participants approval of the record of the previous minutes correspondence lists rather than complete sentences matters arising from the previous meetings other business reports date of the next meeting using organisation templates using previous minutes to determine required format

Unit Sector(s)

Unit sector

Competency field

Competency field	Administration - General Administration

Co-requisite units

Co-requisite units

BSBATSIC411C Communicate with the community

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required for board members to work in partnership with the community, including other organisations, in order to meet community needs and involve people in the organisation and its activities. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who need to communicate with the community in their role as a member of a board of governance of an Aboriginal and Torres Strait Islander organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Collect information from the community	1.1. Convene a community forum 1.2. Use formal and informal community networks to share information 1.3. Encourage, respect and record community contributions 1.4. Follow organisational policies and procedures for confidential information
2. Provide information to the community about the organisation's activities and board decisions	2.1. Provide information to the community about the organisation's activities according to established protocols 2.2. Advise the community regularly of board decisions and the reasons behind them
3. Identify issues jointly with the community	3.1. Raise and discuss issues of importance with the community 3.2. Invite individuals and groups affected by issues to participate in community forums 3.3. Gather background information through relevant networks
4. Identify options with the community	4.1. Discuss and evaluate options for action with the community 4.2. Identify preferred options 4.3. Convey information on issues and preferred options to the board 4.4. Convey the board's response to the community

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills to: work cooperatively with community members, other board members, staff and key stakeholders ensure the views of all relevant members of the community are heard and treated with respect culturally appropriate communication skills to relate to people from diverse backgrounds and with diverse abilities evaluation and decision-making skills to review and assess information facilitation skills to assist the community to voice opinions and evaluate options networking skills to encourage participation in meetings and keep the community informed problem-solving skills to identify and manage potential areas of conflict skills required to convey information to the board and the community
Required knowledge
community consultation methods concept of community control of organisations and how it may impact on the need to communicate with the community cultural context in which Aboriginal and Torres Strait Islander boards operate, including their role in upholding traditional and cultural values, and how that can impact on methods of communication with the community effective communication strategies for sharing information with individuals and groups geographic,social, economic and political contexts in which particular organisations operate and how these may impact on communication methods information gathering, analysis and presentation methods organisationalpolicies and procedures in relation to communicating with community and maintaining confidentiality of information relevant protocols and cultural responsibilities when communicating with community

Evidence Guide

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: effectively communicate with the community gather information from community consultations present information in an appropriate format for the community.
Context of and specific resources for assessment	Assessment must ensure: access to examples of issues considered by boards of governance, including community feedback access to examples of relevant documents knowledge and performance are assessed over time to confirm consistency in performance participation on an actual or simulated board.
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: analysis of feedback from the community and stakeholders about performance analysis of responses to case studies and scenarios demonstration of techniques direct questioning combined with reflection of on-the-job board performance by the candidate observation of performance on a board or simulated board observation of performance at a community meeting or simulated community meeting observation of performance in role plays observation of presentations and group discussions oral or written questioning to assess knowledge.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBATSIM416A Oversee organisational planning BSBRES401A Analyse and present research information.

Range Statement

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.
Community forums:	may include: community meetings focus groups open house social events workshops may involve: external stakeholders particular groups within the community specific or specialised expertise the whole community.
Protocols for information sharing may relate to:	confidentiality and privacy gender issues land matters.
Methods of advising the community may include:	community meetings community noticeboards consultations forums networks newsletters, notices and other documents presented in a way that will be understood by the community open board meetings open days site visits.
Individuals and groups may include:	Elders traditional owners government departments individuals and groups representing other organisations and networks within the community women young people.

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, licensing and risk - ATSI governance

Co-requisite units

Co-requisite units

BSBATSIC412A Maintain and protect cultural values in the organisation

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to work as a board member in such a way as to respect, maintain and protect aspects of culture within the organisation. The unit is based on a unit originally developed by the Aboriginal and Torres Strait Islander Curriculum Consortium, Tropical North Queensland Institute of TAFE. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals responsible for maintaining and protecting cultural values in an organisation as part of their board role in monitoring and guiding the activities of Aboriginal and Torres Strait Islander organisations.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Demonstrate knowledge of your culture	1.1. Outline relevant traditional and cultural responsibilities in a manner appropriate to the audience 1.2. Follow accepted cultural protocols when undertaking board duties 1.3. Identify the role of Elders and their relationship to the organisation
2. Demonstrate respect for cultural diversity	2.1. Treat individuals and groups with diverse lifestyles, backgrounds, cultures and languages with respect and sensitivity 2.2. Accommodate cultural differences in dealings with other people
3. Identify the impacts of colonisation on Aboriginal and Torres Strait Islander culture	3.1. Identify how changes in Aboriginal and Torres Strait Islander culture since colonisation impact on the organisation and its members today 3.2. Recommend ways in which the organisation can help to restore, protect and maintain culture
4. Apply Aboriginal and Torres Strait Islander cultural practices to governance processes	4.1. Identify relevant Aboriginal and Torres Strait Islander cultural practices that contribute to effective governance of organisations 4.2. Work with other board members to incorporate relevant Aboriginal and Torres Strait Islander cultural practices into the organisation's governance processes
5. Deal with potential and actual cultural exploitation	5.1. Identify examples of potential and actual harm 5.2. Work with other board members to develop strategies for responding to potential and actual damage to cultural integrity
6. Deal with potential and actual stereotyping and prejudice	6.1. Identify areas of potential and actual social conflict as a consequence of stereotyping and prejudice 6.2. Work with other board members to develop strategies toward reconciliation in consultation with appropriate individuals or groups in targeted areas
7. Determine the effects of new legislation and policy on the organisation	7.1. Assess the potential impact of new and proposed legislation and policy on the organisation and its members 7.2. Develop strategies to respond to new and proposed legislation and policy
8. Determine the impact of development on culture	8.1. Identify relevant social, technical, economic and political changes that may impact on the activities of the organisation 8.2. Assess current and future impact of development on culture 8.3. Develop strategies to maximise positive impact and prevent or minimise negative impact on culture

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analysis and evaluation skills to assess key changes in legislation and policy and how they relate to the organisation and community culturally appropriate communication skills to relate to people from diverse backgrounds and with diverse abilities oral, diagrammatic or written literacy skills to be able to gather and share information problem-solving and decision-making skills to develop strategies to address cultural issues
Required knowledge
Aboriginal and Torres Strait Islander cultural governance practices that may affect the effective governance of organisations basic information on intellectual property rights and copyright law in relation to cultural knowledge and objects concept of community control of organisations and how it may impact on the protection of cultural values concepts of stereotyping and prejudice and their impacts on individuals cultural context in which Aboriginal and Torres Strait Islander boards operate current and proposed changes in legislation and policy that could impact on the organisation geographic, social, economic and political contexts in which particular organisations operate and how these may impact on the maintenance and protection of cultural values in an organisation how historical factors, such as colonisation, have had an impact on local community members and the organisation provisions of federal, state or territory legislation and funding body requirements that may impact on decision making relevant protocols and cultural responsibilities social, technical, economic and political changes likely to occur in the short to medium term that could have an impact on the activities of the organisation

Evidence Guide

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: provide appropriate information to others about cultural protocols and responsibilities relevant to board duties identify historical factors that may impact on the community and the organisation develop strategies to restore, protect and maintain cultural values in the organisation.
Context of and specific resources for assessment	Assessment must ensure: access to examples of legislation and policy affecting Aboriginal and Torres Strait Islander people and their culture knowledge and performance are assessed over time to confirm consistency in performance. Note: This unit contains skills and knowledge specific to Aboriginal and Torres Strait Islander culture. Particular care should be taken when choosing an appropriately qualified and suitable person or persons to conduct this assessment. Where appropriate, this may require involving a respected community member to assist with assessment.
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: analysis of feedback from the community and stakeholders analysis of responses to case studies and scenarios direct questioning combined with reflection of practical board performance by the candidate observation of performance on a board or simulated board observation of presentations and group discussions oral or written questioning to assess knowledge observation of performance in role plays.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Relevant traditional and cultural responsibilities may include:	Aboriginal and Torres Strait Islander lore kinship land ownership men's and women's business relationships with Elders and traditional owners responsibilities in relation to significant events, such as births, marriages and deaths.
Protocols may include:	acknowledgements appropriate time, place or ceremony for communication family, kinship and clan land ownership talking to the right people welcomes.
Lifestyles may include:	remote rural traditional urban.
Cultural diversity may include:	beliefs and values ceremonies employment language law and lore lifestyles literacy living conditions.
Aboriginal and Torres Strait Islander cultural practices may include:	bush meetings committee meetings in appropriate language constitutions recognising traditional owners decision-making processes.
Potential and actual harm may include:	copyright issues shift from community focus to business focus.
Areas of potential and actual social conflict may include:	family land public spaces schools workplaces.
Appropriate individuals or groups may include:	businesses church groups community sector organisations community leaders local government schools sporting clubs.
Impact may include:	changes in employment opportunities changes in educational opportunities changes in land ownership and control financial changes.
Legislation and policy may include:	anti-discrimination and equal opportunity laws extended trading hours Native Title pastoral and mining leases relevant social security law 'Three Strikes' laws.
Relevant social, technical, economic and political changes may include:	changing technologies education land developments land ownership changes living standards mainstreaming services.

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, licensing and risk - ATSI governance

Co-requisite units

Co-requisite units

BSBCMM401A Make a presentation

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit covers the performance outcomes, skills and knowledge required to prepare, deliver and review a presentation to a target audience. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who may be expected to make presentations for a range of purposes, such as marketing, training, promotions, etc. They contribute well developed communication skills in presenting a range of concepts and ideas.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Prepare a presentation	1.1. Plan and document presentation approach and intended outcomes 1.2. Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed 1.3. Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas 1.4. Brief others involved in the presentation on their roles/responsibilities within the presentation 1.5. Select techniques to evaluate presentation effectiveness
2. Deliver a presentation	2.1. Explain and discuss desired outcomes of the presentation with the target audience 2.2. Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas 2.3. Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes 2.4. Use persuasive communication techniques to secure audience interest 2.5. Provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participant needs and preferences 2.6. Summarise key concepts and ideas at strategic points to facilitate participant understanding
3. Review the presentation	3.1. Implement techniques to review the effectiveness of the presentation 3.2. Seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation 3.3. Utilise feedback from the audience or from key personnel involved in the presentation to make changes to central ideas presented

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities facilitation and presentation skills to communicate central ideas of a message in an informative and engaging manner, and to utilise verbal and non-verbal techniques to sustain participant engagement literacy skills to prepare presentation information and to write in a range of styles for different target audiences.
Required knowledge
data collection methods that will support review of presentations industry, product/service key provisions of relevant legislation from all forms of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues occupational health and safety principles of effective communication range of presentation aids and materials available to support presentations.

Evidence Guide

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 following is essential: preparation, delivery and evaluation of the effectiveness of at least two presentations related to the candidate's occupation or area of interest knowledge of the principles of effective communication.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment, documentation and resources.
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: demonstration of preparation, delivery and evaluation of a presentation direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations review of selected presentation aids, materials and techniques review of briefing provided for others involved in the presentation evaluation of techniques implemented to review the effectiveness of the presentation.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other general administration units.

Range Statement

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.
Presentation strategies may involve:	case studies demonstration discussion group and/or pair work oral presentations questioning simulations and role-play
Presentation format and delivery methods may include:	advertising copy audio direct marketing copy individual presentation public relations copy scripts storyboards team presentation verbal presentation video visuals
Characteristics may include:	age cultural and language background educational background or general knowledge gender language, literacy and numeracy needs physical ability previous experience with the topic
Presentation aids and materials may include:	computer simulations and presentations diagrams, charts and posters models overhead projector paper-based materials video and audio recordings whiteboard
Presentation techniques may include:	animation comparative advertising live action music signature elements such as: slogans logotypes packaging sound effects use of a guest speaker use of black and white use of colour use of humour
Techniques to evaluate presentation effectiveness may include:	action research critical friends focus group interviews one-on-one interviews with participants and other personnel involve in the presentation written feedback provided by participants

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - Interpersonal Communication

Co-requisite units

Co-requisite units

BSBCRT101A Apply critical thinking techniques

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to use fundamental critical thinking skills. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to all individuals who need the capacity to think critically and apply that thinking to a range of situations and challenges. It is relevant to all work and life situations, and focuses on the conscious development of skills to ask essential questions and to consider answers to those questions. 'A mind with no questions is a mind that is not intellectually alive. No questions (asked) equals no understanding (achieved).' Foundation for Critical Thinking

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Examine the value of curiosity and questioning	1.1. Appraise the value of curiosity and questioning in both work and life situations 1.2. Consider how different types of questions and styles of questioning apply in diverse situations
2. Develop the habit of asking questions and wondering why	2.1. Reflect on and wonder about issues and situations 2.2. Ask questions of self to challenge and expand individual thinking 2.3. Ask questions of others in a constructive way to seek broader knowledge and understanding 2.4. Identify situations when too much wondering and questioning may be inappropriate or ineffective 2.5. Assess the best ways to structure questions for different situations
3. Contribute to answers as well as questions	3.1. Take responsibility for answering questions as well as for asking them 3.2. From many possible questions, determine the key question to be answered 3.3. Identify and access information needed to answer the question 3.4. Sort the facts from other information in developing a response 3.5. Check own preconceptions and assumptions and determine their validity 3.6. Reach a well-considered conclusion or answer, without ruling out more questions or further exploration 3.7. Use conclusions and answers in positive, practical and timely ways

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to actively listen and to ask questions of others in a constructive way critical thinking and problem-solving skills to formulate and ask relevant questions, and come up with appropriate answers comprehension skills to interpret and distil key information of relevance to a given situation.
Required knowledge
different types of questions and their relevance to different situations techniques to assist in forming the habit of asking questions and taking responsibility for answers typical blockers to the critical thinking process why questions are important and the benefits of asking good questions for individuals, businesses and communities (the importance of critical thinking).

Evidence Guide

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 following is essential: application of a conscious process of questioning to achieve new understandings knowledge and understanding of how critical thinking and questioning impacts on individual lives, the broader community and work situations.
Context of and specific resources for assessment	Assessment must ensure: interactions with specific challenges and situations to demonstrate the application of critical thinking (this would usually involve interactions with others).
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 and third party workplace reports of on-the-job performance by the candidate evaluation of a candidate blog exploring different ideas and questions review of candidate response to scenarios that allow the candidate to apply critical thinking techniques to a particular life or work situation, and to demonstrate ability to portray curiosity and exploration of new concepts evaluation of candidate response to the challenge of adopting different perspectives on a situation, and ability to both develop and respond to questions from those perspectives observation of the candidate participating in a group problem-solving session oral or written questioning to assess knowledge of typical blockers to the critical thinking process.
Guidance information for assessment	Critical thinking always occurs in a specific context. Therefore holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended. Assessors must, however, retain a strong focus on the critical thinking skills as described in this unit.

Range Statement

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.
Value of curiosity and questioning might relate to:	developing a more efficient way of doing something developing a new idea developing and improving products and services enhancing skills and career opportunities enhancing the physical environment financial benefit greater personal satisfaction improving interpersonal relationships
Different types of questions may include questions about:	accuracy breadth clarity depth emotion fairness logic meaning precision relevance significance social engagement society style taste
Questions of self may include:	am I being distracted by irrelevant information? are claims warranted? are there any unstated assumptions? could I do this differently or better? do I have any ideas to share about this? have I seen something that may have application here? how can I do that? how can I fix this? how long will that take? if they are doing that, could I? is this a reliable source? is this relevant to me? was I fair? what are the real facts of this situation?
Questions of others may include:	do we have a budget? how did you come up with that? how do you feel about that? how does that work? what does it mean? why do you want me to do it like that? why do we do it like that? why is it so?
Situations when too much wondering or questioning may be inappropriate or ineffective may relate to:	contractual agreements extreme time pressure or non-negotiable deadlines financial limitations procedures determined by laws or other regulations safety issues when others are totally closed to new ideas
Responsibility for answering questions may involve:	acknowledging shared responsibility adopting a positive 'can do' attitude following up on practical details pro-actively seeking information suggesting a new approach talking to others about possible answers
Key question to be answered may be determined by:	constraints of the broader context and environment overall goal - what needs to be achieved personal hopes and expectations
Information needed to answer the question may be:	accessed by observing people already inside own head in journals, books or other printed materials in workplace documents in a hardware store on the internet with colleagues with friends or family
Other information may be:	opinions own assumptions or those of others personal prejudice spin or public relations
Preconceptions and assumptions may relate to:	assumptions about the way others are thinking established ways of doing things existing ideas, products and services risk aversion self-imposed limitations on what is possible

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Creative Thinking

Co-requisite units

Co-requisite units

BSBCRT301A Develop and extend critical and creative thinking skills

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop the habit of thinking in a more creative way. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who need to develop and extend their critical and creative thinking skills. Creative thinking involves looking at things differently, musing, testing, experimenting and challenging existing thought patterns. Creative thinking can take place anywhere - at home, at work, lying in bed at night, in the shower or on the bus. It can be applied to any type of issue or situation. When used effectively it can assist with the improvement of existing, or the development of entirely new or innovative services, products or processes. Sometimes creative thinking may pay off in a seemingly unconnected way at a future time and in an apparently unrelated context. Creative thinking can be learnt and applied through thoughtful application of skills related to observation, analysis, reflection, problem solving, evaluation and critical appraisal. Effective use of creative thinking skills opens up new opportunities for individuals, businesses and communities.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Develop a questioning mindset	1.1. Develop the habit of asking questions from different perspectives 1.2. Take responsibility for exploring a variety of information sources to provide relevant answers to own questions 1.3. Sort through information and ideas to identify the central questions, issues and challenges 1.4. Challenge preconceptions and assumptions to determine actual constraints in defining a problem for resolution
2. Generate ideas and responses	2.1. Explore and use a range of creative thinking techniques to generate ideas and responses 2.2. Muse on, play around with and have fun with ideas in relation to a perceived objective 2.3. Identify and challenge blockers to creative thinking 2.4. Consider and explore realities beyond the current situation 2.5. Evaluate, and where appropriate, challenge existing boundaries to determine perceived or actual constraints 2.6. Show willingness to take risks with ideas and thought processes 2.7. Look around in familiar and unfamiliar places for new inspiration and habitually record observations, experiences, ideas and reflective thoughts to broaden personal knowledge base 2.8. Acknowledge and accept the opportunity for revelation when least expected 2.9. Identify connections and associations from things that seem unconnected
3. Challenge, test and re invent ideas	3.1. Identify, interrogate and challenge the assumptions behind ideas 3.2. Experiment with variations, and explore and challenge a range of different solutions and ideas 3.3. Consciously change perspectives, and evaluate ideas and situations in new ways 3.4. Where appropriate, involve others in ideas and how they might change or be improved
4. Enhance creative thinking skills	4.1. Consciously challenge and question own thought patterns and ways of responding to work and life situations 4.2. Identify and take opportunities to self-assess and to learn about new ideas and different ways of thinking 4.3. Take opportunities to practise and experiment with creative thinking techniques across work and life situations 4.4. Pro-actively talk to others about ways that new ideas and patterns of thinking can be encouraged and developed

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
creative thinking skills to participate effectively and actively in a range of creative thinking activities literacy skills to explore and analyse information dealing with potentially complex concepts from a wide range of sources problem-solving skills to tease out central themes and issues, and to respond with a range of ideas and solutions reflective learning and self-management skills to question and challenge own skills and practice, to identify and access learning opportunities, and to be prepared to learn new things in unfamiliar areas.
Required knowledge
common blockers to creative thinking, both from an individual and organisational perspective definitions, concepts and history of creativity at an overview level different creative thinking techniques and how they work, including daydreaming and mental wandering, wishful thinking, use of metaphors and analogies, trigger words, morphological analysis, brainstorming visualisation, mind mapping, lateral thinking games, Edward de Bono's six thinking hats, making associations and storytelling how creativity applies everywhere, not just in traditionally 'creative' contexts impacts of creative thinking on individuals, communities and businesses techniques for filtering to process diverse information ways of extending and developing individual creative thinking skills.

Evidence Guide

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 following is essential: active participation in a range of creative thinking activities, including ability to ask relevant questions and to generate a range of ideas in response to a given situation or issue understanding of creativity and creative thinking at a basic level, including its impact and importance for individuals, communities and businesses knowledge and application of different creative thinking techniques and processes to a range of situations.
Context of and specific resources for assessment	Assessment must ensure: interactions with challenges, situations and scenarios to which creative thinking may be applied (usually this would involve interactions with others to reflect the nature of the creative thinking process).
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 and third party workplace reports of on-the-job performance by the candidate direct observation of the candidate participating in collaborative creative thinking activities evaluation of ideas generated by the candidate (with or without others) and of the processes used to generate and test those ideas evaluation of a presentation made by the candidate articulating the process of developing ideas or pieces of work, plus evaluation of candidate debating and discussing ideas with others evaluation of a (non-computerised) game developed by the candidate, played with others, challenged and re-invented oral or written questioning to assess knowledge of creative thinking techniques, concepts and definitions of creativity.
Guidance information for assessment	Creative thinking always occurs in a specific context. Therefore holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended. Assessors must, however, retain a strong focus on the creative thinking skills as described in this unit.

Range Statement

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.
Questions may include:	are there any boundaries I need to consider? are there new ideas we can bring to this situation? how could I solve this problem? is there a different way of doing this? what am I or others trying to do? what do I need to do to make this better? what extra information do I need? what is missing? what is required? who do I need to talk to about this? why is this so?
Different perspectives may be those of:	clients or customers family members friends funding bodies general public history organising committees regulatory authorities self specialists or experts supervisors or managers work colleagues
Creative thinking techniques may include:	brainstorming: stop and go sequencing buzz session bulletin board computer-aided daydreaming and mental wandering Edward de Bono's six thinking hats ego alter or heroes graphic organisers: visual maps webbing concept fans lateral thinking games making associations mind mapping morphological analysis storytelling sub-culture surfing trigger words use of metaphors and analogies vision circles visualisation wishful thinking word salads
Blockers to creative thinking may be:	cultural emotional environmental family ideas and perceptions about how we should behave, such as: play according to the rules don't ask questions don't be silly do as you're told be practical (taken from Lotherington 2003: Flicking Your Creative Switch) intellectual peer pressure perceptual risk aversion 'way it's done round here'
Existing boundaries may relate to:	available resources (human, financial, physical) established tradition or practice in a given field of activity communication protocols procedures and processes specifications unspoken agreements about who does what and how work conditions
Risks with ideas and thought processes might involve:	accepting the limitations of one's own knowledge or capacity challenging established authority challenging the continuation of current ways of doing things changing the rules exposing oneself or others to possible criticism facing personal fears and apprehensions letting go of control radically changing long established tradition, practice or norms taking financial risks taking self or others outside of a comfort zone
Familiar and unfamiliar places may include:	colleagues community groupings friends hardware stores information sources with little direct link to the question at hand journals junk stores libraries museums recycling yards shopping centres websites workshops

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Creative Thinking

Co-requisite units

Co-requisite units

BSBCRT401A Articulate, present and debate ideas

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to articulate, present and debate ideas. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who need to present and debate ideas in a work or broader life context. While the unit shares some similarities with units such as BSBCMM401A Make a presentation or BSBRES401A Analyse and present research information, the focus is quite different. This unit focuses on the creative ways in which ideas can be presented to provoke response, reaction and critical debate. Risk taking, storytelling and participation in critical debate are key features of the unit. Ideas might be quite complex in nature and relate to new products, services, creative works or new ways of doing things.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Analyse ideas for communication to others	1.1. Distil key themes, messages and positions to aid in clarity of thought and presentation 1.2. Reflect on different ways of communicating ideas for different purposes and to different people 1.3. Identify the enabling skills and attributes of individuals who can effectively participate in discussions about ideas
2. Provoke response and reaction	2.1. Explore and use different techniques to engage, fascinate and involve others in the process of communication and exchange 2.2. Explore the ways that storytelling can be used to communicate ideas 2.3. Create innovative approaches to different communication challenges 2.4. Be prepared to take risks in the way ideas are presented 2.5. Identify specific ways to provoke and encourage response in particular individuals or groups
3. Debate and discuss ideas	3.1. Present and argue substantiated positions on ideas 3.2. Be open to critical analysis of own ideas and to the ideas of others 3.3. Identify and participate in conversations that challenge and explore different concepts and approaches, and generate new ideas 3.4. Respond to questions about ideas with confidence and relevant information 3.5. Reflect on and appraise the views of others, and use to refine ideas and to embrace new ideas

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to present ideas in ways that engage and provoke response, and to debate and discuss potentially complex concepts creative thinking skills to develop responses and new ideas in response to feedback learning and self-management skills to actively seek feedback and to learn from others literacy skills to develop and interpret information dealing with complex ideas.
Required knowledge
creative and different ways of expressing and communicating ideas, and of making an opportunity pitch different ways in which individuals receive and respond to ideas and information, and what influences their response nature and role of risk taking in the presentation and debate of ideas role of storytelling in communicating ideas and key storytelling techniques techniques to tailor comments to particular audiences.

Evidence Guide

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 following is essential: creative and articulate presentations that provoke interest and response active and confident participation in critical debate and discussion of ideas.
Context of and specific resources for assessment	Assessment must ensure: presentations to others about ideas discussion and debate with others about ideas.
Method of assessment	A range of assessment methods should be used t assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate direct observation of candidate participation in presentations and debates evaluation of candidate's skills in responding to new and different communication situations evaluation of candidate telling a story, making a pitch or presenting ideas to complete strangers in 'different' environments (e.g. in a restaurant, in the corridor, on a bus, in a lift).
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Key themes, messages and positions may relate to:	essence of the idea influences on the idea relationship of idea to established tradition or practice relationship of idea to new and emerging technology problems and challenges with the idea reasons why the idea should be supported selling a creative team selling creative ideas selling self as a creative person way the idea was developed who had developed the idea and why
Different ways of communicating ideas may be:	aural group presentation/pitch in a forum in elevators one-on-one discussion on planes oral remote (e.g. video conferencing) visual
Individuals may be:	colleagues community members friends gallery owners interviewers (media) investors mentors panels peers students supervisors or managers
Different techniques to engage, fascinate and involve others may include:	blogging media releases multimedia presentations music photography storytelling viral marketing visual depictions
Innovative approaches to communication challenges may involve ability to:	get across all key messages in a short time present on unfamiliar topic respond to impromptu situations structure information quickly and effectively
Specific ways to provoke and encourage response may include:	use of engaging objects to explain idea
Risks may involve:	acknowledging own limits and difficulties asking for help breaking out of accepted norms divulging personal information or vulnerabilities failing and learning from it incorporating humour taking a fun approach with a potentially serious audience
Substantiated positions may be positions which are:	grounded in appropriate research result of rational and logical thought subjected to the analysis of others (e.g. peer review) supported by relevant information

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Creative Thinking

Co-requisite units

Co-requisite units

BSBCRT402A Collaborate in a creative process

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to collaborate in a creative process. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who participate in a collaborative creative process in a work or broader life context. It is relevant to individuals who are involved in what is traditionally considered creative endeavour but is also very important in broader business and community activities where creative team effort is highly valued. The unit focuses on effective engagement in a collaborative process, underpinned by a commitment to trust and ethics as a key feature of collaborative creative effort.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Enter into a collaborative creative process	1.1. Adopt a personal philosophy of trustworthy and ethical behaviour 1.2. Maximise the possibilities of sustaining creative partnerships through trustworthy and ethical behaviour 1.3. Use professional discretion and judgement in dealing with others 1.4. Acknowledge and respect the different ways that different people may contribute to the creative process 1.5. Acknowledge and work within the legal framework that applies to creative content as part of individual commitment to an ethical approach 1.6. Respect collaborative efforts by relinquishing individual ownership of ideas
2. Engage in a collaborative creative process	2.1. Maintain a belief in personal ideas, combined with a willingness to move on as ideas are discarded and others evolve 2.2. Be prepared to let go of own vanity and ego to allow new ideas to emerge 2.3. Use language and adopt a demeanour that demonstrates respect and trust for others 2.4. Listen to, value, respect and trust the contributions of others as material to work with rather than positions to argue against 2.5. Challenge, test and share ideas in a supportive way as part of the creative process 2.6. Move on from initial positions and preconceptions to accept and embrace new and unpredictable ideas as they emerge during the creative process 2.7. Play a role that encourages the movement and shift of ideas within the group towards a well-conceived solution
3. Reflect on own role in the collaborative creative process	3.1. Reflect on own level of participation, relationships with others and personal behaviour in the collaborative process 3.2. Identify ways to do better next time and follow up on any issues that need to be resolved 3.3. Identify and seek opportunities to refine and expand own skills and knowledge, including learning from failing

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to nurture trust, to model open and supportive communication, and to articulate potentially complex ideas creative thinking skills to generate and explore ideas learning and self-management skills to reflect on and enhance own ability to contribute effectively to a collaborative creative process problem-solving skills to continually be evaluating and challenging ideas and moving them forward towards solutions.
Required knowledge
concept of shared intellectual property from collaborative creativity concepts of trust and ethical behaviour in the context of creative endeavour different roles people may play in a collaborative creative process and how this contributes to the overall effort how the creative process works in different situations (e.g. as an individual, as part of a group) how the potential for creativity can be maximised within a team legal framework that affects copyright, moral rights and intellectual property issues what stops creativity in a group environment.

Evidence Guide

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 following is essential: positive and full participation in a collaborative creative process that generates, expands and develops ideas into a well-conceived solution communication and creative-thinking skills that make a positive contribution to the collaborative effort knowledge and understanding of the ethical framework in which any type of creative endeavour operates.
Context of and specific resources for assessment	Assessment must ensure: involvement of a team of people in the collaborative creative process.
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 and third party workplace reports of on-the-job performance by the candidate direct observation of the candidate participating in collaborative creative activity interviews with others participating in the process to determine the nature and quality of the candidate's participation and interactions evaluation of candidate presentation (verbal or written) on the collaborative process, including challenges, benefits and key learning for the future oral or written questioning to assess knowledge of concepts of trust and ethical behaviour in the context of creative endeavour.
Guidance information for assessment	A collaborative creative effort always occurs in a specific context. Therefore holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended. Assessors must, however, retain a strong focus on the key aspects of collaboration and creativity detailed in this unit. Combined assessment with the following unit would also be appropriate: BSBCRT301A Develop and extend critical and creative thinking skills.

Range Statement

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.
Personal philosophy of trustworthy and ethical behaviour may relate to:	acknowledging discomfort or anger being prepared to fully participate communicating in an open way honesty honouring commitments sensitivity to social, cultural, personal situations and dynamics showing respect understanding of the consequences of actions
Professional discretion and judgement may relate to:	assessing when to keep quiet being aware of and responding to different personality types knowing when it is appropriate or inappropriate to share information knowing with whom information should be shared
Different ways that different people may contribute may relate to:	different approaches to expressing opinions or ideas inclinations to lead or follow influence with others interpersonal skills networks past experience technical skills and expertise
Belief in personal ideas may be demonstrated by:	backing ideas up with information and rationale being prepared to argue for own ideas confidence in own ability to create many ideas confidence to share ideas confident articulation of ideas spending time developing and refining own ideas
Language that demonstrates respect for others may involve:	acknowledging new ideas and effort avoiding negative words avoiding personal negatives like 'you cannot' or 'you should not' choosing words wisely listening making differentiations between ideas and people managing tone speaking at a level appropriate to the listener
Demeanour that demonstrates respect for others may relate to:	avoiding intellectual bullying encouraging others to express ideas facial expression keeping a positive mindset listening before speaking physical position refraining from blame or accusation other non-verbal behaviour understanding the balance between constructive comment and attention seeking
Movement and shift of ideas may involve:	building in 'what if' scenarios encouraging a stocktake before moving forward making connections between seemingly disparate ideas refining ideas that seem positive returning to earlier ideas returning to key objectives suggesting new processes turning ideas 'on their head' to resolve blockages

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Creative Process

Co-requisite units

Co-requisite units

BSBCRT501A Originate and develop concepts

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to originate and develop concepts for products, programs, processes or services to an operational level. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who originate and develop concepts of some complexity and progress that concept to the point where it can be implemented. Individuals may be employed by organisations, be sub contractors or consultants brought in by companies to work on specific projects, or be individuals or part of a team working independently. Concepts could be developed for any business or community activity or process such as marketing campaigns, staff development programs, information technology and communication systems. This unit is also highly relevant to practitioners in the creative industries who develop products such advertising campaigns, radio and television programs, entertainment events, films, exhibitions and digital media products. A person undertaking this role would operate with a high degree of autonomy and at a senior level if working within an organisation. However, the process of generating concepts and ideas is collaborative in nature. Skills associated with writing proposals to support concept development are covered in BSBWRT401A Write complex documents.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Evaluate and explore needs and opportunities	1.1. Research and evaluate existing information that informs new concept development 1.2. Where appropriate, identify and use gaps in current range of products, programs, processes or services as the catalyst for generating new ideas or concepts 1.3. Expand the potential of new ideas through exploration of opportunities beyond the obvious 1.4. Identify factors that could have an impact on ideas or concepts to be developed, including potential for commercialisation 1.5. Determine whether other players are filling identified gaps or investigating similar opportunities 1.6. Develop preliminary ideas on innovative and different ways to address needs and opportunities 1.7. In consultation with relevant stakeholders, agree on broad parameters for developing ideas and concepts to meet market requirements
2. Develop a range of creative approaches	2.1. Use a range of creative thinking techniques to generate innovative and creative concepts to address identified needs 2.2. Challenge, test and experiment with different concepts and ideas as part of a collaborative process 2.3. Evaluate concepts in terms of their suitability for the target audience or purpose, their feasibility and their commercial potential 2.4. Take account of social, ethical and environmental issues as concepts and ideas are generated and discussed 2.5. Identify resources required to achieve desired creative and innovative outcomes 2.6. Evaluate the effectiveness of different strategies for achieving desired outcomes 2.7. Select concepts or approaches that achieve required outcomes in an innovative and feasible way 2.8. Present proposed concepts or approaches in an appropriate format
3. Refine concepts	3.1. Ensure concept development process is open to ongoing refinement and testing 3.2. Seek input and feedback on concepts from relevant stakeholders 3.3. Seek specialist advice on creative and technical aspects of proposals as required 3.4. Compare concepts with best practice examples of similar products, programs, processes or services 3.5. Use a range of creative and practical criteria to determine the advantages and disadvantages of different concepts 3.6. Evaluate constraints on the realisation of concepts or ideas 3.7. Refine proposals based on analysis and feedback
4. Develop concepts to an operational level	4.1. Use refined concepts as the basis for developing detailed implementation specifications 4.2. Present specifications to relevant parties for approval, funding or endorsement 4.3. Reflect on methodology used to generate concepts and ideas and note ways of improving this in the future

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills to work collaboratively on ideas and to articulate the rationale for concepts in ways that promote constructive discussion with others creative thinking skills to generate a range of innovative concepts and ideas, to use lateral thinking and to take a visionary approach to developing concepts and ideas initiative and enterprise skills to pro-actively identify market requirements planning and organising skills to take account of practical issues for concept implementation self-management skills to meet deadlines.
Required knowledge
broad context in which concepts are being developed cultural, social and environmental issues and impacts to be considered in developing new concepts issues and requirements to commercialise the concept legal requirements that affect work in a given industry context practical and operational issues to be considered in a specific work or community context range of broad practical and operational issues that determine whether a concept can be implemented (in any context) techniques for generating creative ideas and solutions, and for translating these ideas into workable concepts.

Evidence Guide

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 following is essential: development of at least two concepts, substantiated and supported with sufficient information to allow for implementation to occur generation of concepts and ideas that provide innovative solutions to identified issues knowledge of legal requirements that affect work in a given industry context.
Context of and specific resources for assessment	Assessment must ensure: access to the full range of background information required to evaluate the operational factors that will affect the implementation of concepts interaction with others to reflect the collaborative nature of the concept development process.
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 and third party workplace reports of on-the-job performance by the candidate evaluation of concepts generated by the candidate, of the processes used to generate and test the ideas and the material developed to support the concept debate and discussion with the candidate to assess knowledge of the operational context and the broader factors that impact on concept development evaluation of presentation or 'pitch' made by the candidate in relation to a particular concept oral or written questioning to assess knowledge of cultural, social and environmental issues and impacts to be considered in developing new concepts.
Guidance information for assessment

Range Statement

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.
Existing information that informs new concept development may include:	creative brief market research organisational vision personal vision and creative aspiration
Products, programs, processes or services may include:	art and craft works advertising campaigns business services and processes designs festivals films interactive digital media products live entertainment productions or events manufactured products marketing and promotional campaigns museum and gallery exhibitions photoimaging services radio or television programs
Exploration of opportunities beyond the obvious may involve:	challenging existing assumptions and preconceptions considering radical change to the way things are done exploring practice in a totally different industry context investigating the use of new media making connections between seemingly unrelated activities
Factors may include:	codes of practice content cost effectiveness features of interactive digital media products: delivery platform level of interactivity look and feel navigation Indigenous laws and protocols length of program or film level of skill and understanding required for implementation nature and size of target audience organisational charter and policies purpose: advertising or marketing commercial educational entertainment game information relevant legislation, such as: copyright and intellectual property privacy results of market research revenue raised by existing market share technical feasibility
Relevant stakeholders may include:	administrative staff clients/customers designers and other creative personnel directors external suppliers information technology personnel management program producers technical specialists writers
Creative thinking techniques may include:	brainstorming: bulletin board buzz session computer-aided sequencing stop and go Edward de Bono's six thinking hats ego alter or heroes graphic organisers: concept fans visual maps webbing lateral thinking games making associations mind mapping morphological analysis sub-culture surfing trigger words use of metaphors and analogies vision circles word salads visualisation
Resources may include:	computer hardware and software facilities printed material specialist equipment specialist staff training
Formats may include:	application forms to funding bodies or sponsors briefs for consultants concept maps electronic presentations to promote the concept in-house proposal forms
Creative and practical criteria may include:	cost-effectiveness evaluation against competing priorities fit with personal vision and aspirations fit with strategic directions of organisation fit with target market needs how innovative the concept is level of risk potential benefits technical feasibility time to realise the concept
Constraints may include:	availability of resources and equipment availability of skilled experts and personnel cost level of technical difficulty limited funding sources limited potential for commercialisation time
Implementation specifications may include:	briefs for work detailed specification of concept including purpose and content operational plan with responsibilities and time lines resources breakdown (financial, human and physical)

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Creative Thinking

Co-requisite units

Co-requisite units

BSBDIV301A Work effectively with diversity

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to recognise and interact productively with diversity in the workplace. It covers sensitive responses to, and interactions with, all manner of diversity that might be encountered during the course of work. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who work in a variety of contexts, where they will be expected to interact with a diverse client and/or co worker population.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Recognise individual differences and respond appropriately	1.1. Recognise and respect individual differences in colleagues, clients and customers 1.2. Respond to differences sensitively 1.3. Ensure behaviour is consistent with legislative requirements and enterprise guidelines 1.4. Accommodate diversity using appropriate verbal and non-verbal communication
2. Work effectively with individual differences	2.1. Recognise and document knowledge, skills and experience of others in relation to team objectives 2.2. Encourage colleagues to utilise and share their specific qualities, skills or backgrounds with other team members and clients in order to enhance work outcomes 2.3. Ensure relations with customers and clients demonstrate that diversity is valued by the business

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities problem-solving and initiative skills to recognise and address own responses to difference.
Required knowledge
key provisions of relevant legislation from all forms of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety major groups in the community and work environment, as defined by cultural, religious and other traditions and practices reasonable adjustments that facilitate participation by people with a disability value of diversity to the economy and society in terms of workforce development, Australia's place in the global economy, innovation and social justice.

Evidence Guide

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 following is essential: adjusting language and behaviour as required by interactions with diversity awareness of diversity issues knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of diversity issues in the workplace examples of documents relating to diversity policies and procedures.
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: analysis of responses to case studies and scenarios direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of sourcing support about workplace diversity review of documentation outlining the knowledge, skills and experience of others in relation to team objectives.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: workplace effectiveness units.

Range Statement

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.
Individual differences may include:	ability age belief systems/values culture expertise/experience/working styles gender interests interpersonal style language mental ability past experiences physical characteristics politics race religion sexual orientation thinking and learning styles
Colleagues may include:	internal customers junior staff managers and supervisors peers stakeholders
Legislative requirements may include:	disability discrimination legislation human rights and equal opportunity legislation racial and sex discrimination legislation
Enterprise guidelines may include:	codes of conduct or ethics diversity policies human resources policies and procedures

Unit Sector(s)

Unit sector

Competency field

Competency field	Workforce Development - Diversity

Co-requisite units

Co-requisite units

BSBFIM501A Manage budgets and financial plans

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to undertake financial management within a work team in an organisation. This includes planning and implementing financial management approaches, supporting team members whose role involves aspects of financial operations, monitoring and controlling finances, and reviewing and evaluating effectiveness of financial management processes in line with the financial objectives of the work team and the organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit addresses the requirement for managers to ensure that financial resources are used effectively. This is done by ensuring access to budget/s and ongoing monitoring expenditure against the budget/s. The unit applies to managers working in small and large business environments and not for profit organisations.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Plan financial management approaches	1.1. Access budget/financial plans for the work team 1.2. Clarify budget/financial plans with relevant personnel within the organisation to ensure that documented outcomes are achievable, accurate and comprehensible 1.3. Negotiate any changes required to be made to budget/financial plans with relevant personnel within the organisation 1.4. Prepare contingency plans in the event that initial plans need to be varied
2. Implement financial management approaches	2.1. Disseminate relevant details of the agreed budget/financial plans to team members 2.2. Provide support to ensure that team members can competently perform required roles associated with the management of finances 2.3. Determine and access resources and systems to manage financial management processes within the work team
3. Monitor and control finances	3.1. Implement processes to monitor actual expenditure and to control costs across the work team 3.2. Monitor expenditure and costs on an agreed cyclical basis to identify cost variations and expenditure overruns 3.3. Implement, monitor and modify contingency plans as required to maintain financial objectives 3.4. Report on budget and expenditure in accordance with organisational protocols
4. Review and evaluate financial management processes	4.1. Collect and collate for analysis, data and information on the effectiveness of financial management processes within the work team 4.2. Analyse data and information on the effectiveness of financial management processes within the work team and identify, document and recommend any improvements to existing processes 4.3. Implement and monitor agreed improvements in line with financial objectives of the work team and the organisation

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
numeracy skills to read and understand a budget and to update a budget technology skills to use software associated with financial record keeping.
Required knowledge
basic accounting principles organisational requirements related to financial management relevant legislation and current requirements of the Australian Taxation Office, including GST requirements for organisational record keeping and auditing principles and techniques involved in: budgeting cash flows electronic spreadsheets GST ledgers and financial statements profit and loss statements.

Evidence Guide

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 following is essential: financial skills required to work with and interpret budgets, ageing summaries, cash flow, petty cash, GST, and profit and loss statements knowledge of the record keeping requirements for the ATO and for auditing purposes.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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 of written reports indicating broad knowledge of managing budgets and managing financial resources in the organisation demonstration of techniques using financial record keeping software direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of requirements for organisational record keeping and auditing review of contingency plans review of identification of cost variations and expenditure overruns evaluation of documentation reportingon budget and expenditure review of documentation identifying and recommending improvements to financial management processes.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Diploma of Management.

Range Statement

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.
Budget/financial plans may include:	cash flow projections long-term budgets/plans operational plans short-term budgets/plans spreadsheet-based financial projections targets or key performance indicators for production, productivity, wastage, sales, income and expenditure
Relevant personnel may include:	financial managers, accountants or financial controllers supervisors, other frontline managers
Contingency plans may include:	contracting out or outsourcing human resources and other functions or tasks diversification of outcomes finding cheaper or lower quality raw materials and consumables increasing sales or production recycling and re-using rental, hire purchase or alternative means of procurement of required materials, equipment and stock restructuring of organisation to reduce labour costs risk identification, assessment and management processes seeking further funding strategies for reducing costs, wastage, stock or consumables succession planning
Support may include:	access to specialist advice documentation of procedures help desk or identified experts within the organisation information briefings or sessions intranet-based information training including mentoring, coaching and shadowing
Required roles may include:	arranging for use of corporate credit cards banking debt collection ensuring security, accuracy and currency of financial operations invoicing clients, customers and consumers maintaining journals, ledgers and other record keeping systems maintaining petty cash system purchasing and procurement wages and salaries payments and record keeping
Resources and systems may include:	hardware and software human, physical or financial resources record keeping systems (electronic and paper-based) specialist advice or support
Processes to monitor actual expenditure and to control costs across the work team include:	reporting of: assets consumables equipment expenditure income stock wastage
Reporting may include data from:	bank statements credit card statements financial reports invoices and receipts ledgers and journals logs petty cash records spreadsheet-based records
Data and information on the effectiveness of financial management processes may include records (paper-based and electronic) related to:	bank account records cash flow data contracts credit card receipts employee timesheets files of paid purchase and service invoices income and expenditure insurance reports invoices job costings petty cash receipts quotations taxation records wages/salaries books

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBHRM402A Recruit, select and induct staff

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to execute tasks associated with the recruitment cycle. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals with a role in recruitment, selection and induction functions who work under the direction of a human resources manager. It is not assumed that the individuals addressed by this unit have staff who report to them, although this may be the case. Performance of the work described in this unit will be underpinned by in depth knowledge of the work of the organisation, and how recruitment and selection practices fit with other human resource functions.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Determine job descriptions	1.1. Clarify time lines and requirement for appointment 1.2. Assist with preparation of job descriptions which accurately reflect the role requirements in accordance with organisational procedures and legislation, codes and national standards and occupational health and safety (OHS) considerations 1.3. Consult with relevant personnel about job descriptions 1.4. Ensure that job descriptions do not contravene legislative requirements 1.5. Obtain approvals to advertise position
2. Plan for selection	2.1. Advertise vacancies for staffing requirements in accordance with organisational policies and procedures 2.2. Consult with relevant personnel to convene selection panel and to develop interview questions 2.3. Short list applicants 2.4. Ensure that interview questions do not breach legislative requirements 2.5. Schedule interviews and advise relevant personnel of times, dates and venues
3. Assess and select applicants	3.1. Participate in interview process and assess candidates against agreed selection criteria 3.2. Discuss assessment with other selection panel members 3.3. Correct any biases or deviations from agreed procedures and negotiate for preferred candidate 3.4. Contact referees for referee reports 3.5. Prepare selection report and make recommendations to senior personnel for appointment 3.6. Advise unsuccessful candidates of outcomes and respond to any queries 3.7. Complete all necessary documentation in accordance with organisational procedures 3.8. Secure agreement of preferred candidate
4. Appoint and induct successful candidate	4.1. Provide successful candidate with employment contract and other documentation 4.2. Advise managers and staff of starting date and make necessary administrative arrangements for pay and employee record keeping 4.3. Advise manager and work team of new appointment 4.4. Arrange induction in accordance with organisational policy

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to use networks to source suitable applicants, to listen to and understand what is being said in interviews, and to advise on the outcomes of the selection process literacy skills to work with job descriptions to devise suitable questions for interviews, to prepare letters for unsuccessful applicants and to make job offers organising and scheduling skills to arrange interviews and venues.
Required knowledge
documentation required for recruitment and selection human resource functions, human resource life cycle and the place of recruitment and selection in that life cycle principles of equity, diversity and relevant legislation. range of interviewing techniques and other selection processes and their application.

Evidence Guide

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 following is essential: demonstrated ability to work with job descriptions to source and select suitable staff interviewing and other selection techniques that demonstrate awareness off equal opportunity and anti-discrimination requirements knowledge of the human resource life cycle.
Context of and specific resources for assessment	Assessment must ensure: access to an appropriate range of documentation and resources normally used in the workplace.
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: analysis of responses to case studies and scenarios assessment of written reports on recruitment and selection demonstration of selection techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of interviewing techniques review of advertisements for staffing vacancies review of documentation provided to successful candidate oral or written questioning to assess knowledge of selection processes.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Certificate IV in Human Resources.

Range Statement

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.
Job descriptions may include:	attributes competencies required by staff job or person specifications job title and purpose of position necessary skills and knowledge qualifications selection criteria tasks or duties associated with the position
Legislation, codes and national standards may include:	award and enterprise agreements, and relevant industrial instruments relevant industry codes of practice relevant legislation from all levels of government that affects business operation, especially in regard to OHS and environmental issues, equal opportunity, industrial relations and anti-discrimination
Occupational health and safety (OHS) considerations may include:	establishment and maintenance of OHS training, records, induction processes performance against OHS legislation and organisation's OHS system, especially policies, procedures and work instructions
Advertising may include:	electronic or print internal or external outsourcing
Staffing requirements may include:	permanent, temporary, full-time, part-time or casual

Unit Sector(s)

Unit sector

Competency field

Competency field	Workforce Development - Human Resource Management

Co-requisite units

Co-requisite units

BSBIND301A Work effectively in an educational environment

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to effectively apply industry knowledge in educational support roles in an educational environment. This includes applying broad knowledge of the Australian education system and its sectors and specific knowledge of an organisation and job role, working with diversity, and recognising access and equity issues in education. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals providing educational support services at various levels of responsibility in the education industry - they need to apply broad background industry knowledge to their business practice and could be working in a range of education sectors (schools, vocational education and training, higher education, postgraduate education).

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Develop and maintain knowledge of Australian education system and sectors	1.1. Identify and apply knowledge of the Australian education system and its sectors 1.2. Identify potential student pathways between different sectors 1.3. Identify types of programs and qualifications available in different sectors 1.4. Apply knowledge of educational programs and services offered in a specific educational organisation 1.5. Determine the relationship of educational support job roles to the structure and functions of a specific organisation, and to related job roles in the organisation 1.6. Apply knowledge of educational terminology and acronyms used in a specific education sector
2. Perform education job role tasks effectively	2.1. Identify and carry out educational support job roles and responsibilities 2.2. Apply values of the organisation to educational support job roles 2.3. Identify and follow organisational work procedures, protocols and other guidelines 2.4. Comply with legislative and regulatory compliance requirements and related organisational policies and procedures 2.5. Improve own performance and career opportunities through identifying and participating in learning and development activities related to identified needs
3. Work effectively with diversity in an educational context	3.1. Apply an awareness of culture as a factor affecting the behaviour of students, clients and colleagues 3.2. Conduct all work-related activities in a way which respects the diversity of culture and the ability of students, clients and colleagues 3.3. Communicate effectively and respectfully with students, clients and colleagues from diverse cultures and with diverse abilities
4. Practise inclusivity in an educational context	4.1. Identify factors promoting access and equity in relation to an educational organisation and educational support job role 4.2. Recognise factors potentially impacting on educational access and equity 4.3. Apply awareness of access and equity issues to the requirements of specific educational support job role

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to interact effectively in diverse cultural contexts with students, clients, and colleagues problem-solving skills to distinguish between issues that can be resolved within the parameters of delegated work role authority, and those that must be passed on to higher level personnel initiative and enterprise skills to clarify instructions planning and organising skills to identify and address future skills requirements self-management skills to perform tasks efficiently and in a timely manner learning skills to participate in relevant learning and development activities, formal and informal technology skills to use a computer and other office equipment for the purposes of work role literacy skills to read and interpret documentation relating to job role, compliance requirements and learning and development planning.
Required knowledge
the scope of the Australian educational industry and its sectors a specific educational organisation structure including lines of supervision and management, communication lines, protocols of working relationships with supervisors, managers and other colleagues standards of performance required of an organisation's employees, responsibilities, duties and tasks involved at the level of a specific work role the range of educational programs offered in the different sectors and in a specific organisation the legislative and regulatory requirements relevant to educational administration work role, including occupational health and safety; industrial relations and anti-discrimination factors affecting educational equity and access in a specific organisation.

Evidence Guide

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 following is essential: accurately applying information about the Australian education industry sectors and the services, qualifications, student pathways of a specific organisation performing work-related tasks effectively in line with organisational requirements, in compliance with relevant legislation and regulations, and in a manner which respects and promotes diversity knowledge of relevant legislative and regulatory requirements.
Context of and specific resources for assessment	Assessment must ensure: access to current relevant reference materials and relevant professional expertise.
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 and third party workplace reports of on-the-job performance by the candidate evaluation of supervisor's report on how the candidate effectively carries out educational administration job role demonstration of work-related activities evaluation of projects, research reports or case study exercises oral or written questioning to assess knowledge of factors affecting educational equity and access in a specific organisation review of participation in learning and development activities.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: educational administration units.

Range Statement

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.
Australian education system and its sectors may include:	schools, including: primary and secondary public, private, independent, religious vocational training and education, including: VET in Schools technical colleges apprenticeships TAFE institutes private RTOs adult and community education universities and other higher education organisations
Student pathways between different sectors may include:	school to university school to vocational training and education vocational training and education to higher education school to work work to vocational training and education work to higher education work combined with training and education apprenticeships to higher level qualifications in vocational training and education
Types of programs and qualifications may include:	qualifications in the Australian Qualifications Framework Year 12 Certificates non-award programs professional qualifications (such as those for engineers, accountants, barristers)
Educational support job roles may include:	administrative services disability support services information services financial services roles information technology services janitorial services library services science education support student support services technological services support teacher support
Structure and functions of a specific organisation may include:	purpose and mission departments and sections, and their functions relevant titles and job roles campus names and locations lines of management ownership, decision making and governance
Values of the organisation may include:	explicit values described in organisational documents implicit, undocumented organisational cultural values
Legislative and regulatory compliance requirements may include legislation, regulations, industry codes of practice and policy (Federal and State) relevant to:	anti-discrimination including equal opportunity and equal employment opportunity legislation, disability discrimination legislation and standards, racial intolerance legislation business compliance employment, education and training environmental issues international education occupational health and safety privacy and confidentiality quality assurance working with children and young people workplace employment practices and industrial relations
Learning and development activities may include:	formal or informal learning activities learning from peers mentoring award and non-award courses and programs
Culture may include shared values and beliefs affecting behaviour, which may be based on factors such as:	ethnicity, nationality or race gender politics religion socio-economic background
Factors promoting access and equity may include:	providing clear opportunities for applicants and enrolled learners to provide information about their needs, and considering these fairly providing reasonable adjustments to learning activities and assessments to meet individual needs and circumstances (such as those related to disabilities, language and literacy issues) communicating in a manner that respects all cultures and abilities ensuring a welcoming environment which recognises and values diversity providing learning resources that acknowledge and value cultural and individual differences marketing activities in a manner that encourages all clients to apply and have their application fairly considered providing easy physical access to educational venues having policies and practices which encourage under-represented or otherwise disadvantaged individuals or groups to participate in education and to achieve positive educational outcomes proving fee reductions providing specific support staff and training all staff in the requirements and practicalities of access and equity using selection criteria that do not discriminate against clients
Factors potentially impacting educational access and equity may include:	organisational attitudes, stereotyping and other barriers to access and participation those related to the potential or enrolled student such as: socio-economic status cultural 'discomfort', including that based on a lack of familiarity with educational institutions and bureaucratic processes abilities and disability age gender, especially those people seeking to enter non-traditional areas of training ethnicity, including language and cultural issues

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Industry Context

Co-requisite units

Co-requisite units

BSBINM301A Organise workplace information

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to gather, organise and apply workplace information in the context of an organisation's work processes and knowledge management systems. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are skilled operators and apply a broad range of competencies in various work contexts. They may exercise discretion and judgement using appropriate theoretical knowledge of information management to provide technical advice and support to a team.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Collect and assess information	1.1. Access product and service information in accordance with organisational requirements 1.2. Ensure methods of collecting information are reliable and make efficient use of available time and resources 1.3. Assess information for clarity, accuracy, currency and relevance to intended tasks 1.4. Use interpersonal skills to access relevant information from teams and individuals
2. Organise information	2.1. Organise information in a format suitable for analysis, interpretation and dissemination in accordance with organisational requirements 2.2. Use appropriate technology/systems to maintain information in accordance with organisational requirements 2.3. Collate information and materials, and communicate to relevant designated persons 2.4. Identify difficulties organising and accessing information and solve collaboratively with individuals and team members 2.5. Update and store information in accordance with organisational requirements and systems
3. Review information needs	3.1. Actively seek feedback on clarity, accuracy and sufficiency of information to ensure relevance of information and system 3.2. Review the contribution of information to decision making and implement appropriate modifications to collection processes 3.3. Identify future information needs and incorporate in modifications to collection processes 3.4. Document future information needs and incorporate in modifications to reporting processes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to classify and report information literacy skills to read and understand a variety of texts; and to write, edit and proofread documents to ensure clarity of meaning, accuracy and consistency of information problem-solving skills to deal with information which is contradictory, ambiguous, inconsistent or inadequate technology skills to display information in a format suitable to the target audience.
Required knowledge
key provisions of relevant legislation from all forms of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) methods for checking validity of information and its sources organisational recordkeeping/filing systems, security procedures and safe recording practices policies and procedures relating to distribution of workplace information, and legal and ethical obligations.

Evidence Guide

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 following is essential: providing accurate information for defined purposes systematic maintenance and handling of data and documents using business technology to manage information knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of information documents found in the workplace.
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 and third party workplace reports of on-the-job performance by the candidate analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of organisational recordkeeping/filing systems analysis of how information and materials were communicated to relevant people review of documentation outlining future information needs.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBWRT301A Write simple documents general administration units other information management units.

Range Statement

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.
Information may include:	computer databases (e.g. library catalogue, customer records) computer files (e.g. letters, memos and other documents) correspondence (e.g. faxes, memos, letters, email) financial figures forms (e.g. insurance forms, membership forms) invoices (e.g. from suppliers, to debtors) personnel records (e.g. personal details, salary rates) production targets sales records (e.g. monthly forecasts, targets achieved)
Organisational requirements may include:	code of conduct/code of ethics information protocols legal and organisational policies, guidelines and requirements management and accountability channels OHS policies, procedures and programs procedures for updating records quality assurance and/or procedures manuals security and confidentiality requirements
Methods of collecting information may include:	checking research provided by others checking written material including referrals and client files classification tools individual research information from other organisations interviews with colleagues/customers observation and listening previous file records questioning (in person or indirect) recruitment applications and other forms
Interpersonal skills may include:	consultation methods, techniques and protocols networking seeking feedback from group members to confirm understanding summarising and paraphrasing using appropriate body language
Format may include:	adding headers and footers incorporating graphics and pictures inserting symbols using legends using a particular software application using tables and charts
Technology may include:	answering machine computer email fax machine internet/extranet/intranet photocopier shredder telephone
Systems may include:	information management systems knowledge management systems record management systems
Designated persons may include:	clients colleagues committee external agencies line management statutory bodies supervisor
Feedback may include:	audit documentation and reports comments from clients and colleagues customer satisfaction questionnaires quality assurance data returned goods

Unit Sector(s)

Unit sector

Competency field

Competency field	Knowledge Management - Information Management

Co-requisite units

Co-requisite units

BSBITU202A Create and use spreadsheets

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to correctly create and use spreadsheets and charts through the use of spreadsheet software. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who perform a range of routine tasks in the workplace using a limited range of practical skills and fundamental knowledge of creating spreadsheets in a defined context under direct supervision or with limited individual responsibility.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Select and prepare resources	1.1. Adjust workspace, furniture and equipment to suit user ergonomic, work organisation and occupational health and safety (OHS) requirements 1.2. Use energy and resource conservation techniques to minimise wastage in accordance with organisational and statutory requirements 1.3. Identify spreadsheet task requirements and clarify with relevant personnel as required
2. Create simple spreadsheets	2.1. Ensure data is entered, checked and amended in accordance with organisational and task requirements, to maintain consistency of design and layout 2.2. Format spreadsheet using software functions, to adjust page and cell layout to meet information requirements, in accordance with organisational style and presentation requirements 2.3. Ensure formulae are used and tested to confirm output meets task requirements, in consultation with appropriate personnel as required 2.4. Use manuals, user documentation and online help to overcome problems with spreadsheet design and production
3. Produce simple charts	3.1. Select chart type and design that enables valid representation of numerical data and meets organisational and task requirements 3.2. Create chart using appropriate data range in the spreadsheet 3.3. Modify chart type and layout using formatting features
4. Finalise spreadsheets	4.1. Ensure spreadsheet and any accompanying charts are previewed, adjusted and printed in accordance with organisational and task requirements 4.2. Ensure data input meets designated time lines and organisational requirements for speed and accuracy 4.3. Name and store spreadsheet in accordance with organisational requirements and exit the application without data loss/damage

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to clarify requirements of spreadsheet editing and proofreading skills to check own work for accuracy keyboarding skills to enter text and numerical data literacy skills to read and understand organisation's procedures, and to use basic models to produce a range of spreadsheets numeracy skills to create and use spreadsheet formulae.
Required knowledge
formatting of workplace documents organisational requirements for ergonomic standards, work periods and breaks, and conservation techniques organisational guidelines on spreadsheet manipulation and processing purpose and range of use of spreadsheet functions.

Evidence Guide

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 following is essential: designing a minimum of two spreadsheets using cell-based formulae creating charts using relevant data knowledge of purpose and range of use of spreadsheet functions.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources access to examples of spreadsheets and simple formulae.
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 and third party workplace reports of on-the-job performance by the candidate review of final spreadsheets analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of spreadsheet software functions.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: general administration units other IT use units.

Range Statement

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.
Ergonomic requirements may include:	avoiding radiation from computer screens chair height, seat and back adjustment document holder footrest keyboard and mouse position lighting noise minimisation posture screen position workstation height and layout
Work organisation requirements may include:	exercise breaks mix of repetitive and other activities rest periods
Conservation techniques may include:	double-sided paper use recycling used and shredded paper re-using paper for rough drafts (observing confidentiality requirements) utilising power-save options for equipment
Spreadsheet task requirements may include:	data entry output presentation storage
Data may include:	numbers text
Checking may include:	accuracy of data accuracy of formulae with calculator ensuring instructions with regard to content and format have been followed proofreading spelling, electronically and manually
Formatting may include:	alignment on page efficiency of formulae enhancements to format - borders, patterns and colours enhancements to text headers/footers use of absolute and relative cell addresses use of cell addresses in formulae
Software functions may include:	adding/deleting columns/rows formatting cells formatting text headers/footers sizing columns/rows
Formulae may include:	absolute cell referencing and/or mixed references average division maximum minimum multiplication subtraction sum combinations of above
Chart types may include:	area bar column exploded pie line pie and 3-D pie scatter/bubble stacked/multiple bar stacked, 3-D column
Features may include:	axes axis title borders chart title colours data labels data tables fills gridlines legend lines patterns
Printing may include:	fit on one page fit specific number of pages with formulae with values
Designated time lines may include:	organisational time line e.g. financial requirements time line agreed with internal/external client time line agreed with supervisor/person requiring spreadsheet
Storing data may include:	authorised access filing locations organisational policy for backing up files organisational policy for filing hard copies of spreadsheets security storage in electronic folders/sub-folders storage on CD-ROM, zip drives, USB memory

Unit Sector(s)

Unit sector

Competency field

Competency field	Information and Communications Technology - IT Use

Co-requisite units

Co-requisite units

BSBITU402A Develop and use complex spreadsheets

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to use spreadsheet software to complete business tasks and to produce complex documents. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals employed in a range of work environments who require skills in the creation of complex spreadsheets to store and retrieve data. They may work as individuals providing administrative support within an enterprise, or may be independently responsible for designing and working with spreadsheets relevant to their own work roles.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Prepare to develop spreadsheet	1.1. Organise personal work environment in accordance with ergonomic requirements 1.2. Analyse task and determine specifications for spreadsheets 1.3. Identify organisational and task requirements in relation to data entry, storage, output, reporting and presentation requirements 1.4. Apply work organisation strategies and energy and resource conservation techniques to plan work activities
2. Develop a linked spreadsheet solution	2.1. Utilise spreadsheet design software functions and formulae to meet identified requirements 2.2. Link spreadsheets in accordance with software procedures 2.3. Format cells and use data attributes assigned with relative and/or absolute cell references, in accordance with the task specifications 2.4. Test formulae to confirm output meets task requirements
3. Automate and standardise spreadsheet operation	3.1. Evaluate tasks to identify those where automation would increase efficiency 3.2. Create, use and edit macros to fulfil the requirements of the task and automate spreadsheet operation 3.3. Develop, edit and use templates to ensure consistency of design and layout for forms and reports, in accordance with organisational requirements
4. Use spreadsheets	4.1. Enter, check and amend data in accordance with organisational and task requirements 4.2. Import and export data between compatible spreadsheets and adjust host documents, in accordance with software and system procedures 4.3. Use manuals, user documentation and online help to overcome problems with spreadsheet design and production 4.4. Preview, adjust and print spreadsheet in accordance with organisational and task requirements 4.5. Name and store spreadsheet in accordance with organisational requirements and exit the application without data loss or damage
5. Represent numerical data in graphic form	5.1. Determine style of graph to meet specified requirements and manipulate spreadsheet data if necessary to suit graph requirements 5.2. Create graphs with labels and titles from numerical data contained in a spreadsheet file 5.3. Save, view and print graph within designated time lines

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to interpret and evaluate the purposes and uses of various features of spreadsheets and to use a variety of strategies for planning and reviewing own work proofreading and editing skills to check for accuracy and consistency of information by consulting additional resources numeracy skills to collate and present data, graphs and related references.
Required knowledge
advanced functions of spreadsheet software applications impact of formatting and design on the presentation and readability of data key provisions of relevant legislation from all forms of government, standards and codes that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety organisational policies and procedures.

Evidence Guide

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 following is essential: developing complex spreadsheets developing graphical representations of data contained in spreadsheets.
Context of and specific resources for assessment	Assessment must ensure: access to office equipment and software access to samples of data for inclusion in spreadsheets.
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 and third party workplace reports of on-the-job performance by the candidate review of authenticated documents from the workplace or training environment demonstration of techniques.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: administration units other information and communications technology units.

Range Statement

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.
Ergonomic requirements may include:	avoiding radiation from computer screens chair height, seat and back adjustment document holder footrest keyboard and mouse position lighting noise minimisation posture screen position workstation height and layout
Work organisation strategies may include:	exercise breaks mix of repetitive and other activities rest periods
Energy and resource conservation techniques may include:	double-sided paper use recycling used and shredded paper re-using paper for rough drafts (observing confidentiality requirements) using power-save options for equipment
Spreadsheet design may include:	analysis appropriateness avoidance of blank rows and columns embedding cell references in formulae formulae formatting and reformatting functions headers and footers headings headings and labels identification and parameters import and export of data labels linked formulae multi-page documents pivot tables relative and absolute cell references split screen operation
Functions may include:	basic financial functions (if available) date functions logical functions (lookup, if, choose, true, false, conditions) mathematical functions (square root, integer, absolute value, round) simple nested functions statistical functions (standard deviation, count, maximum, minimum)
Formulae may include:	addition average comparison division exponentiation multiplication percentage subtraction combinations of above
Macros may include:	printing sections of a spreadsheet
Templates may include:	font types and sizes forms headers and footers headings page formats reports
Importing and exporting data may include:	proofreading reformatting split screen (if available)
Printing may include:	charts entire workbooks selected data within a worksheet worksheets
Naming and storing spreadsheets may include:	authorised access file naming conventions filing locations organisational policy for backing up files organisational policy for filing hard copies of spreadsheets security storage in folders and sub-folders storage on disk drives, CD-ROM, USB, tape back-up, server
Graphs may include:	bar line pie scatter stack 3D
Creating graphs may include:	data range keys and legends labels and titles naming sizing (if possible) using graph menu X and Y axis

Unit Sector(s)

Unit sector

Competency field

Competency field	Information and Communications Technology - IT Use

Co-requisite units

Co-requisite units

BSBLED101A Plan skills development

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to identify and document current skills and to plan future skills development under the guidance of an appropriate adviser. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals developing basic skills and knowledge of career planning and skills development in preparation for working in a broad range of settings.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Seek advice on future career directions	1.1. Identify possible career directions in industry or organisation 1.2. Identify and prioritise personal work goals 1.3. Discuss future work/career directions with appropriate people and identify additional skills requirements 1.4. Take into account personal values and attitudes regarding work and business, in planning future work/career directions 1.5. Identify additional skills required and determine appropriate method/s to acquire these skills
2. Conduct self assessment of skills	2.1. Identify work, life and study experiences relating to business 2.2. Assess current skills, knowledge and attitudes against a checklist of relevant competencies 2.3. Discuss results of self-assessment with trainer or assessor 2.4. Identify further skills development needs
3. Prepare portfolio of evidence	3.1. Identify and discuss types of evidence required 3.2. Develop a clear understanding of the purpose of evidence 3.3. Collect examples of evidence for portfolio 3.4. Complete application for recognition of current competency and/or personal resume with assistance from assessor

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy and communication skills to access information to identify career options and personal work goals, and to draft a portfolio of evidence problem-solving skills to solve routine problems related to the workplace, under direct supervision technology skills to use business equipment, under direction.
Required knowledge
importance of skills development in career planning terms sources of advice on career planning and skill development types of evidence and ways of creating portfolios of evidence.

Evidence Guide

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 following is essential: documentation of personal strengths and areas for future skill development documentation of proposed career plan evidence of current competencies knowledge of the importance of skills development in career planning terms.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of resumes and career planning resources.
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 and third party workplace reports of on-the-job performance by the candidate review of prioritisation of personal work goals analysis of responses to case studies and scenarios observation of presentations oral or written questioning to assess knowledge of types of evidence and ways of creating portfolios of evidence review of documentation identifying further skills development needs analysis of portfolio.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other learning and development units.

Range Statement

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.
Appropriate people may include	assessors colleagues mentors supervisors trainers
Method/s to acquire additional skills may include:	attendance at workshop or demonstration formal course participation on-the-job coaching or mentoring work experience
Experiences relating to business may include:	family responsibilities study including formal or informal learning volunteer or recreational experience work experience
Checklist may include:	personal skills and attributes practical skills strengths and weaknesses
Relevant competencies may include:	academic results interpersonal skills organisation skills personal attributes personal skills e.g. demonstrated leadership, team work practical skills directly related to a workplace
Types of evidence may include:	academic results including informal studies personal interests and experiences previous employment recreational experiences volunteer work work experience
Purpose of evidence may include:	assessment of current competencies building a picture of personal attributes documentation of competencies relevant to the workplace identification of areas for further skill development identification of strengths and weaknesses
Personal resume may include:	contact details education and extra curricular activities past employment and/or volunteer work personal attributes, skills, strengths professional development i.e. formal or informal courses undertaken work experience work related or personal references

Unit Sector(s)

Unit sector

Competency field

Competency field	Workforce Development - Learning and Development

Co-requisite units

Co-requisite units

BSBMGT515A Manage operational plan

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop and monitor implementation of the operational plan to provide efficient and effective workplace practices within the organisation's productivity and profitability plans. Management at a strategic level requires systems and procedures to be developed and implemented to facilitate the organisation's operational plan. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to people who manage the work of others and operate within the parameters of a broader strategic and/or business plan. The task of the manager at this level is to develop and implement an operational plan to ensure that the objectives and strategies outlined in the strategic and/or business plan are met by work teams. However in some larger organisations operational plans may be developed by a strategic planning unit. At this level work will normally be carried out within complex and diverse methods and procedures, which require the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Develop operational plan	1.1. Research, analyse and document resource requirements and develop an operational plan in consultation with relevant personnel, colleagues and specialist resource managers 1.2. Develop and/or implement consultation processes as an integral part of the operational planning process 1.3. Ensure details of the operational plan include the development of key performance indicators to measure organisational performance 1.4. Develop and implement contingency plans at appropriate stages of operational planning 1.5. Ensure the development and presentation of proposals for resource requirements is supported by a variety of information sources and seek specialist advice as required 1.6. Obtain approval for plan from relevant parties and ensure understanding among work teams involved
2. Plan and manage resource acquisition	2.1. Develop and implement strategies to ensure that employees are recruited and/or inducted within the organisation's human resources management policies and practices 2.2. Develop and implement strategies to ensure that physical resources and services are acquired in accordance with the organisation's policies, practices and procedures
3. Monitor and review operational performance	3.1. Develop, monitor and review performance systems and processes to assess progress in achieving profit and productivity plans and targets 3.2. Analyse and interpret budget and actual financial information to monitor and review profit and productivity performance 3.3. Identify areas of under performance, recommend solutions, and take prompt action to rectify the situation 3.4. Plan and implement systems to ensure that mentoring and coaching are provided to support individuals and teams to effectively, economically and safely use resources 3.5. Negotiate recommendations for variations to operational plans and gain approval from designated persons/groups 3.6. Develop and implement systems to ensure that procedures and records associated with documenting performance are managed in accordance with organisational requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to access and use workplace information and to write a succinct and practical plan technology skills to use software to produce and monitor the plan against performance indicators planning and organisational skills coaching skills to work with people with poor performance numeracy skills to allocate and manage financial resources.
Required knowledge
models and methods for operational plans budgeting processes alternative approaches to improving resource usage and eliminating resource inefficiencies and waste.

Evidence Guide

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 following is essential: development of an operational plan with details of how it will be implemented and monitored knowledge of models and methods for operational plans.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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 and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of budgeting processes review of operational plan, key performance indicators and contingency plans evaluation of employee recruitment and induction strategies evaluation of processes implemented to acquire physical resources and services.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Diploma of Management.

Range Statement

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.
Resource requirements may include:	goods and services to be purchased and ordered human, physical and financial resources - both current and projected stock requirements and requisitions
Relevant personnel, colleagues and specialist resource managers may include:	employees at the same level or more senior managers managers occupational health and safety committee/s and other people with specialist responsibilities supervisors union or employee representatives
Consultation processes may refer to:	email/intranet communications, newsletters or other processes and devices which ensure that all employees have the opportunity to contribute to team and individual operational plans mechanisms used to provide feedback to the work team in relation to outcomes of consultation meetings, interviews, brainstorming sessions
Operational plans may also be termed:	action plans annual plans management plans tactical plans
Key performance indicators may refer to:	measures for monitoring or evaluating the efficiency or effectiveness of a system which may be used to demonstrate accountability and to identify areas for improvements
Contingency plans may include:	contracting out or outsourcing human resources and other functions or tasks diversification of outcomes finding cheaper or lower quality raw materials and consumables increasing sales or production recycling and re-using rental, hire purchase or alternative means of procurement of required materials, equipment and stock restructuring of organisation to reduce labour costs risk identification, assessment and management processes seeking further funding strategies for reducing costs, wastage, stock or consumables succession planning
Organisation's policies, practices and procedures may include:	organisational culture organisational guidelines which govern and prescribe operational functions, such as the acquisition and management of human and physical resources Standard Operating Procedures undocumented practices in line with organisational operations
Designated persons/groups may include:	groups designated in workplace policies and procedures managers or supervisors whose roles and responsibilities include decision making on operations other stakeholders such as Board members other work groups or teams whose work will be affected by recommendations for variations

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBMGT617A Develop and implement a business plan

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to run a business operation and covers the steps required to develop and implement a business plan. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are running an organisation or who take a senior role in determining the effective functioning and success of the organisation. As such, they may oversee the work of a number of teams and other managers. Business plans are critical tools for business growth and development. They will vary depending on the needs of the organisation. This unit covers the typical elements of a business plan and the standard approaches to be used in implementing a business plan. The business plan should be supported by a strategic plan, and may also be supported by a marketing plan and cash flow forecasts.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Develop business plan	1.1. Review and evaluate pre-existing strategic, business and operational plan, if available 1.2. Analyse and interpret business vision, mission, values and objectives 1.3. Consult with key stakeholders 1.4. Review market requirements for the product or service, profile customer needs and research pricing options 1.5. Develop performance objectives and measures through consultation with key stakeholders 1.6. Identify financial, human and physical resource requirements for the business 1.7. Consider any permits or licences that may be required for new activity 1.8. Write business plan
2. Monitor performance	2.1. Communicate business plan to all relevant parties and ensure understanding of performance requirements and timeframes 2.2. Ensure skilled labour is available to implement plan 2.3. Test performance measurement systems and refine, if necessary 2.4. Ensure timely reports on all key aspects of the business are available, user-friendly and balanced in terms of financial and non-financial performance 2.5. Report system failures, product failures and variances to the business plan as they occur
3. Respond to performance data	3.1. Analyse performance reports against planned objectives 3.2. Review performance indicators and refine if necessary 3.3. Ensure groups and individuals contributing to under-performance are coached, and provide training where appropriate 3.4. Review system processes and work methods regularly as part of continuous improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical and research skills to review the market, to research competitors and to review pricing structures coaching and communication skills to remediate any under-performance in the work group or individuals planning and organising skills to sequence activities and to develop a logical structure.
Required knowledge
performance measurement approaches and benchmarking options for developing business plans.

Evidence Guide

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 following is essential: analysis of the strengths and weaknesses of a range of business plans implementation of a business plan including evaluation of performance against documented indicators in key results areas knowledge of performance measurement approaches and benchmarking.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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 of written reports/examples of business plans and their outcomes direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of options for developing business plans review of development of performance objectives and measures review of how business plan was communicated to all relevant parties.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Advanced Diploma of Management.

Range Statement

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.
Strategic, business and operational plan may include:	previously formulated: action plan business goals competitor analysis financing arrangements or financial targets management arrangements and/or personnel requirements marketing approaches product or service research or analysis
Key stakeholders may include:	business partners or financiers customers shareholders staff technical experts or advisers
Performance objectives and measures may relate to:	efficiency measures input measures such as staff time or dollars allocated outcomes measures qualitative indicators such as feedback from customers, effect on the wider market or competitors, staff reports quantitative indicators, such as numbers produced and sold, turnover, customer satisfaction ranking, lower staff turnover
Business plan includes:	description of the business business products and services marketing activity financial indicators productivity and performance targets for key result areas such as: community awareness or branding environmental impact governance or management quality sales triple bottom line workforce
Coaching refers to:	informal on-the-job and off-the-job advice and training to improve performance

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBMKG413A Promote products and services

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to coordinate and review the promotion of an organisation's products and services. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals with a broad knowledge of the promotion of products and services specific to an organisation. They may have responsibility to provide guidance or to delegate aspects of these tasks to others.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Plan promotional activities	1.1. Identify and assess promotional activities to ensure compatibility with organisational requirements 1.2. Plan and schedule promotional activities according to the marketing needs of the organisation 1.3. Determine overall promotional objectives in consultation with designated individuals and groups 1.4. Ensure that time lines and costs for promotion of activities are realistic and consistent with budget resources 1.5. Develop action plans to provide details of products and services being promoted
2. Coordinate promotional activities	2.1. Ensure personnel and resources to support promotional activities are identified and prepared to facilitate the achievement of promotional goals 2.2. Identify and agree roles and responsibilities for delivery of promotional services and allocate to relevant personnel 2.3. Establish and conduct relationships with targeted groups in a manner which enhances the positive image of the organisation 2.4. Use networks to assist in the implementation of promotional activities
3. Review and report on promotional activities	3.1. Analyse audience feedback and data to determine the impact of the promotional activity on the delivery of products and services 3.2. Assess effectiveness of planning processes to identify possible improvements in future activities 3.3. Collect feedback and provide to personnel and agencies involved in promotional activity 3.4. Analyse costs and time lines to evaluate the benefits accruing from the promotional activities 3.5. Prepare conclusions and recommendations from verifiable evidence and provide constructive advice on future directions of promotional activities

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to read a variety of texts; to prepare general information and papers; and to write formal and informal letters according to target audience technology skills to select and use technology appropriate to a task problem-solving skills to manage contingencies in promotional activities numeracy skills to analyse data and to compare time lines and promotional costs against budgets.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues occupational health and safety (OHS) planning processes for organising promotional activities organisational marketing plan and associated budgets.

Evidence Guide

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 following is essential: designing and delivering promotional presentations evaluating promotional impacts presenting and advocating promotional strategies within the organisation assessing and reporting on customer satisfaction
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of products/services and promotional strategies.
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 and third party workplace reports of on-the-job performance by the candidate review of action plans developed for products and services being promoted analysis of responses to case studies and scenarios demonstration of techniques observation of presentations assessment of written reports.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other marketing, sales or public relations units.

Range Statement

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.
Promotional activities may include:	advertisements client functions employee functions media announcements product launches web pages
Organisational requirements may include:	access and equity principles and practices confidentiality and security requirements defined resource parameters ethical standards filing and documentation storage processes goals, objectives, plans, systems and processes legal and organisational policies, guidelines and requirements OHS policies, procedures and programs payment and delivery options pricing and discount policies quality and continuous improvement processes and standards quality assurance and/or procedures manuals replacement and refund policy and procedures who is responsible for products or services
Designated individuals and groups may include:	colleagues committees customers external organisations line management supervisor
Personnel and resources may include:	management marketing funds organisational personnel promotional products samples technology time venue
Roles and responsibilities may include:	Code of Conduct job description and employment arrangements marketing plans organisation's policy relevant to work role skills, training and competencies supervision and accountability requirements including OHS team structures
Networks may include:	company customer internal media and promotional professional social
Feedback may include:	customer/client response employee data sales orders market share data focus groups

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Marketing

Co-requisite units

Co-requisite units

BSBMKG415A Research international markets

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to undertake market research to select markets to pursue. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working with minimal supervision but with the support and assistance of a more senior person within the organisation. The activities will be focused on the target market and will involve communication and executing tasks across cultural and geographic barriers. The tasks involved in marketing goods and services internationally include selecting and implementing appropriate marketing activities, and monitoring and reviewing marketing performance.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Collect information about target markets	1.1. Identify target markets for market research for international markets from brief or manager 1.2. Confirm information requirements for market research 1.3. Seek assistance as required, with sourcing and accessing required information 1.4. Identify and access sources of required information
2. Investigate trends in target markets	2.1. Collate required information from information sources 2.2. Apply statistical analysis tools to information to identify trends 2.3. Seek assistance as required, with analysing required information 2.4. Investigate causal influences 2.5. Document and report identified trends and causal influences to relevant personnel within the organisation
3. Utilise data in decision making	3.1. Base decision making on available data 3.2. Check consistency of decision making against data, and document a rationale for decision making in relation to markets to be pursued 3.3. Document and report recommendations to relevant personnel within the organisation

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities research and data collection skills to maintain knowledge of potential opportunities literacy skills to document research findings and recommendations planning and organising skills to manage timelines.
Required knowledge
identification and overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: International Commercial Terms (INCOTERMS) trade modernisation legislation: Customs Legislation Amendment and Repeal Act, Import Processing Charges Act, Customs Depot Licensing Charges Amendment Act Trade Practices Act Warsaw Convention World Trade Organisation determinations cultural aspects relevant to international markets researched market research techniques and tools required formats for reporting outcomes of research available external and internal information sources related to international markets.

Evidence Guide

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 following is essential: identifying and documenting trends in the target market analysing information to validate trends making decisions based on available data knowledge of relevant Australian, international and local legislation.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources access to relevant workplace documents access to information sources used by candidate.
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 and third party workplace reports of on-the-job performance by the candidate review of documenting and reporting of identified trends analysis of responses to case studies and scenarios observation of presentations of research about international markets oral or written questioning to assess knowledge of cultural aspects relevant to international markets researched assessment of documentation reporting decision making recommendations in relation to markets to be pursued.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: research units international business units other marketing units.

Range Statement

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.
Target markets may include:	specific country or countries geographic region/s within specific country or countries specific sub-groups within selected areas combinations of above
Information requirements may include:	balance of payments data competitors cultural and social influences of consumers demand and unmet demand demographic data economic and socioeconomic data regulations on foreign investment size of market segments tariff and non-tariff barriers
Assistance may be sought from:	Austrade, state/territory departments and agencies, chambers of commerce industry or trade associations, other private organisations, consultants manager and colleagues within organisation
Sources may include:	academic publications and personnel Austrade, state/territory departments and agencies, chambers of commerce trade and business publications
Statistical analysis may include:	measures of central tendency measures of dispersion nature and degree of relationship between variables normal distribution probability curve sampling time series analysis
Trends may include:	buying patterns changes in demand and unmet demand demographics of decision maker/purchaser imports versus local sales seasonal variations
Causal influences may include:	attitude towards Australia and Australian products and services consumer awareness cultural considerations related to values, beliefs current availability of products or services economic or socioeconomic factors local alternatives to product or service perceptions of potential consumers
Decision making may refer to:	market entry strategy to be adopted markets selected for more in-depth research markets to be pursued
Relevant personnel may include:	chief executive officer of organisation, board of directors client for market research manager or supervisor marketing manager

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Marketing

Co-requisite units

Co-requisite units

BSBOHS201A Participate in OHS processes

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to participate in workplace occupational health and safety (OHS) processes to protect workers own health and safety, and that of others. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who require a fundamental knowledge of OHS to carry out their own work which may be in a defined context under direct supervision or with some individual responsibility. This unit has broad applicability across industries and workplace contexts.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Work safely	1.1. Follow established safety procedures when conducting work 1.2. Carry out pre-start systems and equipment checks in accordance with workplace procedures
2. Implement workplace safety requirements	2.1. Identify designated persons for reporting queries and concerns about safety in the workplace 2.2. Identify existing and potential hazards in the workplace, report them to designated persons and record them in accordance with workplace procedures 2.3. Identify and implement workplace procedures and work instructions for controlling risks 2.4. Report emergency incidents and injuries to designated persons
3. Participate in OHS consultative processes	3.1. Contribute to workplace meetings, inspections or other consultative activities 3.2. Raise OHS issues with designated persons in accordance with organisational procedures 3.3. Take actions to eliminate workplace hazards or to reduce risks
4. Follow safety procedures	4.1. Identify and report emergency incidents 4.2. Follow organisational procedures for responding to emergency incidents

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to interpret safety signs, symbols and notices problem-solving skills to analyse options in an emergency situation.
Required knowledge
responsibilities of employers and employees under relevant health and safety legislation emergency procedures including procedures for fires and accidents commonly used hazard signs and safety symbols.

Evidence Guide

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 following is essential: accurately following all relevant safety procedures identifying and reporting hazards to designated personnel knowledge of relevant health and safety legislation knowledge of relevant materials, equipment and work processes.
Context of and specific resources for assessment	Assessment must ensure: safety processes, hazards and risk are relevant to the area of work
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: analysis of responses to case studies and scenarios demonstration of techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of documentation identifying and reporting emergency incidents
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units related to the work environment

Range Statement

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.
Safety procedures may include:	completing required documentation local, state and federal legislation Materials Safety Data Sheets (MSDSs) National Health and Medical Research Council guidelines following OH&S guidelines relevant to workplace maintenance and use of cleaning apparatus in a work environment, such as; disposing of spilled substances, dangerous products, 'sharps' and waste correctly maintaining stocks of cleaning equipment (eg. disposable gloves, liquid repellent aprons, disinfectant) sterilising and/or disposing of cleaning equipment using appropriate cleaning equipment to clean spillages and breakages wearing protective clothing, protective eye wear when in contact with body fluids or chemicals that may splash using and storing toxic and hazardous materials correctly keeping workplace clean and tidy office practice manual displaying health and safety brochures, magazines and other material undergoing operator training when using new equipment or processes special guidelines in a medical setting: RACGP Code of Practice for the Management of Health Information in General Practice RACGP Entry Standards for General Practices RACGP Sterilisation/Disinfection guidelines for General Practice
Designated persons may include:	designated health and safety officers health and safety representatives supervisors managers team leaders other persons authorised or nominated by the enterprise or industry
Hazards may include anything which is a source of:	potential harm in terms of human injury or ill health damage to property damage to the environment potential harm in terms of human injury or ill health including: toxic or hazardous materials hazardous work processes unsafe work practices hazardous equipment unstable personnel potential harm in a medical setting: blood breakage / spillage drug hold-ups needle sticks medical emergencies (eg. Falls, bleeding, seizures, fainting, collapses, panic attack, psychosis) spread of infection potential sources of infection: breakages contaminated waste patients with colds, flu and other infectious diseases sharps (eg. needles, scalpel blades) spillage used dressings, bandages and equipment unsterilised/poorly sterilised equipment and work surfaces unwashed hands
Risk is:	the chance of something occurring that will result in injury or damage
Emergency incidents may include:	accidents emergency situations fire flood sudden illness incidents external threats

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, Licensing and Risk - Occupational Health and Safety

Co-requisite units

Co-requisite units

BSBOHS407A Monitor a safe workplace

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to implement and monitor the organisation's occupational health and safety (OHS) policies, procedures and programs in the relevant work area to meet legislative requirements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to employees with supervisory responsibilities for implementing and monitoring the organisation's OHS policies, procedures and programs in a work area. This unit applies to individuals with a broad knowledge of OHS policies who contribute well developed skills in creating solutions to unpredictable problems through analysis and evaluation of information from a variety of sources. They provide supervision and guidance to others and have limited responsibility for the output of others.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Provide information to the workgroup about OHS policies and procedures	1.1. Accurately explain relevant provisions of OHS legislation and codes of practice to the workgroup 1.2. Provide information to the workgroup on the organisation's OHS policies, procedures and programs, ensuring it is readily accessible by the workgroup 1.3. Regularly provide and clearly explain information about identified hazards and the outcomes of risk assessment and control to the workgroup
2. Implement and monitor participative arrangements for the management of OHS	2.1. Explain the importance of effective consultative mechanisms in managing health and safety risks 2.2. Implement and monitor consultative procedures to facilitate participation of workgroup in management of work area hazards 2.3. Promptly deal with issues raised through consultation, in accordance with organisational consultation procedures 2.4. Promptly record and communicate to the workgroup the outcomes of consultation over OHS issues
3. Implement and monitor the organisation's procedures for providing OHS training	3.1. Systematically identify OHS training needs in line with organisational requirements 3.2. Make arrangements to meet OHS training needs of team members in consultation with relevant individuals 3.3. Provide workplace learning opportunities, and coaching and mentoring assistance to facilitate team and individual achievement of identified training needs 3.4. Identify and report to management the costs associated with providing training for work team, for inclusion in financial plans
4. Implement and monitor procedures for identifying hazards and assessing risks	4.1. Identify and report on hazards in work area in accordance with OHS policies and procedures 4.2. Promptly action team member hazard reports in accordance with organisational procedures
5. Implement and monitor the organisation's procedures for controlling risks	5.1. Implement procedures to control risks using the hierarchy of controls and organisational requirements 5.2. Identify and report inadequacies in existing risk control measures in accordance with the hierarchy of controls 5.3. Monitor outcomes of reported inadequacies, where appropriate, to ensure a prompt organisational response
6. Implement and monitor the organisation's procedures for maintaining OHS records for the team	6.1. Accurately complete and maintain OHS records of incidents of occupational injury and disease in work area in accordance with OHS legal requirements 6.2. Use aggregate information and data from work area records to identify hazards and monitor risk control procedures in work area

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to identify hazards, to assess risks in the work area and to review data relating to monitoring and evaluating incidents (accidents), environmental issues and the effectiveness of risk control measures literacy skills to comprehend documentation and to interpret OHS requirements coaching and mentoring skills to provide support to colleagues.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues OHS legal responsibilities of employers, supervisors and employees in the workplace hazards and associated risks which exist in the workplace organisational policies and procedures relating to hazard management, fire, emergency, evacuation, incident (accident) investigating and reporting relevance of consultation as a key mechanism for improving workplace culture.

Evidence Guide

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 following is essential: applying organisational management systems and procedures to OHS within workgroup area applying procedures for assessing and controlling risks to health and safety associated with those hazards, in accordance with the hierarchy of controls providing specific, clear and accurate information and advice on workplace hazards to workgroup knowledge of legal responsibilities of employers, supervisors and employees in the workplace.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of documentation relating to hazards in the work lace examples of documents relating to workplace safety, hazard identification and risk assessment.
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 and third party workplace reports of on-the-job performance by the candidate review of records communicating the outcomes of consultation over OHS issues to the workgroup analysis of responses to case studies and scenarios demonstration of techniques review of reports to management on the costs associated with providing training for the work team oral or written questioning to assess knowledge of workplace safety and hazards examples of risk assessments evaluation of actioning of team member hazard reports review of OHS records of occupational injury and disease incidents in work area.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: management units other OHS units.

Range Statement

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.
OHS legislation and codes of practice may include:	common law duties to meet the general duty of care requirements health and safety representatives and health and safety committees prompt resolution of health and safety issues provision of information, induction and training regulations and approved codes of practice relating to hazards present in work area relevant state/territory legislation requirements for the maintenance and confidentiality of records of occupational injury and disease
Organisation's OHS policies, procedures and programs may include:	consultative arrangements for employees in work area dangerous goods transport and storage emergency and evacuation procedures first aid provision/medical practitioner contact and attention hazard reporting procedures hazardous substances use and storage incident (accident) investigation OHS arrangements for on site contractors, visitors and members of public OHS audits and safety inspections plant and equipment maintenance and use procedures for hazard identification procedures for risk assessment, selection and implementation of risk control measures purchasing policy and procedures safe operating procedures/instructions site access use and care of personal protective equipment
Identified hazards and the outcomes of risk assessment may include:	checking equipment before and during work consulting work team members daily informal employee consultation and regular formal employee meetings housekeeping OHS audits and review of audit reports review of health and safety records including hazard reports, hazardous substances and dangerous goods registers, injury records workplace inspections in area of responsibility
Organisational consultation procedures may include:	attendance of health and safety representatives at management and OHS planning meetings counselling/disciplinary processes early response to employee suggestions, requests, reports and concerns put forward to management election of health and safety representatives in accordance with legislative requirements formal and informal meetings health and safety committees other committees, for example, planning and purchasing
Procedures to control risks may include:	consultation with employees and their representatives job/process/workplace re-design e.g. introduce mechanical handling equipment, re-arrange material flow/timing/scheduling, raise/lower work platforms removing the cause of a risk at its source (eliminating the hazard) e.g. removing stored goods permanently from emergency exit passageways selecting control measures in accordance with the hierarchy i.e. work through hierarchy from most effective to least effective control
OHS records may include:	audit and inspection reports consultation e.g. meetings of health & safety committees, workgroup meeting agendas including OHS items and actions first aid/medical post records hazardous substances registers induction, instruction and training manufacturer's and supplier's information including dangerous goods storage lists plant and equipment maintenance and testing reports workers compensation and rehabilitation records workplace environmental monitoring records

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, Licensing and Risk - Occupational Health and Safety

Co-requisite units

Co-requisite units

BSBOHS509A Ensure a safe workplace

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to establish, maintain and evaluate the organisation's occupational health and safety (OHS) policies, procedures and programs in the relevant work area in accordance with OHS legal requirements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Managers play an important role in ensuring the safety of the workplace and the wellbeing of their staff. This unit applies to managers working in a range of contexts. It takes a systems approach and ensures compliance with relevant legislative requirements. All those who have, or are likely to have, a management responsibility for OHS should undertake this unit. It is relevant for those with managerial responsibilities, either as an owner or employee-manager of a business.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Establish and maintain an OHS system	1.1. Locate and communicate OHS policies which clearly express the organisation's commitment to implement relevant OHS legislation in the enterprise 1.2. Define OHS responsibilities for all workplace personnel in accordance with OHS policies, procedures and programs 1.3. Identify and approve financial and human resources for the effective operation of the OHS system
2. Establish and maintain participative arrangements for the management of OHS	2.1. Establish and maintain participative arrangements with employees and their representatives in accordance with relevant OHS legislation 2.2. Appropriately resolve issues raised through participative arrangements and consultation 2.3. Promptly provide information about the outcomes of participation and consultation in a manner accessible to employees
3. Establish and maintain procedures for identifying hazards, and assessing and controlling risks	3.1. Develop procedures for ongoing hazard identification, and assessment and control of associated risks 3.2. Include hazard identification at the planning, design and evaluation stages of any change in the workplace to ensure that new hazards are not created by the proposed changes 3.3. Develop and maintain procedures for selection and implementation of risk control measures in accordance with the hierarchy of control 3.4. Identify inadequacies in existing risk control measures in accordance with the hierarchy of control and promptly provide resources to enable implementation of new measures 3.5. Identify intervention points for expert OHS advice
4. Establish and maintain a quality OHS management system	4.1. Develop and provide an OHS induction and training program for all employees as part of the organisation's training program 4.2. Utilise system for OHS record keeping to allow identification of patterns of occupational injury and disease in the organisation 4.3. Measure and evaluate the OHS system in line with the organisation's quality systems framework 4.4. Develop and implement improvements to the OHS system to achieve organisational OHS objectives 4.5. Ensure compliance with the OHS legislative framework so that legal OHS standards are maintained as a minimum

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytic skills to analyse relevant workplace data in order to identify hazards, and to assess and control risks communication skills to consult with staff and to promote a safe workplace problem-solving skills to deal with complex and non-routine difficulties technology skills to store and retrieve relevant workplace data.
Required knowledge
application of the hierarchy of control (the preferred order of risk control measures from most to least preferred, that is, elimination, engineering controls, administrative controls, personal protective equipment) hazard identification and risk management relevant legislation from all levels of government that affects business operation, especially in regard to OHS and environmental issues, equal opportunity, industrial relations and anti-discrimination reporting requirements.

Evidence Guide

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 following is essential: detailed knowledge and application of all relevant OHS legislative frameworks establishment and maintenance of arrangements for managing OHS within the organisations' business systems and practices identification of intervention points for expert OHS advice principles and practice of effective OHS management in a small, medium or large business.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: analysis of responses to case studies and scenarios assessment of written reports demonstration of techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of OHS policies, information provided on the OHS system, information about the outcomes of participation and consultation provided to employees oral or written questioning to assess knowledge of OHS and OHS legislation evaluation of OHS induction and training review of OHS record keeping system.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other OHS units units from the Diploma of Management.

Range Statement

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.
OHS legislation will depend on state/territory legislation and requirements, and will include:	common law duties to meet general duty of care requirements regulations and approved codes of practice relating to hazards in the work area requirements for establishment of consultative arrangements including those for health and safety representatives, and health and safety committees requirements for effective management of hazards requirements for provision of information and training including training in safe operating procedures, procedures for workplace hazards, hazard identification, risk assessment and risk control, and emergency and evacuation procedures requirements for the maintenance and confidentiality of records of occupational injury and disease
Control of associated risks may include:	administrative counselling/disciplinary processes elimination engineering housekeeping and storage issue resolution OHS records maintenance and analysis personal protective equipment purchasing of supplies and equipment workplace inspections including plant and equipment
Organisational health and safety record keeping may relate to:	audit and inspection reports workplace environmental monitoring records consultation e.g. meetings of health & safety committees, work group meeting agendas including OHS items and actions induction, instruction and training manufacturers' and suppliers' information including dangerous goods storage lists hazardous substances registers plant and equipment maintenance and testing reports workers compensation and rehabilitation records first aid/medical post records

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBPMG510A Manage projects

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage a straightforward project or a section of a larger project. This unit addresses the management of projects including the development of a project plan, administering and monitoring the project, finalising the project and reviewing the project to identify lessons learnt for application to future projects. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The unit focuses on the application of project management skills and the requirement to meet time lines, quality standards, budgetary limits and other requirements set for the project. The unit does not apply to specialist project managers. For specialist project managers, the units of competency in the Project Management competency field will be applicable.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Define project	1.1. Access project scope and other relevant documentation 1.2. Define project stakeholders 1.3. Seek clarification from delegating authority of any issues related to project and project parameters 1.4. Identify limits of own responsibility and reporting requirements 1.5. Clarify relationship of project to other projects and to the organisation's objectives 1.6. Determine and access available resources to undertake project
2. Develop project plan	2.1. Develop project plan including timelines, work breakdown structure, role and responsibilities and other details of how the project will be managed in relation to the project parameters 2.2. Identify and access appropriate project management tools 2.3. Formulate risk management plan for project, including occupational health and safety (OHS) 2.4. Develop and approve project budget 2.5. Consult team members and take their views into account in planning the project 2.6. Finalise project plan and gain any necessary approvals to commence project according to documented plan
3. Administer and monitor project	3.1. Take action to ensure project team members are clear about their responsibilities and the project requirements 3.2. Provide support for project team members, especially with regard to specific needs, to ensure that the quality of the expected outcomes of the project and documented time lines are met 3.3. Establish and maintain required record keeping systems throughout the project 3.4. Implement and monitor plans for managing project finances, resources (human, physical and technical) and quality 3.5. Complete and forward project reports as required to stakeholders 3.6. Undertake risk management as required to ensure project outcomes are met 3.7. Achieve project deliverables
4. Finalise project	4.1. Complete financial record keeping associated with project and check for accuracy 4.2. Assign staff involved in project to new roles or reassign to previous roles 4.3. Complete project documentation and obtain any necessary sign offs for concluding project
5. Review project	5.1. Review project outcomes and processes against the project scope and plan 5.2. Involve team members in the project review 5.3. Document lessons learnt from the project and report within the organisation

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and negotiation skills to work with team members and other stakeholders to maintain project schedules literacy skills to read, write and review a range of documentation planning and organising skills to develop, monitor and maintain implementation schedules numeracy skills to analyse data, and to compare time lines and promotional costs against budgets culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities.
Required knowledge
relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues OHS organisational structure, and lines of authority and communication within the organisation how the project relates to organisation's overall mission, goals, objectives and operations.

Evidence Guide

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 following is essential: development of a project plan details of monitoring arrangement/s and evaluation of the project plan's efficacy to address time lines and budgets of project knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to workplace project documentation.
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 and third party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning to assess knowledge of how the project relates to the organisation's overall mission, goals, objectives and operations review of project risk management plan and project plan evaluation of project reports forwarded to stakeholders analysis of documentation reviewing project outcomes and processes against the project scope and plan evaluation of documentation outlining lessons learnt from the project.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other project management units.

Range Statement

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.
Project scope and other relevant documentation may include:	contract or other agreement project brief project plan or summary other documents outlining expected outcomes of the project, inclusions and exclusions from project, timeframes for project, quality standards for project, project resources
Stakeholders may include:	clients or customers (internal and external) funding bodies management, employees and relevant key personnel (internal and external) with special responsibilities project sponsor
Delegating authority may include:	customer or client funding body manager or management representative project sponsor
Project parameters may include:	finances for project integration of project within organisation legislative and quality standards physical, human and technical resources available or required for project procurement requirements associated with project reporting requirements risks associated with project, including OHS scope of project time lines
Project management tools may include:	cost schedule control system Critical Path Method Gantt and bar charts life cycle cost analysis logistics support analysis PERT charts project management software spreadsheets technical resources required for the project, for example OHS management system tools
Support for project team members may include:	additional physical, human and technical resources (within allocated budget) if and as required encouragement feedback learning and development regular project team meetings supervision, mentoring and coaching
Required record keeping systems may include systems for:	correspondence financial data including costs, expenditure, income generated, purchases project outcomes quality data including any test results recording of time spent on project and progress in completing project samples, prototypes, models
Risk management may include:	changing roles and responsibilities within project team negotiating an extension of deadline, or redefining completion or quantities or quality of outcomes outsourcing some aspects of the project reducing costs researching and applying more efficient methods for completing project tasks seeking further resources to meet deadline sharing of ideas to gain improvements to work undertaken within the project
Necessary sign offs may be required by:	clients, customers funding body management project sponsor

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBPUB503A Manage fundraising and sponsorship activities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to conduct and manage fundraising and sponsorship activities for a not-for-profit organisation, and to align fundraising and sponsorship activities with organisational requirements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to senior public relations professionals who manage public relations in the not-for-profit sectorthey usually coordinate activities of team members in developing funding submissions or allocating budgets, and implement specific public relations activities.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Identify factors influencing fundraising or sponsorship	1.1. Identify relevant environmental issues in relation to fundraising and sponsorship 1.2. Identify available sources of funding or sponsorship including criteria for, and any conditions or constraints on, funding 1.3. Conduct research to identify the most appropriate target public for fundraising or sponsorship activities in accordance with organisational profile and requirements 1.4. Identify and consider legal and ethical requirements in relation to fundraising or sponsorship 1.5. Make recommendations for fundraising or sponsorship campaigns or activities based on research findings
2. Prepare a funding submission	2.1. Evaluate organisation's current operations and readiness to apply for funding 2.2. Develop a funding submission which meets the funding source's guidelines and criteria 2.3. Ensure the submission complies with all legal and ethical requirements 2.4. Write the submission to meet the needs of the grantor and submitting organisation
3. Develop a fundraising or sponsorship campaign	3.1. Confirm the aims, objectives, outcomes and evaluation measures for a fundraising or sponsorship campaign with senior management 3.2. Conduct a feasibility study to ensure all aspects of the fundraising or sponsorship campaign have been considered 3.3. Examine and agree upon budgets with senior management 3.4. Prepare, and have agreed, a campaign plan for fundraising or sponsorship activities that meets organisational, ethical and legal requirements
4. Implement a fundraising or sponsorship campaign	4.1. Conduct a fundraising or sponsorship campaign in accordance with plan 4.2. Monitor progress of campaign and make necessary alterations as required 4.3. Ensure any changes are agreed upon by relevant stakeholders 4.4. Ensure changes meet legal and ethical requirements
5. Evaluate campaign	5.1. Evaluate campaign outcomes against outcomes documented in campaign plan 5.2. Obtain feedback on performance of fundraising or sponsorship campaign from stakeholders 5.3. Develop mechanisms to incorporate feedback into any future fundraising campaigns

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities interpersonal skills to work with a variety of stakeholder such as employees, team members, senior management, volunteers and other external stakeholders and manage conflict effectively literacy skills to write and make presentations for funding or sponsorship submissions organisational, time-management, problem-solving and project management skills to simultaneously manage multiple project activities research and data collection skills to evaluate donor and sponsorship environment.
Required knowledge
computer software applications overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: anti-discrimination legislation and principles of equal opportunity, equity and diversity copyright defamation and libel ethical principles such as those outlined in the Public Relations Institute of Australia CodeofEthics and the Australian Journalists Association CodeofEthics marketing codes of practice and conduct such as the Australian Direct Marketing Association Limited (ADMA) Direct Marketing Code of Practice privacy laws sweepstakes regulations Trade Practices Act 1974 (Cth) organisational culture, policies, procedures and operating environment principles and practices of fundraising, donor motivation and fundraising alternatives principles and practices in relation to the media industry.

Evidence Guide

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 following is essential: developing and successful executing and evaluating a fundraising or sponsorship campaign.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated work environment access to office equipment and resources access to examples of public relations documents.
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: analysis of responses to case studies and scenarios assessment of written reports on campaign activities examples of promotional or media activities undertaken as part of fundraising or sponsorship campaigns direct questioning with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBPUB501AManage the public relations publication process BSBPUB502ADevelop and manage complex public relations campaigns.

Range Statement

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.
Funding or sponsorship may include:	corporate sponsorships and partnerships government grants non-government grants private trust and foundations
Legal and ethical requirements may include:	community standards cultural expectations and influences ethical principles industry codes of conduct legislation regulations society's expectations
Fundraising or sponsorship campaign may include:	alumni annual campaigns bequests capital campaigns cause related marketing direct mail campaigns doorknocks gaming major gift giving memberships merchandising and income earned ventures planned giving special events street appeals
Relevant stakeholders may include:	community groups contractors general public government departments industry associations investors management media organisations politicians public service staff sponsorship organisation representatives unions

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Public Relations

Co-requisite units

Co-requisite units

BSBPUR402B Negotiate contracts

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit specifies the outcomes required to negotiate terms of contracts with suppliers, and prepare and finalise contracts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who negotiate and formalise complex purchasing arrangements involving significant risk and/or significant expenditure and detailed legal and documentation arrangements. This unit applies to individuals who negotiate contracts as part of a broad purchasing role but are not specialist legal practitioners. They are typically guided by organisational contract negotiation guidelines and work under minimal supervision of a senior purchasing manager or in consultation with senior management.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Negotiate terms of contracts with suppliers	1.1. Offer advice and undertake negotiations without prejudice 1.2. Advise suppliers of the organisation's intent to accept their offers 1.3. Negotiate issues with suppliers 1.4. Determine desired outcomes, negotiation plans and schedules for negotiations 1.5. Undertake negotiations and reach agreements with suppliers in accordance with plans 1.6. Negotiate and document contract requirements to the satisfaction of the organisation and suppliers
2. Prepare contracts	2.1. Draft required contracts using legal expertise if required 2.2. Distribute draft contracts to relevant personnel and suppliers 2.3. Ensure any discrepancies or disagreements are clarified and resolved to the satisfaction of all parties 2.4. Ensure checks of the legality and validity of draft contracts are made 2.5. Obtain approvals to sign contracts
3. Finalise contracts	3.1. Ensure contracts are signed and exchanged between the organisation and suppliers 3.2. Ensure contracts and related documents are stored and safeguarded 3.3. Advise relevant personnel of contract requirements 3.4. Advise unsuccessful suppliers of non-acceptance of offers

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities communication and negotiation skills to liaise with suppliers and reach agreement with suppliers on contracts literacy skills to draft concepts and write reports containing complex concepts technology application skills to use a range of software programs relevant to purchasing and contracting.
Required knowledge
identification and overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: consumer protection legislation contract law import of goods and services, where relevant sale of goods legislation Trade Practices Act organisational practices, policies and procedures for purchasing product knowledge about the goods and services being supplied purchasing and procurement principles for: accountability probity and transparency risk management value for money.

Evidence Guide

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 following is essential: documented agreement of terms with suppliers drafting and completion of a contract with a supplier for goods and services informing of successful and unsuccessful suppliers.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources organisation's purchasing strategies and relevant purchasing records.
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: analysis of responses to case studies and scenarios assessment of draft and finalised contracts for the supply of goods and services direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of contacting successful and unsuccessful suppliers about the awarding of the contract oral or written questioning to assess knowledge review testimony from team members, colleagues, supervisors or managers review of authenticated documents from the workplace or training environment.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other purchasing units.

Range Statement

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.
Issues may include:	issues relating to non-compliance with invitation to offer requirements issues relating to occupational health and safety (OHS) performance standards issues relating to the form and specific requirements of contract documentation
Contracts may include:	agreements for one-off or ongoing supply of goods or services agreements with Australian or overseas individuals, contractors, corporations, individuals and government agencies electronic or paper-based agreements memoranda of understanding/agreement
Relevant personnel may include:	CEO managers leaders coordinators OHS specialists supervisors other persons authorised to commit the organisation to purchases internal users of purchased goods and services owner Board specialist personnel involved in purchasing, asset maintenance and finance
Checks may include:	referring the contract to others such as: external legal representative for organisation legal officer within organisation purchasing manager

Unit Sector(s)

Unit sector

Competency field

Competency field	Administration - Purchasing and Contracting

Co-requisite units

Co-requisite units

BSBSMB301A Investigate micro business opportunities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop business ideas, and to investigate market needs and factors affecting potential markets. Specific legal requirements apply to the management of a micro business.

Application of the Unit

Application of the unit	This work will be undertaken by individuals who are establishing or operating a micro business providing for self employment.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Describe business ideas	1.1. Gather information for business ideas from appropriate sources 1.2. List details of business ideas and opportunities 1.3. Research alternative business ideas in light of the resources available 1.4. Specify and list products and services to match business ideas 1.5. Identify and research potential customer information for business ideas 1.6. Identify and take into account financial, business and technical skills available when researching business opportunities
2. Identify market needs	2.1. Collect information regarding market size and potential from appropriate sources 2.2. Investigate market trends and developments to identify market needs relative to business ideas 2.3. Gather market information from primary and secondary sources to identify possible market needs in relation to business ideas 2.4. Identify ethical and cultural requirements of the market and their impact on business ideas 2.5. Identify new and emerging markets and document their features 2.6. Identify and organise information on expected market growth or decline and associated risk factors
3. Investigate factors affecting the market	3.1. Identify projected changes in population, economic activity and the labour force that may affect business ideas 3.2. Identify movements in prices and projected changes in availability of resources 3.3. Review trends and developments and identify their potential impact on business ideas

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to identify market trends and developments, and to assess their impact on products and services communication skills to request information from diverse sources lateral thinking skills to generate ideas for potential businesses literacy skills to interpret business and market information numeracy skills to analyse data to aid business/market research research skills to investigate market needs.
Required knowledge
ethical and cultural requirements research methods and data collection tools sources of business and market information.

Evidence Guide

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 following is essential: thorough investigation of business opportunities and ideas clearly identified products/services and customer information for each business idea thorough collection and analysis of market information and associated factors relating to business ideas knowledge of ethical and cultural requirements.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of establishing or running a micro business, are the basis for assessment.
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: portfolio of evidence relating to the development of the candidate's own business idea review of report on an existing micro or small business known to the candidate oral or written questioning to assess knowledge of research methods and data collection tools review of market information gathered to identify possible market needs in relation to business ideas assessment of reviewof trends and developments and their potential impact on business ideas.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB302A Develop a micro business proposal.

Range Statement

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.
Business ideas may be influenced by:	amount and type of finance available cultural, family and/or community expectations expected financial viability finance required lifestyle sought number and type of competitors returns expected or required by owner skills of owner/operator
Appropriate sources may include:	Aboriginal and cultural councils and incorporated bodies accountants Australian Bureau of Statistics business advisory services business brokers business consultants business incubators business mentors and peers current affairs databases financial institutions government agencies set up to provide and assist business development for example Indigenous Business Australia (IBA), Business Entry Point (www.business.gov.au) industry/trade associations internet lawyers and providers of legal advice local councils friends, family and community market research publications national and international publications online gateways role models and other successful businesses training providers
Customer information may include:	customer characteristics marketing issues to meet needs specialised needs of customers
Primary sources may include:	group interviews market testing a segment of the market interviews (face-to-face and telephone) observation questionnaires samples surveys
Secondary sources may include:	chambers of commerce data data held by research and industry specific organisations polls published by advertising and media companies published government statistics university databases
Ethical and cultural requirements may include:	codes of practice cultural expectations and influences ethical principles government policies and guidelines societal expectations social responsibilities, for example protection of children, environmental issues
New and emerging markets may include:	e-commerce export market niche or segment of the market not currently penetrated
Trends and developments may include:	changes in technology demographic trends ecological/environmental trends economic trends (local, regional, national, international) government activities, fro example interest rates, deregulation industrial trends social and cultural factors

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSMB401A Establish legal and risk management requirements of small business

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to identify and comply with the regulatory, legal, taxation and insurance requirements, and risk management needs of small business. Specific legal requirements apply to the management of a small business.

Application of the Unit

Application of the unit	This work is undertaken by individuals who operate a small business. The unit is suitable for existing micro and small businesses or setting up a new business or a department in a larger organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Identify and implement business legal requirements	1.1. Identify and research possible options for the business legal structure using appropriate sources 1.2. Determine legislation and regulatory requirements affecting the operations of the business under its chosen structure 1.3. Develop and implement procedures to ensure full compliance with relevant legislation and regulatory requirements
2. Comply with legislation, codes and regulatory requirements	2.1. Establish systems to ensure the legal rights and responsibilities of the business are identified and the business is adequately protected, specifically in relation to occupational health and safety (OHS), business registration and environmental requirements 2.2. Identify taxation principles and requirements relative to the business and follow procedures to ensure compliance 2.3. Identify and carefully maintain legal documents and maintain and update relevant records to ensure their ongoing security and accessibility 2.4. Monitor the provision of products and services of the business to protect legal rights and to comply with legal responsibilities 2.5. Conduct investigations to identify areas of non-compliance with legal and regulatory requirements and take corrective action where necessary
3. Negotiate and arrange contracts	3.1. Seek legal advice on contractual rights and obligations, if required, to clarify business liabilities 3.2. Investigate and assess potential products/services to determine procurement rights and to ensure protection of business interests where applicable 3.3. Negotiate and secure contractual procurement rights for goods and services including contracts with relevant people, as required, in accordance with the business plan 3.4. Identify insurance requirements and acquire adequate cover 3.5. Identify options for leasing/ownership of business premises and complete contractual arrangements in accordance with the business plan

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, reporting, record keeping and consultation skills to operate the business literacy skills to interpret legal requirements, to develop policies and procedures and to analyse compliance information research skills to investigate legal structures, and taxation and insurance requirements time management skills to prioritise tasks and to meet key dates.
Required knowledge
business registration and licensing requirements commonwealth, state/territory and local government legislative requirements relating to business operation, especially in regard to OHS and environmental issues, equal employment opportunity, industrial relations, anti-discrimination, taxation creation and termination of relevant legal contracts cultural differences and legal implications duty of care imposed by Law of Torts legal rights and obligations of alternative ownership structures record keeping to meet minimum legal and taxation requirements relevant consumer legislation relevant industry codes of practice relevant insurance requirements and products.

Evidence Guide

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 following is essential: implementation of a systematic approach to identifying, managing and meeting legal and business requirements within culturally appropriate contexts interpreting compliance data and formulating appropriate action knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of establishing or running a small business, are the basis for assessment.
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: portfolio of evidence including contracts negotiated and arranged oral or written questioning to assess knowledge of relevant consumer legislation review of procedures developed and implemented to ensure full compliance with relevant legislation and regulatory requirements review of insurance cover acquired.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB402A Plan small business finances BSBSMB404A Undertake small business planning.

Range Statement

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.
Options for the business legal structure may include:	company cooperative corporation government owned enterprise partnership profit or not-for-profit legal structure sole trader trust
Options for the business legal structure may be influenced by:	confidentiality contractual requirements family/community/cultural expectations ownership transfer partnership considerations preferences of owners/stakeholders protection of stakeholders and assets requirements of financial backers superannuation taxation
Appropriate sources may include:	business advisers financial planners government agencies industry/trade associations mentors professional advisers (e.g. solicitors, accountants)
Legislation and regulatory requirements may include:	local, state/territory, commonwealth and international legislation, regulations and codes of practice affecting business operations such as: relevant Acts and regulations industry and OHS codes of practice business registrations and licences planning and other permissions environmental legislation industrial law, agency law, property law, consumer legislation and standards, Torts Law and duty of care equal employment opportunity (EEO) and anti-discrimination legislation, anti-competition regulations
Legal rights and responsibilities may include:	culturally appropriate processes and protocols marketing the business in accordance with consumer legislation obligations imposed by choice of business structure operating the business with a duty of care (Law of Torts)
Occupational health and safety and requirements must include:	complying with relevant OHS codes of practice establishing and maintaining a system for managing OHS establishing hazard management arrangements to assess and control the risks associated with workplace hazards including development of written safe operating procedures establishing OHS record keeping arrangements in accordance with regulatory requirements OHS duty of care responsibilities registering with state/territory workers compensation authority if applicable
Taxation principles and requirements may include:	relevant taxation requirements/obligations for business tax file number, Australian Business number, goods and services tax registration, PAYG and withholding arrangements
Legal documents may include:	appropriate software for financial records certificate of incorporation constitution documents franchise agreements and financial documentation partnership agreements statutory books for companies (register of members, register of directors and minute books)
Records may include:	environmental financial OHS personnel taxation
OHS records may include:	accident reports and investigations first aid and medical hazardous substances register instruction and training manufacturers' and suppliers' information material safety data sheets OHS audits and inspections plant maintenance and testing workers compensation and rehabilitation
Procurement rights to products and services may include:	any form of licensing royalties, copyright, patents, trademarks, registered design and applications, intellectual property, software licenses, franchises, agencies
Contracts with relevant people may include:	any person with whom the business has, or seeks to have, a performance-based relationship owners, suppliers, employees, landlords, agents, distributors, customers
Insurance requirements may include:	comprehensive insurance for vehicles/property professional indemnity insurance public liability insurance third party insurance on motor vehicles workers compensation other insurance cover as required by state/territory or commonwealth legislation, contractual obligations or as recommended for the industry/type of business

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSMB403A Market the small business

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop and implement marketing strategies, and to monitor and improve market performance. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This work is undertaken by individuals who operate a small business. This unit is suitable for micro and small businesses or a department in a larger organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Develop marketing strategies	1.1. Analyse the business and its key products or services to determine the focus of marketing activities, in accordance with the objectives of the business plan 1.2. Evaluate the customer base and target market for the small business as a basis for the marketing objectives and strategies 1.3. Determine marketing objectives and strategies that are ethically and culturally appropriate, in consultation with relevant people and in accordance with the business plan
2. Determine a marketing mix for the business	2.1. Balance product mix, volumes and pricing to optimise sales and profit 2.2. Evaluate the costs and benefits of using different distribution channels and/or providing different levels of customer service and consider the results in determining the marketing mix 2.3. Determine promotional activities to suit the target market 2.4. Consider customer needs and preferences in determining the marketing mix 2.5. Determine the marketing mix according to market and business needs
3. Implement marketing strategies	3.1. Brief persons involved in the marketing effort on their roles and responsibilities, to ensure the success of marketing strategies 3.2. Plan and implement promotional activities, in accordance with marketing objectives and budgetary requirements
4. Monitor and improve marketing performance	4.1. Monitor marketing activities and evaluate business performance according to the objectives and targets of the business plan 4.2. Analyse performance gaps and take corrective action or set new targets 4.3. Encourage all relevant people to propose ways to improve marketing performance 4.4. Seek and analyse customer reaction to all aspects of the marketing mix, using culturally appropriate processes, to improve targeting and outcomes 4.5. Conduct ongoing research of customer requirements to identify opportunities for change and improvement 4.6. Monitor and investigate changes in the market for new opportunities to aid business development

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to question, clarify and report literacy and numeracy skills to research information, to analyse data and to interpret market data.
Required knowledge
industry market trends methods of analysing costs and benefits of marketing strategies methods of developing marketing objectives and marketing mix methods of monitoring customer satisfaction relevant market analysis and research relevant marketing concepts and methods.

Evidence Guide

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 following is essential: developing a marketing strategy and choosing a marketing mix for the small business that are culturally appropriate and that complement the business plan implementing and monitoring the marketing strategy/plan to optimise the chances of small business success knowledge of relevant marketing concepts and methods.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of running a small business, are the basis for assessment.
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: portfolio of evidence including marketing strategy and monitoring of marketing performance oral or written questioning to assess knowledge of industry market trends review of analysis of performance gaps and corrective action taken or new targets set review of promotional activities implemented.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB404A Undertake small business planning.

Range Statement

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.
Marketing objectives and strategies may include:	achieving lower costs of production and distribution than competitors creating a very different product line or service so that the business becomes a class leader in the industry distribution pricing, presentation and display of products/services product design and packaging product range and mix promotion and advertising pursuing cost leadership and/or product differentiation within a specialist market segment
Relevant people may include:	accountant or other specialist services family members, work team members, sub-contractors, community members franchise agency financial backers, clients owner/operator, partners, directors, shareholders regulatory bodies trade or industry associations
Distribution channels may include:	dealer, re-seller, franchisee distributor, delivery service, mail order, telesales self-access, wholesale, retail
Levels of customer service may include:	after sales service one-on-one personal service sales assistance for problems/queries only
Marketing mix may include:	distribution level of service pricing promotion quality, range safety features technical features, design
Promotional activities may include:	advertising in national, suburban or local newspapers advertising on radio or television canvassing development of networks and strategic alliances display posters exhibitions, in-store promotions involvement in community projects mail drops professional/industry journals sponsorship staff development programs to enhance customer service orientation website word of mouth, referral, testimonials
Performance gaps may include:	over achievement of performance targets under achievement of performance targets
Customer reaction may be determined through:	customer meetings, focus groups identification of new business opportunities informal discussion sales to contact ratio survey/other feedback mechanisms trend analysis

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSMB405A Monitor and manage small business operations

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to operate a small business and to implement a business plan. The strategies involve monitoring, managing and reviewing operational procedures. Specific legal requirements apply to the management of a small business.

Application of the Unit

Application of the unit	This work is undertaken by individuals who operate a small business. The unit is suitable for existing micro and small businesses or a department in a larger organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Develop OPERATIONAL STRATEGIES AND PROCEDURES	1.1. Develop an action plan to provide a clear and coherent direction, in accordance with the business goals and objectives 1.2. Identify occupational health and safety (OHS) and environmental issues and implement strategies to minimise risk factors 1.3. Develop a quality system for the business in line with industry standards, compliance requirements and cultural criteria 1.4. Develop performance measures and operational targets to conform with the business plan 1.5. Develop strategies for innovation, including the utilisation of existing, new or emerging technologies, where practicable, to optimise business performance
2. Implement operational strategies and procedures	2.1. Implement systems and key performance indicators/targets to monitor business performance and customer satisfaction 2.2. Implement systems to control stock, expenditure/cost, wastage/shrinkage and risks to health and safety in accordance with the business plan 2.3. Maintain staffing requirements, where applicable, within budget to maximise productivity 2.4. Carry out the provision of goods/services in accordance with established legal, ethical cultural and technical standards 2.5. Provide goods/services in accordance with time, cost and quality specifications, and customer requirements 2.6. Apply quality procedures to address product/service and customer requirements
3. Monitor business performance	3.1. Regularly monitor/review the achievement of operational targets to ensure optimum business performance, in accordance with the business plan goals and objectives 3.2. Review systems and structures, with a view to more effectively supporting business performance 3.3. Investigate and analyse operating problems to establish causes and implement changes as required as part of the business quality system 3.4. Amend operational policies and procedures to incorporate corrective action
4. Review business operations	4.1. Review and adjust business plan, as required, to maintain business viability, in accordance with business goals and objectives 4.2. Clearly record proposed changes to aid future planning and evaluation 4.3. Undertake ongoing research into new business opportunities and adjust business goals and objectives as new business opportunities arise

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to develop criteria and targets for the business plan communication skills to question, clarify and report literacy skills to interpret legal requirements, company policies and procedures numeracy skills to manage performance information and to control the finances technology skills to use relevant business equipment.
Required knowledge
methods for developing and maintaining networks methods for implementing operation and revenue control systems methods for monitoring performance and implementing improvements OHS responsibilities and procedures for managing hazards principles of risk management relevant to the business, including risk assessment quality system principles and methods relevant industry codes of practice relevant marketing, sales and financial concepts relevant performance measures role of innovation systems to manage staff, stock, expenditure, services and customer service technical or specialist skills relevant to the business operation.

Evidence Guide

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 following is essential: developing strategies and procedures to successfully manage the operation of the business making appropriate adjustments to the business operations as required knowledge of quality system principles and methods.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of running a small business, are the basis for assessment.
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: portfolio of evidence including operational strategies and procedures oral or written questioning to assess knowledge of principles of risk management relevant to the business, including risk assessment review of analysis of operating problems (establishing causes and implementing changes as required as part of the business quality system) review of records proposing changes to the business operations.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB406A Manage small business finances BSBSMB407A Manage a small team.

Range Statement

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.
Operational strategies and procedures may be determined by:	business premises (size, location, layout) financial control systems and procedures management and administrative systems and procedures methods/techniques/technology physical and natural resources plant and equipment , including OHS requirements premises, plant and equipment, which may be new or previously owned purchase (sole or shared ownership) or leasing raw materials requirements, which may be one-off requirements or recurrent requirements (such as equipment maintenance) specific to the nature of the business technology use of existing, new and emerging technologies including e-commerce
Business goals and objectives may include:	customer needs/marketing projections family or community benefits financial projections goals, objectives, plans, systems and processes lifestyle issues proposed size and scale of the business, market focus of the business short-, medium- or long-term goals social responsibility
Occupational health and safety and environmental issues must include:	controls, which may include instructions to workplace personnel concerning site hazards and controls, material safety data sheets, use of personal protective equipment, vehicle access, signs and barricades, traffic control, outside contractors establishment and maintenance of procedures for assessing and controlling risks establishment and maintenance of procedures for identifying risks to health and safety waste and by-products
Quality system may include:	manual or computer quality control systems quality assurance/management approaches random inspections and assessments of goods and services against predetermined standards random inspections and assessments of processes against predetermined standards random sampling and follow-up of customers
Operational targets may include:	external targets, which may relate to market share and positioning and may involve exploring new markets, building national or international trade links internal targets, which may relate to size, quality, quantity and diversity, wages to sales, sales to area/stock levels/stock turnover/average debtor payment periods and levels staffing level and skills mix targets, which may be short-, medium- or long-term
Technical standards may include:	current and generally agreed descriptions of what the product/service is, how it should be produced/delivered and the quality, safety, efficiency or other measures to determine the activity is done effectively

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSMB407A Manage a small team

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to plan for the management of and to manage staff. It involves industrial relations, staff selection, staff records, induction, training, team development and career planning to enhance business operations through retaining a competent, committed and motivated team in the workplace. Specific legal requirements apply to the management of a small business.

Application of the Unit

Application of the unit	This work is undertaken by individuals who operate a small business. The unit is suitable for existing micro and small businesses or a department in a larger organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Develop staffing plan	1.1. Determine staffing requirements to allow the business to run effectively, in accordance with the business requirements as outlined in the business plan 1.2. Identify and compare the existing skills/competencies of owner/s and staff with business requirements to identify any gaps 1.3. Develop policies and procedures for owner/s and staff, in accordance with the business plan
2. Recruit, induct, train and retain the team	2.1. Develop job/position descriptions, competencies required and selection criteria to meet the needs of the business 2.2. Judge information obtained from each candidate against specified selection criteria and decide selection in accordance with business needs and legal requirements 2.3. Induct new staff members in accordance with the policies and procedures of the business 2.4. Make team members aware of their responsibilities and performance requirements as soon as practicable and take opportunities to coach team members who are unfamiliar with the procedures of the business 2.5. Develop and implement a staff development program and career paths based on the requirements of business and staff competencies 2.6. Advertise staff vacancies appropriately in accordance with staffing plan
3. Comply with INDUSTRIAL RELATIONS obligations	3.1. Clarify workplace rights and obligations of employers and employees, in accordance with legal requirements and codes of practice 3.2. Counsel staff, if required, in a positive and constructive manner and record outcomes accurately
4. Maintain staff records	4.1. Develop staff records system to provide timely and accurate information, in accordance with confidentiality, legal and taxation requirements 4.2. Monitor and accurately maintain the system for recording and retrieving personnel and payroll information and seek specialist advice where required
5. Manage staff	5.1. Regularly review contribution and skills of self and other team members to ensure performance is in line with agreed performance measures 5.2. Monitor and adjust staffing requirements to respond to any changes in tasks and functions required by the business 5.3. Support and encourage staff, and acknowledge and reward their contribution to the business 5.4. Regularly provide opportunities for staff to discuss work related issues 5.5. Develop contingency plans to cope with unexpected or extreme situations and take appropriate corrective action as required
6. Review team performance	6.1. Develop positive and constructive relationships with and between team members 6.2. Review and update team objectives in support of business goals on a regular basis in consultation with team members 6.3. Identify strengths and weaknesses of team against current and expected work requirements 6.4. Schedule time, on a regular basis, for team members to review work operations in order to maintain and improve operational efficiency 6.5. Encourage team members to monitor their own performance, suggest improvements and to identify professional development needs, in accordance with personal and business requirements 6.6. Monitor and review staff turnover rate

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to identify workplace skill gaps coaching skills communication skills to relate to staff conflict resolution skills literacy skills to interpret legal requirements, to compile reports and to prepare a job/position description team building and motivation skills.
Required knowledge
commonwealth, state/territory and local government legislative requirements relating to business operation, especially in regard to occupational health and safety (OHS) and environmental issues, equal employment opportunity (EEO), industrial relations and anti-discrimination OHS responsibilities and procedures for managing hazards relevant industry awards/enterprise agreements staff development and career planning staff counselling, grievance and disciplinary procedures unfair dismissal legislation and procedures.

Evidence Guide

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 following is essential: managing a small team including staff selection, staff records, induction, training and development developing and maintaining team performance to enhance business operations knowledge of relevant legislative requirements affecting business operation.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of running a small business, are the basis for assessment.
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: portfolio of evidence including staff policies and records, and contingency plans oral or written questioning to assess knowledge of staff recruitment procedures, staff development and review programs review of job/position descriptions and selection criteria developed review of documentation monitoring and reviewing staff turnover rate.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB405A Monitor and manage small business operations.

Range Statement

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.
Staffing requirements may include:	full-time, part-time, permanent, temporary or casual number of staff responsibilities, competencies required self, other owners, family and/or friends sub-contractors or external advisors/consultants time commitment, performance expectations
Policies and procedures must include:	complaint and grievance procedures culturally appropriate entitlements e.g. funeral leave, national/religious days culturally appropriate procedures e.g. how business will enact cultural requirements for relationships between owner/operator, employees and service providers employment conditions, equal opportunity, anti-discrimination, cultural diversity induction and training OHS recruitment and selection performance measures professional development
Staff development program and career paths may include	attendance at courses career planning coaching flexible learning job rotation mentoring on-the-job training professional development staff exchanges succession planning
Advertising staff vacancies may include:	electronic (radio, television and internet) noticeboards print media word-of-mouth
Industrial relations may include:	awards and/or industrial agreements and relevant industrial instruments counselling, dismissal procedures
Legal requirements and codes of practice may include:	award and enterprise agreements and relevant industrial instruments commonwealth, state/territory and local government legislative requirements affecting business operation, especially in regard to OHS and environmental issues, EEO, industrial relations and anti-discrimination relevant industry codes of practice
Staff records system must include:	disciplinary and grievance procedures employee records (including tax file number, remuneration, leave and training records) job/position descriptions OHS record records of taxation and superannuation payments made
Performance measures may include:	overall staff productivity percentage of chargeable hours/days per week performance of key people ratio of direct workers to those who support, supervise or manage them ratio of sales dollars per employee staff morale, work ethic, work satisfaction
Contingency plans may include:	accidents or emergencies environmental issues fluctuating workloads OHS unpredicted customer demand/busy periods unpredicted staff shortages
Team members may include:	employees, trainees/apprentices, sub-contractors or external advisers/consultants owner/s, partners, family members

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSUS201A Participate in environmentally sustainable work practices

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to effectively measure current resource use and to carry out improvements including reducing the negative environmental impact of work practices. This unit requires the ability to access industry information, and applicable legislative and occupational health and safety (OHS) guidelines. While no licensing, legislative, regulatory or certification requirements apply holistically to this unit at the time of publication, relevant national, state and territory legislation, regulations and codes of practice impact upon this unit.

Application of the Unit

Application of the unit	This unit applies to operators/team members under supervision or guidance, who are required to follow workplace procedures and instructions, and to work in an environmentally sustainable manner. It covers: efficient resource use potential environmental hazards regulatory compliance improving environmental performance (within the scope of competency, authority and own level of responsibility). It addresses the knowledge, processes and techniques necessary to participate in environmentally sustainable work practices.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Identify current resource use	1.1. Identify workplace environmental and resource efficiency issues 1.2. Identify resources used in own work role 1.3. Document and measure current usage of resources using appropriate techniques 1.4. Record and file documentation measuring current usage, using technology (such as software systems) where applicable 1.5. Identify and report workplace environmental hazards to appropriate personnel
2. Comply with environmental regulations	2.1. Follow workplace procedures to ensure compliance 2.2. Report breaches or potential breaches to appropriate personnel
3. Seek opportunities to improve resource efficiency	3.1. Follow organisational plans to improve environmental practices and resource efficiency 3.2. Work as part of a team, where relevant, to identify possible areas for improvements to work practices in own work area 3.3. Make suggestions for improvements to workplace practices in own work area

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to comply with all relevant legislation associated with job specifications and procedures communication and problem-solving skills to question, seek clarification and make suggestions relating to work requirements and efficiency communication and teamwork skills to recognise procedures; to follow instructions; to respond to change, such as current workplace environmental/sustainability frameworks; and to support team work and participation in a sustainable organisation literacy, numeracy and technology skills to interpret workplace information in relation to work role, and to document and measure resource use technology skills to select and use technology appropriate for a task.
Required knowledge
environmental and resource hazards/risks environmental or sustainability legislation, regulations and codes of practice applicable to own work role OHS issues and requirements organisational structure, and reporting channels and procedures relevant environmental and resource efficiency systems and procedures sustainability in the workplace terms and conditions of employment including policies and procedures, such as daily tasks, employee and employer rights, equal opportunity.

Evidence Guide

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 following is essential: accessing, interpreting and complying with a range of environment/sustainability legislation and procedural requirements relevant to daily responsibilities accurately following organisational information to participate in and support an improved resource efficiency process and reporting as required developing and/or using tools such as inspection checklists, to collect and measure relevant information on organisation resource consumption, within work role identifying organisational improvements by applying efficient resource use to daily activities knowledge of environmental and resource hazards/risks.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment evidence is relevant to the particular workplace role, including work area, equipment, systems, and documentation review of current work area directly relating to own work, to assess measurement of resources used, hazards and compliance individual or team discussion about potential for increased resource efficiency within current work area access to workplace documents, information and resources (such as compliance obligations, enterprise plans, work responsibilities).
Method of assessment	A range of assessment methods should be used t assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of demonstrated techniques over time and in a range of situations analysis of responses to case studies and scenarios review of documentation measuring current resource usage evaluation of techniques used to document and measure current usage of resources review of identified and reported workplace environmental hazards evidence of active participation in organisational plans to improve environmental practices and resource efficiency.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBINN201A Contribute to workplace innovation BSBSMB301A Investigate micro business opportunities BSBWOR202A Organise and complete daily work activities.

Range Statement

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.
Environmental and resource efficiency issues may include:	maximising opportunities to improve business environmental performance minimising environmental risks promoting more efficient production and consumption of natural resources, for example minimising waste by participating in or using a waste management system using resources efficiently such as material usage, energy usage (seeking alternative sources of energy or energy conservation) or efficient water usage
Appropriate techniques may include:	examining and documenting resources in work area examining invoices from suppliers examining relevant information and data measuring resource usage under different conditions reports from other parties involved in the process of identifying and implementing improvements
Compliance may include:	meeting relevant laws, by-laws and regulations or best practice to support compliance in environmental performance and sustainability at each level as required (such as Environmental Protection or Biodiversity Conservation Act): international commonwealth state/territory local government industry organisation
Organisational plans may include:	documented policies and procedures work plans to minimise waste or to increase efficiency of resources such as a green office program, supply chain program for purchasing sustainable products or an environmental management framework
Suggestions may include ideas that help to:	improve energy efficiency increase use of renewable, recyclable, reusable and recoverable resources maximise opportunities such as use of solar power or other alternative forms of energy, where appropriate prevent and minimise risks reduce emissions of greenhouse gases reduce use of non-renewable resources

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Sustainability

Co-requisite units

Co-requisite units

BSBSUS301A Implement and monitor environmentally sustainable work practices

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to effectively analyse the workplace in relation to environmentally sustainable work practices and to implement improvements and monitor their effectiveness. This unit requires the ability to access industry information, applicable legislative and occupational health and safety (OHS) guidelines. While no licensing, legislative, regulatory or certification requirements apply holistically to this unit at the time of publication, relevant national, state and territory legislation, regulations and codes of practice impact upon this unit.

Application of the Unit

Application of the unit	This unit applies to those with responsibility for a specific area of work or who lead a work group or team. It addresses the knowledge, processes and techniques necessary to implement and monitor environmentally sustainable work practices, including the development of processes and tools, such as: identifying areas for improvement developing plans to make improvements implementing and monitoring improvements in environmental performance. A person who demonstrates competence in this unit must be able to provide evidence of the ability to implement and monitor integrated environmental and resource efficiency management policies and procedures within an organisation. Evidence must be strictly relevant to the particular workplace role.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Investigate current practices in relation to resource usage	1.1. Identify environmental regulations applying to the enterprise 1.2. Analyse procedures for assessing compliance with environmental/sustainability regulations 1.3. Collect information on environmental and resource efficiency systems and procedures, and provide to the work group where appropriate 1.4. Collect, analyse and organise information from a range of sources to provide information/advice and tools/resources for improvement opportunities 1.5. Measure and document current resource usage of members of the work group 1.6. Analyse and document current purchasing strategies 1.7. Analyse current work processes to access information and data to assist in identifying areas for improvement
2. Set targets for improvements	2.1. Seek input from stakeholders, key personnel and specialists 2.2. Access external sources of information and data as required 2.3. Evaluate alternative solutions to workplace environmental issues 2.4. Set efficiency targets
3. Implement performance improvement strategies	3.1. Source and use appropriate techniques and tools to assist in achieving efficiency targets 3.2. Apply continuous improvement strategies to own work area of responsibility, including ideas and possible solutions to communicate to the work group and management 3.3. Implement and integrate environmental and resource efficiency improvement plans for own work group with other operational activities 3.4. Supervise and support team members to identify possible areas for improved practices and resource efficiency in work area 3.5. Seek suggestions and ideas about environmental and resource efficiency management from stakeholders and act upon where appropriate 3.6. Implement costing strategies to fully value environmental assets
4. Monitor performance	4.1. Use and/or develop evaluation and monitoring, tools and technology 4.2. Document and communicate outcomes to report on efficiency targets to key personnel and stakeholders 4.3. Evaluate strategies and improvement plans 4.4. Set new efficiency targets, and investigate and apply new tools and strategies 4.5. Promote successful strategies and reward participants where possible

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to analyse problems, to devise solutions and to reflect on approaches taken change management skills communication skills to answer questions, clarify and acknowledge suggestions relating to work requirements and efficiency communication/consultation skills to support information flow from stakeholders to the work group innovation skills to identify improvements, to apply knowledge about resource use to organisational activities and to develop tools literacy skills to comprehend documentation, to interpret environmental and energy efficiency requirements, to create tools to measure and monitor improvements and to report outcomes numeracy skills to analyse data on organisational resource consumption and waste product volumes planning and organising skills to implement environmental and energy efficiency management polices and procedures relevant to own work area problem-solving skills to devise approaches to improved environmental sustainability and to develop alternative approaches as required technology skills to operate and shut down equipment; where relevant, to use software systems for recording and filing documentation to measure current usage; and to use word processing and other basic software for interpreting charts, flowcharts, graphs and other visual data and information supervisory skills to work effectively with a team
Required knowledge
best practice approaches relevant to own area of responsibility and industry compliance requirements within work area for all relevant environmental/sustainability legislation, regulations and codes of practice including resource hazards/risks associated with work area, job specifications and procedures environmental and energy efficiency issues, systems and procedures specific to industry practice external benchmarks and support for particular benchmarks to be used within organisation, including approaches to improving resource use for work area and expected outcomes OHS issues and requirements organisational structure and reporting channels and procedures quality assurance systems relevant to own work area strategies to maximise opportunities and to minimise impact relevant to own work area supply chain procedures terms and conditions of employment including policies and procedures, such as daily tasks, work area responsibilities, employee, supervisor and employer rights, equal opportunity

Evidence Guide

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 following is essential: knowledge of relevant compliance requirements within work area developing plans to make improvements planning and organising work group activities in relation to measuring current use and devising strategies to improve usage monitoring resource use and improvements for environmental performance relative to work area and supervision ensuring appropriate action is taken within work area in relation to environmental/sustainability compliance and potential hazards implementing new approaches to work area in an effort to resolve and improve environmental and resource efficiency issues and reporting as required.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to a range of environment/sustainability legislation, standards, guidelines and procedural requirements relevant to specific work area, daily responsibilities and supervision access to a range of information, workplace documentation and resources such as compliance obligations, organisation plans, work supervision and responsibilities access to reports from other parties involved in the process of identifying and implementing improvements evidence is relevant to the particular workplace role, including work area, staff, stakeholders, equipment, systems and documentation.
Method of assessment	A range of assessment methods should be used t assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate response to case studies review of reports of activities of work group in relation to measuring resource use and developing improvement strategies review of work plans outlining approaches to improved practices with documented benchmarks analysis of the way in which advice is sought and suggestions are made about improvements observation over time and in a range of situations in relation to review of overall work area and staff, to assess and measure resource use, hazards and compliance review of checklists to identify and assess resource usage at the beginning and end of the unit; reports on meetings around procedures and improvement processes and monitoring within the workplace; lists of environmental hazards/risks or inefficiencies or opportunities for improvements identified in the workplace analysis of implementation of programs such as a green office program, supply chain program for purchasing sustainable products, or an environmental management framework oral or written questioning to assess knowledge of environmental and energy efficiency issues, systems and procedures specific to industry practice.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBATSIC411C Communicate with the community BSBINN301A Promote innovation in a team environment BSBLED401A Develop teams and individuals BSBMGT402A Implement operational plan BSBMGT403A Implement continuous improvement BSBRSK401A Identify risk and apply risk management processes.

Range Statement

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.
Compliance may include:	meeting relevant laws, by-laws and regulations or best practice or codes of practice to support compliance in environmental performance and sustainability at each level as required (such as Environmental Protection or Biodiversity Conservation Act): international commonwealth state/territory industry organisation.
Sources may include:	organisation specifications regulatory sources relevant stakeholders resource use.
Purchasing strategies may include:	influencing suppliers to take up environmental sustainability approaches researching and participating in programs such as a supply chain program to purchase sustainable products.
Stakeholders, key personnel and specialists may include:	individuals and groups both inside and outside the organisation who have direct or indirect interest in the organisation's conduct, actions, products and services, including: customers employees at all levels of the organisation government investors local community other organisations suppliers key personnel within the organisation, and specialists outside the organisation who may have particular technical expertise.
Techniques and tools may include:	examination of invoices from suppliers examination of relevant information and data measurements made under different conditions others as appropriate to the specific industry context.
Environmental and resource efficiency improvement plans may include:	addressing environmental and resource sustainability initiatives such as environmental management systems, action plans, green office programs, surveys and audits applying the waste management hierarchy in the workplace determining organisation's most appropriate waste treatment including waste to landfill, recycling, re-use, recoverable resources and wastewater treatment initiating and/or maintaining appropriate organisational procedures for operational energy consumption, including stationary energy and non-stationary (transport) preventing and minimising risks, and maximising opportunities such as: improving resource/energy efficiency reducing emissions of greenhouse gases reducing use of non-renewable resources referencing standards, guidelines and approaches such as: ecological footprinting Energy Efficiency Opportunities Bill 2005 Global Reporting Initiative green office program - a cultural change program green purchasing Greenhouse Challenge Plus (Australian government initiative) ISO 14001:1996 Environmental management systems life cycle analyses product stewardship supply chain management sustainability covenants/compacts triple bottom line reporting.
Suggestions may include ideas that help to:	prevent and minimise risks and maximise opportunities such as: usage of solar or renewable energies where appropriate reducing emissions of greenhouse gases reducing use of non-renewable resources making more efficient use of resources, energy and water maximising opportunities to re-use, recycle and reclaim materials identifying strategies to offset or mitigate environmental impacts: purchasing carbon credits energy conservation reducing chemical use reducing material consumption expressing purchasing power through the selection of suppliers with improved environmental performance e.g. purchasing renewable energy eliminating the use of hazardous and toxic materials.

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Sustainability

Co-requisite units

Co-requisite units

BSBSUS501A Develop workplace policy and procedures for sustainability

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop and implement a workplace sustainability policy, including the modification of the policy to suit changed circumstances. This unit requires the ability to access industry information, applicable legislative and occupational health and safety (OHS) guidelines. While no licensing, legislative, regulatory or certification requirements apply holistically to this unit at the time of publication, relevant national, state and territory legislation, regulations and codes of practice impact upon this unit.

Application of the Unit

Application of the unit	This unit addresses the knowledge, processes and techniques necessary to develop approaches to sustainability within workplaces, including the development and implementation of policy. This unit applies to people with managerial responsibility who undertake work developing approaches to create strategies within workplaces, including the development and implementation of policy and includes: communicating with relevant stakeholders developing and monitoring policies reviewing and improving policies. A person who demonstrates competence in this unit must be able to provide evidence of the ability to develop and implement integrated sustainability policies and procedures within an enterprise. The review of the policy after implementation will also need to be evidenced. The context of the unit applies to all sectors of the business industry; it may be applied to all sections of an organisation, including the office, the factory floor, or work area. With such a broad application, the unit will need to be contextualised as it is applied across an organisation and across different industry sectors.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Develop workplace sustainability policy	1.1. Define scope of sustainability policy 1.2. Gather information from a range of sources to plan and develop policy 1.3. Identify and consult stakeholders as a key component of the policy development process 1.4. Include appropriate strategies in policy at all stages of work for minimising resource use, reducing toxic material and hazardous chemical use, and employing life cycle management approaches 1.5. Make recommendations for policy options based on likely effectiveness, timeframes and cost 1.6. Develop policy that reflects the organisation's commitment to sustainability as an integral part of business planning and as a business opportunity 1.7. Agree to appropriate methods of implementation
2. Communicate workplace sustainability policy	2.1. Promote workplace sustainability policy, including its expected outcome to key stakeholders 2.2. Inform those involved in implementing the policy as to outcomes expected, activities to be undertaken and responsibilities assigned
3. Implement workplace sustainability policy	3.1. Develop and communicate procedures to help implement workplace sustainability policy 3.2. Implement strategies for continuous improvement in resource efficiency 3.3. Establish and assign responsibility to use recording systems for tracking continuous improvements in sustainability approaches
4. Review workplace sustainability policy implementation	4.1. Document outcomes and provide feedback to key personnel and stakeholders 4.2. Investigate successes or otherwise of policy 4.3. Monitor records to identify trends that may require remedial action and use to promote continuous improvement of performance 4.4. Modify policy and or procedures as required to ensure improvements are made

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to adjust communication to suit different audiences; to respond effectively to diversity; to work as a member of a team to consult on and validate policy literacy skills to read and evaluate complex and formal documents such as policy and legislation problem skills to effectively manage different points of view and dissenting stakeholders research, analytical and writing skills to research, analyse and present information; to prepare written reports requiring precision of expression and language and structures suited to the intended audience
Required knowledge
best practice approaches relevant to own work area environmental or sustainability legislation, regulations and codes of practice applicable to industry and organisation equal employment opportunity, equity and diversity principles and occupational health and safety implications of policy being developed policy development processes and practices principles, practices and available tools and techniques of sustainability management relevant to the particular industry context quality assurance systems relevant to own organisation relevant industry competency relevant organisational polices, procedures and protocols relevant systems and procedures to aid in the achievement of workplace sustainability

Evidence Guide

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 following is essential: candidate's involvement as a key person in planning, developing and implementing organisational policy and that the developed policy complies with legislative requirements implementation strategy, as part of the policy, that has been devised, implemented and reviewed showing a measurable improvement utilising the chosen benchmark indicators communicating with stakeholders to discuss possible approaches to policy development and implementation, and contributing to the resolution of disputes among stakeholders developing and monitoring policies for analysing data on enterprise resource consumption using software systems for recording and filing documentation for measurement of current usage and using word processing and other basic software for interpreting charts, flowcharts, graphs and other visual data and information reviewing and improving policies by identifying improvements and benchmarking against industry best practice and attempting new approaches continuously over time.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to relevant legislation/standards/guidelines access to a range of workplace documentation and personnel, information and resources (such as compliance obligations, organisational plans, work responsibilities) access to reports from other parties involved in the development and implementation of policy evidence is collected over time, involving both formative and summative assessment evidence is relevant to the particular workplace role, including work area, equipment, systems, and documentation.
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 and third party workplace reports of on the job performance by the candidate response to case studies review of policy developed and procedural documentation outlining the approach taken review of implementation strategy, plans and work plans analysis of methods used to involve stakeholders in policy development, implementation and review analysis of inefficiencies or opportunities for improvements identified in the workplace evaluation of participation in sustainability work practices and programs such as an environmental management framework observation over time in relation to review of work area relating to policy and procedures being developed to assess measurement of resources used, hazards and compliance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBATSIM419A Contribute to the development and implementation of organisational policies BSBHRM506A Manage recruitment, selection and induction processes BSBHRM602B Manage human resources strategic planning BSBINN502A Build and sustain an innovative work environment BSBMGT515A Manage operational plan BSBMGT516C Facilitate continuous improvement BSBMGT608C Manage innovation and continuous improvement BSBMGT616A Develop and implement strategic plans BSBMGT617A Develop and implement a business plan BSBRSK501A Manage risk.

Range Statement

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.
Scope of workplace sustainability policy may include:	addressing sustainability initiatives through reference to standards, guidelines and approaches such as: ecological foot printing Energy Efficiency Opportunities Bill 2005l Global Reporting Initiative green office program green purchasing Greenhouse Challenge Plus (Australian government initiative) ISO 14001:1996 Environmental management systems life cycle analyses life cycle analyses product stewardship supply chain management sustainability covenants/compacts triple bottom line reporting integrated approach to sustainability which includes environmental, economic and social aspects, or a specific approach that focuses on each aspect individually investigating particular business and market context of the industry/organisation meeting relevant laws, by laws and regulations or best practice to support compliance in environmental performance and sustainability at each level as required (such as Environmental Protection or Biodiversity Conservation Act): international commonwealth state/territory industry organisation parts of the organisation to which it is to apply, including whether it is for the whole organisation, one site, one work area or a combination of these.
Sources may include:	regulatory sources relevant personnel organisational specifications.
Stakeholders may include:	individuals and groups both inside and outside the organisation who have some direct interest in the organisation's conduct, actions, products and services, including: customers employees at all levels of the organisation government investors local community other organisations regulators suppliers key personnel within the organisation and specialists outside the organisation who may have particular technical expertise.
Strategies may include:	promotional activities raising awareness among stakeholders training staff in sustainability principles and techniques.

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Sustainability

Co-requisite units

Co-requisite units

BSBWOR201A Manage personal stress in the workplace

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage personal stress in a customer contact environment. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit requires an awareness of sources of personal stress, the development of strategies to effectively manage stress, time management and recovery from stressful contacts or situations. This particularly applies in a contact centre environment due to the very measured, structured, high volume and potentially repetitive nature of the work but could apply in any work environment. Competence in this unit requires resilience and self management of the stress that can be encountered in a customer contact environment. This work is undertaken with some guidance and supervision.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Develop personal awareness of stress	1.1. Recognise signs and sources of stress 1.2. Acknowledge stress and difficult situations 1.3. Analyse and understand potential areas of stress in the work environment
2. Develop stress management techniques	2.1. Develop an effective understanding of a range of stress management techniques 2.2. Use appropriate techniques effectively to manage stressful situations 2.3. Focus on areas of stress within personal control 2.4. Adopt strategies to effectively reduce, manage and deal with stress
3. Manage time	3.1. Develop and understand job role priorities 3.2. Develop techniques to support the achievement of key performance indicators (KPIs) and priorities 3.3. Use appropriate time management tools and techniques 3.4. Regularly evaluate tools and techniques 3.5. Promptly identify and inform relevant personnel of any variations and difficulties affecting work requirements, through regular reviews
4. Recover from a stressful contact	4.1. Review the contact or situation 4.2. Analyse the root cause/s of stressful contact or situation 4.3. Depersonalise the context of contact or situation 4.4. Discuss outcomes with appropriate staff members 4.5. Prepare for next contact or situation in a positive manner 4.6. Follow-up or take action where needed
5. Maintain personal stamina and resilience	5.1. Identify sources of fatigue in contact centre role 5.2. Adopt work routine and procedural strategies to minimise stress and fatigue 5.3. Monitor personal performance against performance requirements 5.4. Adapt stamina management strategies to maximise performance 5.5. Seek assistance from team members and management in managing stamina
6. Maintain work/life balance	6.1. Identify work/life priorities 6.2. Adopt strategies to support work/life priorities 6.3. Give high priority to health and wellbeing 6.4. Monitor work/life balance 6.5. Develop the ability to effectively leave work behind at the end of the day

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to understand the needs of internal and external customers communication skills to relate to people from diverse backgrounds and people with diverse abilities customer service skills to handle customer contacts confidently and effectively interpersonal skills to establish rapport and to build relationships with customers, team members and stakeholders literacy skills to communicate and articulate clearly and effectively negotiation skills to effectively deal with customers and work colleagues organisational skills to manage own tasks within timeframes problem-solving skills to solve problems creatively, independently and confidently self-confidence skills to confidently introduce own ideas and abilities self management skills to evaluate and monitor own performance and wellbeing teamwork skills to participate positively within the team and to be supported by the team.
Required knowledge
escalation pathways job role priorities and KPIs internal and external sources of assistance occupational health and safety guidelines and policies signs and sources of existing and potential stress or difficult situations stress management and reduction techniques time management tools and techniques workplace policies and procedures.

Evidence Guide

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 following is essential: understanding of signs and sources of stress understanding of job role priorities and KPIs knowledge of occupational health and safety guidelines and policies.
Context of and specific resources for assessment	Assessment must ensure: access to workplace information and data access to KPI and performance management documentation access to relevant legislation, standards and guidelines.
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 and third party workplace reports of on-the-job performance by the candidate oral and/or written questioning to assess knowledge of signs and sources of stress direct observation of the candidate effectively managing time and work priorities oral and/or written questioning to assess knowledge of time management tools and techniques oral and /or written questioning to assess knowledge of process to work through and recover from a stressful situation oral and/or written questioning to assess knowledge of signs of work/life balance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBIND101A Work effectively in a contact centre environment.

Range Statement

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.
Signs of stress may include:	absence from work conflict fatigue lack of self-esteem and confidence poor work performance sickness
Sources of stress may include:	challenging KPIs and/or priorities complex tasks difficult customer contact external factors inadequate physical environment interpersonal relationships
Difficult situations may include:	changing regulations and legislation customer abuse customer complaint high number of customer contacts sensitive customer situations unreliable technology
Stress management techniques may include:	debriefing with peers and/or line manager relaxation methods specific training stretching and exercises taking breaks
KPIs may include:	call rates compliance with schedules (adherence) customer satisfaction results performance measures quality assurance ratings sales targets targets
Time management tools and techniques may include:	diary and/or schedule organising information prioritisation of tasks self-management of training requirements
Sources of fatigue may include:	ergonomic factors excessive overtime external issues overload of information repetitive tasks and/or contacts shift rostering and hours of work
Stamina management strategies may include:	management of personal wellbeing, for example: breaks hydration life balance meals recognising fatigue management of the environment, for example: ergonomics climate noise management of work, for example: minimising re-working sequencing tasks

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Workplace Effectiveness

Co-requisite units

Co-requisite units

BSBWOR203A Work effectively with others

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to work in a group environment promoting team commitment and cooperation, supporting team members and dealing effectively with issues, problems and conflict. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who perform a range of routine tasks using a limited range of practical skills and fundamental knowledge of teamwork in a defined context under direct supervision or with limited individual responsibility.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Develop effective workplace relationships	1.1. Identify own responsibilities and duties in relation to workgroup members and undertake activities in a manner that promotes cooperation and good relationships 1.2. Take time and resource constraints into account in fulfilling work requirements of self and others 1.3. Encourage, acknowledge and act upon constructive feedback provided by others in the workgroup
2. Contribute to workgroup activities	2.1. Provide support to team members to ensure workgroup goals are met 2.2. Contribute constructively to workgroup goals and tasks according to organisational requirements 2.3. Share information relevant to work with workgroup to ensure designated goals are met 2.4. Identify and plan strategies/opportunities for improvement of workgroup in liaison with workgroup
3. Deal effectively with issues, problems and conflict	3.1. Respect differences in personal values and beliefs and their importance in the development of relationships 3.2. Identify any linguistic and cultural differences in communication styles and respond appropriately 3.3. Identify issues, problems and conflict encountered in the workplace 3.4. Seek assistance from workgroup members when issues, problems and conflict arise and suggest possible ways of dealing with them as appropriate or refer them to the appropriate person

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to read and understand the organisation's policies and work procedures, to write simple instructions for particular routine tasks and to interpret information gained from correspondence communication skills to request advice, to receive feedback and to work with a team technology skills to select and use technology appropriate to a task culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) organisational policies, plans and procedures workgroup member responsibilities and duties, and relationship to individual responsibilities and duties.

Evidence Guide

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 following is essential: providing support to team members to ensure goals are met seeking feedback from clients and/or colleagues and taking appropriate action knowledge of appropriate conflict resolution techniques.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of customer complaints or staff conflict.
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 and third party workplace reports of on-the-job performance by the candidate analysis of responses to case studies and scenarios demonstration of techniques observation of demonstrated techniques in resolving conflict observation of presentations review of documentation identifying and planning strategies/opportunities for workgroup improvement.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: interpersonal communication units other industry capability units.

Range Statement

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.
Responsibilities and duties may include:	Code of Conduct job description and employment arrangements organisation's policy relevant to work role skills, training and competencies supervision and accountability requirements including OHS team structures
Workgroup members may include:	coach/mentor other members of the organisation peers/work colleagues/team/enterprise supervisor or manager
Feedback on performance may include:	formal/informal performance appraisals obtaining feedback from clients obtaining feedback from supervisors and colleagues personal, reflective behaviour strategies routine organisational methods for monitoring service delivery
Support to team members may include:	explaining/clarifying helping colleagues problem-solving providing encouragement providing feedback to a team member undertaking extra tasks if necessary
Information to be shared may include:	acknowledging satisfactory performance acknowledging unsatisfactory performance assisting a colleague clarifying the organisation's preferred task completion methods encouraging colleagues open communication channels workplace hazards, risks and controls
Strategies/opportunities for improvement may include:	career planning/development coaching, mentoring and/or supervision formal/informal learning programs internal/external training provision performance appraisals personal study recognition of current competence (RCC)/skills recognition/initial assessment work experience/exchange/opportunities workplace skills assessment

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Workplace Effectiveness

Co-requisite units

Co-requisite units

BSBWOR402A Promote team effectiveness

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to promote teamwork. It involves developing team plans to meet expected outcomes, leading the work team, and proactively working with the management of the organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Frontline managers have an important leadership role in the development of efficient and effective work teams. They play a prominent part in team planning, supervising the performance of the team and developing team cohesion. They provide leadership for the team and bridge the gap between the management of the organisation and the team members. As such they must 'manage up' as well as manage their team/s.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Plan to achieve team outcomes	1.1. Identify, establish and document team purpose, roles, responsibilities, goals, plans and objectives in consultation with team members 1.2. Support team members in meeting expected outcomes
2. Develop team cohesion	2.1. Provide opportunities for input of team members into planning, decision making and operational aspects of work team 2.2. Encourage and support team members to take responsibility for own work and to assist each other in undertaking required roles and responsibilities 2.3. Provide feedback to team members to encourage, value and reward individual and team efforts and contributions 2.4. Recognise and address issues, concerns and problems identified by team members or refer to relevant persons as required
3. Participate in and facilitate work team	3.1. Actively encourage team members to participate in and take responsibility for team activities and communication processes 3.2. Give the team support to identify and resolve problems which impede its performance 3.3. Ensure own contribution to work team serves as a role model for others and enhances the organisation's image within the work team, the organisation and with clients/customers
4. Liaise with management	4.1. Maintain open communication with line manager/management at all times 4.2. Communicate information from line manager/management to the team 4.3. Communicate unresolved issues, concerns and problems raised by the team/team members to line manager/management and ensure follow-up action is taken 4.4. Communicate unresolved issues, concerns and problems related to the team/team members raised by line managers/management to the team and ensure follow-up to action is taken

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to: boost team morale deal with team conflict deliver messages from management facilitate discussion mentor and coach leadership skills planning and organising skills.
Required knowledge
organisational goals, objectives and plans organisational policy and procedures framework organisational structure, including organisational chart principles and techniques associated with: delegation and work allocation goal setting group dynamics and processes individual behaviour and difference leadership motivation negotiation planning.

Evidence Guide

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 following is essential: teamwork plan with details of how it was generated and how it will be monitored so that team goals can be met techniques in communicating information, dealing with team conflict and resolving issues knowledge of organisational goals, objectives and plans.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: analysis of responses to case studies and scenarios direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of demonstrated techniques in working with team dynamics observation of performance in role plays oral or written questioning to assess knowledge of principles and techniques associated with group dynamics and processes evaluation of opportunities provided for input of team members into planning, decision making and operational aspects of work team review of feedback provided to team members review of teamwork plan.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Certificate IV in Frontline Management.

Range Statement

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.
Team purpose, roles, responsibilities, goals, plans and objectives may include:	action plans, business plans and operational plans linked to strategic plans expected outcomes and outputs goals for individuals and the work team individual and team performance plans and key performance indicators occupational health and safety (OHS) responsibilities
Consultation may include:	attending meetings, interviews, brainstorming sessions using email/intranet communications, newsletters or other processes and devices which ensure that all employees have the opportunity to contribute to team and individual effectiveness using mechanisms to provide feedback to the work team in relation to consultation outcomes
Responsibility for own work may involve:	individual and joint actions individuals and teams
Feedback may refer to:	formal/informal gatherings between team members where there is communication on work related matters informal communication of ideas and thoughts on specific tasks, outcomes, decisions, issues or behaviours
Relevant persons may include:	colleagues direct superior or other management representatives OHS committees and other people with specialist responsibilities
Communication may include:	face-to-face formal/informal interaction verbal, written or electronic communication
Line manager/management may refer to:	direct superior or other management representatives

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBWOR404B Develop work priorities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to plan one's own work schedules, to monitor and to obtain feedback on work performance and development. It also addresses the requirement to take responsibility for one's own career planning and professional development. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are required to design their own work schedules and work plans, and to establish priorities for their work. They will typically hold some responsibilities for the work of others and have some autonomy in relation to their own role.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Plan and complete own work schedule	1.1. Prepare Workgroup plans which reflect consideration of resources, client needs and workgroup targets 1.2. Analyse and incorporate Work objectives and priorities into personal schedules and responsibilities 1.3. Identify Factors affecting the achievement of work objectives and establish contingencies and incorporate them into work plans 1.4. Efficiently and effectively use Business technology to manage and monitor planning completion and scheduling of tasks
2. Monitor own work performance	2.1. Identify and analysed personal performance through self-assessment and feedback from others on the achievement of work objectives 2.2. Seek and evaluate Feedback on performance from colleagues and clients in the context of individual and group requirements 2.3. Routinely identify and report on variations in the quality of service and performance in accordance with organisational requirements
3. Coordinate professional development	3.1. Assess personal knowledge and skills against organisational benchmarks to determine development needs and priorities 3.2. Research and identify sources and plan for opportunities for improvement in consultation with colleagues 3.3. Use Feedback to identify and develop ways to improve competence within available opportunities 3.4. Identify, access and complete professional development activities to assist career development 3.5. Store and maintain records and documents relating to achievements and assessments in accordance with organisational requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
learning skills to recognise and develop new and necessary skills and knowledge literacy skills to understand the organisation's policies, procedures and communications, to write personal work plans and professional development plans, and to request and receive feedback about performance organising skills to prioritise, manage time and meet deadlines problem solving skills to develop contingency plans
Required knowledge
knowledge of relevant business technology applications to schedule tasks and plan work knowledge of techniques to prepare personal plans and establish priorities methods to identify and prioritise personal learning needs understanding of a range of professional development options understanding of methods to elicit, analyse and interpret feedback understanding of methods to evaluate own performance

Evidence Guide

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 following is essential: preparing and communicating own work plan scheduling work objectives and tasks to support the achievement of goals seeking and acting on feedback from clients and colleagues reviewing own work performance against achievements through self-assessment accessing learning opportunities to extend own personal work competencies using business technology to monitor self development.
Context of and specific resources for assessment	Assessment must ensure: the learner and trainer should have access to appropriate documentation and resources normally used in the workplace
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 and third party workplace reports of on-the-job performance by the candidate observation of performance in role plays observation of presentations review of work and professional development plans.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: Other units from the Certificate IV in Frontline Management.

Range Statement

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.
Workgroup plans may include:	budgetary plans production plans reporting plans sales plans team and individual learning goals team participation work schedules
Work objectives may include:	budgetary targets production targets reporting deadlines sales targets team and individual learning goals team participation
Factors affecting the achievement of work objectives may include:	budget constraints competing work demands environmental factors such as time, weather, etc personnel resource and materials availability technology/equipment breakdowns unforeseen incidents
Business technology may include:	computer applications computers email and internet/intranet/extranet facsimile machines modems personal schedules photocopiers printers scanners
Feedback on performance may include:	formal/informal performance appraisals obtaining comments from clients obtaining comments from supervisors and colleagues personal, reflective behaviour strategies routine organisational methods for monitoring service delivery
Professional development activities may include:	career planning/development coaching, mentoring and/or supervision formal/informal learning programs internal/external training provision performance appraisals personal study Recognition of Prior Learning work experience/exchange/opportunities workplace skills assessment

Unit Sector(s)

Unit sector

ELEMENT	PERFORMANCE CRITERIA

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBWRT401A Write complex documents

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to plan documents, draft text, prepare final text and produce documents of some complexity. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who work in a range of business environments and are skilled in the creation of reports, information and general promotion documents that are more complex than basic correspondence, memos or forms and that require review and analysis of a range of information sources.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Plan documents	1.1. Determine the purposes of documents 1.2. Choose appropriate formats for documents 1.3. Establish means of communication 1.4. Determine requirements of documents 1.5. Determine categories and logical sequences of data, information and knowledge to achieve document objectives 1.6. Develop overview of structure and content of documents
2. Draft text	2.1. Review and organise available data, information and knowledge according to proposed structure and content 2.2. Ensure data, information and knowledge is aggregated, interpreted and summarised to prepare text that satisfies document purposes and objectives 2.3. Include graphics as appropriate 2.4. Identify gaps in required data and information, and collect additional material from relevant enterprise personnel 2.5. Draft text according to document requirements and genre 2.6. Use language appropriate to the audience
3. Prepare final text	3.1. Review draft text to ensure document objectives are achieved and requirements are met 3.2. Check grammar, spelling and style for accuracy and punctuation 3.3. Ensure draft text is approved by relevant enterprise personnel 3.4. Process text amendments as required
4. Produce document	4.1. Choose basic design elements for documents appropriate to audience and purpose 4.2. Use word processing software to apply basic design elements to text 4.3. Check documents to ensure all requirements are met

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to clarify requirements of documents literacy skills to edit and proofread documents; to create documents with a complex, organised structure of linked paragraphs which use simple and complex syntactic structure numeracy skills to collate and present data, graphs and annotated references problem-solving skills to use processes flexibly and interchangeably.
Required knowledge
enterprise style guide/house style formatting styles and their impact on formatting, readability and appearance of documents organisational requirements for ergonomics, work periods and breaks, and resource conservation techniques rules and conventions for written English, as defined by general and specialist dictionaries and books about grammar.

Evidence Guide

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 following is essential: production of documents editing draft text to ensure accuracy and clarity of information knowledge of enterprise style guide/house style.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of documents and style guides.
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 and third party workplace reports of on-the-job performance by the candidate review of structure and content of documents review of draft documents review of final documents demonstration of techniques oral or written questioning to assess knowledge of word processing software functions.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBITU401A Design and develop complex text documents.

Range Statement

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.
Purposes of documents may include:	conveying research findings documenting policies, procedures and processes influencing attitudes, opinions, beliefs meeting legal requirements meeting other data, information or knowledge needs of an audience proposing recommendations, options and actions
Appropriate formats for documents may include:	detailed business letters emails instructions and procedures manuals publications, leaflets, brochures reports speeches and presentations submissions tender documentation and public notices website text
Means of communication may include:	software packages such as MS Word, MS Excel, MS PageMaker, MS PowerPoint and templates
Requirements of documents may include:	compliance with genre compliance with proformas, standardised reporting requirements or undertakings made by the organisation about reporting file types and sizes for online documents languages other than English requirements legal or traditional requirements for the particular document format organisational policy, procedures and guidelines applying to writing documents, including house style point numbering systems requirements for illustrations, photographs, graphs, charts, maps and other illustrative material to explain texts standards for references, footnotes, citations, acknowledgements time lines, including deadlines word length writing styles, including simplicity of English and use of technical language
Categories and logical sequences of data, information and knowledge may include:	arguments and rebuttals categories and sequences traditionally used for the particular type of document being prepared chronological, alphabetical or operating sequences facts, observations, conclusions and recommendations illustrative case studies and other examples linking and summary statements recommendations and supporting arguments
Relevant enterprise personnel may include:	colleagues/staff in own workÂ section/ teamÂ members consultative committees internal providers of specialist expertise managers/leaders/coordinators/supervisors owners staff in relevant work sections
Design elements may include:	capitals and underlining fonts headings illustrations, photographs and other illustrative material for design purposes justification and alignment lists and tables logos, branding, organisational identity requirements margins and paragraph indentation page shape page size templates use and amount of colour use and amount of white space

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - Writing

Co-requisite units

Co-requisite units

CHCCD307C Support community resources

Modification History

Not Applicable

Unit Descriptor

Descriptor	This unit describes the knowledge and skills required to provide and maintain support to community groups

Application of the Unit

Application	This unit is intended for application within a community work or community development work context

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains Employability Skills

Elements and Performance Criteria Pre-Content

Elements define the essential outcomes of a unit of competency.	The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Develop an information base	1.1 Collect and store relevant information about the community, its organisations and services according to the organisation practices so ongoing work is facilitated 1.2 Maintain a current directory of community resources so it is useable and accessible
2. Establish relationship with key people	2.1 Establish and maintain appropriate contact with key people using a range of communication strategies to ensure that the outcomes from work in the community is maximised 2.2 Define roles and responsibilities of key people and services so that work is effective and coordinated
3. Apply strategies for linking people	3.1 Undertake appropriate work to create opportunities to develop supportive connections between key people including arranging and conducting meetings 3.2 Identify obstacles to effective contact between people and develop appropriate strategies to overcome these 3.3 Provide appropriate levels of ongoing support to promote community interaction
4. Maintain community facilities and resources	4.1 Maintain all relevant records and make available as required to facilitate community interaction 4.2 Undertake appropriate work to ensure that maintenance of community resources is carried out according to agreed procedures and budget allocations 4.3 Take appropriate action to ensure public and communal areas are accessible and meet community needs

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level required for this unit.
Essential knowledge: The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include knowledge of: Nature of the community and significant relationships and resources including cultural Organisation's policies and program/service objectives Relevant agencies programs and criteria Communication strategies Principles of social organisation and structures Depending on the work role or services provided, specific knowledge of particular groups or issues may be required, including alcohol and other drugs cultural and linguistic diversity risk of self-harm women men community education Aboriginal and Torres Strait Islander people mental health
Essential skills: It is critical that the candidate demonstrate the ability to: Provide a range of types of support to communities according to organisation procedures Communicate with a range of people in the community Maintain and access effective networks which contribute to the achievement of objectives Demonstrate capacity to motivate individuals and groups to work cooperatively to address common concerns In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include the ability to: Demonstrate oral communication competence: ability to ask questions, listen to information, and seek clarification language used may be English or a community language Demonstrate reading competence if worker is using pamphlets or written information, to determine if an organisation or service is relevant to a particular group: information may be written in English or a community language Demonstrate writing skills if organisations require a written list of community facilities and resources: documentation that is required by the organisation reports and documentation may be required in English or a community language depending on the group (some organisations may require computer skills if documentation is electronically stored) Consistently: describe, with supportive evidence, the nature and structure of the designated community describe the structure of the designated community in terms of general concepts of social organisation and structures demonstrate a range of strategies for making contact with and linking people define own role as worker within the community use of available technology for record-keeping comply with occupational health and safety (OHS) requirements

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:	The individual being assessed must provide evidence of specified essential knowledge as well as skills Worker can be assessed on the job or by simulation Community is designated by organisation policy
Access and equity considerations:	All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:	This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged Resources required for assessment include access to a workplace or community or an environment that effectively simulates workplace or community conditions
Method of assessment:	In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Range Statement

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. Add any 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.
Community may include:	Individuals and groups defined by organisation programs and services Other agencies providing services to individuals and groups People with specified needs and interests People using the organisation's services/programs
Relevant information about the community may include:	Composition and social/cultural profile Cultural characteristics Scope defined by organisation's objectives and priorities Size Nature and history of issues and interests Range and nature of other services Existing practice, process and protocol
Information about the community may include:	Data base of key people Details of other services/agencies Networks, support systems, groups Resources Protocols for communication
Key people may include:	People with an interest in the purpose of the organisation Designated groups in the community Community leaders, representatives Other providers People using the services of the organisation Specialist providers
Communication strategies may include:	Attending meetings, groups, shift hand over etc. Phone contact Sharing information Information newsletter
Resources may include:	Premises, grounds, accommodation, workplaces Purpose designed and provided for the community or workplace Exclusive use, ownership or shared Equipment and materials Information Personnel Financial
Organisation's procedures may include:	Formally documented policies, guidelines, delegations, philosophy Direction through supervision Management decisions, directives Information, data collection, proforma, reporting requirements Formal and informal negotiated agreements

Unit Sector(s)

Not Applicable

CHCCD401D Support community participation

Modification History

Not Applicable

Unit Descriptor

Descriptor	This unit describes the knowledge and skills required to provide a range of opportunities for community groups and individuals to participate and design cooperative arrangements for addressing common concerns

Application of the Unit

Application	This unit is intended for application within a community work or community development work context

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains Employability Skills

Elements and Performance Criteria Pre-Content

Elements define the essential outcomes of a unit of competency.	The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Work with individuals and the community to promote participation	1.1 Undertake work to identify key community issues to be addressed 1.2 Undertake planning to address community issues to ensure: appropriate policies and strategies are developed adequate resourcing is identified key people are consulted identified needs are addressed 1.3 Ensure processes are forward looking and proactive 1.4 Use appropriate interpersonal and networking skills to enlist support from key people and groups 1.5 Provide opportunities for community input to planning provision of services 1.6 Guarantee community input and participation in services
2. Support existing community activities	2.1 Undertake appropriate review of the relevance of existing community activities, based on changing community needs 2.2 Provide relevant support and assistance to existing community activities to obtain additional resources required for effective operation 2.3 Provide support to community groups to monitor and evaluate processes, progress and outcomes of activities 2.4 Provide appropriate support to community groups to become self managing in the implementation of plans

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level required for this unit.
Essential knowledge: The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include knowledge of: Community development methods and their principles and practices Funding sources and their policies and strategies for encouraging community input and participation budget and funding allocation Local, state and federal strategies/legislation Health promotion (as per Ottawa Charter)
Essential skills: It is critical that the candidate demonstrate the ability to: Demonstrate the capacity to undertake a range of activities to ensure appropriate participation by groups and individuals in community based activities In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include the ability to: Work with key people or stakeholders in the community Demonstrate application of skills in: research relating to the community policy development report writing, including effective use of relevant information technology in line with occupational health and safety (OHS) guidelines evaluating effectiveness of community based activities budgeting negotiation, liaison, networking marketing facilitation

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:	The individual being assessed must provide evidence of specified essential knowledge as well as skills This unit will be assessed in the workplace or in a simulated workplace under the normal range of workplace conditions
Access and equity considerations:	All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:	This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged Resources required for assessment include access to appropriate structures, people or organisations for assessment of ability to work with key people or stakeholders in the community
Method of assessment:	In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Range Statement

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. Add any 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.
Working with the community may include activities associated with:	Health promotion Community service delivery Community projects Community development Community action Community planning Consultative and planning committees Sector development structures
Opportunities for community members and groups to participate may include:	Systems within and outside the organisation Activities at program, operative and management levels Formal and informal systems Focus groups on relevant issues Inviting community participation on organisation committees e.g. quality assurance committees, ethics committees Through publications Group facilitation Peer education/training Seminars and workshops
Key people may include:	Advocacy groups Policy and decision-makers in the specific community Individuals, groups or communities most likely to be affected by strategies or action plans Community leaders People with formal and informal representative roles
Strategies which the worker may develop may include:	Development of new business, employment opportunities for individuals Establishment of advocacy groups Health promotion activities Development of community facilities Strategies to increase access to facilities, services or decision-making Providing direction, advice and information
Information and resources may include:	Equipment Staff skills and time Provision of facilities Educational materials Funding Skills/administrative support Physical, transport, venues, material, equipment Developmental training Financial

Unit Sector(s)

Not Applicable

CHCCD420A Work to empower Aboriginal and/or Torres Strait Islander communities

Modification History

Not Applicable

Unit Descriptor

Unit Descriptor	This unit describes the skills and knowledge required for Aboriginal and/or Torres Strait Islander workers to work powerfully in a community work and/or service delivery context to empower the community

Application of the Unit

Application	This unit is basic to community work and the delivery of community services by members of Aboriginal and/or Torres Strait Islander communities The unit applies to those Aboriginal and/or Torres Strait Islander workers who may work individually and as part of a team, whether the services are delivered through visits to the community, in Aboriginal and/or Torres Strait Islander community clinics or in mainstream services

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains Employability Skills

Elements and Performance Criteria Pre-Content

Elements define the essential outcomes of a unit of competency.	The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Work effectively with Aboriginal and/or Torres Strait Islander communities	1.1 Work with understanding of the cultural issues and complexities of working with Aboriginal and/or Torres Strait Islander individuals, families and communities 1.1 Take into account the national/local history and cultural aspects of Aboriginal and/or Torres Strait Islander people as a factor in work 1.2 Identify historical, cultural, social, political, economic and environmental factors and their continuing impact on Aboriginal and/or Torres Strait Islander people in contemporary society 1.3 Reflect in work practice current strategies, programs and models that address Aboriginal and/or Torres Strait Islander issues and support community control
2. Apply community development frameworks and models to Aboriginal and/or Torres Strait Islander context	2.1 Identify the role of relevant Aboriginal and/or Torres Strait Islander services and organisations 2.2 Involve Aboriginal and/or Torres strait Islander people and communities in the delivery of services they have determined as needed 2.3 Involve Aboriginal and/or Torres Strait Islander people in achieving access and equity to services 2.4 Establish and maintain networks with relevant agencies and associated community services to support and empower Aboriginal and/or Torres Strait Islander individuals and communities
3. Work in a culturally safe manner	3.1 Consider and respect local community values, cultural beliefs and gender roles when working with Aboriginal and/or Torres Strait Islander people 3.2 Apply cultural safety protocols in implementing government policies, undertaking research and data collection and working with Aboriginal and/or Torres Strait Islander people 3.3 Identify cultural factors that may produce stress and have a potential to impact own work practices and report to organisation as appropriate to support service delivery and personal well being 3.4 Work safely within own responsibility and competence and in line with community protocols, organisation policies and regulatory requirements
4. Work with Aboriginal and/or Torres Strait Islander people to apply strategies and policies which deal with identified issues and needs	4.1 Identify aspects of organisation service strategies, policies, bodies and resources relevant to work in Aboriginal and/or Torres Strait Islander communities 4.2 Apply strategies and policies to address identified needs of Aboriginal and/or Torres Strait Islander people and communities 4.3 Identify barriers to access and equity in relation to Aboriginal and/or Torres Strait Islander services 4.4 Take available opportunities to advocate on behalf of Aboriginal and/or Torres Strait Islander people and/or communities 4.5 Maintain confidentiality of client information

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level required for this unit.
Essential knowledge: The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include knowledge of: Relevant Aboriginal and/or Torres Strait Islander programs and services, including: those relevant to service area Aboriginal and/or Torres Strait Islander community perceptions of major issues affecting them and underlying causes perceptions of non-Aboriginal and/or Torres Strait Islander people relating to major Aboriginal and/or Torres Strait Islander issues and underlying causes key health and social statistics (national, state and/or local) for Aboriginal and/or Torres Strait Islander people compared to those of non-Aboriginal and/or Torres Strait Islander population (such as expectation of life at birth, infant mortality rate, alcohol and other drug (AOD) statistics, housing ratio rates and rate and severity of unintentional injuries) Aboriginal and/or Torres Strait Islander history, including: history, social structures, cultural beliefs and values of traditional and contemporary Aboriginal and/or Torres Strait Islander communities in Australia effects of colonisation as experienced by Aboriginal and/or Torres Strait Islander people historical dilemmas faced by Aboriginal and/or Torres Strait Islander people (acknowledge or deny Aboriginality) impacts of government policies and legislation and their impact on Aboriginal and/or Torres Strait Islander communities, families and individuals Social, cultural and environmental determinants and strategies to address Aboriginal and/or Torres Strait Islander health status, including: traditional Aboriginal and/or Torres Strait Islander cultural practices and lifestyle and their impact on Aboriginal and/or Torres Strait Islander health importance of land, tradition and cultural practice to Aboriginal and/or Torres Strait Islander health impact of socioeconomic factors on health and welfare social and political factors that perpetuate disadvantage importance of personal achievement, education and supportive family/social networks strategies Aboriginal and/or Torres Strait Islander families may employ to maintain strong culture and supportive social networks and maximise educational, employment and social opportunities for their children impact of environmental factors on health injury prevention and safety promotion Barriers to improving well being and health status continued ...
Essential knowledge (contd): Lifestyle and behavioural determinants of Aboriginal and/or Torres Strait Islander welfare and strategies to address them, including: known behaviours that pose a significant risk to Aboriginal and/or Torres Strait Islander people Aboriginal and/or Torres Strait Islander lifestyle practices education and promotion of healthy lifestyle practices principles of well being applied to work and study practices Relevant aspects of the community services and health care system, including: access to benefits
Essential skills: It is critical that the candidate demonstrate the ability to: Work consistently in a culturally safe manner with and on behalf of Aboriginal and/or Torres Strait Islander clients in line with identified community needs and workplace requirements Work with an understanding of the impact of historical, social, political, spiritual and environmental factors on the health and well being of Aboriginal and/or Torres Strait Islander people Take into account social, political and environmental factors that influence the health and well being of Aboriginal and/or Torres Strait Islander clients In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include the ability to: Make appropriate referrals, providing accurate and relevant details to clients and referral agencies Reflect on and improve own level and application of skills and knowledge to achieve desirable outcomes and maintain own capabilities Determine potential relational issues and conflicts between work role and community role Apply language, literacy and numeracy competence appropriate to the work role and the relevant Aboriginal and/or Torres Strait Islander community

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects of assessment:	The individual being assessed must provide evidence of specified essential knowledge as well as skills This unit is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency
Access and equity considerations:	All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular issues facing Aboriginal and/or Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and/or Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:	This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place
Method of assessment:	Assessment may include observation, questioning and evidence gathered from a workplace environment

Range Statement

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. Add any 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.
Cultural respect	This unit of competency supports the recognition, protection and continued advancement of the inherent rights, cultures and traditions of Aboriginal and/or Torres Strait Islander peoples It recognises that the improvement of the health and well being status of Aboriginal and/or Torres Strait Islander people must include attention to physical, spiritual, cultural, emotional and social well being, community capacity, self-determination and governance Its application must be culturally sensitive and supportive of traditional healing and health, knowledge and practices
The history of Aboriginal and/or Torres Strait Islander people includes:	Aboriginal and/or Torres Strait Islander customs and lifestyle before European colonisation Aboriginal and/or Torres Strait Islander experience of colonisation and invasion Post-colonial legacy of social and economic disadvantage Survival and maintenance of culture, kinship and connection with the land Evolution and scope of the role of the Aboriginal health worker up to the contemporary context
Community control refers to:	Community participation and control in decision-making is essential to all aspects of community services work, and the role of the community services worker is to support the community and/or key decision-makers in this process Aboriginal and/or Torres Strait Islander community control is: the guiding principle and model for the delivery of services to Aboriginal and/or Torres Strait Islander people a sector of the Australian community services industry with its own history a practice which underpins Aboriginal community strengthening and survival a statement of self-determination
Agencies and associated community services may include:	Community controlled health services Women's/men's centres Government health services Welfare agencies Emergency services Police Education and training organisations Non-government and private enterprise Community Government Councils Elected community organisations Homeland/outstation service providers Churches
Cultural safety refers to:	Maintaining the traditional and contemporary protection of Aboriginal and/or Torres Strait Islander communities': intellectual property human rights resources ownership of materials Community and self-protection of Aboriginal and/or Torres Strait Islander workers
Cultural factors that may produce stress include:	Community and/or own expectations that may involve, for example: extended work hours functions outside health work role unrealistic accountability/responsibility for resolving community problems community and family pressures conflict between work role and community and family responsibilities Multiple accountabilities to employer, family, personal and community Conflict between community and family responsibilities and obligations and work role
Organisation policies and regulatory requirements may include:	Privacy and confidentiality guidelines Treatment manuals Occupational health and safety (OHS) guidelines Infection control guidelines
Barriers to access and equity in relation to Aboriginal and/or Torres Strait Islander services may include:	Racism, including community and institutionalised racism Discrimination Socioeconomic status Access to essential services and infrastructure Lack of coordination of government at all levels Inadequate resources/funding Lack of community control and ownership Lack of political leverage Language barriers Disease focus of mainstream health care delivery Differences in concept of ill health Geographic access to Primary Health Care and specialist health services Cultural barriers, such as family and kinship barriers Language/literacy
Social, political, economic and environmental factors that impact on Aboriginal and/or Torres Strait Islander health include:	Health outcomes Stolen generations Colonisation and invasion Land rights and native title Dispossession Acts of government including assimilation policies Racism and discrimination Media Employment Poverty Mortality/morbidity Police-community relations Housing Education Substance misuse Acculturation Political leverage Levels of unintentional injury
Aboriginal and/or Torres Strait Islander community service, strategies, policies and resources may include:	National, state/territory and regional Aboriginal and/or Torres Strait Islander strategies, policies, joint planning bodies relevant to a range of community services National Aboriginal and/or Torres Strait Islander Peak Organisation and their state/territory affiliates Resources available nationally, locally and at the state/territory level

Unit Sector(s)

Not Applicable

CHCCHILD301A Support behaviour of children and young people

Modification History

Not Applicable

Unit Descriptor

Descriptor	This unit describes the knowledge and skills for workers to apply strategies to guide responsible behaviour in a safe and supportive environment

Application of the Unit

Application	This unit applies to a range of community service contexts providing services to children and young people

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains Employability Skills

Elements and Performance Criteria Pre-Content

Elements define the essential outcomes of a unit of competency.	The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Contribute to a safe, supportive environment	1.1 Identify characteristics of a supportive environment 1.2 Use safe, supportive and equitable practices appropriate to the development stage and needs of the child and/or young person 1.3 Identify any disabilities, learning difficulties or mental health issues of child or young person that may have potential impacts on behaviour
2. Use positive support techniques	2.1 Establish expectations for behaviour in consultation with supervisor and in line with organisation expectations 2.2 Provide instructions in a manner appropriate to the child or young person's need and context of the work environment and activity 2.3 Use positive reinforcement to support responsible and appropriate behaviour 2.4 Use age appropriate and clear non-verbal communication strategies to acknowledge responsible behaviour 2.5 Employ appropriate strategies to redirect behaviour and defuse situations
3. Observe and collect data to assist with development of appropriate strategies for support	3.1 Observe and collect data as a basis for functional analysis of when, where and what a child or young person is doing while involved in a task 3.2 Use data to demonstrate the frequency, intensity and duration of problem behaviours
4. Implement strategies to support children or young people with additional needs	4.1 Implement strategies to support child or young person with guidance from supervisor 4.2 Implement strategies designed by a specialist according to directions and in cooperation with supervisor 4.3 Identify issues of concern for discussion with supervisor 4.4 Contribute effectively to development of personalised behaviour support plans
5. Monitor and review strategies	5.1 Closely monitor new strategies and record responses of child or young person in accordance with organisation's policy and procedures 5.2 Adapt levels of support required and provided based on need and response of child or young person, after consultation with supervisor 5.3 Confirm the parameters of additional needs through discussion with supervisor 5.4 Identify, document and offer to supervisor opportunities for additional support through observation

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level required for this unit.
Essential knowledge: The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include knowledge of: Demonstrate an understanding of a safe, supportive environment Factors that may affect behaviour of children and/or young people Child development and needs of the age group Potential impacts of disabilities, learning difficulties and mental health issues on behaviour of children and/or young people Potential impacts of illness on behaviour of children and/or young people Communicative function of behaviour Impacts of environment and culture on behaviour of children and/or young people Definitions of and differences between disruptive and challenging behaviour Whole of organisation behaviour support plan Level of responsibilities of the work role
Essential skills: It is critical that the candidate demonstrate the ability to: Use appropriate supportive behaviour techniques, in cooperation with staff and others Communicate to give clear directions, communicate issues, negotiate solutions use body language and tone of voice to best effect Maintain equilibrium in the management of inappropriate behaviour Use teamwork to confer with and be guided by staff and other relevant personnel Make accurate observation and recording of interactions of children and/or young people Use judgement to determine when to involve other staff for supported intervention In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include the ability to: Demonstrate the application of skills in: data collection cooperative problem-solving and planning

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:	The individual being assessed must provide evidence of specified essential knowledge as well as skills This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations
Access and equity considerations:	All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:	This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged Assessment requires access to a range of opportunities defined in Range Statement, including: relevant policy, protocols and procedures educational materials access to the organisation behaviour support plan organisation policies and procedures for behaviour support access to copies of documentation compiled by the candidate (evidence submitted for assessment must respect the privacy of children and young people, students, parents and other staff)

Range Statement

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. Add any 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.
Opportunities to listen to language may include:	Rhymes, poems, stories Language games Music Dramatic play Film, video, television Everyday conversations Discussions Transactions greetings shopping directions instructions
Behaviour support may be based on models such as:	Glasser/choice model Applied behavioural analysis Limit setting/Canter and Canter Humanism Cognitive behaviour model Systems theory model Neo-Adlerian model Positive behaviour intervention support and work of George Sugai and Tim Lewis
Characteristics of a supportive environment include:	Ergonomically appropriate furniture and fittings Accessible Designed to stimulate learning but to eliminate stimuli that may precipitate behaviour problems Caters for a variety of levels of activity, experiences and/or learning Resources are well maintained and appropriately stored in accordance with health and safety guidelines Pleasant atmosphere is the norm Respect is shown to all Individuals are valued Inclusiveness is practised
Safe, supportive and equitable practices may include:	Use of verbal and non-verbal positive reinforcement Differentiation of individual needs Individual learning styles are catered for Shared decision-making Inclusive language, attitudes and activities Provision of equal opportunities for participation Positive behaviour support: A comprehensive set of strategies meant to redesign environments in such a way that problem behaviours are prevented or inconsequential, and to teach new skills, making problem behaviours unnecessary
Potential impacts on behaviour of disability may include:	Short concentration span leading to disruptive behaviour Lack of reaction to stimuli Control of bodily functions may not be developed Unduly violent reactions to certain stimuli Tiredness due to extra effort needed to participate may precipitate outbursts Frustration caused by restricted or limited capacity for sensory intake delayed cognitive development limited communication skills limited social skills
Positive support for children and/or young people may include:	Demonstrating respect for cultural and religious beliefs of child or young person Structuring supportive socialisation activities Building self-esteem and confidence of child or young person by providing positive reinforcement, responses and encouragement Assisting children and/or young people to develop problem solving skills Modelling positive attitudes to learning Modelling positive attitudes to others Providing opportunities for extended learning or experiences Provision of adaptive technologies where required Use of child's or young person's first language as appropriate Use of supportive, equitable behaviour modification techniques according to organisation policy and procedures and within parameters of the job role
Expectations for behaviour may include:	Behaviour inside and outside e.g. walk on the cement, sit while you eat, take turns to speak, listen to instructions, keep your hands to yourself, etc. Group rules developed with children and/or young people Using equipment and resources with respect Providing assistance to others Showing respect for others and other opinions Specific expectations for certain situations
Non-verbal communication strategies to acknowledge appropriate behaviour may include:	Macro: hand gestures clap touch on the shoulder Micro: smile nod
Strategies to redirect behaviour and defuse situations may include:	Use a quiet, even tone of voice Lowering the volume and pitch of the voice Calm repetition of instructions/directions Establish eye contact Providing verbal assistance to clarify misunderstandings Repositioning students/ resources/materials Encouraging students to problem-solve Diversionary techniques Removal of stimuli Physical restraint if the safety of any student is at risk
Collect data may include:	Anecdotal notes Diary entries Recording specific indicators determined with the supervisor Using formats provided by the supervisor Checklists Charts Observation notes Observation of child's and/or young person's interactions with a range of other people Asking other workers involved with child or young person Consulting resource staff or others with relevant expertise Consulting parents and other family members Talking to other children and/or young people in the service if appropriate
Additional needs may include needs due to any of the following:	Learning Personality Mood Disability Behavioural or psychological disorders Family circumstances and needs Cultural differences from the culture of his/her peers Communication difficulties Risk of not achieving identified outcomes Unknown diagnosis
Strategies to be implemented may be:	Define goals and how these will be achieved Align with the whole of organisation behaviour support plan Be guided by supervisor in consultation with child/young person specialists, workers and parents as appropriate Be tailored to the needs of individuals and the group Encourage children and/or young people to learn new skills Ensure the safety of all children and young people Be consistently implemented across the organisation
Issues of concern may include:	Unexpected changes in responses of child or young person Symptoms of distress or illness Incidents not addressed by planned strategies Lack of progress
Levels of support required may vary between:	Acknowledgement Encouragement Scaffolding Redirection Intervention

Unit Sector(s)

Not Applicable

CHCCHILD401A Identify and respond to children and young people at risk

Modification History

Not Applicable

Unit Descriptor

Descriptor	This unit describes the knowledge and skills required to address duty of care requirements, working within an ethical framework and applying relevant legislation, policies and procedures in responding to children and young people

Application of the Unit

Application	This unit applies to workers involved in delivering services to children and young people including: community services, health, policing, juvenile justice, recreation, family services, education, alcohol and other drugs work and mental health

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains Employability Skills

Elements and Performance Criteria Pre-Content

Elements define the essential outcomes of a unit of competency.	The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Implement work practices which support the protection of children and young people	1.1 Identify children and young people at risk of harm by observing signs and symptoms, asking non-invasive questions, being aware of protective issues and using child protection procedures where appropriate 1.2 Respond to disclosure, information or signs and symptoms in accordance with accepted standards, techniques, and legislative obligations 1.3 Comply with lawful instructions, regulations and duty of care in all work activities 1.4 Routinely employ child focused work practices to uphold the rights of children and young peoples to participate in decision-making where it is age appropriate 1.5 Employ communication and information gathering techniques with children and young people in accordance with current recognised good practice 1.6 Ensure decisions and actions taken are within own level of responsibility, work role and legislative requirements 1.7 Maintain own knowledge and skills as required to work effectively and participate in practice supervision processes 1.8 Maintain confidentiality as appropriate 1.9 Provide an appropriate response as determined by organisation procedures, legal and work role obligations
2. Report indications of possible risk of harm	2.1 Accurately record relevant specific and general circumstances surrounding risk of harm in accordance with organisation procedures, ethics and legal requirements 2.2 Promptly report risk of harm indicators accordance with statutory and organisation procedures 2.3 Work collaboratively with relevant agencies to ensure maximum effectiveness of report
3. Apply ethical and nurturing practices in work with children and young people	3.1 Protect the rights of children and young people in the provision of services 3.2 Identify and seek supervision support for issues of ethical concern in practice with children and young people 3.3 Develop ethical and nurturing practices in accordance with professional boundaries when working with children and young people 3.4 Recognise indicators for potential ethical concerns when working with children and young people 3.5 Respond to unethical behaviour of others by reporting to the appropriate person

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level required for this unit.
Essential knowledge: The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include knowledge of: Statutory and policy requirements relating to job role Ethical obligations as stated in relevant codes of practice, licensing, accreditation registration to professional bodies, service agreements Ethical approaches that incorporate the conventions on the rights of the child, and human rights Responsibilities to clearly define worker and client roles and responsibilities in regard to ethical conduct and professional relationship boundaries State/territory requirements and processes for notifying suspected abuse and reporting process Child protection system: including reporting protocols, responses to reporting, interagency policies Organisation guidelines and policies for responding to risks of harm to children and young people Duty of care responsibilities Ethical obligations as defined by the job specification and employing organisaiton Principles of ethical decision-making Recording procedures appropriate to job role Common risks to child's safety Indicators of the different types and dynamics of abuse including as they apply to age, gender, disability, culture, sexuality The different types of abuse: serious psychological, physical, sexual, neglect, domestic violence Impact of risk of harm Appropriate responses to disclosure Overview of legal system and it pertains to the job role Outline of common legal issues as relevant to work undertaken with children and young people such as: abuse in all forms domestic and family violence neglect exploitation alcohol and other drugs (AOD) concerns systems abuse
Essential skills: It is critical that the candidate demonstrate the ability to: Provide an appropriate response to indications of risk of harm In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include the ability to: Apply indicators of abuse to make judgements about risks of harm Follow procedures and instructions Apply principles of ethical decision-making Maintain professional boundaries in work with children and young people Provide required reports and records, including effective use of relevant information technology in line with occupational health and safety (OHS) guidelines Use child focused work practices including: communication skills awareness and sensitivity to children and young person's needs inclusiveness of children and young people in participatory decision-making process making special allowances to met needs of children and young people ways of engaging children and young people observance and presence of children and young people as primary clients Distinguish between legal and ethical problems Work within a legal and ethical framework Apply problem solving and negotiation skills to resolve problems of a difficult nature within organisation protocols

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:	The individual being assessed must provide evidence of specified essential knowledge as well as skills Assessment may occur both in the workplace and in off-the-job learning contexts through methods that present workplace practice situations, using case studies, simulations etc. Competence in this unit must be assessed over a period of time in order to ensure consistency of performance across contexts applicable to the work environment Consistency in performance should consider the work environment, worker's role and responsibilities in the workplace
Access and equity considerations:	All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:	This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged Resources required for assessment include access to an appropriate workplace where assessment can be conducted or simulation of realistic workplace setting for assessment
Method of assessment:	In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Range Statement

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. Add any 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.
Lawful instructions and regulation may include:	Restraining orders Supervision and custody orders Legislation
Lawful instructions may include instructions received from:	Licensing authorities Organisation supervisor Courts of Law Police
Child focused work practices	Legislation Policies of organisation Client self determination
Child protection procedures will be determined and defined by:	The specific job role Organisation procedures Interagency agreements Legislation within jurisdictions
Response will be determined by:	Job role and will range from reporting to implementing disciplinary action
Accepted standards include:	State coordinating bodies Interagency agreements and guidelines Protocols defined in legislation Organisation procedures Codes of ethics Practice standards Licensing and accreditation standards
The appropriate person to report suspected risk of harm will vary according to the legislation in the State/territory and organisation policies. The person may be:	Ombudsman State Child Protection Agency Supervisor in the service Individual carer Individual worker

Unit Sector(s)

Not Applicable

CHCDIS301B Work effectively with people with a disability

Modification History

Not Applicable

Unit Descriptor

Descriptor	This unit describes the knowledge and skills required as an introduction to working and communicating with people with a disability

Application of the Unit

Application	This unit may apply to work with people with a disability in a range of community service contexts

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains Employability Skills

Elements and Performance Criteria Pre-Content

Elements define the essential outcomes of a unit of competency.	The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Demonstrate an understanding of the delivery of quality services for people with disabilities	1.1 Demonstrate understanding of key issues facing people with disabilities and their carers 1.2 Work with understanding of the context of policy, regulatory, legislative and legal requirements as they apply to the area of disability work 1.3 Demonstrate commitment to access and equity principles 1.4 Take into account personal values and attitudes regarding disability when planning and undertaking work with people with disabilities 1.5 Demonstrate understanding of different impacts on clients of specific disabilities, including acquired and developmental disabilities
2. Communicate effectively with people with a disability	2.1 Identify specific communication needs of people with a disability including, where appropriate: identifying and using techniques, devices and aids specific to each person with a disability translation and language interpreters cultural interpreters referral to specialists 2.2 Identify areas of mistrust or conflict that may require conflict resolution 2.3 Identify need to include additional people including trusted friends, case workers, family members or adults 2.4 Select from a range of appropriate communication strategies and employ to: establish rapport exchange information facilitate resolution of issues defuse potentially difficult situations 2.5 Apply effective communication where appropriate to provide a brief intervention 2.6 Give feedback and advice in a way which reflects current identified good practice 2.7 Show due regard to individual differences, needs and rights in communicating with clients and colleagues 2.8 Communicate referrals to other staff, manager or specialist services as appropriate to ensure duty of care responsibilities are met in situations where break downs in communication occur
3. Demonstrate the capacity to support rights, interests and needs of people with disabilities	3.1 Demonstrate understanding of strategies that assist people with disabilities to exercise their rights and independence 3.2 Acknowledge different client requirements and adapt approach to address specific requirements of each person, using positive practices in all interactions with people with disabilities 3.3 Comply with legal responsibilities and duty of care 3.4 Report situations that may pose health or safety issues according to organisation procedures 3.5 Apply different models for working in the sector as required to meet client needs
4. Demonstrate the capacity to provide support across a range of disability types	4.1 Apply fundamental knowledge of physical and psychological stages of human development 4.2 Apply fundamental knowledge of factors that may enhance or inhibit human development 4.3 Demonstrate understanding of a range of support practices for people with an intellectual disability, sensory disability, neurological impairment, acquired brain injury, physical disability or developmental delay 4.4 Demonstrate understanding and application of support practices for a range of types of disability
5. Respond to situations of risk or potential risk to people with disabilities	5.1 Identify and respond to situations of risk and report to appropriate people 5.2 Report uncharacteristic or inappropriate behaviour 5.3 Report situations of risk which may adversely effect the health of people with disabilities 5.4 Identify indications of possible abuse and/or neglect and report according to organisation policy and protocol

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level required for this unit.
Essential knowledge: The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include knowledge of: Awareness and understanding of consent and strategies utilised to determine ability to consent Awareness of discriminatory actions A range of developmental and acquired disabilities, including: acquired brain injury autism spectrum disorder cognitive disability developmental delay intellectual disability neurological impairment physical disability sensory disability, including hearing, vision impairment speech/language disability Common risks to safety Communication needs, strategies and resources in relation to people with disabilities Consumer needs and rights including duty of care Different types of requirements likely to be associated with different disabilities Fundamental knowledge of stages of biological and psychological development of the human being throughout the lifespan Indicators of abuse and/or neglect in relation to people with disabilities Networks in the disability sector Principles and practices of: access and equity confidentiality empowerment/disempowerment in relation to people with disabilities Relevant legislation, regulations and policies, including legalities associated with using restrictive and prohibitive practices Relevance of the work role and functions to maintaining sustainability of the workplace, including environmental, economic, workforce and social sustainability Role of guardianship board, public trustee and independent advocate Varying emotional, relationship building and dependence and independence issues and responses associated with differing life stages continued ...
Essential knowledge (contd): Underpinning philosophies and values, including: commitment to empowering clients commitment to meeting the needs and upholding the rights of clients community education and capacity building competency and image enhancement as a means of addressing devaluation delivery of person-centred services holistic and client-centred approach practices which focus on the individual person rightful place in community self determination strengths-based support the impact of social devaluation on an individual's quality of life the social model of disability
Essential skills: It is critical that the candidate demonstrate the ability to: Demonstrate understanding of: the rights and responsibilities of people with disabilities stereotypes that may exist about people with disabilities the impact of own attitudes on working with people with disabilities Make informed observations and report appropriately Respond to situations of risk or potential risk In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include the ability to: Apply skills in interpersonal communication with clients and other stakeholders Communicate effectively with people with a range of different disabilities Recognise and act upon opportunities to enhance sustainability in the workplace

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:	The individual being assessed must provide evidence of specified essential knowledge as well as skills This unit is best assessed in the workplace or in a simulated workplace under the normal range of conditions Consistency in performance should consider the particular workplace context
Access and equity considerations:	All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:	This unit can be delivered and assessed independently, however holistic assessment practice with other community services units of competency is encouraged Resources required for assessment of this unit include access to: an appropriate workplace where assessment can take place or simulation of realistic workplace setting for assessment
Method of assessment:	In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Range Statement

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. Add any 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.
Context includes:	Changing social context of work e.g. consumer centred approach, changing government and societal views, approaches to working with clients Economic context e.g. The current economic situation as it relates to and affects people with disabilities and the subsequent impact on client needs Facts/myths about disability Historical context of work e.g. changing attitudes, changing approaches to working with clients Political context e.g. government policies and initiatives The relevant statutory framework
Stages of human development may relate to:	Stages of cognitive development Stages of physical development Stages of psychosocial development
Issues may include:	Access to services for people with disabilities and their carers Family and carer issues Grief and loss Support in meeting individual needs and personal goals of people with disabilities
Different models for working in the sector may include:	Advocacy Behaviour management Business services support Case management Community access Community development and education Employment support Health promotion Home based support Lifestyle support Peer support/self help Residential services Respite care Working with families
The underpinning values and philosophies of the sector may include:	A holistic and person-centred approach Commitment to empowering clients Commitment to meeting the needs and upholding the rights of clients Community education Delivery of appropriate services
Different client requirements may depend upon:	Type of disability, including: cognitive intellectual physical psychiatric sensory Support availability including: education and training employment family financial physical, emotional and behavioural Presence of a chronic illness/condition
Policy and legislative requirements include:	Disability Discrimination Act and associated standards Disability Service Standards Disability Services Acts (Commonwealth and State) Equal employment opportunity principles Guardianship Board Medical legislation Medication regulations Nurses Act Office of the Public Advocate Privacy Act Restrictive practices legislation
Commitment to access and equity principles includes:	A non-discriminatory approach to all people using the service, their family and friends, the general public and co-workers Client oriented culture Ensuring the work undertaken takes account of and caters for differences including: cultural, physical, religious, economic, social, developmental, behavioural, emotional and intellectual Implementation of person-centred practices
Rights include principles expressed in:	Charters of human rights Disability standards Freedom from discrimination Freedom of information
Rights include:	Access to complaint mechanisms Choice to participate Common law Confidentiality Freedom of association Friendship Privacy To be treated in a dignified, safe and comfortable manner To express own feelings
Interests include:	Accommodation Financial Recreation Services
Appropriate people include:	Administrators Carers Colleagues Disability services Emergency services Health care services Health workers Home and community care services Relatives Supervisors
Respond to situations of risk in the context of the work role may include:	Identifying risks Providing information on risks or potential risks Risk minimisation Strategies for preventing abuse of people with disabilities

Unit Sector(s)

Not Applicable

CUEAUD06B Apply a general knowledge of vision systems to work activities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to provide assistance to audiovisual technicians. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Under the supervision of experienced technicians, trainees or junior staff members undertake the role outlined in this unit .They need a basic knowledge of the main types of vision systems and the procedures for tasks such as cabling and positioning of equipment. This unit has linkages to a range of other units and combined assessment and/or training may be appropriate, e.g.: CUETGE15B Handle physical elements safely during bump in/bump out.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Make preparations for simple vision system activities	1.1. Extract key information from installation/set up plans and confirm requirements with supervisor 1.2. Identify appropriate rigging/positioning points for vision systems 1.3. Correctly identify cables used to connect components Correctly identify and sort equipment in preparation for set up
2. Complete tasks using vision systems	2.1. Place equipment in the correct position according to supervisor's instructions and within licensing restrictions 2.2. Complete cabling of equipment according to supervisor's instructions and safety requirements 2.3. Finalise set-up tasks according to supervisor's instructions and safety requirements, and test operation 2.4. Identify any problems with equipment promptly, take action within scope of individual responsibility or report to supervising technician 2.5. Communicate appropriately with technicians, performers or customers during the completion of tasks

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
patching and operating commonly used signal processors the meaning and use of electrical measurements, including voltage, current resistance, power insulation and circuit continuity, having regard to magnitude, AC or DC, circuit state (energised or de-energised) literacy skills sufficient to extract key information from installation numeracy skills sufficient to count, sort and position equipment
Required knowledge
the general scope and potential of vision system operations within different contexts the relationship between vision system operations and other technical and performance areas, including sound, lighting and performance the key features, purpose and basic operating procedures of major types of AV equipment, including projectors (slide, video and data) different types of cable and their usage in different situations and for different types of equipment common formats of vision system plans and how these relate to practical work tasks legal and safety issues with regard to vision system operations as they affect individual workers common terminology used in relation to audiovisual operations general knowledge of power, including recognition of different power outlets and safe use of power extension leads

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: ability to complete a range of simple vision system tasks safely and in accordance with instructions introductory knowledge of the major types of vision systems, including key features and safety issues.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the completion of a range of preparatory and set up tasks with industry-current vision systems equipment project or work activities that allow knowledge to be applied to specific live production contexts and situations completion of tasks within workplace-realistic time constraints.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the candidate working with equipment and completing tasks inspection of equipment set up by the candidate oral questioning/interviewing to assess knowledge of equipment and procedures review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands 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	Assessment of this unit requires access to: current and operational vision systems as specified in the Range Statement vision system plans or instructions.

Range Statement

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.
Vision system activities within this unit must include:	cabling of equipment, including making cables using connectors and crimping tools positioning of equipment testing the basic operation of equipment
Equipment may include:	35mm and 16mm projectors audio equipment, including: amp racks amplifiers cables compact disc players connectors effects and mixing desks equalisers feedback monitors microphones speakers tape recorders cables and wireless microphones computer-operated equipment digital and still cameras lighting equipment portable LCD and DLP projectors screens video players and monitors
Problems with equipment would be quite simple in nature and may include:	difficulties with positioning discrepancies within plans incorrect number of equipment pieces insufficient or wrong cabling not receiving signal from input devices to display/output devices problems with power source

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - vision systems

Co-requisite units

Co-requisite units

CUECOR04B Deal with conflict and resolve complaints

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to handle difficult interpersonal situations with both customers and colleagues when conflict arises. It does not cover skills associated with formal negotiation, counselling or mediation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People working at all levels across a range of cultural industry sectors apply the day-to-day conflict resolution skills and knowledge outlined in this unit. At this level, personnel could also be involved in resolving escalated complaints. This unit has strong linkages to the following units, and combined assessment and/or training is recommended: CUECOR02C Work with others CUECOR03B Provide quality service to customers. Note that conflict resolution in relation to colleagues is included in both this unit and the unit CUECOR02C Work with others. Care should be taken to avoid duplication in training and assessment.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Identify conflict situations	1.1. Identify potential for conflict quickly and take swift and tactful action to prevent escalation 1.2. Identify quickly situations where personal safety of customers or colleagues may be threatened, and organise appropriate assistance
2. Resolve conflict situations	2.1. Take responsibility for finding a solution to the conflict within the scope of individual responsibility 2.2. Encourage all points of view, accept them and treat them with respect 2.3. Use effective communication skills to assist in the management of the conflict 2.4. Use accepted conflict resolution techniques to manage the conflict situation and develop solutions
3. Resolve escalated complaints	3.1. Take responsibility for resolving the complaint 3.2. Handle escalated complaints sensitively, courteously and discreetly 3.3. Convey an empathetic and helpful attitude using active listening and questioning 3.4. Query the customer for any information regarding possible causes related to the complaint 3.5. Establish and agree on the nature and details of the complaint with the customer 3.6. Assess the impact of the complaint on the customer in order to provide an appropriate response and solution 3.7. Determine possible options to resolve the complaint and quickly analyse and determine the best solution, taking into account organisational constraints 3.8. Take appropriate action to resolve the complaint, and, wherever possible, to the customer's satisfaction 3.9. Where appropriate, use techniques to turn complaints into opportunities to demonstrate high quality customer service 3.10. Complete any necessary documentation accurately and within time constraints 3.11. Provide feedback on complaints to appropriate personnel in order to avoid future occurrence

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
conflict resolution skills and strategies incorporating communication skills of: assertiveness listening non-verbal communication language style problem solving negotiation.
Required knowledge
group processes and roles people play procedures for handling customer complaints in a given industry or workplace context types of conflict in the workplace and typical causes conflict theory, including signs, stages, levels, factors involved, results.

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: knowledge of conflict resolution techniques ability to apply conflict resolution techniques and resolve a range of different conflict situations in contexts appropriate to the job role and workplace.
Context of and specific resources for assessment	The assessment context must provide for: activities that allow the candidate to address a range of commonly-occurring conflict situations that may be found in the workplace. These should be related to the usual work roles of the candidate, such as handling escalated customer complaints in a front-of-house environment, resolving disputes with colleagues over work aspects, dealing with contractors or suppliers who fail to meet obligations interaction with others to demonstrate appropriate interpersonal skills for resolving conflicts.
Method of assessment	Assessment may incorporate a range of methods to assess practical skills and the application of essential underpinning knowledge, and might include: direct observation of the candidate demonstrating complaint handling or negotiation skills, either in the workplace or through role plays case studies to analyse and resolve conflict situations arising in various work contexts incident reports prepared by the candidate written or oral questions to assess underpinning theories related to conflict resolution review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands 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	Assessment of this unit requires access to: typical organisational complaint and conflict policies and procedures.

Range Statement

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.
Conflict and escalated complaint situations may relate to:	conflicts among work colleagues customer complaints denied requests for refunds or exchanges dissatisfaction with seats allocated drug or alcohol affected persons ejection from premises late customers refused entry
Organisational constraints may include:	budgetary constraints no availability of replacement goods, services or tickets strict refund/exchange policy

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - interpersonal communication

Co-requisite units

Co-requisite units

CUECOS09B Develop and apply knowledge of costume

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to research information about the overall history of costume, different costume trends and the role of the costume design and production process within the cultural industries. As such this unit includes an overall knowledge of costume development and underpins all other costume units. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Costume designers and other personnel involved in staging a production apply the skills and knowledge outlined in this unit. They could be working in a range of contexts - from large commercial productions in the entertainment and screen industries to amateur theatre.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Research information on costume	1.1. Correctly identify sources of information on the general aspects of costume history and evolution 1.2. Use formal and informal research techniques appropriately to access information about costume, including the evolution of clothing styles for men, women and children 1.3. Organise research materials and findings for current and future use by self and others in a manner which facilitates easy access and cross-referencing
2. Link research to costume design and production needs	2.1. Identify and action the costume research needs for a specific production with a focus on the link between costume design and other production aspects 2.2. Identify the ways in which clothing styles and production methods may need to be adapted for production/performance requirements
3. Update and maintain knowledge of costume trends	3.1. Identify and use opportunities to update and expand knowledge of costume 3.2. Incorporate updated knowledge into costume design and production activities

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
general research skills sufficient to source and analyse information on costume
Required knowledge
the role of costume within an overall production history of costume development within the performing arts, both within Australia and overseas the roles and responsibilities of different people in the costume design and production process and the differences between workplaces the interrelationships between costume personnel and others involved in a production the differences between everyday garment construction and costume construction process sources of information on costume history and evolution

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: ability to conduct research on costume requirements to meet the needs of a particular production general knowledge of the history and evolution of clothing styles for men, women and children.
Context of and specific resources for assessment	The assessment context must provide for: demonstration of skills through the conduct of costume research for a particular production.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: review of a research portfolio developed by the candidate for a particular production oral or written questioning to assess knowledge of costume history and evolution review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands 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	Assessment of this unit requires access to: sources of information on costume history and evolution.

Range Statement

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.
Sources of information on costume may be both formal and informal and include:	books on costume, architecture, decorative arts, transport, textiles, colour film, video paintings and illustrations of the period personal observation photographs the Internet watching TV writings of the period
General aspects of costume history and evolution must include the evolution of clothing styles in relation to:	basic shapes/silhouettes foundation garments trims and accessories types of fabrics used
The link between costume design and other production aspects may relate to:	the role of different individuals in the design process the ways in which costumes may need to be adapted to meet physical or creative performance aspects

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - costume

Co-requisite units

Co-requisite units

CUEEVT03B Integrate knowledge of creative and technical production into management processes

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to integrate knowledge of both the creative and technical aspects of live event production into overall production and event management processes. . No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Event managers apply the skills and knowledge outlined in this unit. In this role they work with creative and technical personnel to realise concepts that underpin productions. This unit has linkages to a range of other event and production management units, and combined assessment and or training with those units may be appropriate, e.g.: SITXEVT009A Develop event concepts SITXEVT012A Select event venues and sites.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Assess key creative and technical production aspects	1.1. Identify the major creative and technical aspects of a production and the relevant personnel with whom liaison is required 1.2. Interpret production documentation correctly to inform assessment of creative and technical production needs
2. Integrate knowledge of creative and technical production into work activities	2.1. Liaise with creative and technical personnel in a manner which establishes trust and rapport and shows an understanding of all areas of the production 2.2. Use knowledge of creative and technical aspects to participate in production decisions and facilitate outcomes which balance different production needs 2.3. Take account of creative and technical needs in the planning and implementation of projects
3. Update creative and technical production knowledge	3.1. Identify and use opportunities to update knowledge of current and emerging creative and technical trends 3.2. Incorporate updated knowledge appropriately into work activities

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
current industry trends in relation to creative and technical production
Required knowledge
general knowledge of technical and creative aspects of live production including: key roles and responsibilities technical terminology used in each area the design development realisation process the interrelationship between different production areas, including typical challenges types of production and event management processes and techniques which foster an integrated approach issues associated with balancing different production needs

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: current knowledge of the way in which the creative and technical aspects of a production are realised, including key roles and responsibilities of different personnel effective use of knowledge within the planning or management of an event production.
Context of and specific resources for assessment	The assessment context must provide for: application of knowledge to specific event and production management contexts, i.e. the management of a production event.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of the management of an event for which the candidate has been responsible case studies to assess ability to integrate knowledge of creative and technical components into other management processes oral or written questioning to assess knowledge of creative and technical issues review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Guidance information for assessment	There are no particular resource requirements for assessment of this unit.

Range Statement

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.
Creative aspects of a production may include:	cultural issues design processes for major production aspects, including sets, lighting, sound and costume the roles and working methods of creative personnel, e.g. director, designers, performers
Technical aspects of a production may include:	audio audiovisual lighting staging
Production documentation may include:	cue sheets designs and plans, e.g. lighting, costume, sound scripts
Ways of establishing trust and rapport with creative and technical personnel may include:	acknowledging the importance of creative or technical expertise in the overall event management process demonstrating a broad understanding of technical or creative issues ensuring currency of knowledge in relation to progress of technical or creative aspects pro-actively working with colleagues to identify key technical or creative issues and challenges
Opportunities to update knowledge may include:	formal and informal research industry seminars informal discussions with colleagues Internet

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and leadership - event management

Co-requisite units

Co-requisite units

CUEFOH03C Provide seating and ticketing advice

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to advise customers on seating facilities and to provide general information on ticket categories, prices and availability. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Box office personnel apply the skills and knowledge outlined in this unit. People in this role draw on detailed product knowledge of performances/events and venues. Typically they would be employed at theatre, cinema and event venues which could have one or more auditoria. This unit has strong linkages to the following units, and combined training and/or assessment is recommended: WRRS1B Sell products and services CUEFOH07B Process financial transactions CUEFOH08B Process incoming customer orders.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Develop and update knowledge of venues facilities, seating and performances	1.1. Identify and access information sources for current and accurate information on venue/s, facilities, seating and performances/sessions/events 1.2. Read and accurately interpret information on all aspects of venue seating and ticketing, including consideration of issues affecting customers with special needs 1.3. Record and store information for future use, in accordance with organisational systems
2. Provide seating and ticketing information	2.1. Provide accurate information on costs of all ticket categories, including any concessional rates 2.2. Provide accurate information on performance/session/event commencement and conclusion times, as requested 2.3. Provide information on facilities and services provided for customers with special needs, as required 2.4. Advise customers on nature of seating, including location and viewing details 2.5. Consider special requests or customers with special needs when selecting seats 2.6. Make appropriate recommendations for alternative or future performances/sessions/events as appropriate 2.7. Provide accurate advice on refund and exchange policy and procedures and clearly reinforce these issues 2.8. Handle all enquiries and sales in an efficient and polite manner according to the speed requirements of the sales situation 2.9. Seek advice or assistance from colleagues as required
3. Issue tickets	3.1. Check that all equipment and materials are available and operational before commencing ticket issue 3.2. Issue tickets and receipts, if required, in accordance with organisational procedures and ticketing system 3.3. Check tickets before providing them to customer and reconfirm details to the customer

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to accurately interpret seating and ticketing information numeracy skills sufficient to calculate numbers of seats, advise on pricing information
Required knowledge
information systems used by venues in relation to seating and ticketing product knowledge of venue facilities, seating layout and prices as appropriate to the organisation product knowledge of venue performances/sessions/events times as appropriate to the organisation broad understanding of the different types and styles of performances/sessions/events as appropriate to the organisation or industry sector special facilities and services available to people with special needs procedures and systems for determining availability of tickets ticket issuing systems, as appropriate to the organisation payment, refund and exchange policy and procedures

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: ability to access appropriate information on venue facilities, and all operational aspects of the performance/session/event - times, prices, ticketing categories provision of accurate seating and ticketing advice and issuance of tickets within industry-realistic timeframes ability to provide information and advice which matches customer needs and requests.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills in providing information for multiple ticketing products to meet varying customer needs processing requests within typical workplace time constraints, eg serving a physical or telephone queue of customers waiting to access seating and ticketing information interaction with and involvement of a customer group to whom information and advice can be provided.
Method of assessment	Assessment may incorporate a range of methods to assess practical skills and the application of essential underpinning knowledge, and might include: direct observation of the candidate providing information and advice and issuing tickets case studies to assess ability to match product to customer needs/requests review of documentation, information manuals or notes kept by the candidate written or oral questions and tests to assess knowledge of information sources and actual knowledge of venues, ticketing products and prices review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands 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	Assessment of this unit requires access to: typical industry information storage systems for venue, ticketing and performance/session/event information tickets/passes.

Range Statement

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.
Sources for current and accurate information on venue/s, facilities, seating and performances/sessions/events may include:	formal familiarisation visits hirer information sheets information manuals personal site observation/exploration venue information sheets/manuals
Aspects of venue seating and ticketing include:	categories of seating and features changing configurations general seating layout scheduled dates and times for performances viewing issues, e.g. full view, restricted view
Customers with special needs may require:	hearing assistance immobility access special car parking special seating translation assistance wheelchair access
Customers with special needs may include:	aged people first-time patrons groups infants parents with young children pregnant women school groups those with a disability those with special or cultural needs unaccompanied children VIPs
Storage of information may include:	card reference systems computerised database of information file notes of particular venues/performances/events/sessions information manual
Tickets may be issued:	manually via a ticketing software system
Seating and ticket advice may be provided by:	a ticketing agency the venue itself
Selection of seats may take into account:	best presentation of the venue - 'dressing the house' best viewing position for the particular type of performance/event/session special needs of the customer
Required equipment and materials may include:	computer hardware computer software point of sale transaction documents and equipment
Advising on and issuing tickets may take place:	over the counter/face-to-face via fax or modem via mail via telephone via the Internet or other electronic technology
Ticketing software systems may include:	Bocs Globe Select Softix Ticketmaster

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - front of house

Co-requisite units

Co-requisite units

CUEFOH04C Usher patrons

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to process tickets and seat patrons for a theatre performance, event or cinema session. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Box office personnel apply the skills and knowledge outlined in this unit. People in this role are responsible for monitoring patron movements in and out of the auditorium and assisting with any special seating requirements. Typically they would be employed at theatre, cinema and event venues which could have one or more auditoria. This unit has strong linkages to the following units, and combined training and/or assessment is recommended: CUEFOH10B Monitor entry to a venue CUSOHS301A Follow occupational health and safety procedures.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Check and process tickets	1.1. Check tickets/passes for validity and seating location and process in accordance with organisational procedures 1.2. Take appropriate action should any problems arise with tickets/passes 1.3. Provide patrons with accurate auditorium information and advise if any special restrictions or requirements apply 1.4. Refer issues beyond own level of responsibility to the appropriate person
2. Seat patrons	2.1. Encourage patrons to enter the appropriate location in accordance with public announcements 2.2. Deal with queues to ensure that patrons are seated efficiently and quickly and that the performance is not delayed 2.3. Monitor crowd movement and take appropriate action to address problems 2.4. Direct patrons to their seat location or guide patrons to seats, ensuring their safety 2.5. Deal with any seating problems, take remedial action according to individual level of responsibility and enterprise procedures 2.6. Identify patrons with special needs and provide special assistance to seat them at the most appropriate time for the comfort and convenience of all patrons 2.7. Provide latecomers with accurate information on when they may be seated and assist them to their seats at the appropriate time 2.8. Observe safety requirements and regulations at all times in accordance with organisational procedures
3. Monitor entry to and from the auditorium	3.1. Close auditorium doors in time for the performance/session/event and continually monitor 3.2. Assist any patrons to safely exit and re-enter the auditorium at appropriate times 3.3. Clear the auditorium of patrons at the conclusion of the performance/session/event in accordance with safety requirements and regulations 3.4. Tidy and/or clean the auditorium and secure, as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
methods of crowd control literacy skills sufficient to read and interpret tickets numeracy skills sufficient to count tickets, seats
Required knowledge
formats and features of tickets as appropriate to the organisation or industry sector typical procedures for ushering patrons layout of the auditorium (all entrances, exits) seating configuration of the auditorium and various pricing categories performances/session/event times (start, conclusion, intermission) special seating facilities and services available to people with special needs procedures for assisting people with specials needs to and from their seats procedures for late admissions safety issues and regulations particularly in relation to the ushering of patrons

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: ability to check and process tickets and seat patrons customers efficiently ability to identify and resolve seating problems provision of special assistance to those people who have special seating needs knowledge of typical procedures used for ushering patrons.
Context of and specific resources for assessment	The assessment context must provide for: the ushering of patrons within an operational venue environment, e.g. a cinema, live theatre, conference centre interaction with and involvement of a customer group to be seated and to whom special assistance can be provided provision of multiple types of assistance to ensure varying customer needs can be met.
Method of assessment	Assessment may incorporate a range of methods to assess practical skills and the application of essential underpinning knowledge, and might include: direct observation of the candidate ushering patrons within a venue direct observation of the candidate providing special services to those people who have special needs role plays to assess ability to resolve seating problems written or oral questions and tests to assess knowledge of the auditorium, seating layout and procedures, e.g. safety and security, special needs procedures review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands 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	Assessment of this unit requires access to: a venue where performances/cinema sessions/events take place tickets/passes.

Range Statement

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.
Processing tickets may include:	collecting whole tickets tearing ticket stubs and returning main portion to patron tearing tickets
Auditorium information provided to patrons may include:	correct entrance for particular seats exit points for the auditorium location of seats
Special restrictions or requirements may include:	exiting via an exit point no entry or return entry to the venue once the performance has commenced no intermission non use of audio or camera recording equipment inside the venue
Problems with tickets may include:	patron is using a concessional ticket/pass to which they are not entitled tickets are for a past or future performance/session
Seating problems may include:	broken seats patrons have impaired vision due to height and require booster cushions patrons moving onto seats which are of a higher price to which they are not entitled patrons sitting in incorrect seats
Providing special assistance to seat those with special needs may involve:	adjusting walking pace to that of a less mobile person to ensure their safe arrival at seat location physical guiding of visually impaired patrons providing extra verbal instruction to less mobile persons about presence of stairs, steps, steepness of slope, availability of handrails pushing or guiding wheelchairs

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - front of house

Co-requisite units

Co-requisite units

CUEIND01D Source and apply entertainment industry knowledge

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to source, apply and update a general knowledge of the live entertainment industry. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People working in a wide range of occupations in the entertainment industry apply the skills and knowledge described in this unit. Effective performance in any role requires a basic understanding of industry structure and operations, employment obligations and the impact of new technology. It is recommended that this unit be delivered or assessed in conjunction with other operational and technical units.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Source and apply information on the structure and operation of the entertainment industry	1.1. Correctly identify and access sources of information on the entertainment industry 1.2. Use knowledge of the entertainment industry appropriately to enhance the quality of work performance
2. Source and apply knowledge of industry employment obligations and opportunities	2.1. Obtain information to assist in effective work performance in the entertainment industry 2.2. Apply knowledge of industry employment obligations and opportunities appropriately within day-to-day work activities
3. Seek information on new technology	3.1. Correctly identify sources of information on new technology 3.2. Correctly apply information on technological advances in day-to-day work activities
4. Seek opportunities to update industry knowledge	4.1. Identify and use a range of opportunities to update knowledge of the entertainment industry and monitor current issues of concern to the industry. 4.2. Share updated knowledge with customers and colleagues as appropriate, and incorporate into day-to-day work activities

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
research and literacy skills sufficient to analyse and interpret information from industry association promotional materials personal organisational skills to keep up-to-date with industry developments using technology to source information
Required knowledge
different sectors of the entertainment industry and their interrelationships key work areas within the industry, how they interrelate, and key roles and responsibilities broad knowledge of key entertainment industry terminology issues of etiquette and ethics as they apply to key work areas within the industry nature, role and functions of unions and employer associations, including rights and responsibilities of employers and employees obligations of employers, including safe system of work and non-discrimination obligations of employees, including attendance, ethical behaviour, taking directions, confidentiality, work performance, safety and care, the environment and sustainable working practices sources of information on the entertainment industry and ways of maintaining current industry knowledge overview of current and emerging technologies used within the relevant entertainment industry sector

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: general knowledge of the entertainment industry as detailed in the required skills and knowledge and their application to a particular workplace context understanding of how industry knowledge can be applied to work activities to maximise effective performance knowledge of how to maintain currency of knowledge.
Context of and specific resources for assessment	The assessment context must provide for: project or work activities that allow the candidate to access and apply industry information to specific contexts and work activities.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: case studies to assess application of knowledge of different industry contexts and situations oral or written questions to assess knowledge of different aspects of the entertainment industry review of portfolios of evidence or third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands 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	Assessment of this unit requires access to: sources of information on the entertainment industry.

Range Statement

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.
Sources may include:	discussions with industry practitioners and colleagues industry associations and organisations industry functions industry journals Internet media personal observations and experience policy and procedures manuals reference manuals seminars and other professional development opportunities unions and other sources of industrial relations information.
Information may relate to:	industry structure different sectors products and services available major industry bodies relationship between entertainment and other industries economic and social significance of the industry
The term entertainment industry covers all sectors involved in the production of any type of live theatre or event. This may include:	any type of event, e.g. sporting cultural charitable ballet concerts corporate theatre and communication drama festivals
Effective work performance may be enhanced by obtaining information on:	career opportunities roles, responsibilities and employment rights of contracted workers unions and employer bodies professional associations industrial relations issues
Information on new technology may include:	advances in technology and equipment likely effects of new technology on current work practices and the structure of the industry ways of upgrading skills to allow for the use of new technology sources of technical advice and support
Issues of concern to the industry may be related to:	changing nature of the marketplace government initiatives industry expansion labour issues impact of developments or trends in other related industries, e.g. fashion film, TV and radio music retail sport tourism visual arts, craft and design

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry capability - industry context

Co-requisite units

Co-requisite units

CUEMAR02C Undertake market research

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge to conduct formal market research. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Senior personnel or managers would generally apply the skills and knowledge outlined in this unit. In this role. they need a sound knowledge of different research methodologies and how to apply them to meet their organisation's market research needs. This unit has linkages to a range of other marketing and planning units, and combined assessment and or training with those units may be appropriate, eg: SITXMPR005A Develop and manage marketing strategies SITXMPR001A Coordinate the production of brochures and marketing materials.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Plan market research	1.1. Identify specific research needs based on current business focus and the needs of the organisation 1.2. Develop objectives for the research in consultation with the relevant personnel 1.3. Identify research methods and select the most appropriate method in accordance with research objectives, organisational policies and procedures and resource constraints 1.4. Obtain approval to undertake market research from the relevant personnel as required 1.5. Document planning process in accordance with organisational procedures
2. Conduct research	2.1. Obtain data using selected research method(s). 2.2. Identify the need for, and obtain, specialist assistance where appropriate 2.3. Identify the need for, and use, appropriate technology to assist in the research process 2.4. Conduct research within agreed timeframes and in accordance with agreed method 2.5. Document research in accordance with organisational procedures 2.6. Identify the need for, and make adjustments to, the research process when required
3. Analyse research findings	3.1. Analyse data and identify and interpret key issues resulting from the research 3.2. Store data in accordance with organisational procedures 3.3. Use results to inform current activities and future planning 3.4. Present results of the research to relevant personnel with relevant recommendations and observations 3.5. File results of research in accordance with organisational policies and procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
typical research methodologies and the ways in which they are used within the relevant industry sector report writing for the presentation of research data
Required knowledge
role of research within the relevant industry sector and major research bodies sources of research data within the relevant industry sector types of technology use for research methods of collating and analysing quantitative and qualitative data

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: conduct of research using appropriate techniques, methodologies and reporting knowledge of a range of research techniques and methodologies.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the conduct of research for a specific project interaction with others to reflect the consultative aspects of the unit.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: research project and report for an organisation, event or project case studies to assess ability to apply methodologies to different situations oral or written questioning to assess knowledge of research methodologies and sources of data review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands 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	Assessment of this unit requires access to: current industry research data.

Range Statement

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.
Specific research needs may include:	research on competition, e.g. measuring awareness, identifying key competitors and their strengths, identifying frequency of use of competitors' products and services, comparing consumer attitudes to an organisation's services and those of competitors research on consumers, e.g. identifying existing, potential or lapsed consumers, developing detailed consumer profiles, identifying changes in attitudes and behaviour patterns research on place, e.g. identifying attitudes towards location, identifying demand for products or services at other locations, identifying cooperative opportunities for distribution of information or services research on pricing, e.g. identifying attitudes towards prices, identifying costs, testing alternative pricing strategies research on products and services, e.g. measuring attitudes towards existing products or services, identifying potential new products or services or ones which may be at the end of their life cycle, evaluating competitors' products, evaluating consumer attitudes towards presentation and packaging research on promotion, e.g. testing and comparing different media options, testing alternative messages, measuring advertising and promotion effectiveness
Relevant personnel may include:	cooperative partners management other colleagues other marketing personnel
Research methods may include:	primary market research, including telephone interviews, postal surveys, focus groups, personal interviews and omnibus surveys secondary market research such as information already available within the organisation, e.g. sales figures, attendance figures, details on the type of tickets sold, government reports, other information sources such as conference papers, speeches, reports to regulatory or funding bodies, reports from trade or professional associations, annual reports, articles, advertisements, research projects, internet

Unit Sector(s)

Unit sector

Competency field

Competency field	Business development - marketing

Co-requisite units

Co-requisite units

CUEMAR03C Undertake marketing activities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to coordinate a range of marketing and promotional activities with some limited short term planning. This unit is equivalent to the unit 'SITXMPR004A Co-ordinate marketing activities' in the Tourism, Hospitality and Events Training Package. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This role may be undertaken by dedicated marketing personnel or by others for whom marketing forms only a part of the job role. Longer term, more strategic planning is covered in the unit SITXMPR005A Develop and manage marketing strategies. This unit has linkages to a range of other units and combined assessment and or training with those units may be appropriate, e.g.: CUEMAR02C Undertake market research.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Plan and organise marketing and promotional activities	1.1. Plan and schedule activities in accordance with the marketing plan or other organisational systems 1.2. Identify, analyse and incorporate relevant market information into short-term planning 1.3. Develop and implement detailed action plans for promotional activities at the appropriate time to address all operational details
2. Undertake a general public relations role	2.1. Establish and conduct relationships with industry and media colleagues in a manner that enhances the positive image of the organisation 2.2. Use networks to assist in the implementation of promotional activities 2.3. Develop promotional resources in appropriate formats where required, ensuring accessibility for customer colleagues with special needs
3. Review and report on promotional activities	3.1. Prepare reports in accordance with the organisation's marketing policy and required timeframes 3.2. Present market intelligence in a manner which provides clear and concise information to those responsible for sales and marketing planning 3.3. Make informal reports to relevant colleagues to maximise opportunity to meet team targets 3.4. Review all activities in accordance with agreed evaluation methods, and incorporate results into future planning 3.5. Agree to evaluation processes through consultation and negotiation

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
planning and organisational skills in relation to marketing activities report writing skills for the development of marketing reports
Required knowledge
key marketing principles in-depth knowledge of organisation's products/services industry and market knowledge, including customer trends and preferences, and industry marketing and sales networks, including e-business options knowledge of sales and marketing principles and ability to interpret a marketing plan general knowledge of a range of promotional activities and accessibility issues that need to be considered, eg layout of materials to assist the visually-impaired legal issues that impact on the planning and organisation of marketing activities

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: coordinating and organising a number of marketing or promotional activities logical and thorough activity planning, including development of supporting organisational systems knowledge of marketing principles and their application to practical workplace contexts.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the planning and organisation of marketing activities for a specific project/event interaction with others to reflect the consultative aspects of the unit assessment conducted over a period of time so that all aspects of the unit can be assessed, eg the planning and conduct of activities.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of marketing activities planned and conducted by the candidate evaluation of marketing reports prepared by the candidate, detailing the way in which an activity was planned and conducted case studies to assess ability to apply methodologies to different situations oral or written questioning to assess knowledge of marketing principles review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands 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	Assessment of this unit requires access to: resources for the conduct of marketing activities.

Range Statement

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.
Issues to be considered when developing marketing plans may include:	administrative and procedural requirements availability of promotional materials budget availability contracting of other services equipment requirements maximising access for those with special needs objectives and nature of the activity possible cooperative approaches potential e-business opportunities public relations implications staffing requirements strategies to ensure maximum benefit travel arrangements
Promotional activities may include:	advertising display and signage initiatives familiarisations industry and public relations activities limited product development market research

Unit Sector(s)

Unit sector

Competency field

Competency field	Business development - marketing

Co-requisite units

Co-requisite units

CUESCE05B Apply a general knowledge of scenic art

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the foundation skills and knowledge required to use a range of techniques, materials and equipment for the production of scenic art. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People assisting with creating scenic art in the screen, media and entertainment industries apply the skills and knowledge outlined in this unit. At this level their work would be closely supervised. The role includes the need for an understanding of basic techniques for producing scenic art. This unit underpins all other scenic art units and also has linkages to units within the Visual Arts Craft and Design Training Package. Combined assessment and/or training with those units would be appropriate.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Make preparations for scenic art production	Liaise with supervisor to determine the nature of scenic art to be created Correctly identify and select appropriate materials for scenic art production in accordance with instructions and the intended use for the piece Calculate correct quantities of materials required and minimise waste where possible Select appropriate equipment and tools in accordance with materials being used and type of scenic art
2. Complete tasks using scenic art tools, equipment and materials	Correctly and safely use techniques for the production of scenic art Complete production processes in a logical manner Follow appropriate safety procedures throughout the process in accordance with organisational and legislative requirements Work cooperatively with other team members to ensure efficiency and quality in the production process Identify any problems with processes promptly and take appropriate action within the scope of individual responsibility

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to interpret production documentation and read product labels numeracy skills sufficient to calculate quantities of materials and take basic measurements
Required knowledge
the general scope of scenic art items that may be required for different types of production general understanding of the scenic art design process and how it relates to other production aspects the role of scenic art in theatre, film, TV and other contexts, e.g. corporate general understanding of the range of equipment and techniques used in scenic art general knowledge of the range of materials used in scenic art, including paints and cloths and their major properties and applications overview of basic colour theory safety and environmental issues and legislation associated with the production of scenic art

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: ability to safely use scenic art techniques, materials and equipment knowledge of the properties and applications of different materials, tools and equipment used in scenic art production.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the use of techniques, materials and equipment to contribute to scenic art production.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the candidate using particular techniques, tools and equipment review of items prepared by the candidate in terms of quality of finish/readiness for painting oral or written questioning to assess knowledge of materials and safety issues review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Guidance information for assessment	This unit requires access to: materials, tools and equipment commonly used in scenic art production a work space in which scenic art can be produced.

Range Statement

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.
Scenic art may include:	back drops construction of scenic art cloths cycloramas drops flats flooring and floor cladding flown pieces large props, e.g. furniture preparation and priming of materials rakes rostra scaffolding soft drapes stairs treads use of basic painting techniques
Materials may include:	adhesives dyes fire retardant primer solvent-based paints stains texture mediums water-based paints
Equipment may include:	brushes charcoal sticks cutting boards and tables dyeing facilities glue guns graining combs hammers hopper gun rollers scissors and cutters sponges spray guns stamps tacks tools, e.g. wire cutters, hammers, pliers

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - scenic art

Co-requisite units

Co-requisite units

CUESMT10B Organise and facilitate rehearsals

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to coordinate the overall rehearsal process for live productions/events. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Coordinating rehearsals is typically the role of a production manager or stage manager in conjunction with a producer or director. The core of the job involves setting up the logistics and communication channels to ensure rehearsals run smoothly. It entails preparing essential documentation, liaising with cast and crew, and locating and preparing rehearsal venues. This unit has linkages to a range of other stage management units, and combined training and/or assessment with those units may be appropriate, e.g.: CUESMT11B Create, update and use production reference documents CUESMT12B Analyse performance outline/script.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Select and secure rehearsal venue	1.1. Determine requirements for rehearsal facilities through liaison with relevant personnel and analysis of production documentation 1.2. Develop accurate and complete specifications for rehearsal venues to facilitate the research process 1.3. Research potential rehearsal venues using appropriate information sources and research methods 1.4. Assess suitability of venues based on comparison of services against specifications 1.5. Complete a risk assessment on potential venues and integrate findings into selection and planning processes 1.6. Negotiate and liaise with personnel from potentially suitable venues to ensure requirements can be met and to address any potential problem areas 1.7. Provide clear and accurate briefings on venue options to relevant colleagues, including recommendations and rationale 1.8. Confirm venue arrangements accurately in writing when the selection process is finalised
2. Coordinate physical elements for rehearsal	2.1. Measure and mark up the rehearsal facilities according to the production design/specifications 2.2. Organise all required physical elements in accordance with rehearsal schedule and daily requirements 2.3. Arrange appropriate and timely transportation of physical elements at the rehearsal facility in accordance with production specifications 2.4. Ensure that physical elements are correctly set-up, checked by relevant colleagues and are operating in according with design specifications 2.5. Monitor the set-up to ensure that occupational and public health and safety requirements are adhered to 2.6. Advise relevant personnel and performers of the nature and limitations of physical elements
3. Create and distribute rehearsal documentation	3.1. Correctly identify the information and documentation required by all those involved in rehearsals 3.2. Circulate relevant, current and accurate information to relevant personnel in a timely manner 3.3. Develop schedules in accordance with provisions in the relevant award and enterprise agreements and budget 3.4. Amend schedules and production documentation as necessary to reflect any required changes and distribute to relevant personnel
4. Facilitate communication during rehearsal	4.1. Deal with creative and technical participants in a tactful and sensitive manner and take into account any cultural or language differences 4.2. Communicate with creative and technical participants regularly throughout the rehearsal process in an open manner to maintain positive working relations 4.3. Broker the resolution of any technical problems by facilitating discussions between performers and technical crew 4.4. Take appropriate action to meet requirements of creative and technical participants
5. Participate in rehearsals	5.1. Participate in rehearsals, providing technical assistance as required 5.2. Monitor rehearsals and stage manage, if required, in accordance with the production requirements 5.3. Calculate and record performance timings for use in production documents 5.4. Participate in production meetings or post-rehearsal note sessions to identify any production problems and resolve with the minimum of disruption to the rehearsal process and budget

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and conflict resolution skills in relation to the types of issues that arise during rehearsals with various stakeholders literacy skills sufficient to conduct research and develop complex documentation
Required knowledge
different types of rehearsal venue requirements for varying types of production information sources for venue information features and requirements of typical venue contracts overall knowledge of technical and artistic elements of the production roles and responsibilities of those involved in the rehearsal process the possibilities and limitations of staging and technical rehearsal elements differences between the elements used during the rehearsal and the actual production elements relevant industrial awards for performers and technicians, particularly in relation to scheduling rehearsal times relevant occupational health and safety legislation and regulations, particularly in relation to the set-up and safe operation of a rehearsal area content and format of production documentation

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: ability to source and oversee the set-up of an appropriate rehearsal venue which meets the production needs ability to effectively communicate and resolve conflicts in the context of production rehearsals knowledge of the technical aspects of the rehearsal process.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the sourcing and set-up of a rehearsal facility for an actual production, plus the facilitation of the rehearsal process interaction with and involvement of a production and performance team involved in the rehearsal process.
Method of assessment	Assessment may incorporate a range of methods to assess practical skills and the application of essential underpinning knowledge, and might include: direct observation of the candidate working within the rehearsal context review of schedules and other production documentation prepared by the candidate evaluation of report completed by the candidate on the management of rehearsals, challenges faced and how these were overcome written or oral questioning to assess knowledge of industrial awards and occupational health and safety legislation and regulation review of portfolios of evidence and third party workplace reports of on-the job performance by the candidate. Assessment methods should closely reflect workplace demands 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	Assessment of this unit requires access to: potential and actual venues where rehearsals could realistically take place physical production elements relevant industrial awards relevant occupational health and safety regulations.

Range Statement

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.
Rehearsal facilities may be:	hired from another organisation located at the actual production/event venue located off-site from the venue part of the organisation's facility
Relevant personnel/technical and artistic production team may include:	all technicians, e.g. sound, lighting artistic director assistant stage manager choreographer designer designers extras non-regular performers performers production manager staging personnel technical director venue management
Rehearsals may be conducted:	in a totally independent space in the actual performance/production/event space
Physical elements required for rehearsal may include:	mirrors musical instruments notice board production desk props and costumes resin box secure storage sets storage for personal property suitable flooring technical equipment waiting area warm-up area other support facilities
Performers may be:	actors conference speakers masters of ceremony musicians non-regular performers panel members, e.g. a debating team public speakers regular cast members singers special guests non-regular performers, e.g. extras replacements second cast supernumeraries swings understudies
Rehearsal documentation may include:	accident report form agent list artists call sheet, e.g. publicity call sheets bump-in schedules company/organisation lists contact lists distribution lists dressing room lists front-of-house information ground plans memos petty cash forms preliminary cue synopses production meeting agenda production meeting minutes production plans production schedules props lists rehearsal reports rehearsal schedules scene breakdown/working division scenery lists technical plots, eg fly plots and dome plots texts time sheets tour itineraries understudy/covers list venue information wardrobe lists
Requirements of creative and technical participants may relate to:	costume fittings counselling of staging and technical crew organisation of all types of calls organisation of publicity materials/events publicity events specialist calls, e.g. music, voice, dance training

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - stage management

Co-requisite units

Co-requisite units

CUESOU07B Apply a general knowledge of audio to work activities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the foundation skills and knowledge required to complete a range of general audio-related tasks in a live venue environment. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People assisting with audio operations in the screen, media and entertainment industries apply the skills and knowledge outlined in this unit. They are working under the direct supervision of an experienced sound technician. The role includes the need for an understanding of the role of sound technicians, the process for setting up audio equipment and the functions of a range of sound equipment. Equipment operation is at a routine level. This unit underpins and has linkages to general technical units and all other audio units, and combined training and assessment with those units may be appropriate, e.g.: CUSOHS301A Follow occupational health and safety procedures CUETGE15B Handle physical elements safely during bump in/bump out.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Make preparations for audio set-up	1.1. Extract key information from audio installation plans and confirm requirements with supervisor 1.2. Correctly identify preferred rigging and positioning points for audio equipment 1.3. Correctly identify cables used to connect different audio components 1.4. Correctly identify and sort equipment and accessories in preparation for set-up, ensuring appropriate handling and taking account of equipment differences
2. Complete tasks using audio equipment	2.1. Correctly connect, disconnect and position audio system cables, including microphone, speaker, multicore and power feeds, in accordance with supervisor's instructions and safety requirements 2.2. Wire the audio system in correct sequence and confirm with supervisor 2.3. Set start up and operating settings in correct sequence and correctly use features of audio desk in accordance with instructions 2.4. Identify any problems with equipment promptly, take action within scope of individual responsibility or report to supervisor 2.5. Use positioning and equalising techniques to create optimum sound quality 2.6. Communicate appropriately with other technicians, performers or customers during the completion of tasks

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to extract key information from audio installation plans numeracy skills sufficient to sort and count equipment
Required knowledge
the general scope and potential of audio operations within different live production contexts, e.g. theatre, music, corporate the relationship between audio operations and other technical and performance areas, including lighting, vision systems and performance typical roles and responsibilities of audio technicians in different contexts, including different career paths fundamentals of sound in a circuit, including understanding that microphone level is 40 to -60dB line level features and meaning of a typical sound system signal flow chart, including signal chains, gain structure and levels decibel levels and basic sound pressure level measurement, including that frequency is measured in Hertz, understanding the differences between 100Hz and 1kHz understanding of phase, including phase cancellation, and that at 180 degree phase difference signals do cancel each other out common terminology used in relation to audio occupational health and safety requirements and legislation that relate to audio personnel, in particular with regard to working safely with electricity requirements for the storage of audio equipment key features, purpose and basic operating procedures of major types of audio equipment, including different types of loudspeakers, audio mixing consoles, signal processing equipment, input source equipment and common accessories different types of cable, their usage in different situations and how to care for them, including: microphone cables; how to run safely and neatly and where to store excess speaker cables; how to run safely and neatly and avoid lighting components multicore cables, how to run safely and neatly and where to store excess power cables, how to run safely and neatly and where to store excess

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: recognition of sound equipment, including key features and purpose understanding of signal flow through the audio chain completion of audio-related tasks in accordance with health and safety procedures.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the completion of a range of preparatory and set-up tasks with industry-current audio equipment project or work activities that allow knowledge to be applied to specific production contexts and situations.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the candidate completing audio-related tasks evaluation of equipment which has been set-up by the candidate oral or written questioning to assess knowledge of equipment and audio theory review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands 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	Assessment of this unit requires access to: a range of sound equipment as identified in the Range Statement a sound system an environment in which an audio system can be run.

Range Statement

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.
Equipment must include:	audio mixing consoles input source equipment loudspeakers
Accessories used in live audio may include:	active splits analysis software continuity and phase testers DI boxes insolation transformers spectrum analysers SPL meters white or pink noise generators
Equipment differences for loudspeakers may include:	features of high frequency compression driver types size of paper cone loudspeakers
Equipment differences for audio mixing consoles may include:	how front of house consoles differ from stage monitor consoles, particularly the difference between pre and post fade auxiliary sends
Equipment differences for input source equipment may include:	devices in the main signal chain, e.g. equalisers, CD, cassette, mini disk devices inserted over individual channels, such as noise gates, limiters, compressors, preamps
Correct start up sequence and operating settings for an audio system would include:	ensuring all amplifier volume controls are down (at minimum settings) ensuring all output faders on console are down (at minimum settings or muted) powering up all front-of-house equipment first powering up amplifiers last winding up amplifier volumes after all equipment is powered up
Correct sequencing of wiring would include:	connection of adequate mains to all components and understanding of power isolation patching to create a complete signal chain from input to output safe and neat positioning of cables and multicore
Sound equipment may include:	amplifiers to suit the system analogue FOH mixing desk of at least 24:8:2 format CD player computer DAT effects rack hard disc recorder microphones of different pickup patterns and types mini disc signal processing equipment speakers as part of the system stereo 3-way PA system for audiences of different sizes

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - audio/sound

Co-requisite units

Co-requisite units

CUESOU08B Select and manage microphone and other audio input sources

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to select and manage audio input sources and the audio signals these devices create. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People working as sound technicians apply the skills and knowledge described in this unit. They are working at a senior level since they are responsible for creating and implementing complex microphone plots. As such it requires a detailed knowledge of microphone and input source technology. The work often involves long or irregular hours and can be physically demanding. The ability to work cooperatively as part of a production team is essential. It is strongly recommended that this unit be assessed with or after the following unit: CUESOU07B Apply a general knowledge of audio to work activities. This unit also has linkages to other audio units and combined assessment/training with those units may be appropriate, e.g.: CUSSOU303A Set up and disassemble audio equipment CUESOU04C Mix live audio.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Select microphones and other input sources according to application	1.1. Analyse performance outline and liaise with relevant colleagues to determine audio requirements 1.2. Assess the venue/location to determine input source options based on acoustic analysis and any physical limitations 1.3. Assess the acoustic source of the audio to identify the preferred microphone placement 1.4. Identify and select the most appropriate microphone options, including consideration of microphones for specific purposes
2. Maximise gain on stage	2.1. Electrically connect and mechanically set microphones in a desired location using safe work practices 2.2. Position microphone appropriately to achieve required gain 2.3. Implement appropriate equalisation options and introduce relevant effects equipment to increase gain before feedback
3. Manage inputs	3.1. Prepare and implement an appropriate microphone plot 3.2. Patch microphone signals to the audio mixing desk, including multiple signals where required 3.3. Prepare and maintain an input signal failure plan 3.4. Test input sources, identify any problems promptly and take action to rectify as appropriate

Required Skills and Knowledge

Required skills
current trends in microphone development and the availability of products terminology associated with input source management
Required knowledge
detailed knowledge of different types of microphone and their applications, including different audio pick-up patterns, microphone behaviour in different environments, acoustic consequences of signal phase problems, the use of phantom power microphone requirements for different types of environment, including live sound, studio recording and live broadcast techniques for preparation of a microphone plot, including key elements and relevant issues for consideration techniques for preparation of an input signal failure plan, including key elements and issues for consideration techniques for management of diverse input signal types, including limitations

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: in-depth knowledge of microphone technology and product options sufficient to complete a complex set-up ability to select, set-up and test a microphone plot.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the selection and set-up of a complex microphone plot for more than one production/event involvement of and interaction with a production/performance team use of industry-current equipment.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of the audio aspects of an event where the candidate has been responsible for microphone selection and set-up evaluation of a microphone plot prepared for a specific purpose by the candidate oral or written questioning to assess knowledge of microphone technology review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands 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	Assessment of this unit requires access to: a range of industry-current microphones of different types other audio equipment such as mixing console venue/location for staging of production/event.

Range Statement

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.
Acoustic sources may include:	acoustic instruments electric instruments the voice for dramatic dialogue the voice for lectures and meetings the voice for music
Microphone options may include:	condenser dynamic
Microphones for specific purposes may include:	lectern specific instruments, e.g. piano, electric guitar stage dialogue
Equalisation options and effects equipment to achieve maximum gain before feedback may include:	feedback eliminator style device one third octave equaliser parametric equaliser

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - audio/sound

Co-requisite units

Co-requisite units

CUESOU09B Manage and compile audio replay material

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to compile sound effects and replay material from diverse sources and to replay those effects on cue in a live performance situation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People working as sound technicians apply the skills and knowledge described in this unit. Typically they are responsible for assembling the range of sound effects required during a live performance and ensuring that these are replayed in the correct sequence and required level during performances. The work often involves long or irregular hours and can be physically demanding. The ability to work cooperatively as part of a production team is essential. It is strongly recommended that this unit be assessed with or after the following unit: CUESOU07B Apply a general knowledge of audio to work activities. This unit has linkages to a range of other audio units, and combined assessment and/or training with those units may be appropriate.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Assess source materials	1.1. Liaise with relevant colleagues to determine production needs for replay materials 1.2. Identify sources of materials and ascertain availability 1.3. Prepare an accurate record of material noting source, content and duration required 1.4. Establish any copyright restrictions on source materials and seek clearance for use as required
2. Assemble source materials	2.1. Collect and collate pre-recorded materials and check correct versions and duration 2.2. Liaise with relevant colleagues to determine the most appropriate replay mechanism or platform 2.3. Ascertain hardware and software availability for duplication and recording
3. Duplicate and record materials	3.1. Correctly record voice using a range of devices 3.2. Correctly prepare an Edit Decision List (EDL) 3.3. Use appropriate techniques and equipment to record sources at different source levels 3.4. Use correct techniques and equipment to complete editing of tracks or cues 3.5. Make back-up materials using equipment correctly
4. Test and play materials on cue	4.1. Check final source material against show log 4.2. Correctly prepare replay equipment, sound levels and back-up hardware 4.3. Confirm cues with relevant colleagues 4.4. Play materials on cue

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to interpret cue documentation and source materials
Required knowledge
optimum recording levels for a range of devices operating techniques for different recording devices, both digital and analogue operating techniques for a range of audio equipment to complete a signal chain safety issues associated with recording material copyright, moral rights and intellectual property issues and legislation that impacts on the recording and replay of material techniques for creation and adaptation of cue sheets

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: ability to correctly use equipment to record and edit source materials for use as audio effects in a live production knowledge of recording and replay devices.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the recording and editing of sound effects for use in a live production use of industry-current equipment.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of audio materials compiled/edited by the candidate oral or written questioning to assess knowledge of equipment and techniques review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands 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	Assessment of this unit requires access to: source materials recording and replay devices.

Range Statement

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.
Replay requirements may include:	multi-tracking music sound effects voice overs
Source materials may include:	cassette CD live effects musical instruments radio and TV broadcasts voice
Replay mechanisms or platforms may include:	cassette decks CD player DAT machine hard disk recorder mini disk player PC reel-to-reel machines

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - audio/sound

Co-requisite units

Co-requisite units

CUESTA05C Apply a general knowledge of staging to work activities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to provide assistance with the installation of staging under direct supervision. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People assisting with staging for live entertainment events and productions apply the skills and knowledge outlined in this unit. At this level their work would be closely supervised. The role includes the need for an understanding of stage geography, staging equipment and staging terminology plus basic stage preparation and set positioning. This unit has linkages to a range of other technical units and combined assessment and/or training with those units is recommended, e.g.: CPCCCM1005A Carry out measurements and calculations MEM18001C Use hand tools.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Prepare stage area	1.1. Refer to stage plan and consult with supervisor to obtain details of work requirements 1.2. Identify the need for general clearing and cleaning of stage area and take appropriate action 1.3. Mark out stage accurately in accordance with stage plan and directions from supervisor 1.4. Liaise with other production personnel to ensure timing of staging installation is appropriate in relation to other production requirements
2. Lay up floor and position set pieces	2.1. Lay up floor in accordance with stage plan and directions from supervisor 2.2. Move and assemble set pieces in accordance with stage plan and directions from supervisor 2.3. Follow appropriate safety procedures when laying floor and positioning set pieces 2.4. Identify any adjustments required in consultation with supervisor and other personnel and take appropriate action 2.5. Clean up and clean surrounding areas to ensure safe work space for all personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to interpret a stage plan numeracy skills sufficient to take basic stage and staging measurements
Required knowledge
role of staging personnel within the overall production and interrelationship with other production personnel stage geography and terminology, including upstage, downstage, on/offstage, stage right/left, scenery dock, PS, OP, cameral left, camera right (for film and TV) different types of common stage machinery and equipment and the main safety issues associated with their use basic set assembly, including the correct way to run and float a flat, to lash/toggle and pinhinge flats together and to use tech screws and bolts for assembling set pieces methods of tying cloths, drapes, tabs, etc to a barrel, including legs, borders, scrims, gauzes, cycloramas a variety of knots, including bowline, clove, hitch, half-hitch, reef knot, rolling hitch, truckies hitch, overhand knot, figure of eight knot (single and double), whippings and rope seizing occupational health and safety requirements and their application to stage mechanics,, including the handling of hazardous substances

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: knowledge of the roles and functions of staging departments and staging personnel knowledge of entertainment industry terminology in relation to staging ability to follow instructions and safety procedures.
Context of and specific resources for assessment	The assessment context must ensure: demonstration of skills through the installation of staging that includes as a minimum the installation of flooring and basic set pieces involvement of and interaction with a team with whom the candidate can work and which is able to provide the overall direction for staging set-up.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the candidate using appropriate and safe techniques to install staging inspection/evaluation of staging elements positioned by the candidate oral or written questioning to assess knowledge of staging terminology, features and uses of different types of equipment and stage geography review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands 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	Assessment of this unit requires access to: staging machinery, equipment and tools venue at which a production is being staged.

Range Statement

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.
Other production personnel may include:	designers directors production managers stage managers technical specialists venue management
Floor may be laid up using:	carpet dance floors, e.g. tarkett floor cloths/cladding masonite vinyl
Set pieces may include:	framed scenery, e.g.: flats, profiles, doors, windows furniture and other set props non-weight bearing scenery, eg: columns, trees revolves soft scenery, e.g.: canvas legs, borders, cloths, gauzes, cycloramas trucks weight bearing scenery, e.g.: rostra, ramps, steps

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - staging

Co-requisite units

Co-requisite units

CUETEM01C Coordinate production operations

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to monitor and coordinate one or more of the technical production aspects of live theatre or event production. As such, it requires specific skills and knowledge in the relevant technical area plus a knowledge of management roles and responsibilities. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	A senior technician or workshop supervisor would generally undertake this role. This unit has linkages to a range of other technical and general management units and combined assessment and/or training with those units may be appropriate, e.g.: CUEFIN02C Manage a budget CUETEM03C Establish and manage production requirements and resources.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Plan and organise workflow for production operations	1.1. Correctly assess workloads of colleagues and allocate work to facilitate effective and efficient operations 1.2. Delegate work to appropriate colleagues in accordance with the principles of delegation 1.3. Assess workflow and progress against agreed objectives and timelines 1.4. Assist colleagues in the prioritisation of workload through supportive feedback and coaching 1.5. Provide timely input to relevant colleagues in relation to staffing needs
2. Evaluate and monitor production operations	2.1. Check and evaluate production aspects at the appropriate times and in accordance with production schedule, legal and occupational health and safety requirements 2.2. Provide timely and relevant feedback and support on technical aspects to appropriate personnel as required 2.3. Initiate or organise modifications as required by the production and in consultation with colleagues 2.4. Check that documentation is updated as required in accordance with production requirements 2.5. Identify the need for technical run-throughs and negotiate as required
3. Solve problems and make decisions in relation to production operations	3.1. Identify technical problems promptly and analyse from an operational perspective 3.2. Initiate short- term action to resolve the immediate problem where appropriate 3.3. leadership and management roles and responsibilities within the area of technical production 3.4. Analyse problems for any long-term impact, and assess and action potential solutions in consultation with colleagues 3.5. Take follow-up action to monitor the effectiveness of the solution
4. Liaise with production colleagues to maximise quality	4.1. Identify key production personnel and liaise to ensure a holistic approach 4.2. Provide regular updates to colleagues in relation to production issues and general progress 4.3. Seek relevant information from colleagues to allow for timely response to changes in other areas of work

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
leadership and management roles and responsibilities within the area of technical production typical work organisation and work planning methods within the area of technical production
Required knowledge
in depth knowledge of the specific technical area (sound, lighting, staging, audiovisual, sets, props or scenic art) key aspects of the overall technical and creative production process for different types of live production the interrelationships between key artistic and technical personnel principles of effective delegation, including the provision of clear direction in devolving responsibility and accountability problem solving and decision making processes and techniques and their application to technical production in the workplace, in particular contingency management legal and occupational health and safety issues that affect technical production in relation to short-term work organisation effective communication techniques in relation to provision of feedback and support to colleagues

Evidence Guide

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	The following evidence is critical to the judgement of competence in this area: extensive knowledge of specialist technical area ability to monitor technical operations to ensure production requirements are met ability to respond to a range of common technical problems and challenges effective communication skills in relation to coaching and leadership.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the monitoring of one or more technical areas in the lead-up to and during more than one production involvement of and interaction with an artistic and technical team to reflect the collaborative nature of the skills in this unit involvement of a team for which the candidate is able to plan and organise workflow.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: attendance at and evaluation of the technical aspects of an event for which the candidate has been responsible evaluation of a report prepared by the candidate on the technical production process, the issues and challenges encountered and how these were overcome oral or written questioning to assess knowledge of management roles and techniques review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Guidance information for assessment	Assessment of this unit requires access to: technical production equipment in the area of specialisation a venue where a production can be staged.

Range Statement

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.
Production operations may refer to:	lighting sets/props/scenic art sound staging visual display
Colleagues may include:	artists carpenters designers directors stage managers technicians other specialist staff
Occupational health and safety requirements may include:	Commonwealth, State and Territory occupational health and safety regulations relevant local government legislation and regulation relevant national and international standards, guidelines and codes of practice, e.g. the Building Code of Australia
Appropriate times for evaluations may include:	at key stages during set-up before, during or after technical run-throughs during performance breaks just prior to the event
Modifications may include:	changes to technical drawings or plans cue sheet modification introduction of new equipment movement or replacement of physical elements
Problems with production operations may include:	conflicts between different production aspects impacts of last minute artistic changes need to adapt equipment/change equipment space limitations

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - production planning and management

Co-requisite units

Co-requisite units

CUETEM03C Establish and manage production requirements and resources

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to establish and manage resources and other requirements for a particular production area. It builds on the skills found in the unit CUETEM01C Coordinate production operations. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	A head technician, technical manager or workshop manager would generally undertake this role. This unit has linkages to a range of other technical and management units and combined assessment and/or training with those units is recommended, e.g.: CUETEM01C Coordinate production operations CUEFIN02C Manage a budget CUESET11B Develop set construction plans to meet design requirements.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Establish production requirements	1.1. Evaluate initial production concepts and technical requirements in relation to feasibility, safety and any environmental impact 1.2. Provide timely, accurate and correct advice on the feasibility and safety of concepts and their implementation, including suggestions of workable alternatives as required 1.3. Accurately document details of safety and technical requirements in relation to the production concepts 1.4. Clarify production concepts and final requirements in consultation with the appropriate personnel as required
2. Complete plans for realisation of production requirements	2.1. Identify and agree on options for realisation and execution in consultation with the appropriate personnel 2.2. Correctly interpret production documentation/models to adapt these to serve practical requirements of construction or installation 2.3. Accurately and appropriately document all decisions, agreements and other relevant information in accordance with organisational procedures 2.4. Develop an action plan for implementing construction or installation incorporating all requirements in terms of labour, materials, equipment and facilities
3. Source and cost resources	3.1. Source and cost resource requirements as required in accordance with organisation policy and procedures 3.2. Develop realistic expenditure estimates to meet the budget allocation 3.3. Identify potential budget overruns and resolve and/or recommend alternatives to appropriate personnel. 3.4. Liaise with internal and/or external suppliers to acquire equipment and materials, using existing materials wherever possible 3.5. Follow appropriate financial procedures in accordance with organisational policies and procedures
4. Manage construction or installation	4.1. Organise and oversee work to ensure that construction or installation is completed within constraints of timeframes, budget and available technology 4.2. Allocate tasks in accordance with skill, preference, training requirements and multi-skilling considerations 4.3. Liaise with colleagues and attend appropriate run-throughs and/or production meetings to identify any alterations that need to be made to original design specifications 4.4. Monitor construction or installation to ensure that it meets design specifications, budgetary constraints and timelines

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and negotiation skills in relation to liaising with production colleagues and resource acquisition
Required knowledge
in-depth knowledge of the specific production area practical production issues and limitations in relation to different design concepts and techniques planning methods and techniques relevant to the production area supply sources for resources relevant to the production area typical costs and costing processes relevant to the production area legal and occupational health and safety issues that affect production operations

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: effective communication with artistic staff, senior management, peers and subordinates ability to develop options for different production requirements and constraints extensive knowledge of specialist area, particularly in the area of resource acquisition and management.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the establishment and management of technical requirements for more than one production or event assessment conducted over a period of time to reflect the ongoing monitoring and implementation aspects of the unit involvement of and interaction with a whole production team to reflect the collaborative nature of the skills in this unit.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of a particular technical aspect of and event or production for which the candidate has been responsible from planning to realisation evaluation of reports prepared by the candidate analysing the processes undertaken to realise the technical aspects of a production and identifying key challenges and ways of overcoming those challenges case studies to assess ability to develop technical approaches for different production situations problem solving exercises to assess ability to generate solutions to a common range of challenges encountered review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Guidance information for assessment	Assessment of this unit requires access to: venue where a production can be staged equipment and materials relevant to the production area.

Range Statement

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.
Production resources and requirements may relate to:	audio audiovisual lighting props scenic art sets special effects stage management
Appropriate personnel may include:	designers directors production managers other technical specialists
Production documentation/models may include:	designs drawings models plans production notes script
Decisions on most appropriate implementation method/s may take account of factors, including:	budget constraints time venue other company resource restrictions or safety considerations
Resource requirements may include:	equipment facilities labour materials
Resources may be acquired through:	acquiring necessary licences and approvals, e.g. firearms licence borrowing contra-deals hiring purchasing renting
Labour requirements may be for:	consultants/specialists contract staff permanent staff
Financial procedures may include:	establishing cheques and petty cash arrangements establishing paperwork requirements, e.g. purchase orders, requisitions, record keeping, invoices quotes and estimates implementing appropriate delegation and accountability arrangements

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - production planning and management

Co-requisite units

Co-requisite units

CUETEM09B Manage diversity

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to provide leadership in a diverse workplace where customers and staff may be from a wide range of backgrounds. It builds on the unit BSBDIV301A Work effectively with diversity. This unit is closely based on, and equates to, the unit SITXHRM007A Manage workplace diversity in the Tourism, Hospitality and Events Training Package. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Individuals in middle and senior management levels apply the skills and knowledge outlined in this unit. Access to cultural events and activities by everyone in the community irrespective of age, gender, cultural background, physical and mental abilities is critical to the success of the industry. This unit has strong linkages to a range of other units, and combined assessment and/or training with those units would be appropriate, e.g.: BSBHRM402A Recruit, select and induct staff BSBLED401A Develop teams and individuals BSBWOR401A Establish effective workplace relationships BSBWOR502A Ensure team effectiveness

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Encourage respect for diversity in the workplace	1.1. Provide a role model for others through individual behaviour that demonstrates respect for diversity 1.2. Develop work practices and undertake planning in a manner which shows respect for workplace diversity 1.3. Assist and coach colleagues in ways of accepting diversity in relation to both colleagues and customers
2. Use diversity as an asset	2.1. Recognise the skills of a diverse workforce and use these to enhance organisational performance 2.2. Promote the benefits of productive diversity to colleagues
3. Deal with problems arising from diversity issues	3.1. Recognise workplace problems that arise from diversity issues promptly and take action to resolve the situation 3.2. Identify training needs and take appropriate action 3.3. Use coaching and mentoring to assist colleagues to successfully work in a diverse environment

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
cross-cultural communication skills with reference to the roles of leaders and managers, including cross-cultural communication for: conflict resolution problem-solving negotiation motivation
Required knowledge
specific diversity issues which apply to the cultural industries and which contribute to the industry's progress, including benefits of productive diversity legal issues that relate to diversity, including Equal Employment Opportunity and anti-discrimination

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: understanding of the role of leaders and managers in encouraging diversity in the cultural industries knowledge of cross-cultural communication techniques as they apply to leaders and managers knowledge of specific cultural issues that may apply in a particular industry context.
Context of and specific resources for assessment	The assessment context must provide for: project or work activities that allow the candidate to address typical diversity issues found in cultural industries workplaces.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: case studies to develop strategies for effectively managing diversity in different industry contexts oral or written questions to assess knowledge of cross-cultural issues and communication techniques review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands 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	No particular resource requirements apply to the assessment of this unit.

Range Statement

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.
Diversity is used here in its broadest sense and may be related to:	age disabilities family structure gender language race sexual preference special needs
Planning and work practices that reflect respect for diversity may include:	acknowledgment of religious and cultural celebrations appropriate allocation of duties to particular staff members consideration of customers with special needs culturally appropriate mixing of staff training in culturally-appropriate communication consultation sessions with special interest groups sponsors stakeholders the audience for a product or service the community, e.g. local, regional, ethnic or racial
Benefits of productive diversity may include:	a multi-lingual workforce a workforce that reflects the diversity of the customer base different perspectives on problem solving education of the workforce improved cross-cultural communication increased trade with other countries/cultures more interesting work environments removal of prejudice

Unit Sector(s)

Unit sector

Competency field

Competency field	Workforce development - diversity

Co-requisite units

Co-requisite units

CUETGE15B Handle physical elements during bump in/bump out

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to assemble, pack and load/unload physical elements under supervision for any production within the cultural industries. This unit is introductory in nature and focuses on safe manual handling and general knowledge of the bump in/bump out process and types of equipment. It does not include the specialised bump in/bump out procedures and knowledge required by technicians. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The role outlined in this unit may be undertaken by a range of technical production personnel, usually under the supervision of others. This unit has linkages to other technical construction and manufacturing units and combined assessment and/or training with those units may be appropriate. It is strongly recommended that this unit be assessed with or after the following unit: MEM18001C Use hand tools.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Prepare physical elements for transportation	1.1. Assemble/dismantle physical elements in the correct order in accordance with instructions to ensure ease of packing, loading, unloading and installation 1.2. Pack physical elements safely using appropriate techniques and materials to avoid damage during transportation 1.3. Correctly identify, prepare and pack any tools required for bump in/bump out
2. Load/unload physical elements	2.1. Load/unload physical elements in the required order taking care to avoid damage 2.2. Use safe manual handling techniques throughout the loading/unloading process to avoid injury or damage 2.3. Install or position physical elements in appropriate work or storage area in accordance with directions 2.4. Identify any hazardous items and load these in a manner which minimises health and safety risk 2.5. Inspect load prior to transportation to ensure that all items are loaded appropriately, and make adjustments as required 2.6. Clear and clean work areas in accordance with organisational procedures
3. Check condition of physical elements	3.1. Check the condition of physical elements to ensure that no damage has occurred during bump-in/bump-out 3.2. Identify any repairs required and report to the appropriate personnel for action, using correct documentation as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to read simple work instructions, equipment lists and safety directions numeracy skills sufficient to count/tally equipment and other physical elements self-management skills sufficient to meet deadlines problem-solving skills sufficient to anticipate and resolve minor equipment set-up problems ability to work as a member of a production team
Required knowledge
general knowledge of the bump in/bump out process for different types of production, including typical procedures and processes and the roles and responsibilities of different personnel general knowledge of the typical physical elements used for different types of production typical locations for different physical elements within a production venue safe manual handling techniques and the broader safety issues associated with the movement of physical elements relevant organisational and/or legislative occupational health and safety requirements packing materials and techniques used for different types of equipment techniques for loading and stowing equipment for safe transportation the range of tools commonly required during the bump in/bump out process

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: knowledge of safe manual handling techniques for various types of equipment ability to move, pack and load equipment under instruction using safe manual handling techniques.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the packing, loading and positioning of physical elements required in a given production involvement of and interaction with a team during the bump in/bump out process.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the candidate packing, loading or unloading equipment during a bump in/bump out oral or written questioning to assess knowledge of equipment types and features, safety issues case studies or problem solving exercises to assess the candidate's ability to respond to different operational situations and contexts review of portfolios of evidence and third party workplace reports of on-the job performance by the candidate.
Guidance information for assessment	Assessment of this unit requires access to: a venue or location for bump in/bump out a range of equipment typically used for a production transportation into which equipment can be loaded.

Range Statement

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.
Physical elements may include any equipment or materials commonly used for an entertainment production, eg:	audio equipment costumes lighting equipment props scenic art sets
Transportation may be required:	between different venues by air by rail by road by sea within a venue
Packing/loading techniques may include:	particular ways of handling different equipment use of protective coverings use of restraints
Packing materials may include:	boxes bubble wrap bush blankets crates labels road cases rope straps tape tissue paper wardrobe skips
Appropriate personnel may include:	event/production managers stage managers supervisors/managers technical staff

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - staging

Co-requisite units

Co-requisite units

CUFCMP301A Implement copyright arrangements

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to implement individual or collaborative copyright arrangements. This unit is related to CUFCMP501A Manage and exploit copyright arrangements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit addresses the implementation of copyright arrangements, including sourcing copyright information, gaining clearance to use other people's material and protecting material from unauthorised use. It has application to people involved in using/creating original works, including literary works, computer programs, compilations, artistic works, dramatic works, musical works, cinematograph films, sound recordings, broadcasts, photographs, photographic imagery and published works. This unit does not address assigning copyright and licensing rights. This is addressed in: CUFCMP501A Manage and exploit copyright arrangements.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Source information on copyright	1. Identify sources of information on copyright 2. Determine what is and is not protected by copyright 3. Identify and determine role of copyright collection societies 4. Check copyright legislation with appropriate person 5.
Obtain permission to use copyright material	6. Identify copyright owner's exclusive rights 7. Determine need for copyright clearance and identify potential for fair use of copyright material 8. Discuss and confirm copyright clearance issues 9. Determine if moral rights or performer's rights need to be credited 10. Obtain and accurately record copyright clearance
Protect material from unauthorised use	11. Confirm original work as being the result of individual/collaborative skill and effort 12. Discuss and formally record copyright ownership/proportional ownership 13. Identify and confirm individual/collaborative copyright responsibilities 14. Identify potential infringements to copyright and activities that will not infringe copyright 15. Apply copyright notices on creative works in a correct manner 16. Prepare, date and store documentation to track copyright requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
numeracy skills sufficient to determine the duration of copyright arrangements literacy skills sufficient to read copyright information and to complete copyright documentation learning skills sufficient to maintain knowledge of copyright issues teamwork skills sufficient to work with collaborators when discussing copyright ownership problem solving skills sufficient to recognise problems that arise from copyright ownership discussions and to seek expert advice on solving them technology skills sufficient to use documentation systems for tracking copyright requirements and for accessing/downloading copyright material
Required knowledge
basic understanding of copyright principles/legislation relevant to implementing copyright arrangements recognised procedures to determine copyright ownership function of the Australian Copyright Council as it relates to own work context

Evidence Guide

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 following is essential: ability to source information and seek appropriate assistance as required to organise copyright arrangements, and ability to apply this information to day-to-day work activities knowledge of copyright principles/legislation.
Context of and specific resources for assessment	Assessment must ensure: access to a range of relevant and current industry information materials, such as the Copyright Act 1968, Copyright Amendment (Digital Agenda) Act 2000 and Australian Copyright Council information sheets access to an environment where copyright information can be applied and copyright ownership discussed access to appropriate personnel to check copyright legislation access to appropriate technology to source copyright information and prepare copyright documentation access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: direct observation of the candidate obtaining permission to use copyright material case studies to assess ability to identify sources of information on copyright written and verbal questioning or interview to test knowledge of the sources of information and the role of copyright collection societies problem solving activities to assess ability to recognise problems that arise from copyright ownership discussions review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFIND201A Develop and apply creative arts industry knowledge CUFIND301A Work effectively in the screen and media industries.

Range Statement

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.
Sources of information may include:	Australian Copyright Council copyright collection societies copyright legislation industry associations industry information sheets and journals internet libraries union publications (newsletters, magazines, bulletins and letters).
Copyright collection societies may include:	Australasian Mechanical Copyright Owners Society Ltd (AMCOS) Australasian Performing Right Association (APRA) Christian Copyright Licensing International Copyright Agency Ltd (CAL) International copyright collection societies Mediacom/LicenSing Phonographic Performance Company of Australia (PPCA) Screenrights VISCOPY Word of Life International.
Appropriate person may include:	agents/artists' managers/industry managers Australian Copyright Council representatives copyright collection society representatives employee association/union representatives industry/industry association representatives legal representatives licensers/publishers.
Exclusive rights may include:	communicating the work to the public importing the work into Australia licensing and assigning the work making an adaptation of the work making the work public for the first time performing/showing/transmitting the work in public reproducing the work.
Fair use of copyright material may include:	new exceptions for consumers and new flexible dealing exception professional advice by a lawyer, patent attorney or trade mark attorney reporting news research, study, criticism or review.
Moral rights may include the right of the creator:	not to have their work falsely attributed not to have their work treated in a derogatory way to be attributed (or credited) for their work.
Performer's rights may include:	the moral rights in performances the ownership of copyright in sound recordings the rights to control recording and communication of their performances.
Original work may include:	artistic works, e.g. paintings, drawings, cartoons, sculpture, craft work, architectural plans, buildings, photographs, photographic imagery, maps, plans, special effects make-up broadcasts, e.g. television, radio cinematograph films, e.g. film, video, DVD compilations, e.g. anthologies, directories, databases computer programs dramatic works, e.g. choreography, screenplays, plays, mime pieces, performances musical works/performances published editions sound recordings textual material, e.g. journal articles, novels, screenplays, poems, song lyrics, reports.
Copyright notices may include:	for sound recordings, the letter P (for phonogram) in a circle or in brackets is used the symbol Â©, followed by the name of the copyright owner and the year of first publication.
Documentation may include dated copies of:	artwork digital media products footage letters or other communications with people who have access to the original work manuscripts music (presented in any media or format) negatives/photographs/photographic imagery recordings scores (music/film).

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, licensing and risk - Compliance

Co-requisite units

Co-requisite units

CUFCMP501A Manage and exploit copyright arrangements

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage and exploit individual or collaborative copyright arrangements. This unit is related to CUFCMP301A Implement copyright arrangements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit addresses the management and exploitation of copyright arrangements, including assigning and licensing rights and ensuring copyright is protected locally and internationally. It has application to people involved in exploiting original works, including literary works, computer programs, compilations, artistic works, dramatic works, musical works, cinematograph films, sound recordings, broadcasts, photographs, photographic imagery and published works. This unit is appropriate for artists, artists' managers, agents, industry managers, legal representatives, music licensers and music publishers.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Identify exploitation opportunities for original works	1. Confirm original work is protected against unauthorised use 2. Research potential for commercial exploitation of original work under copyright, intellectual property and licensing legislation 3. Seek advice, as required, to ensure that copyright issues are fully addressed in terms of copyright owners exclusive rights and the rights of others
Protect original works locally and internationally	4. Confirm original work is protected at local and international levels against illegal or unauthorised reproduction (in part or full) 5. Confirm original work is protected at local and international levels against adaptations 6. Confirm original work is protected at local and international levels against unauthorised communications 7. Research and/or obtain reliable legal advice to ensure artists'/copyright owners' rights are protected
Assign copyright of original works	8. Undertake appropriate planning in preparation to negotiate deals for original work 9. Ensure implications of assigning copyright are understood by relevant parties 10. Assign copyright to new owner according to legislative requirements 11. Confirm and agree with relevant parties the degree to which artists/publishers may control use and exploitation of original work under assignment of copyright 12. Accurately record terms of assignment of copyright into a formal contract that is signed by relevant parties
License rights to original works	13. Confirm and agree to territories in which licensing rights may be exercised with relevant parties 14. Confirm and agree to the timeframe of the licence with relevant parties 15. Confirm and agree to the terms of exploitation of the original work/licence with relevant parties 16. Confirm and agree on the creative control of the original work with relevant parties 17. Negotiate fees relevant to the context of the deal with relevant parties 18. Confirm and agree on the responsibility for enforcing copyright against infringement 19. Accurately record and store terms relating to the licensing deal into a formal contract that is signed by relevant parties
Maintain copyright documentation	20. Store copyright documentation in a secure and accessible form (for retrieval where required) 21. Identify and confirm responsibility to comply with conditions of copyright agreement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
numeracy skills sufficient to negotiate fees and to determine the term of a copyright licence literacy skills sufficient to interpret relevant legislation and to complete copyright documentation communication skills sufficient to: negotiate deals and achieve agreed outcomes interpret the needs and rights of relevant parties explain the difference between assignment and licensing of copyright explain the difference between performing/mechanical/synchronisation rights and communicating to the public rights teamwork skills sufficient to work with relevant parties when negotiating deals problem solving skills sufficient to solve problems arising from negotiating deals technology skills sufficient to use documentation systems for preparing formal contracts and recording/storing copyright agreements
Required knowledge
copyright, intellectual property and licensing legislation relevant to managing and exploiting copyright arrangements industry organisations dealing with copyright, intellectual property and licensing recognised procedures to determine copyright ownership function of the Australian Copyright Council as it relates to own work context function of copyright collection societies as they relate to copyright exploitation copyright conventions in relation to intellectual property (using, producing and protecting), publishing and new technology.

Evidence Guide

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 following is essential: ability to research and/or seek appropriate assistance to manage and exploit copyright understanding of the difference between assignment and licensing of copyright understanding of the role of organisations relevant to copyright legislation and business.
Context of and specific resources for assessment	Assessment must ensure: access to copyright, intellectual property and licensing legislation, including the Copyright Act 1968 and Copyright Amendment (Digital Agenda) Act 2000 access to an environment where original work can be commercially exploited under copyright access to reliable legal advice where required access to appropriate technology to prepare copyright documentation access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: direct observation of the candidate managing and exploiting copyright arrangements case studies to assess ability to research commercial exploitation opportunities written and verbal questioning or interview to test knowledge of assigning and licensing of copyright problem solving activities to assess ability to solve problems arising from negotiating deals review of portfolios of evidence and third party workplace reports of on-the-job performance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB401A Establish legal and risk management requirements of small business FNSICGEN402A Participate in negotiations.

Range Statement

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.
Original works may include:	artistic works, e.g. paintings, drawings, cartoons, sculpture, craft work, architectural plans, buildings, photographs, photographic imagery, maps, plans, special effects make-up broadcasts, e.g. television, radio cinematograph films, e.g. film, video, DVD compilations, e.g. anthologies, directories, databases computer programs dramatic works, e.g. choreography, screenplays, plays, mime pieces, performances musical works/performances published editions sound recordings/performances textual material, e.g. journal articles, novels, screenplays, poems, song lyrics, reports.
Copyright issues may include:	exploited reversion triggers length of control period after expiration of term non-exploited reversion triggers ownership of materials term of licence or assignment.
Exclusive rights may include:	communicating the work to the public importing the work into Australia licensing and assigning the work making an adaptation of the work making the work public for the first time performing/showing/transmitting the work in public reproducing the work synchronising the work translating the work.
Relevant parties may include:	agents/artists' managers/industry managers artists employee associations/union representatives industry/industry association representatives legal representatives licensers/publishers.
Licence may include:	exclusive licence implied licence non-exclusive licence.
Creative control may include:	right of approval of sub-licensing or assignments selection of material selection of producers to what extent and how the work may be recast ways in which the work is exploited.
Fees may include:	advance recouped against royalty outright fee or royalty, or a combination of both.
Documentation may include dated copies of:	artwork contracts digital media products footage letters or other communications with people who have access to the original work manuscripts music, presented in any media or format negatives/photographs/photographic imagery recordings scores (music/film).

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, licensing and risk - Compliance

Co-requisite units

Co-requisite units

CUFDIG201A Maintain interactive content

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to maintain interactive content. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People responsible for updating the content of websites apply the skills and knowledge described in this unit. Under direction, they upload a range of media assets and change text content, using a content management system that may be a proprietary system designed for a static or dynamic website. Changes to the interface and structure of the site are made by people in more senior positions.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Check website information for relevance and currency	1. Confirm with relevant personnel frequency of upgrades 2. Obtain revised and additional electronic content and ensure correct versions 3. Confirm with relevant personnel the age limit of links that should be retained or deleted 4. Confirm with relevant personnel other revisions as required
Check links and navigation	5. Select appropriate link-checking software, run software to test links and check currency of existing links 6. Save report document according to technical and organisational requirements 7. Check broken or failed links to determine site closures or new site addresses
Update information	8. Access content management system and load appropriate files 9. Delete closed links and re-establish new site links if available 10. Check internal page links and rectify or delete as required 11. Import and/or change content material as required and specify appropriate metadata if required 12. Make heading, typographical and image revisions applying appropriate style sheets and alt tags if required 13. Insert additional pages or screens as required, applying appropriate templates or themes 14. Upload edited files to server using file transfer protocols (FTP). 15. Advise relevant personnel if new buttons, interface or navigation design are required to incorporate additional materials
Test and confirm changes	16. Check all links are valid 17. Confirm with relevant personnel that all changes have been made

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to: interpret and clarify written or verbal instructions interpret and apply information in user manuals for software applications ability to work as a member of a production team - both independently on assignment and under direction technical skills sufficient to: proficiently use a content management system use link-checking software manage files using standard naming conventions apply appropriate metadata to describe documents apply style sheets, templates and themes self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise
Required knowledge
W3C Accessibility standards relevant to text and images internet protocols and data types OHS standards as they relate to working on computers for periods of time

Evidence Guide

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 following is essential: accurate creation of interactive media information and links proficient use of content management systems attention to detail.
Context of and specific resources for assessment	Assessment must ensure: access to industry-standard authoring software, the internet and an FTP client for uploading content access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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 and third-party workplace reports of on-the-job performance evaluation of websites where content has been updated by the candidate on a regular basis written or oral questioning to test knowledge of internet protocols, data types and W3C Accessibility standards relevant to text and images.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFIND201A Develop and apply creative arts industry knowledge CUFRES201A Collect and organise content for broadcast or publication.

Range Statement

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.
Relevant personnel may include:	client programmer and technical support people supervisor web manager other specialist creative and administrative staff as appropriate.
Electronic content may include:	audio HTML images (photographs and illustrations) PDF documents text video Word documents.
Link-checking software may include:	Xenu Linkbot software internal to content management systems.
Content management systems may include:	authoring tools, such as: Dreamweaver Contribute learning management systems, such as: WebCT Blackboard Janeson Moodle Sharepoint open source database systems other proprietary database systems.
Metadata may include:	author copyright date description subject title other metadata based on Dublin Core or other standards.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG303A Produce and prepare photo images

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to prepare photo images for integration into an interactive media sequence or product. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This role may be assigned to a graphic artist or, in a larger project, to a photographer who works closely with a programmer or interactive media author to publish required images. The photography ranges from digital still composition to panoramas for the production of virtual worlds. Photo images can include landscapes, objects and portraits. Specialist skills associated with photography are covered in: CUVPHI06A Plan and carry out image capture in response to a brief.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Use scanner to capture photo images	1. Source and select appropriate photographic images according to requirements of photographic project brief 2. Discuss selection of images with relevant personnel 3. Assess scanner features to ensure that outcomes will meet the requirements of brief 4. Operate scanner according to manufacturer specifications 5. Select scanner settings to ensure image capture meets production requirements 6. Transfer and store photographic image files to a computer using standard naming conventions
Use digital camera to create photo images	7. Discuss photographic project brief with relevant personnel 8. Assess digital camera features to ensure that outcomes will meet the requirements of brief 9. Plan camera shots taking into account lighting, framing, composition and other photographic techniques 10. Load and operate digital camera according to manufacturer specifications 11. Consider digital camera focus, exposure and shutter speed to ensure image capture meets production requirements 12. Check photographic images for fitness of purpose to comply with brief 13. Transfer and store photographic image files to a computer using standard naming conventions
Edit photo images	14. Load digital imaging software and import photo image source files 15. Manipulate and save digital images using designated digital imaging software 16. Create photo images that incorporate visual design and communication principles using designated digital imaging software 17. Evaluate the outcome for visual impact, effectiveness and fitness for purpose 18. Confirm outcome with relevant personnel
Prepare photo image assets	19. Save files in appropriate output format to meet platform requirements 20. Assign metadata tags if required 21. Group files logically in a folder system using standard naming conventions 22. Store files in share drive or repository for production team access

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to: interpret and clarify written or verbal instructions consult equipment operation manuals ability to work as a member of a production team - both independently on assignment and under direction technical skills sufficient to: proficiently use a scanner to reproduce photo images to specification proficiently use a digital camera to create well-composed photo images proficiently use digital imaging software to manipulate and prepare photo images manage files using standard naming conventions self-management skills sufficient to: work under pressure meet deadlines seek expert assistance when problems arise problem-solving skills sufficient to anticipate and resolve minor equipment set-up problems
Required knowledge
basic photographic techniques basic principles of visual design and communication appropriate file formats for various platforms industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders basic understanding of the relationship between technical and creative aspects and requirements of interactive media projects basic knowledge of the features of a range of delivery platforms OHS regarding the use of scanners, cameras and computers, and handling and disposing of lithium batteries

Evidence Guide

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 following is essential: ability to use digital imaging software to prepare high quality photo images that satisfy the requirements of a range of briefs efficient operation of a scanner and digital camera to capture images.
Context of and specific resources for assessment	Assessment must ensure: access to a range of resources and equipment currently used by industry, including: flatbed scanner digital camera industry-standard graphics software access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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 and third-party workplace reports of on-the-job performance evaluation of photo images prepared by the candidate on a number of occasions practical demonstration by the candidate of scanner and digital camera operation written or oral questioning to test knowledge of file formats and OHS issues.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG304A Create visual design components.

Range Statement

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.
Projects may include:	e-commerce educational product game information product promotional product training product website.
Relevant personnel may include:	client designer graphic artist interactive media author programmer, coder and technical support people supervisor web manager other specialist creative and administrative staff.
Scanner features may include:	bit depth dynamic range optical resolution output format (e.g. RGB, greyscale or CMYK) platen size reflective or transmissive (film) range of film holders.
Scanner settings may include:	bit depth colour or greyscale colour/target/working space crop destination dust and scratch handling (e.g. ICE, FARE) grain management (e.g. GEM) multi-sampling orientation output dimension and resolution or file size preferences/options restoration of colour (e.g. ROC) scaling sharpening source image type tones, contrast, colour cast, saturation.
Digital camera features may include:	aperture automatic, program or manual settings batteries colour, target, working space compatibility with hardware and digital imaging software exposure compensation file format flash, fill flash lens focal lengths, such as wide angle, close-up and telephoto menu functions resolution - megapixels shutter speed size and type of memory card(s) subject modes white balance.
Photographic techniques may include:	composition depth of field dynamic range field of view framing lighting.
Digital imaging software may include:	a wide range of programs, e.g.: Adobe Photoshop Adobe Photoshop Elements Adobe Photoshop Lightroom Apple Aperture Corel Paint Shop Pro Corel PhotoPaint GNU Image Manipulation Program (GIMP and GIMPshop).
Manipulating digital images may include:	appending text/type for files and captions brushing creating artistic effects cropping editing eliminating red eye emulating photographic effects image enhancement including tones, contrast, colour cast/tint, saturation masking layers retouching (i.e. cloning, rubber stamping, healing, patching) sharpening stitching (panoramic scenes) using layers for composites using pre-sets.
Visual design principles may include:	balance emphasis movement perspective proportion scale unity.
Communication principles may include:	communicates message conveys meaning meets audience requirements uses functional components.
Output formats may include:	GIF JPEG PDF PICT PNG PSD TIFF.
Platforms may include:	CD DVD games console internet kiosk mobile phone other video playback devices personal digital assistant (PDA) video player (iPods).
Metadata tags may include:	author copyright notice date of capture/date created description EXIF and IPTC standards file size format headline/caption keywords/subject location/GPS coordinates resolution rights usage terms roll/identifier # subject time title version.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDRT501A Direct rehearsals of performers

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to rehearse performers for film, media and stage production. Directors are responsible for visualising and defining the style and structure of productions. They must have the capacity to inspire and motivate their team to produce the film they have envisioned, so high-level communication and management skills are essential. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Directors of film, media and stage production that involve a number of performers apply the skills and knowledge contained in this unit. Even though directors act with a high degree of autonomy and are ultimately responsible for realising the production's creative vision, they are members of a production team and need to collaborate with technical and administrative personnel during rehearsals and final productions. Skills associated with directing television programs are covered in: CUFDRT401A Direct television programs and segments.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Plan rehearsals.	1.1. Breakdown script or brief to establish achievable rehearsal schedules for production. 1.2. Establish key dramatic elements to be addressed in rehearsal, and plot and document scenes. 1.3. Note areas of scripts that require special attention and prioritise scenes that may need additional emphasis in rehearsal. 1.4. Undertake research from a range of sources to enhance artistic interpretations of script materials. 1.5. Liaise with relevant production personnel to ensure availability of rehearsal infrastructure and production requirements. 1.6. Establish effective communication processes with relevant production personnel and ensure that documentation requirements are fulfilled.
2. Conduct initial read-throughs.	2.1. Brief relevant production personnel on intended creative, dramatic and technical aspects of productions. 2.2. Initiate appropriate rehearsal exercises with a view to establishing cast cohesion and communication within production requirements. 2.3. Conduct an initial read-through of script materials to identify key dramatic elements and proposed visualisation of narrative. 2.4. Discuss interpretations of script and characterisations with performers and record responses for potential inclusion in productions. 2.5. Provide performers with additional materials and sources to assist with their interpretation of characters and to enhance the quality of their performance.
3. Conduct rehearsals.	3.1. Conduct appropriate rehearsal exercises and strategies, incorporating innovative ideas to enhance overall performance. 3.2. Assist performers to understand the plan for realising the translation of scripts from written to visual narratives. 3.3. Discuss dramatic elements of scenes with performers and work together to refine and improve quality of performances. 3.4. Assist performers to take account of a range of performance factors as they work on realising the relationship between the visual and narrative aspects of scripts. 3.5. Monitor disposition of performers throughout rehearsals and create an environment that allows them to achieve optimum results from their performance. 3.6. Develop and establish blocking and staging of each scene with relevant production personnel, noting input from participants. 3.7. Ensure performers understand the context of blocking and staging arrangements in each scene. 3.8. Provide feedback to performers during rehearsals in a clear and constructive manner.
4. Direct final rehearsals.	4.1. Liaise with relevant production personnel to finalise technical and design requirements for a full dress rehearsal. 4.2. Conduct final rehearsals, incorporating planned and rehearsed aspects of the production. 4.3. Evaluate all aspects of rehearsals, including own performance, and note areas for improvement. 4.4. Provide constructive feedback to relevant production personnel on their performances and invite comment on the rehearsal process.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to: explain narrative concepts, story-lines and characterisation requirements to performers during rehearsals provide constructive feedback to performers during and after rehearsals respond appropriately to feedback from others on the rehearsal process negotiate arrangements with production staff and performers in ways that foster a positive rehearsal environment work closely with team members high level of initiative, enterprise and creativity in the context of: developing ideas to a final outcome in original and innovative ways demonstrating originality and innovative approaches in the creative directing process being open to a wide range of ideas and approaches to visualising scripts generating original and fresh approaches to visualising scripts determining how a story can be carried forward from one scene to the next and throughout an entire production technical skills sufficient to use standard word processing and spreadsheet applications in preparing documentation in relation to the directing process planning, organising and literacy skills in the context of: analysing complex outlines and scripts to plan character development undertaking background research to enhance understanding and appreciation of production contexts addressing and solving problems and challenges in a timely and collaborative manner self-management and learning skills sufficient to: show strong leadership qualities refine the quality of performances through an ongoing process of experimentation experiment with narrative conventions and elements to develop and extend one's own directing practice provide appropriate and timely production documentation manage a number of tasks concurrently work under pressure to tight deadlines.
Required knowledge
well-developed understanding of character development and the craft of screen or stage acting knowledge of communication techniques, including effective listening, questioning and non-verbal cues industry knowledge, including: roles and responsibilities of screen, media and entertainment production personnel sound understanding of artistic and technical elements associated with productions, e.g. staging, lighting and sound issues and challenges that arise in directing performers conventions and practices of directing for the screen or stage broad historical and cultural context for types of productions relevant to area of work visual story-telling techniques techniques to transpose written to visual narrative conditions of industrial awards and workers' compensation in relation to participation of cast and crew in rehearsals OHS standards as they apply to directing performers.

Evidence Guide

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 following is essential: directing of rehearsals that demonstrate: effective communication with cast and crew ability to develop strategies to plot and plan performances knowledge of all technical, staging and artistic aspects of a production ability to meet production deadlines.
Context of and specific resources for assessment	Assessment must ensure: access to productions that require the directing of performers availability of performers access to appropriate learning and assessment support when required the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.
Method of assessment	The following assessment method is appropriate for this unit: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance observation of the candidate directing performers during rehearsals to assess candidate's ability to communicate effectively with performers written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDRT502A Direct performers CUFDRT602A Audition and select performers CUFDRT603A Direct screen production crews.

Range Statement

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.
Productions may include:	advertisements/commercials animations documentaries factual programs, e.g. science programs feature films infotainment interactive media live performances music videos promotional presentations shorts television series and serials training videos.
Dramatic elements may include:	act changes attitude character: sub-text objectives actions history turning points director's vision nature of dramatic conflict plot production genre, e.g. drama, comedy or panel rhythm relationships between: characters cast members cast and director cast and technical staff scene function script narrative and story-line style, e.g. period, contemporary, rock or classic theme timeframe and location tone.
Rehearsal infrastructure may include:	cameras catering lights make-up props sets sound tables and chairs toilets transport venues, e.g. studio, theatre or local hall wardrobe.
Production requirements may include:	budget codes of practice confidentiality content contractual copyright deadlines duration genre of production intellectual property location purpose schedule.
Production personnel may include:	actor associate producer camera operator co-producer director director of photography first assistant director gaffer head of department: make-up wardrobe performer presenter producer production designer production manager script writer sound operator stage manager technical producer.
Documentation may include:	accident report forms agent lists artists' call sheet, e.g. publicity call sheets bump-in schedules cast and crew call sheets company/organisation lists contact lists contracts distribution lists dressing-room lists front-of-house information ground plans memos petty cash forms preliminary cue synopses production meeting agendas production meeting minutes production plans production schedules props lists rehearsal reports rehearsal schedules scene breakdown and working division scenery lists technical plots, e.g. fly plots and dome plots texts tour itineraries understudy and covers lists venue information wardrobe lists
Rehearsal exercises may include:	blocking and staging improvisations: character situational movement, such as stretching, stage, yoga and aerobics physical vocal.
Performers may include:	actors animals and handlers animations audience extras musicians narrators presenters puppets stunt performers.
Materials and sources may include:	actual events existing dramatic material imagination in loco experience internet magazines newspapers personal experiences radio research of characters research of settings
Performance factors may include:	context of each scene within the whole narrative how the story is carried forward through the production as a whole the mise en scene.
Context for blocking and staging arrangements may include:	camera movement camera position lighting sound.
Technical and design requirements may include:	cameras lighting make-up props sets, e.g. substitute furniture or flats sound taping floor space wardrobe.

Unit Sector(s)

Unit sector	Media and entertainment production - directing

Competency field

Competency field

Co-requisite units

Co-requisite units

CUFGMT301A Repair and maintain production equipment

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to repair and maintain production equipment used in the screen, media and entertainment industries. In some States and Territories of Australia, a restricted electrical licence is required to repair and maintain production equipment. Restricted electrical licences allow a person to carry out electrical work incidental to a trade. Incidental work may include fault-finding on equipment or changing like for like equipment by disconnecting and reconnecting the fixed wiring. It does not include any other changes to the fixed wiring. Testing and tagging of electrical equipment must be carried out by a person with the relevant certificate of competency in accordance with the performance specifications of: Australian Standard 3760: 200 In-service safety inspection and testing of electrical equipment Australian Standard 3002: 1985 Electrical installations - shows and carnivals In some States and Territories a licensed electrician would be required to undertake the tasks outlined in element 2.

Application of the Unit

Application of the unit	Technicians working with equipment in the screen, media and entertainment industries typically apply the skills and knowledge described in this unit. Under the supervision of a technical director or senior production staff, they are responsible for basic repairs and maintenance of equipment and facilities needed for a wide range of productions. Complex repairs requiring specific mechanical, electrical or electronic skills are referred to specialist service technicians, e.g. major electrical repairs are carried out by licensed electricians.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Undertake routine maintenance of equipment	1. Clean and maintain equipment, cables and accessories according to organisational procedures 2. Conduct safety checks on equipment according to manufacturer instructions and OHS guidelines 3. Check and replace spares and consumables and ensure production equipment is ready and available to productions at specified locations 4. Complete required documentation to ensure accurate records of checked and maintained items, and provide copies to relevant personnel
Attend to the repair of production equipment	5. Recognise faults and safely shut down equipment if necessary, following manufacturer instructions and organisational procedures 6. Isolate fault to specific equipment or parts of equipment using fault detection procedures, and determine nature of repair requirements 7. Tag faulty production equipment according to organisational procedures 8. Make minor repairs to faulty equipment according to safety requirements and manufacturer instructions and within level of own responsibility 9. Refer complex repairs to technical specialists or licensed personnel in consultation with relevant personnel 10. Where appropriate, have technical specialists pilot the repair from a remote location 11. Discuss faults and repair needs with technical specialists, demonstrating correct use of terminology
Review and document maintenance activity	12. Undertake simple modifications to equipment, ensuring current safety measures and deadlines are met 13. Complete documentation according to organisational procedures and distribute to relevant personnel as required 14. Review repair and maintenance activities to ensure compliance with legislation and organisational procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
technical skills sufficient to: test for and diagnose faults in equipment undertake minor repairs on faulty equipment conduct general maintenance of equipment re-assemble equipment under repair and re-align as required tag or label equipment according to its repair status use safe electrical work practices use appropriate tools for detecting and repairing faults demonstrate good equipment storage techniques to enhance overall maintenance self-management and planning skills sufficient to work under pressure and meet deadlines literacy skills sufficient to: interpret service documentation and manuals, e.g. specifications and manufacturer instructions complete fault and maintenance reports communication skills sufficient to: work effectively as a team member liaise with technical specialists provide reports to relevant personnel on equipment status
Required knowledge
typical maintenance needs and schedules for the range of equipment in use cleaning agents, equipment and techniques techniques and processes for the detection of faults for specified equipment common faults and associated repair procedures for the range of equipment in use spare parts and sub-assemblies used in either sound, lighting or vision equipment repair and maintenance effects of not operating and maintaining equipment in optimal conditions, e.g.effect of bad ventilation on equipment meaning and use of electrical measurements, including voltage, current resistance, insulation and power sources (AC/DC) legal and licensing issues that impact on the repair and maintenance of equipment, including the role of the restricted electrical licence, testing and tagging certification, and limitations on the type of work that can be undertaken without a licence sources of products, supplies and equipment affect of technology on production equipment duty of care to colleagues and general public OHS and public safety legislation and regulations as they apply to technical maintenance activities

Evidence Guide

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 following is essential: ability to undertake routine repairs and maintenance on equipment used in a specified production area correct selection and use of tools application of logical fault detection procedures correct interpretation of service and technical manuals knowledge of the technical features of major types of equipment in a specified production area knowledge of OHS principles and issues in relation to the repair and maintenance of equipment in a specified production area.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills within an environment with a range of operational and industry-current equipment on which the candidate can work completion of fault detection, repair and maintenance tasks within typical workplace time constraints access to a venue where repairs and maintenance can be completed access to the tools required to complete repair and maintenance tasks access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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 and third-party workplace reports of on-the-job performance direct observation of the candidate undertaking repair and maintenance tasks inspection of items repaired or maintained by the candidate review of repair report prepared by the candidate written or oral questioning to test knowledge of typical production equipment and OHS issues and regulations.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFCAM201A Assist with a basic camera shoot CUFLGT301A Prepare, install and test lighting equipment.

Range Statement

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.
Maintenance of equipment may include:	camera and sound equipment, including: cleaning and dusting equipment cleaning microphones and replacing inserts replacing batteries cleaning heads on recorders and playback units checking continuity of cables correct storage of equipment aligning and adjusting recording and playback units cleaning recording playback medium making back-up copies of recordings lighting equipment, including: cleaning exteriors and interiors of lanterns, bulbs, lenses, reflector assembly and lantern accessories checking cables for intact insulation, operational restraining glands and correct fitting of plug tops logging lamp hours and replacement maintaining lighting dimmers, control desks and faders: trimming top and bottom settings in analogue systems connectors continuity of cables socket outlets dimmer curve in digital dimmers checking equipment, including: focus knobs and mechanisms Par Lamps colour runners locking knobs and clamping mechanisms shutters and barn doors safety chains lamp bases lamp alignment light leakage continuity and polarity of power and data cables maintaining control desks, including: cleaning surface of control desk and peripherals cleaning faders and push-button switches checking that all connectors are in good order checking operation of desk and peripherals modifying operator position checking and cleaning disk drive and back-up system where a person has a restricted electrical licence, maintenance may include checking: that jug plugs or other connectors are in good working order that internal wiring is correctly connected and in good condition continuity of earth continuity of circuit from plug top to lamp that there is no connection between earth and either neutral or active wires vision systems, including: dusting and cleaning exteriors and interiors of all types of vision systems cleaning lenses cleaning microphones and replacing inserts cleaning heads on recorders and playback units checking cords and cables are in good condition with insulation intact checking locking and clamping mechanisms are in good order testing and replacing batteries aligning and adjusting playback equipment checking and replacing globes checking control units, focus and slide trays checking and cleaning screens replacing consumable or readily exchangeable parts, e.g. globes, batteries, gels, filters, screens and lenses checking and storing audiovisual materials and copying materials preparing back-up copies of materials.
Accessories may include:	camera mounts batteries and battery packs lighting accessories, e.g.: focus knobs and mechanisms suspension bolts and brackets shutters and barn doors safety chains lamp bases lamp alignment sound accessories, e.g.: microphone leads windsocks brackets and stands connectors fuses spare faders headphones vision system accessories, e.g.: truss rostrums and lecterns curtaining masking trolleys stands mounting brackets chains and other rigging (within scope of licensing requirements) camera pedestals camera controls, e.g. hot head.
Organisational procedures may include:	documenting repair and maintenance activities providing back-up materials updating contact lists for repair specialists and suppliers writing and attaching labels to faulty equipment.
Spares and consumables may include:	batteries cables connectors disks, e.g. DVD and CD filters fuses gels globes head cleaners lenses pegs and screws screens soldering iron and solder springs tapes test tapes testing equipment voltmeter.
Equipment may include:	lighting, including: lanterns and luminaires fresnels moving lights control desk peripherals dimmers mirror balls strobe lights smoke machines fog machines accessories sound, including: microphones of all types amplifiers speakers mixing desk effects rack tape machines headphones and headsets digital recorders CD and DVD players sequencer and sampler test equipment, e.g. voltmeters and diagnostic tools two-way communication devices vision systems, including: lenses cameras and accessories control desks mixers camera control unit (CCU) monitors screens.
Productions may include:	animations backstage monitoring documentaries events and performances feature films festivals front of house displays interactive media productions live theatre outside broadcasts short films sporting events.
Locations may include:	attractions and theme parks auditoriums and classrooms clubs and hotels conference venues film locations outdoor venues outside broadcasts public spaces and buildings studios theatres.
Documentation may include:	back-up materials equipment diagrams and design specifications fault reports inventories maintenance schedules manufacturer instructions operating manuals supplier information.
Relevant personnel may include:	camera crews clients designers editors graphic artists heads of departments lighting directors photographers sound technicians and engineers staging or lighting crew suppliers technical producers and directors technical specialists vision operators.
Minor repairs may be:	for camera and sound equipment, e.g.: replacing or tagging items that do not require electrical or electronic skills making up leads replacing connectors replacing parts of microphones and stands replacing fuses and faders for lighting equipment, e.g.: replacing faulty globes in lanterns, work lights, emergency lights, dressing-rooms and other areas of a venue replacing defective colour replacing blown fuses in dimmers replacing faulty control desk faders and push-button switches replacing faulty control desk cards or modules for vision systems, e.g.: any instance where a faulty item can be removed and replaced simply and tagged without specific electrical or electronic skills changing blown globes replacing fuses, faders, parts of microphone stands and sound equipment connectors exchanging parts of equipment, such as cables, lenses, trays, microphones, sound recording and playback equipment changing faulty control systems, mixers, patch bays, cables, remote units, speakers and projectors.
Licensed personnel may include:	accredited equipment specialists, e.g. for telephony qualified electricians riggers.

Unit Sector(s)

Unit sector

Competency field

Competency field	Construction and maintenance - general maintenance

Co-requisite units

Co-requisite units

CUFIND201A Develop and apply creative arts industry knowledge

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop and apply basic industry practices within the creative arts industries. This unit addresses the collection, application and updating of general information relevant to work roles within the creative arts industry sectors, including industry structures and operations, employment obligations and opportunities, the impact of new technology and the identification of industry laws and regulations. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit underpins effective performance within the following industry sectors: Entertainment Film, Television, Radio and Interactive Media Museums and Library Services Music Visual Arts, Craft and Design. This unit requires a basic application of creative arts industry knowledge. The advanced application of creative arts industry knowledge is addressed in individual units developed for specific job tasks.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Source and apply industry information	1. Seek information on the structure and operation of the creative arts industries using appropriate sources 2. Seek information on employment obligations and opportunities within the creative arts industries using appropriate sources 3. Seek information on new technology affecting the creative arts industries using appropriate sources 4. Comply with copyright requirements when accessing information 5. Apply information in day-to-day work activities to enhance quality of work performance
Identify industry laws and regulations	6. Seek information on laws and regulations affecting the creative arts industries using appropriate sources 7. Identify implications of breaching laws and regulations affecting the creative arts industries 8. Apply information to ensure laws and regulations are not breached in day-to-day work activities
Update and maintain industry knowledge	9. Identify and use a range of opportunities to update knowledge of the creative arts industries 10. Identify current issues of concern to the creative arts industries 11. Share updated knowledge with colleagues 12. Establish and maintain effective contacts in the creative arts industries

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to communicate industry information to colleagues learning skills sufficient to maintain knowledge of industry information literacy skills sufficient to read and understand industry information and terminology numeracy skills sufficient to interpret relevant technical data planning and organising skills sufficient to identify relevant industry information technology skills sufficient to access and download industry information
Required knowledge
basic understanding of the following areas and how they apply to day-to-day work activities (in relation to the particular creative arts industry sector in which knowledge is being assessed): industry structure and operation employment obligations and opportunities new technology laws and regulations current issues of concern

Evidence Guide

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 following is essential: ability to source industry information ability to seek appropriate assistance to collect industry information ability to apply industry information to day-to-day work activities to enhance work outcomes understanding of the ways in which to maintain currency of industry knowledge.
Context of and specific resources for assessment	This unit of competency applies to a range of creative arts industry sectors. The focus of assessment will therefore depend on the industry sector involved. Assessment must be customised to meet the needs of the particular industry sector in which performance is being assessed. Assessment should only address those variable circumstances, listed in the range statement, which apply to the chosen context. Assessment must ensure: access to appropriate technology to collect, download and store industry information access to a range of relevant and current industry information access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: direct observation of the candidate collecting and organising industry information case studies to assess ability to apply knowledge to different industry contexts and situations written or oral questioning to test knowledge of the different aspects or distinguishing features of the creative arts industries review of portfolios of evidence and third-party workplace reports of on-the-job performance, including authenticated samples of work in collecting and organising industry information.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Structure and operation may include:	distribution channels for products and services industry sectors and their products and services key contacts and support networks major industry bodies and associations prominent practitioners and practices relationship with other creative arts industry sectors specific features of local and regional industry sectors, including their relationship with local community.
Creative arts industries may include:	Entertainment Film, Television, Radio and Interactive Media Museums and Library Services Music Visual Arts, Craft and Design.
Appropriate sources may include:	agents and artists' managers copyright representatives discussions with current industry practitioners, colleagues and community groups electronic and print media, including news, reviews and articles employee and industry association representatives events, including industry functions, conferences, trade fairs, community activities, expositions, exhibitions, festivals and social events government bodies and associated publications induction kits industry managers internet libraries and telephone books peak copyright organisations personal observations and experience reference books, industry information sheets, magazines and journals retail and wholesale suppliers of products and services technical publications training programs, seminars, conferences, symposiums, workshops, master classes and other professional development opportunities union publications (e.g. newsletters, magazines, bulletins and letters) and other sources of industrial relations information.
Employment obligations and opportunities may include:	career opportunities and career paths codes of conduct and codes of ethics employer bodies and professional associations employment conditions employment contracts and job descriptions industrial relations issues, including award provisions, enterprise bargaining agreements and non-award areas roles, responsibilities and employment rights of individuals and contracted freelance workers unions.
New technology may include:	advances in any type of equipment or technology used within the industry likely effects of new technology on current work practices and the structure of the industry sources of technical advice and support ways of upgrading skills to allow for the use of new technology.
Laws and regulations may include:	anti-discrimination consumer protection contempt of court copyright defamation duty of care environmental issues equal employment opportunity industrial relations, awards and enterprise agreements insurance issues intellectual property libel obscenity OHS plagiarism privacy legislation racial vilification slander.
Current issues of concern may include:	changing nature of the marketplace, including marketing and production of products and services cultural protocols funding policies government initiatives importing and exporting issues industry contraction or expansion insurance issues taxation issues trends in industry practice.

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry capability - industry context

Co-requisite units

Co-requisite units

CUFIND301B Work effectively in the screen and media industries

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to work in a team environment in the film, broadcasting and digital media industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People working in a wide range of occupations in the screen and media industries apply the skills and knowledge described in this unit. They could be working in program production, program presentation, administration, studio operations, broadcast technology, online services, film and sound archives, graphics, scenic art, props, set construction, wardrobe, or technical operations such as lighting, camera and sound. Production teams vary in size from a few people to hundreds, depending on the scale of productions. All team members need a basic understanding of stages in the production process, as well as the roles and responsibilities of personnel involved in the production chain. They also need to understand the culture of the organisation for which they are working, whether their job is permanent or on a contract basis for the duration of a production. Even though people at the level described in this unit work under supervision, they are expected to demonstrate a range of well-developed skills requiring some discretion and judgement. More complex skills associated with working as a freelancer are covered in: CUFIND401A Provide services on a freelance basis.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Communicate effectively with others	1. Discuss and agree on own tasks and responsibilities in ways that promote good working relationships 2. Negotiate changes to duties in a constructive manner that takes into account the importance of collaboration to the effectiveness and productivity of work in the industry 3. Share information about the results of own work with others who require the information 4. Treat others courteously and in ways that acknowledge their contribution to productions or projects 5. Take into account particular production or project issues that colleagues or clients may have and the protocols to use in resolving them 6. Participate in negotiations to find workable solutions to conflicts that have the potential to reduce personal and team productivity 7. Complete workplace documentation as required
Take responsibility for own personal development	8. Complete enterprise-specific or other training as appropriate 9. Identify opportunities for ongoing professional development and take appropriate action in consultation with relevant personnel 10. Maintain currency of own industry knowledge through a variety of sources and apply information in day-to-day work activities to enhance quality of work performance 11. Respond positively to constructive feedback on own performance and take action to improve as required
Perform own job role effectively	12. Apply values of the organisation to job role 13. Follow organisational work procedures, protocols and other guidelines 14. Comply with relevant legislative and regulatory requirements 15. Comply with relevant industry codes of practice and guidelines 16. Undertake all work with due regard to OHS requirements and procedures
Participate in quality improvement activities	17. Contribute ideas about improving work practices and productivity in appropriate forums 18. Participate in and provide feedback on initiatives aimed at improving work practices

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: clarify work requirements work as a member of a production team - both independently on assignment and under direction use information networks to keep abreast of industry developments relevant to own job role put forward ideas clearly and constructively when discussing or seeking changes to work arrangements maintain good relationships, even when disagreeing with others initiative and enterprise in the context of being flexible in response to unexpected changes in work schedules problem-solving skills sufficient to distinguish between issues that can be resolved within the parameters of delegated work role authority, and those that must be passed on to higher level officers self-management skills sufficient to: prioritise work tasks balance the need for personal efficiency with the needs of others and production requirements work within deadlines make decisions within level of own responsibility seek expert assistance when problems arise literacy skills sufficient to read and understand industry information and terminology technical skills sufficient to: access and download information from the internet use a computer and other office equipment for the purposes of work role
Required knowledge
broad understanding of: roles and responsibilities of personnel in the relevant sector of the screen and media industries industry terminology basic understanding of common law and broadcasting codes of practice sufficient to identify issues that could lead to legal action Sustainable work practices for individuals and organisations in screen and media OHS standards as they apply to working in the relevant sector of the screen and media industries

Evidence Guide

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 following is essential: ability to: perform work tasks according to organisational requirements and values comply with requirements of relevant legislation and regulations source and apply information about industry issues and developments collaborative approach to work effective communication skills in a team environment.
Context of and specific resources for assessment	Assessment must ensure: access to a range of relevant and current industry information access to appropriate technology to collect, download and store industry information access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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 and third-party workplace reports of on-the-job performance observation of the candidate participating in workplace meetings written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies to assess ability to apply knowledge to different industry contexts and situations.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBDIV301A Work effectively with diversity.

Range Statement

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.
Productions or projects may include:	commercials feature films film and sound archival projects live or prerecorded radio and television productions, e.g.: music drama documentaries comedy variety sport programs news current affairs game and quiz shows outside broadcasts live events and performances talkback music videos online: discussion forums audio streaming video streaming short films.
Production or project issues may include:	availability of personnel availability of resources available budget end user production schedule production values requirement that programs go to air on time target audience technical parameters and requirements timelines.
Protocols may include:	enterprise procedures for complying with privacy regulations observing protocols of companies or organisations appearing in productions taking appropriate account of cultural and religious practices when recording or filming material for broadcast.
Documentation may include:	booking sheets and confirmations budget reports call sheets cast information contact lists copyright clearances cue sheets diary entries documentation on scripts and ancillary information, such as: shot descriptions shot numbers camera numbers cue information lighting cues videotape track information graphics or digital effects information durations timings fault reports file notes general in-house correspondence, such as: memos notes email hazard reports records of meetings running sheets schedules timesheets.
Training may include:	on-the-job, e.g.: features of and procedures for using specified equipment and facilities administrative procedures and protocols workplace health, safety and security procedures equipment maintenance procedures features and functions of specified broadcast facilities, equipment and network systems overview of the technology infrastructure supporting a broadcast network overview of international, national and regional operations staffing structure and chain of reporting regulations that apply to specific enterprises off-the-job, e.g.: short courses skill sets national vocational education and training (VET) qualifications state-accredited qualifications.
Relevant personnel may include:	broadcasters camera personnel designers directors editorial staff film laboratory personnel floor managers graphics personnel legal advisers lighting personnel producers production managers program managers reporters sound personnel special effects staff station managers supervisors switchboard operators technical directors technical staff, e.g. maintenance video operators volunteers' coordinators writers.
Industry knowledge may include:	impact of new technologies on the screen and media industries role and profile of different sectors in the screen and media industries role of regulators and government structure and operation of the broadcasting industry in Australia and internationally technical standards.
Sources may include:	discussions with current industry practitioners, colleagues and community groups electronic and print media (e.g. news, reviews and articles, technical publications) employee and industry association representatives events (e.g. industry functions, conferences, trade fairs, community activities, expositions, exhibitions, festivals and social events) government bodies and associated publications induction kits internet libraries peak copyright organisations personal observations and experience policy and procedures manuals reference books, industry information sheets, magazines and journals retail and wholesale suppliers of products and services training programs, seminars, conferences, symposiums, workshops, master classes and other professional development opportunities unions and union publications (newsletters, magazines, bulletins and letters) and other sources of industrial relations information.
Values of the organisation may include:	explicit values described in organisational documents implicit, undocumented organisational cultural values.
Legislative and regulatory requirements may include:	current, relevant legislation, regulations, codes of practice (federal and state) and policy relating to: OHS privacy and confidentiality environmental issues anti-discrimination and equal employment opportunity business compliance workplace and industrial relations quality assurance copyright defamation racial vilification obscenity contempt of court privacy.
Codes of practice and guidelines may include:	ABC codes of practice Australian content standards broadcasting services in relation to: commercial radio compliance program commercial radio advertising commercial radio current affairs disclosure children's television standards commercial radio codes of practice and guidelines commercial television industry codes of practice community broadcasting codes of practice guidelines for films and computer games open narrowcast radio codes SBS codes of practice subscription narrowcast radio codes subscription television code of practice.
Forums may include:	enterprise-specific surveys and questionnaires online discussion forums performance appraisal processes planning days production briefing and debriefing sessions staff meetings.

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry capability - industry context

Co-requisite units

Co-requisite units

CUFIND401A Provide services on a freelance basis

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to operate as a freelancer within the creative arts industry. Success as a freelancer requires a high level of self-motivation and discipline, an ability to develop industry networks and an entrepreneurial attitude when pursuing work opportunities. Freelancers are usually responsible for negotiating their own contracts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Any person who offers their services on a freelance basis applies the skills and knowledge described in this unit. Generally speaking, people move into freelance work after consolidating their skills as employees.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Promote yourself to potential employers	1. Establish, follow up and regularly maintain business contacts within industry 2. Participate in relevant networks to support your freelance activity 3. Identify and follow appropriate strategies to enhance your professional reputation 4. Maximise your reputation by circulating current and succinct information about your experience 5. Join and maintain regular contact with relevant employment networks 6. Advertise your services in relevant media outlets as required 7. Produce and distribute promotional material as required
Negotiate work arrangements	8. Establish clear performance outcomes for jobs and agree on fees, schedules and expenses 9. Ensure that contracts contain payment terms and conditions that provide a viable cash flow 10. Ensure that contracts contain a clear statement of the obligations of all parties and a process for varying terms and conditions 11. Ensure that the terms of contracts match agreements and securely store written copies of final signed contracts for reference during the course of jobs 12. Negotiate variations to contracts as required 13. Seek specialist advice in the development of contracts where appropriate 14. Be willing to adapt to the demands of others, but without compromising your personal work ethic and reputation 15. Be prepared to reject work offers that do not provide sufficient financial remuneration or job satisfaction
Manage financial and business aspects of freelance work	16. Seek advice on and determine the most appropriate way of operating as a freelancer 17. Set up and use effective systems for managing budgets, finance and paperwork 18. Establish and maintain effective support services 19. Establish a realistic fee structure that takes into account all factors associated with your freelance activity 20. Plan ahead to organise and maintain a viable work and cash flow 21. Send invoices in line with payment terms and conditions and follow up any non-payment of invoices promptly and in a businesslike manner 22. Keep simple but accurate and up-to-date accounts and records 23. Submit annual tax returns, using the services of an accountant as required 24. Comply with regulatory, taxation and insurance requirements relevant to freelance activities
Undertake strategic planning	25. Identify and implement strategies that help identify work opportunities at an early stage 26. Seek constructive feedback from relevant people about your performance and evaluate feedback to identify personal development needs 27. Identify opportunities for ongoing professional development and take appropriate action to ensure that your skills and knowledge keep pace with industry developments 28. Identify and act on opportunities to expand your client base, either alone or in partnership with other freelancers 29. Regularly revisit, review and set realistic objectives 30. Continually monitor and analyse work options against quality of life, and artistic and commercial outcomes 31. Identify risk factors and take action to minimise risk when planning work activities

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication literacy skills sufficient to: establish and maintain industry networks write resume's and other promotional material for potential employers clarify work requirements negotiate with clients or employers to achieve mutually acceptable outcomes present confidently in a job interview situation seek and act on feedback from others problem-solving skills sufficient to factor in a range of costs when establishing fee structures planning and organising skills sufficient to: plan work to maximise cash flow prepare and circulate self-promotional material to potential clients or employers establish and maintain personal financial and work record-keeping systems plan for contingencies develop personal budgets and monitor income and expenditure against budgets initiative and enterprise in the context of: being proactive in identifying and following through on work opportunities developing a strategic approach to maximising return from freelance activity balancing work and personal commitments self-management skills sufficient to: prioritise work tasks complete work according to contract terms and conditions make decisions within level of own responsibility seek expert assistance when problems arise learning skills sufficient to: keep breast of industry developments relevant to own area of work participate in professional development activities technical skills sufficient to: use the internet as a source of information use standard word processing, spreadsheet and database applications
Required knowledge
well-developed understanding of the relevant industry sector, including: profile of major employers industry networks issues and challenges that arise in seeking freelance work industry codes of practice licensing requirements sources of information about regulatory, taxation, insurance and OHS requirements in relation to offering services as a freelancer typical formats for presenting resumés

Evidence Guide

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 following is essential: preparation of resume's and other material to promote oneself to potential clients or employers ability to: negotiate work contracts develop and maintain industry contacts participate in industry networks develop and maintain an effective financial record-keeping system develop work plans that take account of the need for adequate cash flow.
Context of and specific resources for assessment	Assessment must ensure: access to a range of relevant and current industry information and networks access to office equipment and resources access to examples of work contracts access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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 and third-party workplace reports of on-the-job performance observation of the candidate negotiating a work contract or being interviewed for a job written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies to assess ability to undertake strategic planning when developing freelance work opportunities.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFIND402A Develop screen and media specialist expertise BSBREL401A Establish networks.

Range Statement

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.
Networks may include	chambers of commerce community organisations industry professional associations lobby groups unions.
Strategies may include:	developing a personal website to showcase your achievements and to promote your services entering competitions offering your services to educational institutions as a guest tutor or lecturer seeking industry awards.
Information may include:	achievements availability awards client list contact details past work portfolio of work rates referees show reels skills testimonials URL of personal website.
Employment networks may include:	agents Centrelink industry professional associations online employment agencies unions.
Support services may include:	accountants couriers design services equipment repair and maintenance services film laboratories financial planners government agencies printers tax consultants.
Factors may include:	advertising and promotional costs equipment costs such as: purchase of new equipment maintenance hire and leasing arrangements insurance materials overheads, e.g.: telephone rent superannuation workers' compensation rates recommended by industry bodies travel time and car expenses any other work-related expenses.
Records may include:	computer-based: spreadsheets accounting software applications, e.g. MYOB and Quicken databases project management software applications filing system for receipts and invoices manual: financial ledgers and journals petty cash records invoices receipts.
Regulatory, taxation and insurance requirements may include:	insurance: third-party insurance on motor vehicles workers' compensation comprehensive insurance for vehicles, property or equipment public liability insurance professional indemnity insurance other insurance cover as required by state or federal legislation, or contractual obligations regulation: OHS legislation business registrations and licences planning and other permissions environmental legislation duty of care equal employment opportunity and anti-discrimination legislation anti-competition regulations taxation: tax file number ABN GST registration BAS and GST returns PAYG and withholding arrangements other taxation obligations.
Relevant people may include:	clients colleagues employers mentors officers at employment agencies.
Objectives may relate to:	business and financial targets job satisfaction performance and progress quality of life training needs use of time and other resources in achieving objectives.

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry capability - industry context

Co-requisite units

Co-requisite units

CUFLGT101A Apply a general knowledge of lighting to work activities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to complete basic lighting tasks in a range of production contexts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People assisting with lighting operations in the screen, media and entertainment industries apply the skills and knowledge outlined in this unit. They are working under the direct supervision of an experienced lighting technician. The role includes the need for an understanding of the role of lighting technicians, lighting system layouts and the functions of a range of lighting equipment. Equipment operation is at a routine level. Higher level skills associated with lighting operations are covered in units such as: CUFLGT301A Prepare, install and test lighting equipment CUFLGT302A Record and operate standard lighting cues.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Make preparations for lighting set-up	1. Confirm work requirements with relevant personnel with reference to designated lighting plans 2. Correctly identify appropriate rigging and positioning points for lights and lighting equipment 3. Correctly identify cables and connectors used with different lighting components 4. Identify and sort lighting equipment and accessories in preparation for set-up, ensuring appropriate handling and taking account of equipment differences 5. Follow enterprise procedures and comply with OHS requirements at all times
Complete tasks using lighting equipment	6. Correctly use a lighting desk to bring up channels for focusing and adjustment 7. Correctly and safely power up dimmers and set up patch system 8. Attach light beam control accessories to ensure use of lights is according to instructions and procedures 9. Correctly handle cables, including rolling/unrolling, storage and safe manual handling 10. Identify problems with equipment promptly, take action within the scope of individual responsibility or report to relevant personnel 11. Check and replace spares and consumables and ensure production equipment is ready and available to productions at specified locations 12. Communicate appropriately with relevant personnel, clients or the public during the completion of tasks

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
effective communication, literacy and teamwork skills sufficient to: work effectively as a member of a production team interpret lighting plans understand use of scale, lighting symbols and notation conventions technical skills sufficient to: operate a lighting desk at a basic level undertake basic maintenance of lighting components, e.g. replacing bulbs, checking condition of cables numeracy skills sufficient to: count and sort equipment and use numerical features of lighting desks understand and calculate power loadings (amperage)
Required knowledge
the general scope and potential of lighting operations within different production contexts, e.g. theatre, music, corporate, film and television basic understanding of electrical theory, e.g. watts, amps, kilowatts roles and responsibilities of lighting technicians in different contexts, including career paths the relationship between lighting operations and other technical and performance areas, including audio, vision systems and performance lighting system options in a range of venue types colour recognition specialised terminology that applies to lighting operations general features of lanterns and accessories, dimmers and control systems overview of different types of automated lights and the special requirements of this type of technology, including: rigging orientation powering requirement for data supply and fixture addressing overview of appropriate use of standard pump-propelled glycol-based atmospheric (smoke) effects requirements for storage of lighting equipment OHS legislation and enterprise standards in relation to lighting operations, e.g. electrical restrictions

Evidence Guide

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 following is essential: completion of lighting-related tasks according to health and safety procedures recognition of lighting equipment, including key features and purpose.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the completion of a range of preparatory and set-up tasks with industry-standardlighting equipment project or work activities that allow knowledge to be applied to specific production contexts and situations access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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 and third-party workplace reports of on-the-job performance direct observation of the candidate completing lighting-related tasks inspection of equipment set up by the candidate to determine whether set-up meets production requirements verbal or written questioning to assess knowledge of equipment types.
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 CUETGE15B Handle physical elements safely during bump in/bump out.

Range Statement

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.
Relevant personnel may include:	camera crew clients customers lighting designer lighting technicians performers/actors special effects operators supervisor.
Lights and lighting equipment may include:	architectural fixtures, e.g. wall lights cyclorama lights ellipsoidal profile floods fresnels outside broadcast equipment PAR (parabolic aluminised reflector) lamps PC (pebbled convex) lamps profile snoots studio and theatre-based equipment.
Lighting desk may include:	controlled lighting effects lighting desk peripherals, e.g.: monitors printers external memory storage riggers' controls desk lamp control cables effects unit back-up equipment manual preset operation manual/memory desks manually operated desks single scene sub-master operation sub-master cue stacker and playback theatrical cue set-up and playback.
Dimmers may include:	analogue dimmers multiplexed analogue dimmers multiplexed digital dimmers, e.g. DMX512 MUX and DMUX units, e.g. analogue conversion Single-unit (follow spot) dimmers, e.g. Model 1 or Monopak small self-contained dimmable controllers, e.g. Fourpack, Quadpak.
Patch system may include:	automated lighting, i.e. direct power and data lines required (no dimmer) distributed dimming, e.g. dimmers located where required distributed patching, e.g. patch lines from a single dimmer to lights dual systems, i.e. combination of both layouts as above.
Light beam control accessories may include:	animation discs barn doors black wrap colour frames cookies cut-outs doughnuts and top hats flags flood mechanisms fresnel/PC barn doors gel frames gels gobos/gobo holders/rotators iris profile shutters.
Use of lights may include:	avoiding incorrect orientation of a lamp (which can reduce filament and lantern life) identifying the correct replacement lamp and wattage of lanterns identifying the different types of lamp bases knowing how heat is dissipated by a lantern using correct bubble handling techniques.
Spares and consumables may include:	batteries bulbs cables cables fuses gaffer tape gels.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - lighting

Co-requisite units

Co-requisite units

CUFLGT301A Prepare, install and test lighting equipment

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to install and test lighting equipment for productions in the film, television and live events industries. Testing and tagging of electrical equipment must be carried out by a person with the relevant certificate of competency according to the performance specifications of: Australian Standard 3760: 2000 In-service safety inspection and testing of electrical equipment Australian Standard 3002: 1985 Electrical installations - shows and carnivals. In some states and territories, a licensed electrician is required to undertake the tasks outlined in the fifth element. A licensed rigger is required for the installation of some rigging equipment.

Application of the Unit

Application of the unit	Lighting technicians or lighting assistants generally undertake the role described in this unit under the supervision of a lighting designer, technical director or senior lighting technician. They install and test equipment according to a lighting plan. On some productions and outside broadcasts, a qualified gaffer/chief electrician supervises the installation/rigging of lighting equipment and required power sources. Skills associated with operating lighting equipment during productions are covered in: CUFLGT302A Record and operate standard lighting cues CUFLGT402A Set up, record and operate lighting cues and effects.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify lighting requirements for productions	1. Confirm overall lighting requirements with reference to lighting documentation and in consultation with relevant production personnel 2. Calculate power requirements and identify and confirm that power sources and locations meet production requirements 3. Correctly identify patching, colour and focus requirements 4. Identify the need for additional equipment or materials and organise timely acquisition according to enterprise procedures
Prepare lighting equipment for installation	5. Use test equipment to identify faults and to ensure lighting equipment is safe and operational 6. Refer complex repairs to technical specialists according to enterprise procedures 7. Prepare and assemble colour, equipment and accessories in readiness for installation and or transportation when required 8. Pre-rig lighting equipment as required according to safety and licensing requirements 9. Prepare and/or roll extension leads, looms and cables to meet design specifications, enterprise standards and legal requirements
Install lighting	10. Install required rigging and accessories according to statutory and enterprise safety requirements 11. Test, install and hang lanterns and accessories according to the lighting plan, scale and manufacturer specifications 12. Install power supplies according to lighting plans, location standards, manufacturer specifications and safety regulations 13. Patch lanterns and accessories according to lighting or patch plans 14. Safely and neatly secure and correctly label rated cabling so that it is clear of moving elements 15. Angle and focus lanterns according to lighting plans and artistic requirements 16. Check the safety of equipment both during and after installation according to legal requirements
Install lighting control system	17. Correctly connect dimmers to power, assign and turn on 18. Install and configure control desk and peripherals according to production requirements 19. Run and connect control cables and secure safely 20. Patch lanterns and channels to dimmers according to lighting or patch plan sheets and location procedures/conditions
Ensure electrical safety	21. Complete installation and testing according to legislative and OHS requirements 22. Check three-phase distribution and power calculations in collaboration with licensed electricians as required 23. Check that power supply is sufficient for load requirements and that distribution of electrical loading is within limits 24. Ensure that cables used are correctly rated, including three-phase cable to dimmers, and that three-phase supplies are balanced 25. Ensure that cabling and connectors meet legislative and OHS requirements
Test and adjust lighting	26. Test all aspects of lighting, including communication system, control desk and peripherals using appropriate techniques and according to safety requirements 27. Identify the need for adjustments and make modifications accordingly 28. Liaise with appropriate production personnel to confirm that lighting installation meets requirements 29. Complete lighting documentation accurately, legibly and concisely and make updates as required
Disassemble lighting equipment	30. Break down and carry lighting equipment and accessories, employing safe lifting techniques 31. Clean and safely pack equipment into cases to avoid damage and prepare for transport as required 32. Report and document equipment that is damaged and requires maintenance to the relevant production personnel 33. Leave the worksite in the original or improved condition

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, literacy and teamwork skills sufficient to: work effectively as a member of a production team interpret lighting plans interpret written and verbal instructions organisational and planning skills sufficient to assemble and test lighting equipment in a logical sequence initiative in the context of making practical suggestions that result in minor modifications to lighting plans technical skills sufficient to: use tools and test equipment necessary to install and maintain lighting equipment use different types of light-measuring devices operate and interpret information readouts from a colour temperature meter numeracy skills sufficient to: make mathematical calculations necessary for the safe assembly, installation and testing of equipment, e.g. power requirements, binary calculations for setting DMX dip switches use a scale ruler
Required knowledge
industry knowledge, including: roles and responsibilities of production personnel industry terminology relevant to lighting operations issues and challenges that arise in the context of installing and testing lighting equipment format of lighting plans and the meaning of different components, including an understanding of scale, position and orientation different types of hardware used for lighting installation, e.g. screws, nuts, bolts types of lanterns, lighting systems, control systems, and lighting accessories and their relevance to different types of production the range of colour gels available and the way in which different colours are used in lighting, including the relationship between colour and light techniques for rigging and hanging lighting equipment within licensing requirements basic principles of lighting, e.g. key, fill and back light relevant workers' compensation and OHS legislation safety regulations and industry safety codes that affect the installation of lighting equipment and working with power, including OHS legislation

Evidence Guide

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 following is essential: application of a range of technical lighting knowledge and manual techniques to the installation of lighting equipment so that the lighting set-up meets production and safety requirements application of safe working practices when installing lighting equipment ability to work cooperatively in a team environment.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the installation and testing of lighting equipment for an actual production completion of tasks within workplace time constraints involvement of and interaction with a team to reflect the collaborative nature of the technical production process use of industry-standard equipment access to a lighting plan from which the candidate is able to work access to a production and production venue access to a range of lighting equipment and accessories as identified in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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 and third-party workplace reports of on-the-job performance direct observation of the candidate installing lighting equipment inspection of lighting equipment set-up by the candidate to assess workability and safety issues verbal or written questioning to assess knowledge of equipment, techniques and how to interpret a lighting plan.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFLGT302A Record and operate standard lighting cues CUSOHS301A Follow occupational health and safety procedures.

Range Statement

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.
Lighting documentation may include:	building specifications, room layouts carnet (for international travel) hire or loan contracts colour cutting/coding schedules colour list colour lists, plots cue synopsis equipment instructions and/or manufacturer instructions and specifications floor sheets focus details full equipment schedule hire and loan agreements international faxes lantern schedules lighting plan patch sheet power requirements production schedule transport or equipment lists venue procedures.
Production personnel may include:	camera assistant camera operator director director of photography floor manager grip head of department lighting designer lighting personnel producer production manager set designers supervisor technical director other technical/specialist staff.
Productions may include:	animated productions commercials documentaries EFP (electronic field production) ENG (electronic news gathering) feature films filmed events or performances live events live or pre-recorded television productions multi-camera music video short films single-camera theatre productions.
Test equipment may include:	analogue or digital multimeters continuity tester DMX cable tester test lamps.
Lighting equipment may include:	architectural fixtures digital moving lights (intelligent lights) lanterns special effects units, e.g.: electrical/electronic props strobes, mirror balls and motors, smoke machines, fog machines ultraviolet light, oil and water crackers, effects projectors studio and location units theatre-based units.
Rigging and accessories may include:	boom arms chain blocks/motors and other rigging equipment installed by a licensed rigger hook clamps H-stands mobile booms safety chains scaffold clamps spansets, slings, shackles spigots T-bars telescopic stands truss winch-up stands.
Lanterns and accessories may include:	lanterns and luminaires, e.g.: fresnel profile HMI (hydrargyrum medium arc-length iodide) plasma, e.g. fluorescent theatre-based units studio and location units special effects moving lights digital moving lights (intelligent lights) lantern accessories, e.g.: profile shutters gobo holders fresnel/PC barn doors colour frames manually operated colour changers irises colour scrollers animation discs gobo rotators and other effects accessories range of lamps, e.g.: incandescent plasma discharge PAR (parabolic aluminised reflector) low-voltage.
Dimmers may include:	analogue multiplexed analogue dimmers multiplexed digital dimmers rheostat-based dimmers self-contained dimmable controllers single-unit, e.g. follow spot.
Control desk and peripherals may include:	control desk peripherals, e.g.: monitors printers external memory storage, e.g. memory card or floppy disk riggers' controls desk lamps control cables effects units and back-up units effects units back-up units additional control modules, e.g. fader wings manual desks manual/memory desks ('rock' desks) moving light desks push-button memory desks ('theatre' desks).
Aspects of lighting to be tested may include:	correct fitting of colour and accessories data flows dimmer profiles functioning of riggers' and designer controls installation of automated software operational function of equipment patching of equipment selection of control protocols valid DMX signals/line.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - lighting

Co-requisite units

Co-requisite units

CUFLGT302A Record and operate standard lighting cues

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to operate a lighting console by plotting and modifying standard lighting cues. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Lighting technicians or lighting assistants in the film, television or live performance industries apply the skills and knowledge described in this unit. In this largely operational role, lighting assistants are required to plot, record and modify lighting cues based on a lighting plan supplied to them by a supervising senior lighting technician or lighting designer. Operators must be familiar with the functions and set-up of lighting consoles and associated peripheral equipment. Skills associated with operating more complex cues and working with advanced equipment are covered in: CUFLGT402A Set up, record and operate lighting cues and effects.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Record, modify and replay lighting cues	1. Identify the functions of controls on consoles, including function of the unit displaying data and controls to produce text 2. Undertake channel selection and intensity setting, then identify on display unit and make appropriate modifications 3. Record cue numbers and fade/wait times according to lighting plan, identify these on display unit and make appropriate modifications 4. Identify recorded cues on display unit after playing them in correct sequence and time 5. Create, modify and replay group and sub-groups in correct sequence and time using relevant controls correctly and then identify on display unit
Test facilities in preparation for plotting lighting cues	6. Ensure that working area is clear, tidy, properly illuminated, and relevant documentation is easily accessible 7. Check communication equipment and ensure that it is in working order 8. Power up dimmers, control desk and control desk peripherals using safe working practices 9. Use appropriate test equipment to ensure lights and accessories and general operating environment meets manufacturer operational and safety specifications 10. Test lighting instruments, accessories and other lighting elements to ensure all items are in correct working order 11. Test venue lighting to ensure it is fully operational and in a safe condition 12. Identify problems with equipment promptly and take appropriate action, or refer to relevant personnel as required
Plot and operate lighting cues	13. Check instructions and lighting plan to verify practicality before plotting and check again once plotted 14. Test line of sight needed for visual cues for feasibility during performance 15. Action cues without delay according to directions and production needs 16. Complete cue modifications according to instructions and accurately update appropriate documentation 17. Establish suitable back-up lighting states in the event of the failure of those recorded 18. Store recorded lighting cues and other data electronically on device external to main lighting console 19. Identify and rectify problems safely and according to venue procedures, or refer to relevant personnel
Conduct basic troubleshooting	20. Identify the nature of faults and locate promptly 21. Assess the need for remedial action taking into consideration safety issues and the need for uninterrupted performance 22. Follow manufacturer diagnostic and remedial procedures according to enterprise policy 23. Report fault to relevant personnel if fault cannot be immediately rectified, providing relevant information 24. Liaise with relevant personnel to identify back-up alternatives if fault cannot be rectified before next production deadline
Carry out post-performance procedures	25. Correctly power down equipment or set to standby between performances as required 26. Store and/or cover controls according to enterprise procedures 27. Make accurate changes to documentation and file according to enterprise procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, literacy and teamwork skills sufficient to: work effectively with other technicians and designers interpret lighting plan requirements interpret equipment and production documentation, including back-up systems used in conjunction with lighting control problem solving skills sufficient to identify operational problems with lighting consoles technical skills sufficient to: operate computer-based lighting consoles undertake routine maintenance of lighting consoles and peripherals self-management skills sufficient to work within production deadlines numeracy skills sufficient to complete simple mathematical calculations and recall numbers for channel selection
Required knowledge
general lighting terms, including: how terms may vary between different systems how different terms can refer to the same functions on different systems industry terminology and protocols in relation to the operation of lighting in the relevant industry environment lighting control concepts used in a range of lighting systems features and operations (optical and mechanical) of the main types of lanterns, e.g.: profile fresnel PC flood PAR (parabolic aluminised reflector) lamps lantern accessories understanding of the basic elements of lighting design colour recognition in display equipment DMX distribution techniques, including allocation of channels basic understanding of electricity and safe electrical work practices OHS legislation and regulations as they apply to operations associated with lighting activities

Evidence Guide

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 following is essential: ability to record and reproduce accurately lighting cues to instruction in a given timeframe knowledge of lighting terminology correct patching of required cabling and peripherals collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the use of a lighting console on multiple occasions for multiple productions use of industry-standard equipment access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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 and third-party workplace reports of on-the-job performance direct observation of the candidate operating a lighting console during productions direct observation of lighting effects produced by the candidate during a production verbal or written questioning to assess knowledge of console features and functions.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFLGT101A Apply a general knowledge of lighting to work activities.

Range Statement

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.
Lighting plan may include:	colour sheet computer generated cue synopsis/sheet equipment list focus details magic sheet manually written patch sheet.
Documentation may include:	accident reports call sheet colour coding schedules equipment manuals/lists/instructions fault reports floor sheets lantern schedules power requirements production schedule running sheet script venue procedures/layout plans.
Communication equipment may include:	headphones mobile phones standard intercoms two-way radios.
Dimmers may include:	analogue dimmers multiplexed analogue dimmers multiplexed digital dimmers, e.g. DMX512 MUX and DMUX units, e.g. analogue conversion single-unit (follow spot) dimmers, e.g. Model 1, Monopak small self-contained dimmable controllers, e.g. Fourpack, Quadpak.
Control desks may include:	controlled lighting effects manual/memory desks manually operated desks.
Control desk peripherals may include:	back-up units control cables desk lamp effects unit external memory storage monitors printers riggers' controls.
Test equipment may include:	analogue and digital multimeters continuity tester DMX, cable testers test meters.
Lights and accessories may include:	animation discs architectural fixtures, e.g. wall lights colour frames cookies cut-outs flags flood mechanisms fresnel/PC barn doors gobos/gobo holders/rotators outside broadcast units profile shutters snoots studio and theatre-based units.
Lighting instruments may include:	digital moving (intelligent) lights special effects units theatre-based units.
Lighting elements may include:	electrical/electronic props floor electrics pracs, e.g. functional lamp as prop special effects, e.g.: strobe lights mirror balls and motors smoke machines fog machines ultraviolet lights chasers haze machines effects projectors optic fibre lights.
Venue lighting may include:	aisle lights backstage lights blue light cleaner lights display/advertising lights exit lights general lights house lights orchestra lights panic lights task lights work lights.
Relevant personnel may include:	choreographer director director of photography gaffer lighting designer producer production manager senior lighting technician stage manager supervisor technical director other technical/specialist staff.
Productions may include:	animations documentaries feature films interactive media productions live concert performances, e.g. rock concerts, open-air concerts/events music videos stage productions, e.g. plays, musicals television productions, e.g. drama, sport, comedy.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - lighting

Co-requisite units

Co-requisite units

CUFWRT301A Write content for a range of media

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to write content for a range of media. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The person applying the skills and knowledge outlined in this unit could be expected to write both original and re-purposed non-narrative content for a range of media. The content could include such things as information for websites; community, news and promotional announcements for radio stations; organisation newsletters and audio or visual presentations. In larger organisations or in the development of e-learning resources, the person would usually be re-purposing material written by other writers or content experts. This work is usually undertaken with some supervision and guidance. The writing of narrative content is covered in: CUFWRT302A Write simple stories. More complex skills associated with writing can be found in: CUFWRT401A Edit texts CUFWRT403A Write narration and current affairs material.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare to write content	1. Identify production requirements for content with relevant personnel and according to organisational procedures 2. Identify purpose of content and other factors that have implications for the way content will be written 3. Identify text-based content that may be incorporated and referenced, and organise copyright clearances as required 4. Use a range of additional sources to find information where there are perceived gaps in text-based content 5. Identify needs and perspectives of target users and audience with reference to a range of user data 6. Generate a range of ideas relevant to purpose of the content to be written 7. In consultation with relevant personnel, evaluate and select most appropriate content ideas and writing styles
Draft content	8. Classify, structure and sequence content so that it is easy to read or navigate 9. Draft content using writing and communication principles 10. Draft content using writing techniques appropriate to purpose of the content 11. Provide captions or descriptions for media assets as required 12. Apply presentation techniques to enhance readability 13. Refine and redraft content until it meets creative requirements 14. Proofread content and conduct readability tests if appropriate 15. Submit final draft to relevant personnel for consideration and review
Finalise content	16. Incorporate feedback from relevant personnel into final content 17. Submit content by agreed deadline according to organisational procedures 18. Note areas for improvement in own area of responsibility and take action accordingly

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written or verbal instructions write content in a style appropriate to target users and audience communicate information to specific audiences structure text-based content effectively for target audiences and delivery format work collaboratively in a team environment - both independently on assignment and under direction respond positively to constructive feedback conceptual skills sufficient to generate a range of text-based content ideas in response to a brief technical skills sufficient to: proficiently use word processing tools check and proofread written content using manual and automated systems self-management and planning skills sufficient to: prioritise work tasks source information and reference material in a timely fashion meet deadlines seek expert assistance when problems arise
Required knowledge
industry knowledge, including: roles and responsibilities of project team members issues and challenges that arise when writing content understanding the way readers scan and read written material writing and communication principles for the relevant medium writing and presentation techniques for the relevant medium sound knowledge of grammar and punctuation media laws sufficient to identify defamation and obscenity and seek expert advice on issues that could lead to legal action copyright clearance procedures OHS as it relates to working for periods of time on computers

Evidence Guide

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 following is essential: application of the principles of writing and communication to content written for a range of purposes content written in a way that engages the target audience sound knowledge of grammar and punctuation collaborative approach to work ability to work under pressure and meet deadlines.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills by writing a range of content within timeframes typical in an industry context access to: word processing software variety of information sources access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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 and third-party workplace reports of on-the-job performance evaluation of content written by the candidate in response to a range of briefs written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFPPM301A Plan and prepare programs CUFRES201A Collect and organise content for broadcast or publication CUFWRT302A Write simple stories.

Range Statement

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.
Production requirements may include:	availability of staff budget confidentiality contractual copyright deadlines duration of items for on-air presentation editing process intellectual property location number of content items schedule specified number of words station procedures.
Content may include:	community service announcements copy for interactive media products copy for newsletters or other print media intros, outros and back announcements items for wikis news and current affairs items for community broadcasting on-air presentation material sponsorship announcements surveys: online print telephone polling.
Relevant personnel may include:	asset creators authors broadcasters clients content experts directors editors graphic designers information architects other writers producers program managers programmers volunteers' coordinators other technical/specialist staff.
Purposes may include:	audio and visual presentations educational informational marketing networking: social corporate promotional.
Factors may include:	delivery platform for interactive media content, including: internet CD DVD games console kiosk mobile telephone personal digital assistant (PDA) target audience characteristics type of program or product: lifestyle chat and interview talkback news current affairs music interactive game website.
Text-based content may include:	actual events articles documents dramatic material education and training texts interviews manuals news sources press releases publications.
Sources may include:	actual events colleagues commercial enterprises federal, state and local government departments fiction imagination industry associations and organisations industry practitioners and technical experts internet life experience media outlets organisational policies and procedures personal observations and experience publications: reference books newsletters and magazines specialist technical journals bulletins, press releases and letters manufacturer handbooks, manuals and promotional material.
User data may include:	audience research compiled by external bodies, such as the Australian Bureau of Statistics focus groups personas profiles site feedback site metrics surveys.
Writing styles may include:	conversational dialogue dramatic formal humorous journalistic plain English whimsical.
Writing principles may include:	clear and meaningful concise consistent style correct grammar, punctuation and spelling factually accurate logical order.
Communication principles may include:	communicates the message conveys meaning encourages feedback and interaction meets audience requirements promotes two-way conversation.
Writing techniques may include:	applying the inverted pyramid avoiding clichÃ©s, jargon and slang choosing appropriate words crafting paragraphs crafting sentences creating relevant hyperlinks by using accessible wording to link internal and external content cutting verbiage employing active voice using plain English using the 5 Ws: who, what, when, where and why writing visually for an auditory medium.
Media assets may include:	2D animations 3D animations audio graphics photos video.
Presentation techniques may include:	abstracts blurbs bullet and numbered lists captions formatting headings and subheadings hyperlinks typography.
Readability tests include:	Flesch-Kinnaid index Gunning Fog index W3C Accessibility standards as they apply to text-based content for interactive media.

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - writing

Co-requisite units

Co-requisite units

CUFWRT402A Write extended stories

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to write extended stories. It builds on the skills covered in: CUFWRT302A Write simple stories. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People with the skills outlined in this unit are able to write extended stories in a range of contexts using appropriate structures and creative narrative development techniques. They could, for example, be writing stories for the print media, television, radio, animations, e-learning resources, games, and fiction or non-fiction projects. They are typically writing stories in response to creative conceptualisations or project briefs, which could be self-generated or developed by others. Examples of extended stories include fully developed non-linear stories for animations or games, learning resources with complex learning and assessment approaches, extended creative responses such as novels or novellas, and non-fiction projects such as biographies.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Analyse extended story writing requirements	1. Identify the components of a storytelling creative concept, brief or project, including target audience, format, timeline and proposed outcomes 2. Consider factors such as style, tone and length in relation to purpose of the writing task 3. Decide on the most appropriate structuring technique for extended story writing tasks 4. Discuss with relevant personnel possible visual and aural storytelling structures if appropriate to storytelling tasks
Prepare to write extended stories	5. Research extended and more complex stories from a range of creative works that may inspire story ideas to meet project requirements 6. Use information sources to research subject areas 7. Experiment with a range of narrative structures and writing styles and techniques 8. Develop extended ideas for characters, plots and settings 9. Develop complex scenarios, contexts and situations as required 10. Select the story structure, style, techniques and content that best meet the requirements of projects 11. Seek feedback from relevant personnel on proposed stories and refine approach as required
Draft extended stories	12. Draft extended stories using appropriate structuring, style and language 13. Use relevant formatting and presentation techniques 14. Proofread draft stories for appropriate grammar, punctuation and spelling 15. Submit draft manuscripts to relevant personnel for feedback and amend as required
Write final drafts	16. Evaluate extended stories in line with relevant criteria 17. Discuss and confirm with relevant personnel additional requirements or modifications to the story 18. Complete necessary amendments as required within agreed timelines 19. Evaluate story writing process, assessing one's own performance and noting areas for future improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
learning skills sufficient to improve performance and product through self-reflection and redrafting after feedback proficient use of word processing and other software tools communication, teamwork and literacy skills sufficient to: interpret creative concepts and briefs write extended stories that engage specific audiences use correct grammar, spelling and punctuation when writing discuss story ideas with colleagues or clients negotiate amendments to stories respond positively to constructive feedback on draft stories initiative and enterprise sufficient to: develop original, innovative and creative approaches in the storytelling process experiment with narrative styles and elements to develop a creative sustained vision extend creative boundaries for self and audience find creative solutions to problems identified during the process of story development locate and use resources to broaden own creative experience self-management and planning skills sufficient to: prioritise work tasks plan extended stories in a logical and cohesive way meet deadlines seek expert assistance as required
Required knowledge
industry knowledge, including: roles and responsibilities of project team members issues and challenges that arise when writing extended stories storytelling techniques appropriate to a range of extended story contexts in-depth knowledge of storytelling narrative, structure and formats appropriate to audience and purpose research techniques incorporating creative concept development and information compiling media laws sufficient to identify defamation and obscenity and seek expert advice on issues that could lead to legal action copyright clearance procedures and privacy protection procedures OHS standards as they relate to working for periods of time on computers

Evidence Guide

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 following is essential: writing of original extended stories applying appropriate format, and indicating creative engagement with extended storytelling techniques ability to write extended stories that engage the target audience and meet requirements or purpose of a storytelling concept, brief or project.
Context of and specific resources for assessment	Assessment must ensure: access to word processing software access to a range of information sources as listed in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of extended stories written by the candidate in line with relevant criteria as listed in the range statement written or oral questioning to test knowledge of information sources evaluation of creative and information research sources through report, journal or oral reporting.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT402A Collaborate in a creative process CUFRES401A Conduct research CUFWRT401A Edit texts.

Range Statement

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.
Formats may include:	anthologies fiction manuscripts literary non-fiction extended features non-fiction manuscripts for book projects script templates storyboards sustained concepts, storylines and narratives for: plays musicals theatre dance television or radio newspapers journals magazines.
Proposed outcomes may include:	children's or young adult novel or non-fiction extended stories for: plays musicals theatre dance television or radio productions newspapers journals magazines anthologies websites animated film games e-learning resources non-fiction project, such as: history life story biography novel or novella verse novel.
Purpose of the writing task may include:	artistic response creative idea transfer education and training entertainment income generation information transfer personal development persuasion professional outcome reporting self-fulfilment.
Structuring techniques may include:	characters dialogue pace plot and subplots point of view setting story mapping storyboarding.
Relevant personnel may include:	agents asset creators authors clients content experts directors editors graphic designers information architects navigation designers other writers producers programmers publishers user interface designers other technical/specialist staff.
Visual and aural storytelling structures may include:	convergence of image, music and text gestures and other non-verbal communication metaphors, objects, icons and visual meaning music and sound effects musicality: rhythm beat accent physicality signs and meanings visual characterisation visual forms of storytelling.
Creative works may include:	animations comics dance fiction, including novels, novellas and longer short stories films music lyrics musicals newspapers, journals and magazines non-fiction plays radio programs television programs theatre.
Information sources may include:	colleagues commercial enterprises federal, state and local government departments industry associations and organisations industry practitioners and technical experts internet media outlets organisational policies and procedures personal observations and experience publications, e.g.: reference books newsletters and magazines specialist technical journals bulletins press releases letters manufacturer handbooks, manuals and promotional material.
Criteria may include:	appropriateness of characters and narrative plotting appropriateness of dialogue creative engagement with the format, techniques and style of stipulated extended stories level of engagement with target audience relevance of story content relevance of the creative concept or project soundness of the story's structure: linear non-linear experimental.

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - writing

Co-requisite units

Co-requisite units

CUFWRT501A Develop storylines and treatments

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop a narrative or storyline. Other aspects of the job role include: developing short narrative scripts to sell product, such as commercials participating in story conferencing developing concept documents in response to client briefs preparing pitch presentations ready for clients. This unit has strong links with: CUFWRT601A Write scripts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Writers and storyliners who work at a senior level in a range of film, television and digital media productions apply the skills and knowledge described in this unit. Writers take script development from concept to treatment, outline or storyline, while storyliners develop storylines for ongoing narrative material, and turn story outlines into structured formats, such as scene breakdowns. They work collaboratively with story editors, script producers and script editors.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Plan and prepare to write production material	1. Define appropriate script-writing construction, style and formats for given type of production and clients 2. Define and develop ideas and concepts of the given production material, including analysis of genre, audience and purpose 3. Develop elements of narrative, including visual and aural narrative components, dialogue, and other communication techniques, such as symbols and icons, to convey information in production material
Develop storylines or treatments	4. Identify components of script development required by concept proposals 5. Develop concepts to synopsis stage or equivalent as required by type of production format or genre 6. Develop treatment and scene breakdown as required by type of production format or genre 7. Evaluate narrative development with relevant personnel as required and incorporate feedback 8. Develop material in appropriate format for story conferencing or pitch presentation to client
Finalise storylines or treatments	9. Present materials for discussion to production team responsible for story conferences or pitching to clients 10. Redraft materials incorporating feedback from production team 11. Ensure that relevant production material is ready for next stage of production and is completed within agreed timeframes and budget requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to: interpret and clarify briefs and production documentation prepare comprehensive presentations and concept proposals present proposals to team members and respond positively to constructive feedback apply correct grammar, spelling and punctuation analyse genre, audience and purpose apply redrafting skills self-management and planning skills sufficient to: prioritise work tasks meet deadlines develop clear goals, outlines and outcomes seek out and participate in professional development activities technical skills sufficient to use standard word processing applications ability to work as a member of a team in developing production materials to time and budget initiative and enterprise sufficient to: develop original, innovative and creative approaches in the script-writing process experiment with narrative styles and elements to develop a creative long-term vision extend creative boundaries for self and audience find creative solutions to problems identified during the process of story conferencing or preparing pitch presentations locate and use resources to broaden own creative experience
Required knowledge
industry knowledge, including: roles and responsibilities of project team members issues and challenges that arise when developing storylines and treatments well-developed understanding of storytelling techniques appropriate to a range of screen and media contexts in-depth knowledge of script-writing narrative, structure and formats appropriate to genre and production methods communication techniques, including active listening, questioning and non-verbal communication organisational and legislative OHS requirements as they relate to working for periods of time on computers

Evidence Guide

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 following is essential: ability to write narrative outlines for media productions ability to gather ideas and concepts using a range of techniques ability to apply effective narrative and structural techniques and appropriate formats to given storylines and treatments ability to prepare production material for a story conference or pitch presentation ability to apply effective interpersonal communication techniques.
Context of and specific resources for assessment	Assessment must ensure: access to a computer and the internet access to a range of resources as listed in the range statement for the development of ideas and concepts access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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 and third-party workplace reports of on-the-job performance evaluation of storylines and treatments developed by the candidate and their quality in terms of addressing production or client requirements written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT501A Originate and develop concepts CUFWRT601A Write scripts CUFWRT602A Edit scripts.

Range Statement

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.
Productions may include:	advertisements/commercials animation children's television corporate and training films and videos digital media productions documentaries educational sequences feature films and videos film adaptations games live events and performances short films and videos television comedy, such as situation comedy television miniseries television series and serials.
Clients may include:	commercial service or product provider screen and media personnel, including: commercial producer script producer script editor creative producer creative director executive producer executive director director documentary producer.
Developing ideas and concepts may require:	gathering information from a variety of sources, including literary, film, television or digital media models generating, exploring and recording a range of ideas for the design of stories incorporating a range of narrative elements, e.g.: visual drama narrative pace appropriate disruption of narrative changes of visual narrative music and sound effects gestures non-verbal communication physicality objects and icons conveying information using resources for developing ideas and concepts, such as: inspiration imagination life experience actual events and facts existing narrative material other media travel observation different experiences using techniques for developing ideas and concepts, such as: brainstorming exercises asking questions role-playing making analogies looking at the subject from different viewpoints innovation
Genre may include:	film, e.g.: thriller horror road movie romance science fiction action western comedy film-noir crime historical cinÃ©ma vÃ©ritÃ© documentary television, e.g.: police series prison series comedy historical series family series documentary.
Elements of narrative may include:	character conflict elements that establish genre in the script, including: premise story narrative structure causality turning points story development story set-ups in opening sequence genre plot and story setting structure theme.
Visual and aural narrative components may include:	convergence of image, music and text gestures and non-verbal communication metaphors, objects, icons and visual meaning music and sound effects musicality: rhythm beat accent physicality signs and meanings visual characterisation visual forms of storytelling.
Components of script development may include:	development of client brief with negotiation development of digital concepts outline, treatment and storyline drafting process pitching the script and feedback product design product hooks scene breakdown story conferencing and feedback synopsis treatment.
Synopsis may include:	analysis of: structure and elements opening scenes film elements - light, sound, film culture and story approach characters style theme.
Treatment and scene breakdown may include:	analysis of appropriate approach for documentary, which may include cinÃ©ma vÃ©ritÃ©, docu-drama, direct address, interview or alternative approach best practice for television series: background and potential motivations of central characters exposure of major characters storylines around motivation, behaviour patterns and attitudes dramatic events consistent with character and structure of potential series concepts, themes, closing scenes and story hooks for series or serial dialogue and character in genre and format formats for television, such as episode capsules, pilots and soap operas map of script development narrative and structure plot and subplot outlines, opening plan, character survey and storylines for feature scene sequences and characters story hooks visual and aural narrative.
Relevant personnel may include:	broadcasters clients digital media technical staff directors funding bodies performers producers script editors storyliners writers other technical/specialist staff.
Story conferencing may include:	discussion of: storylines structure elements feedback from production team.
Pitch presentation may include:	image and product design story or product hooks storylines.

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - writing

Co-requisite units

Co-requisite units

CUSADM301A Administer operations for rehearsals and performances

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to provide administrative services for rehearsals and performances. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals responsible for the administration of rehearsals and performances. These individuals provide administrative support to performers, booking agents and venue staff in the management of schedules and other appointment mechanisms. They are also responsible for keeping all relevant parties informed of accurate booking details.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Confirm and record booking details for rehearsals or performances	1. Gather required booking details and confirm with appropriate persons 2. Establish availability of appropriate persons and negotiate alternative arrangements if required 3. Contribute to risk analyses aimed at assessing viability and actuality of rehearsals and performances 4. Record contractual arrangements within designated timeframe 5. Document and store booking details in agreed format
Distribute booking details	6. Distribute booking details to appropriate persons within designated timeframes via agreed communication processes 7. Respond promptly and accurately to booking queries via agreed communication processes 8. Refer difficulties in responding to booking queries to appropriate persons 9. Amend booking details to reflect changes arising from queries and re-distribute to appropriate persons via agreed communication processes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to establish, confirm and document booking details numeracy skills sufficient to calculate and negotiate performer fees communication skills sufficient to: constructively negotiate and achieve agreed outcomes in day-to-day work activities handle inquiries courteously and tactfully disclose information discretely and politely planning and organisational skills sufficient to: complete work tasks to timeframes and within budgets use agreed processes to ensure operational effectiveness problem-solving skills sufficient to identify risks associated with rehearsals and performances self-management skills sufficient to set priorities and apply time-management strategies technology skills sufficient to use industry-current computer hardware and software
Required knowledge
basic risk analysis principles compliance requirements of performance venues, including safety and security OHS principles of safe listening, including safeguards against hearing loss operational and technical requirements of performance venues, such as: acoustic awareness front-of-house and production responsibilities revenue structures issues and challenges that arise in the context of attending to the administration of rehearsals and performances typical features and requirements of venue contracts

Evidence Guide

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: confirm, record and distribute booking details work collaboratively with performers, agents, managers and venue personnel.
Context of and specific resources for assessment	Assessment must ensure: access to an environment where rehearsals and performances can be actively and safely administered access to appropriate technology to prepare and distribute booking confirmation sheets, performance schedules and/or venueworksheets access to performers, venues and venue personnel use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: case studies and scenarios as a basis for discussing the administration of schedules for performers direct observation of candidate administering operations for rehearsals and performances written or oral questioning to assess knowledge of compliance requirements of performance venues and typical features of venue contracts problem-solving activities to assess ability to estimate and calculate performer's fees.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBADM307B Organise schedules BSBINM301AOrganise workplace information BSBITU304AProduce spreadsheets CUSEVT301A Book performance venues CUSIND301A Work effectively in the music industry.

Range Statement

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.
Booking details may include:	contact details of performers, agents and venue personnel contractual arrangements and negotiated agreements between performers, agents and venue personnel dates, times and places of performance, including venue address and direction map legal responsibilities of performers, agents and venue personnel operational and technical specifications of venue, such as: sound equipment front-of-house equipment rehearsal times and volumes performers' fees and method of payment production responsibilities venue access details for rehearsal or performance.
Appropriate persons may include:	agent manager: artist or band floor production stage venue performer: actor artist or band cast member conference speaker master of ceremony musician panel member public speaker singer special guest technical crew: camera front-of-house light sound stage.
Agreed format may include:	booking confirmation sheet performance schedule venue worksheet.
Communication processes may include:	distribution to all parties under regular or contingency circumstances via: email facsimile group briefing hand-delivery, e.g. courier or in person postal short message service (SMS) telephone, including landline and mobile.

Unit Sector(s)

Unit sector

Competency field

Competency field	Administration - general administration

Co-requisite units

Co-requisite units

CUSFIM501A Secure funding for projects

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to raise money for a creative or artistic project and to participate in negotiations with all parties. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People responsible for securing funding for creative arts projects apply the skills and knowledge outlined in this unit. In this role they are responsible for determining the amount of funding required, locating likely funding sources, developing funding proposals and maximising their chances of ongoing funding opportunities. This role would typically be undertaken by an artist, artist manager, promoter or senior administrator.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Identify financial scope of and potential funding sources for project	1. Identify and determine the scope and funding needs of project 2. Identify optimum funding arrangements and possible funding sources for project 3. Gather information on funding sources, including organisational vision, prior funding initiatives and expected benefits from participation
Develop a project proposal	4. Plan and critique a project proposal that will attract funding from identified funding sources 5. Determine optimum method of presenting project proposal to identified funding sources 6. Clearly define structure of funding plan and interest of various parties and ensure proposal is supported by research from appropriate sources 7. Seek legal, taxation and regulatory advice where necessary and ensure proposal is checked by appropriate persons to ensure it meets compliance requirements
Present proposal and negotiate with funding sources	8. Present project proposal to funding sources using appropriate presentation techniques 9. Evaluate presentation to identify strengths and weaknesses to inform subsequent presentations 10. Negotiate with funding source representatives to clarify terms and conditions of funding agreement 11. Discuss funding agreement with all parties in a professional manner
Finalise funding agreement	12. Document funding agreement and circulate to all parties in a timely and effective manner 13. Establish processes to monitor compliance and report progress against funding agreement 14. Ensure funding agreement is checked and confirmed by appropriate persons 15. Identify opportunities for ongoing funding arrangements with funding sources

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
research techniques sufficient to access information from reliable sources to support project proposals literacy skills sufficient to prepare project proposals and funding agreements numeracy skills sufficient to: analysefunding incentivesand tax concession schemes develop structuredfunding plans estimate and calculatethe resource requirements of a project proposal communication skills sufficient to: conduct negotiations to clarify terms and conditions of funding agreements establish and maintain relationships with prospective investors present funding proposals to prospective investors learning skills sufficient to evaluate and improve own presentation techniques planning and organisational skills sufficient to envisage project milestones and monitor project compliance problem-solving skills sufficient to identify and plan for factors affectingcompletion of projecttasks within deadlines self-management skills sufficient to work within specified timelines technology skills sufficient to use industry-current financial and spreadsheet software
Required knowledge
approaches used to successfully identify and attract funding opportunities in the creative arts industry broad knowledge of key creative arts industry terminology compliance requirements of funding agreements in the creative arts industry copyright, moral rights, intellectual property and legislation, and their impact on the creative arts industry professional behaviour and ethics as they apply to the creative arts industry OHS requirements relevant to project work in the creative arts industry range of potential funding sources and channels through which funding opportunities are publicised in the creative arts industry sources of information on the creative arts industry and ways of maintaining current industry knowledge issues and challenges that typically arise in the context of securing funding for projects

Evidence Guide

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: develop viable funding proposals maintain effective networks with prospective investors negotiate agreed terms, conditions and interests with all parties to a funding agreement.
Context of and specific resources for assessment	Assessment must ensure: access to an appropriate environment to develop and present funding proposals access to appropriate sources of information to prepare and support funding proposals access to appropriate technology to research funding sources and use industry-current software access to relevant creative arts industry networks use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: case studies to assess ability to research funding sourcesand apply information to persuasive project proposals direct observation of candidate preparing a project proposal and negotiating a funding agreement authenticated copies of funding proposals prepared by the candidate written or oral questioning to assess knowledge of potential funding sources and channels through which funding opportunities are publicised problem-solving activities to assess ability to estimate and calculate project costs.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Projects may include:	commercial print advertisement corporate video feature film or video filmed event or performance interactive media product, e.g. CD, DVD and podcast internet production, e.g. website sound music recording or video promotional trailer radio broadcast short film or video television program, e.g. documentary training film or video.
Funding sources may include:	commissioning bodies community organisations corporate contributors early adopters enterprises financial institutions government departments individuals professional organisations prospective investors special public funding programs sponsors suppliers.
Project proposal may include:	analysis of benefits and profile of opportunities compliance requirements, including legal, regulatory, reporting and taxation cost estimates creative and managerial experience of proponents creative possibilities of project demonstrable outcomes funding plan level of risk likely chances of success operational and marketing plan overview and objectives project timelines and milestones projected financial performance promotional and profiling opportunities proposed interest of various parties: acknowledgments percentage of profits product placement share of copyright purpose and amount of required finance.
Sources may include:	discussions with current industry practitioners discussions with industry associations electronic and print media providing: articles journals magazines news reviews subscriptions government funding programs and publications industrial relations publications, such as: bulletins letters magazines newsletters industry publications, such as: directories information sheets reference books technical publications internet libraries and archives suppliers of products and services tender search organisations training programs, seminars, workshops, master classes and professional development opportunities.
Appropriate persons may include:	business and financial managers community representatives copyright representatives employee association and union representatives financial advisers industry association representatives industry managers legal advisers mentors professionals from allied areas.
Funding agreement may include:	compliance monitoring arrangements reporting and review requirements rights and responsibilities of all parties terms and conditions of agreement.

Unit Sector(s)

Unit sector

Competency field

Competency field	Finance - financial management

Co-requisite units

Co-requisite units

CUSIND302A Plan a career in the creative arts industry

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to identify and evaluate career opportunities in the creative arts industry, including personal skills analysis and portfolio development. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to people in the creative arts industry who need to plan for realistic career outcomes. They could be entering the industry or interested in moving into areas that build on the skills and knowledge they have already acquired in another field.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Build industry networks	1. Attend creative arts industry productions and events and identify the commercial value of relevant industry products and services 2. Talk with people in the industry to develop an awareness of typical formal and informal pathways into different job roles 3. Use a range of sources to establish potential contacts and to keep up to date with industry trends and career possibilities 4. Explore and participate in work and work experience opportunities as a way of advancing career possibilities
Develop a career plan	5. Seek advice from people working in areas of interest regarding career potential and any specific preparation required 6. Evaluate and align own skills and interests to preferred career pathways within the creative arts industry 7. Clarify additional skills required for preferred career pathways and confirm with relevant personnel 8. Identify and use learning opportunities to maximise career opportunities for occupations within the creative arts industry 9. Align own career aspirations/potential with realistic career goals and discuss with relevant personnel 10. Document and store a career plan and discuss with relevant personnel
Develop a skills portfolio	11. In consultation with relevant personnel, plan a portfolio of evidence to meet a range of purposes 12. Identify appropriate presentation methodologies for a portfolio and confirm with relevant personnel 13. Develop a résumé or résumés that promote own ability to meet specific job requirements 14. Maintain portfolio in a format appropriate to creative arts industry work contexts

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to: discuss industry issues and trends with colleagues and practitioners establish and maintain industry networks present self and skills portfolio to potential employers use appropriate cultural protocols and industry terminology learning skills sufficient to: align own career aspirations with realistic career goals identify learning opportunities to maximise career goals seek feedback and integrate constructive advice into career planning literacy skills sufficient to: read and understand industry information write a personal résumé planning and organisational skills sufficient to prepare a skills portfolio and personal résumé in a logical and clear way self-management skills sufficient to monitor career aspirations and introduce strategies to improve career potential problem-solving skills sufficient to plan for factorsaffectingcareer outcomes technology skills sufficient to access/download career information and resources
Required knowledge
copyright, moral rights, intellectual property and legislation and their impact on the creative arts industry nature, role and functions of practitioners and industry organisations OHS requirements relevant to particular work contexts sources of information on the creative arts industry and ways of maintaining current industry knowledge understanding of creative arts industry terminology typical formats for personal résumés understanding of the following areas and how they apply to day-to-day work activities (in relation to the particular creative arts industry sector in which knowledge is being assessed): cultural nuances appropriate to selected work contexts employment opportunities and career pathways into and within the industry legal issues that affect industry practitioners, negotiations and contracts occupations, work tasks and levels of remuneration

Evidence Guide

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: develop a career plan develop a skills portfolio write a personal résumé.
Context of and specific resources for assessment	Assessment must ensure: access to an environment where: career information and resources can be evaluated career plans can be developed and actioned industry contacts and networks can be safely established and maintained industry issues and trends can be monitored skills portfolios can be developed and presented use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: case studies to assess candidate's ability to develop timelines and action plans, monitor industry issues and trends, and identify learning opportunities direct observation of the candidate developing career plans, résumés and skills portfolios written or oral questioning to assess knowledge of occupations, work tasks and remuneration levels problem-solving activities to assess ability to align career aspirations with realistic career goals.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFIND301A Work effectively in the screen and media industries CUSIND301AWork effectively in the music industry.

Range Statement

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.
Creative arts industry productions and events may include:	community activities conferences conventions exhibitions festivals functions performances professional competitions and awards trade fairs.
Sources may include:	attending creative arts industry productions and events career information centres career resources and websites, such as: www.career.edu.au www.careeradviceaustralia.gov.au www.crsaustralia.gov.au/careerplanning www.jobguide.dest.gov.au www.jobjuice.gov.au www.jobsearch.gov.au www.myfuture.edu.au www.realgame.gov.au electronic and print media providing: articles journals magazines news reviews subscriptions government publications, including legislation, policy and procedures manuals industrial relations publications, such as: bulletins letters magazines newsletters industry publications, such as: directories information sheets reference books technical publications internet libraries and archives, including text, film, video, sound and graphic lifestyle and contemporary issues magazines museums, galleries and studios peak copyright organisations personal observations and experience professional competitions and awards professional development activities, including conferences, master classes, seminars, symposiums, training programs and workshops retail and wholesale suppliers of products and services.
Relevant personnel may include:	agents artist managers career specialists and advisers colleagues and peers community representatives copyright/legal representatives current industry practitioners employee association and union representatives industry association representatives industry managers mentors professionals from allied areas speakers at conferences and seminars.
Learning opportunities may include:	coaching, mentoring and supervision exchange and rotation programs formal and informal learning programs industry placement internal and external training programs master classes performance appraisals personal practice and study private tuition seminars symposiums traineeships and apprenticeships work experience workshops.
Occupations may include:	artistic directors, media producers and presenters: artistic director media producer, excluding video radio presenter television presenter designers and illustrators: graphic designer illustrator multimedia designer web designer film, television, radio and stage directors: art director, e.g. film, television or stage director, e.g. film, television, radio or stage director of photography film and video editor program director, e.g. television or radio stage manager technical director video producer music professionals: composer musical director musician (instrumental) singer other specialist managers: arts administrator or manager performing arts technicians: broadcast transmitter operator camera operator, e.g. film, television or video light technician make-up artist musical instrument maker or repairer sound technician television equipment operator photographers and miscellaneous technicians: photographer photographer's assistant private tutors and teachers.
Career plan may include:	current and comprehensive industry contact list journal of achievements and skill development local and regional support networks proposed career goals, outcomes and pathways self-assessment of current and required skills, knowledge and personal attributes self-assessment of life and work values timeline and action plan for achieving career goals timeline and action plan for developing necessary skills and industry networks.
Purpose may include:	job-seeking further education life pathway recognition of prior learning self-reflection validation.
Presentation methodologies may include:	CDs and DVDs digital media presentations, including: photo slide shows digital sequences with recorded sound exhibitions of work in a variety of display spaces presentation cards, business cards and promotional folders printed images, e.g. bound in book form or in folios websites and interactive media.

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry capability - industry context

Co-requisite units

Co-requisite units

CUSIND501A Apply music knowledge and artistic judgement

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to apply in-depth knowledge of the music industry to a range of work situations. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The skills and knowledge described in this unit can be applied in a wide range of contexts in the music industry - from performance, composition and music teaching, to business and technical production. People will be applying an advanced level of music industry knowledge in their chosen field. This could include research and analysis of information relevant to work roles within the music industry, such as industry structures and operations, employment issues, industry trends, networking, emerging technologies and industry laws and regulations.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Research industry information	1. In consultation with appropriate personnel, identify areas of music research relevant to own professional practice 2. Use appropriate sources of information to ensure currency of industry knowledge 3. Analyse music areas for artistic and commercial qualities and opportunities 4. Identify and participate in professional development activities to consolidate industry knowledge
Maintain effective industry networks	5. Maintain relationships with appropriate personnel for increased awareness of current artistic and commercial issues 6. Use network strategies to establish and maintain relationships that enhance own professional practice 7. Participate in artistic and industry networks to maintain and inform currency of music industry knowledge and artistic judgement
Enhance professional practice	8. Apply music industry knowledge and artistic judgement as required to predict music trends 9. Apply specialist music knowledge as required to achieve targeted artistic and commercial outcomes 10. Apply current music industry knowledge to inform own professional practice
Evaluate music industry knowledge	11. Assess and evaluate music information and knowledge against professional practice requirements 12. Seek input and information to identify and address deficits in music knowledge to help maintain work performance 13. Evaluate the quality and success of artistic judgement in achieving planned work or other outcomes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: obtain and interpret information to ensure currency of work practice share industry information with colleagues and peers acknowledge cultural protocols seek feedback and integrate constructive advice into own professional practice read and understand industry information learning skills sufficient to identify: opportunities to maintain and enhance industry knowledge own knowledge and information needs numeracy skills sufficient to interpret relevant technical data planning and organisational skills sufficient to monitor own work and introduce strategies to improve performance initiative and enterprise skills in the context of: applying artistic judgement to music products applying critical-listening skills to make informed judgements about music
Required knowledge
well-developed understanding of the music industry in area of specialisation: industry structure and operation employment obligations and opportunities trends and emerging technologies music styles and elements of musical organisation music terminology copyright, moral rights, intellectual property and other legislation relevant to the music industry professional behaviour, ethics and cultural protocols as they apply to the music industry sources of information about the music industry strategies for maintaining current industry knowledge performance contexts and artists' needs OHS requirements relevant to particular work contexts

Evidence Guide

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: apply critical artistic judgement to achieve artistic or strategic work outcomes research, analyse, critique and apply industry information maintain effective industry networks enhance own professional practice.
Context of and specific resources for assessment	Assessment must ensure: access to a range of relevant and current music industry information access to an appropriate environment to enhance professional practice access to appropriate technology to research and apply music industry information access to relevant music industry networks, including opportunity for collaboration access to appropriate learning and assessment support as required use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: case studies or interviews to assess candidate's ability to research industry information and apply knowledge to different contexts and situations direct observation of candidate analysing, critiquing and sharing industry information problem-solving activities to assess candidate's critical-thinking skills written or oral questioning to assess knowledge of technical and context issues that affect professional practice in a given industry context authenticated samples of relevant work examples and products portfolios or other documentation that demonstrate the processes used in realising creative music examples and products.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMGT502A Manage artists and their careers CUSMGT503A Develop artists and repertoire CUSMKG501A Manage the promotion of creative acts CUSMLT601A Analyse music CUSWRT501A Write about music.

Range Statement

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.
Appropriate personnel may include:	composers producers editors of publications music critics managers marketing and public relations personnel sound-production and recording personnel record companies teachers mentors musicians photographers bandleaders music conductors choir leaders.
Areas of music research may include:	music performance music industry trends and fashions existing and emerging artists, repertoire and events artist training and repertoire development artists products existing and emerging music technologies related to: performance production distribution marketing music industry opportunities artistic policy development music commentary and criticism media broadcasting programming music business operations.
Sources of information may include:	music industry events, such as: performances community activities conferences conventions festivals functions trade fairs competitions and awards electronic and print media, such as: articles journals magazines news reviews industrial relations publications industry publications lifestyle and contemporary issues magazines government publications, such as: legislation policy and procedures manuals internet libraries and archives, including text, film, video, sound and graphic peak copyright organisations personal observations and experience.
Music areas may include:	popular/commercial music classical/concert music world music jazz folk solo small ensemble large ensemble acoustic electronic music theatre.
Professional development activities may include:	conferences master classes seminars symposiums training programs workshops.
Network strategies may include:	association membership conference participation distributing materials individual marketing maintaining regular contact seminar attendance society membership.
Industry networks may include:	advisory committees chambers of commerce community organisations government agencies industry sector committees lobby groups local councils professional industry associations project-specific consultative or reference groups specific interest or support groups suppliers unions work teams.
Specialist music knowledge may include and inform:	repertoire knowledge of artists critical-listening skills artistic judgement music history performance practice in a range of styles and customs music technology music texts aural recognition and comprehension of musical devices and systems, including: melody harmony timbre attack pitch tempi dynamics expression physics of music and sound production technical requirements of instruments in a range of musical styles and performance contexts aural imagination or music innovation.
Artistic and commercial outcomes may include:	talking or writing about music composing and performing music preparing for and producing audio and video recordings music teaching using music software to produce music or music effects sound design programming marketing and promoting music products direct and indirect selling of music products and services artistic worth in music products or events commercial potential and feasibility of artists, repertoire and music products potential to develop new products and markets.

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry capability - industry context

Co-requisite units

Co-requisite units

CUSMKG501A Manage the promotion of creative acts

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to apply high-level communication skills in the context of managing the promotion of creative artists or groups. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Promoters, artist managers and self-employed artists apply the skills and knowledge outlined in this unit. In this entrepreneurial role they are responsible for developing and maintaining an extensive network of industry and media contacts so that all avenues for promoting artists are explored and used.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Develop promotional strategies	1. In collaboration with relevant personnel, match aspects of artists and creative acts with potential target markets 2. Undertake appropriate risk analysis in relation to the promotional viability of artists 3. Identify activities that could be included in promotional strategies 4. Investigate the potential of all media outlets for promoting artists and creative acts 5. Document, discuss and revise promotional strategies as required
Promote creative acts	6. Facilitate the development and distribution of promotional material to advance profile of artists 7. Ensure promotional materials are developed in line with design principles that reflect artists' image and meet target market needs 8. Use testing and sampling strategies to determine the response of target markets to promotional materials 9. Create publicity opportunities for artists and capture them for future use
Develop promotional networks	10. Continually monitor sources of information to develop and maintain industry knowledge 11. Develop and maintain strategic relationships with a broad range of industry contacts 12. Deal effectively with the media
Review promotional strategies	13. Assess the impact and effectiveness of promotional activities 14. Analyse costs and timelines to evaluate benefits arising from promotional activities 15. In consultation with relevant personnel revise promotional strategies as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
research skills sufficient to access reliable information on the promotional viability of artists and artistic works literacy skills sufficient to read and interpret promotional materials numeracy skills sufficient to balance expenditure of promotional services and materials against allocated budgets communication skills sufficient to: gather and exploit strategic advice from industry contacts apply active listening, questioning and non-verbal communication techniques in day-to-day dealings with people critical-thinking skills sufficient to: test and compare different media options for promotional activities undertake a risk analysis into the promotional viability of artists initiative and enterprise skills sufficient to adjust artistic image in line with feedback planning and organisational skills sufficient to create, use and exploit media opportunities to promote artists problem-solving skills sufficient to manage contingencies in promotional activities self-management skills sufficient to: set priorities and apply time-management strategies work within established budgets and timeframes teamwork skills sufficient to work constructively with others technical skills sufficient to use the internet to access information
Required knowledge
new and emerging trends in relevant industry sector planning processes for organising promotional activities relevant legislation, regulations and codes of practice, including: advertising, sales and promotion accuracyand clarity of information anti-discrimination, equal employment opportunity and affirmative action copyright and intellectual property ethical standards, privacy and confidentiality OHS role and functions of: industry personnel agencies servicing the industry national and international industry associations issues and challenges that typically arise in the context of managing the promotion of creative acts

Evidence Guide

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: develop viable promotional strategies for an artist or creative act promote the artist or creative act in line with promotional strategies develop and maintain a network of contacts for promotional purposes.
Context of and specific resources for assessment	Assessment must ensure: access to an environment where promotional activities can be actively and safely facilitated access to artists and industry contacts use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: case studies to assess candidate's ability to communicate effectively within a range of promotional situations direct observation of candidate promoting creative acts written or oral questioning to assess knowledge of testing and sampling strategies problem-solving activities to assess ability to manage contingencies in promotional activities.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Relevant personnel may include:	artists and performers artist managers publishers advertising agencies public relations companies media personnel, such as: broadcasters critics journalists digital distributors/aggregators.
Aspects of creative acts may include:	artists' culture, image and stage name artwork associated with performances and recordings characteristics of artists' live and recorded sound current and predicted popularity, professionalism, status and standard of artists past, current and predicted collaborations with other artists popularity of artists' style, genre and repertoire with intended audience demographic, including: age artistic preferences competing interests cultural affiliations disposable income loyalty predicted spending patterns projected personality of artists, e.g. media or stage recent successes of artists, including: radio television online live performances recordings.
Artists may include:	arrangers composers songwriters performers: musicians singers dancers actors circus performers writers visual artists craftspeople designers.
Risk analysis may involve:	balancing artistic returns with promotional costs balancing average bar tab per head of audience from recent performances with anticipated audience numbers for future performances balancing expectations and preferences of audience to style, genre and repertoire of artist balancing market appeal of artist with anticipated audience loyalty balancing ticket prices with predicted spending patterns of intended audience demographic mitigating non-attendance of audience, artists and/or promotional staff.
Activities may include:	advertisements attention-seeking gimmicks competitions industry functions internet broadcasts live performances: auditions festival appearances headline acts supporting acts media announcements and interviews podcasts product launches, e.g. artist websites radio broadcasts television appearances.
Strategies may be for:	live events print media online: artists' own websites social networking sites digital distribution agents radio television.
Media outlets may include:	print television radio internet: artists' websites broadcast email lists YouTube Facebook MySpace blogs digital communication devices, e.g. mobile phones.
Promotional materials may include:	artist profiles, e.g. biographical and professional artist websites print, such as: banners brochures business cards flyers handbills pamphlets posters stickers demonstration recordings: digital downloads filmed performances interactive media products, e.g. podcast music recording and/or videos, e.g. CD and DVD media kits novelty giveaways photographs portfolios presentations press releases prototypes publicity shots reviews scores T-shirts.
Design principles may include:	accuracy brevity conciseness amusing attractive and well presented clearly reflective of genre and musical culture of artist convincing creative easy to read media readiness, such as: clarity of photographs quality of recordings resolution of digital images visually interesting.
Capturing publicity opportunities may include:	filming audio recording photographing.
Sources may include:	discussions with industry personnel and promotional consultants music charts, including: internet radio television print music downloads, websites and blogs industry associations media, including: articles bulletins directories information sheets journals magazines newsletters reviews subscriptions trade papers industry productions and events, including: awards competitions conferences conventions exhibitions festivals functions performances trade fairs suppliers of products and services.
Industry knowledge may relate to:	business trends: 360 degree business model all rights under one deal passive rights deal distributed patronage new and emerging distribution systems new forms of marketing, branding and product placement alliances with allied technologies and businesses revenue structures opportunities for increased airplay of music through: digital radio digital television mobile phones internet advances in software applications new terminology social, political and environmental developments changing nature of work, including: occupations that are disappearing and how they are being replaced changes to the mix of skills and knowledge required in different areas of the industry.
Industry contacts may include:	artist and repertoire (A&R) managers artist managers artists booking agents education and training organisations entrepreneurs legal counsel and accountants digital distributors/aggregators industry associations journalists producers promoters publishers wholesalers and retailers radio presenters record producers recording engineers studio/venue managers production personnel, such as: front-of-house lighting sound staging vision systems tour managers.
Dealing effectively with the media may involve:	ensuring that the message conveyed in media interviews promotes the artists' image maximising media opportunities for artists techniques for responding to and prompting different types of questions, such as: clarifying basic questions of the 'what', 'who', 'where', 'why' and 'how' variety closed or open-ended hypothetical leading.

Unit Sector(s)

Unit sector

Competency field

Competency field	Business development - marketing

Co-requisite units

Co-requisite units

CUSMKG301A Assist with the promotion of creative acts

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to assist with the promotion of creative artists or groups. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit covers the skills and knowledge required to work in a creative environment where artists are being promoted. Personal assistants in a promotions company would typically perform this role, but members of a band or performance act may undertake this role on their own behalf or in collaboration with a promotional agent.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Contribute to the development of promotional strategies	1. Participate in discussions with relevant personnel about marketing and promoting artists as required 2. Contribute ideas about activities that could be included in promotional strategies 3. Compile information about the potential of all media outlets for promoting artists and creative acts 4. Maintain documentation related to promotional strategies as required
Assist with promotional activities	5. Contribute to the development and distribution of promotional material to advance profile of artists 6. Monitor and document the results of strategies to test the response of target markets to promotional materials 7. Assist with the organisation of publicity opportunities for artists 8. Maintain a database of industry contacts and sources of industry information
Contribute to reviews of promotional strategies	9. Compile data and information on the impact and effectiveness of promotional activities 10. In consultation with relevant personnel prepare materials for meetings as required 11. Participate in discussions with relevant personnel about revisions to promotional strategies as required 12. Respond appropriately to constructive feedback on own work performance from relevant personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: interpret and clarify written and verbal instructions work collaboratively in a team environment - both independently on assignment and under direction respond positively to constructive feedback organisational skills sufficient to: collect and review information on a given topic maintain filing and information retrieval systems literacy skills sufficient to: interpret written background information write notes on information gathered verbally self-management and planning skills sufficient to: prioritise work tasks source information and reference material in a timely fashion work under pressure and meet deadlines seek expert assistance when problems arise technical skills sufficient to: use the internet to access information use standard word-processing and database applications
Required knowledge
industry knowledge, including: roles and responsibilities of industry personneland agencies industry terminology issues and challenges that arise in the context of assisting with the promotion of creative acts copyright clearance procedures OHS as it relates to working for periods of time on computers

Evidence Guide

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 with promotional activities for an artist or creative act maintain a database of industry contacts work cooperatively in a team environment.
Context of and specific resources for assessment	Assessment must ensure: access to an environment where promotional activities are undertaken access to artists and music industry personnel use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies to assess candidate's ability to address issues and challenges that arise in the context of assisting with the promotion of creative acts direct observation of candidate maintaining a database of industry contacts.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Relevant personnel may include:	managers supervisors colleagues artists and performers artist managers publishers advertising agencies public relations companies media personnel, such as: broadcasters critics journalists digital distribution agents.
Artists may include:	arrangers composers songwriters performers, including: musicians singers dancers actors circus performers writers visual artists craftspeople designers.
Activities may include:	advertisements attention-seeking gimmicks competitions industry functions internet broadcasts live performances, including: auditions festival appearances headline acts supporting acts media announcements and interviews podcasts product launches, e.g. artist websites radio broadcasts television appearances.
Strategies may be for:	live events print media online: artist's own website social networking sites digital distribution agents radio television.
Media outlets may include:	print television radio internet digital communication devices, e.g. mobile phones.
Development and distribution of promotional material may include:	drafting media releases compiling visual material writing and sending broadcast emails about promotional activities maintaining a database of contacts updating websites.
Promotional materials may include:	artist profiles, e.g. biographical and professional artist websites print, such as: banners brochures business cards flyers handbills pamphlets posters stickers demonstration recordings: digital downloads filmed performances interactive media products, e.g. podcast music recording and/or videos, e.g. CD and DVD media kits novelty giveaways photographs portfolios presentations press releases prototypes publicity shots reviews scores T-shirts.
Industry contacts may include:	artist and repertoire (A&R) managers artist managers artists booking agents education and training organisations entrepreneurs legal counsel and accountants music distributors industry associations journalists producers promoters publishers wholesalers and retailers radio presenters record producers recording engineers studio/venue managers production personnel, such as: front-of-house lighting sound staging vision systems tour managers.
Sources may include:	discussions with industry personnel and promotional consultants music charts, including: internet radio television print music downloads, websites and blogs industry associations media, including: articles bulletins directories information sheets journals magazines newsletters reviews subscriptions trade papers industry productions and events, including: awards competitions conferences conventions exhibitions festivals functions performances trade fairs suppliers of products and services.
Materials for meetings may include:	agendas agenda papers minutes PowerPoint presentations photos and other visual material.

Unit Sector(s)

Unit sector

Competency field

Competency field	Business development - marketing

Co-requisite units

Co-requisite units

CUSMLT201A Develop and apply musical ideas and listening skills

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop music knowledge by listening and responding to music. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to people entering the music industry who need to engage with, reflect on and make informed judgements about music. It has application to potential composers, musicians, performers and sound technicians. This work is undertaken under close supervision and guidance.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Identify and differentiate a range of musical styles	1. Actively listen to a range of recorded and live music performances in selected musical styles and discuss with appropriate people 2. Compare a range of musical styles using appropriate listening skills, musical terminology and information sources 3. Identify the repertoire of a range of musical styles using appropriate information sources and discuss with appropriate people
Develop musical ideas	4. Listen to and identify musical ideas in a range of musical styles 5. Seek information on the context of musical ideas in one or more musical styles using appropriate information sources 6. Identify and develop own musical ideas and discuss with appropriate people 7. Apply musical ideas to own developing area of music practice and share with appropriate people
Update and maintain music knowledge	8. Identify and use a range of opportunities to develop music knowledge, ideas and listening skills 9. Maintain currency of own music knowledge using appropriate information sources 10. Check the credibility and reliability of information sources with appropriate people 11. Apply music knowledge to day-to-day activities to enhance quality of work performance

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to share information with colleagues and peers research skills sufficient to locate and use relevant sources of information literacy skills sufficient to read and understand relevant sources of information planning and organisational skills sufficient to update, maintain and store information technology skills sufficient to access/download information
Required knowledge
basic understanding of: analytical and critical-listening skills instruments used within selected musical styles music history and terminology in selected musical styles musical ideas expressed in selected musical styles music structures, styles and forms relationships between composers, performers, producers, recording engineers, critics and audiences in selected musical styles technology used to produce and enhance music work/background of successful composers, performers and producers in selected musical styles

Evidence Guide

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: apply information on, and ideas about, musical styles to day-to-day work activities check credibility and reliability of information maintain currency of information source information on musical styles.
Context of and specific resources for assessment	Assessment must ensure: access to a range of relevant and current information sources, including recorded music in a range of styles and genres access to an environment where live music in a range of styles and genres can be actively and safely experienced access to an environment where musical ideas can be safely expressed access to appropriate technology to collect, download and store information use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: case studies to assess ability to apply collected information to day-to-day work activities direct observation of the candidate expressing own musical ideas direct observation of the candidate listening to and distinguishing selected musical styles and ideas written or oral questioning to assess knowledge of selected musical styles.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Musical styles may include:	classical/concert contemporary/art ethnic/traditional folk indigenous jazz music theatre popular/commercial rock world.
Appropriate people may include:	agents and artist managers artists, composers, musicians and performers colleagues and peers copyright and legal representatives current industry practitioners employee association and union representatives industry and industry association representatives information professionals legal representatives mentors musical directors professionals from allied areas record producers sound technicians.
Information sources may include:	attending music events, such as: conferences conventions festivals functions performances trade fairs chord charts, play lists and sheet music discussions with current industry practitioners educational activities, such as: master classes seminars symposiums training programs workshops electronic and print media, such as: articles journals magazines news reviews subscriptions government departments and publications industry associations and organisations industry publications, such as: information sheets reference books technical publications manuals internet libraries and archives, including text, film, video, sound, graphic and media musical competitions and awards peak copyright organisations personal observations and experience.
Context may include:	biographical information, such as: composers musicians performers record producers sound technicians cultural economic historical political social theoretical.
Music knowledge may include:	acoustic and electronic protocols chord patterns and keys chord and melodic formulae dynamics and volume instrumental and/or vocal styles instruments and tuning music conventions music history music marketability, e.g. commercial feasibility musical notation music structures, styles and forms musical terminology performance styles and customs repertoire and instrument knowledge scales, melody and themes simple music analyses solo and ensemble protocols texture and tone colours.

Unit Sector(s)

Unit sector

Competency field

Competency field	Performing arts - music literacy

Co-requisite units

Co-requisite units

CUSMLT302A Develop and apply aural-perception skills

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to aurally recognise simple structures and components of music and to discuss these with peers and other industry personnel. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People preparing to enter the music industry as musicians, songwriters, composers or arrangers, apply the skills and knowledge outlined in this unit. Basic musicianship skills can be applied in a range of contexts, for example, transcribing live or recorded music and assisting with the preparation of charts and other forms of notated music. The application of more complex aural-perception skills is covered in: CUSMLT501A Refine aural-perception skills.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Identify areas for aural skill development	1. In consultation with appropriate personnel, plan development of aural-perception skills 2. Investigate the uses of aural-perception and recognition skills 3. Establish the rhythmic, melodic and harmonic music structures for recognition 4. Nominate music genres and styles within which the structures are located
Develop methods for the aural recognition of music	5. Examine conventions of language and terminology connected to relevant music structures 6. Investigate ways of hearing music as well as listening for and naming relevant music structures 7. Investigate music-writing conventions connected with aural skill development 8. Explore rhythmic, melodic and harmonic structures connected with aural skill development
Practise aural recognition of music	9. Identify aural-recognition requirements through discussion with appropriate personnel 10. Practise and develop the aural recognition of music structures 11. Adhere to conventions of language and terminology
Evaluate progress with the development of aural skills	12. Seek feedback on skill development from appropriate personnel 13. Identify personal strengths and weaknesses as a means of improving own work 14. Evaluate overall effectiveness of learning methods in the development of aural-perception skills.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
listening skills in the context of recognising how intervals, chords, scales and chord progressions are used in music to achieve unity and variety communication skills sufficient to: read and understand relevant sources of information discuss music in adherence to music conventions seek and respond to feedback on own skill development initiative and enterprise skills in the context of recognising music structures and interpreting musical elements problem-solving skills sufficient to: troubleshoot difficulties connected with the aural recognition of music plan work tasks in a logical sequence planning and organisational skills sufficient to: work to set goals gather information onmusicalstyles,elementsandforms/structures self-management skills sufficient to: work to personal goals seek expert assistance when problems arise learning skills sufficient to aurally recognise music structures accurately technical skills sufficient to accurately analyse: scales chord sequences and music systems rhythms time signatures beat patterns of musical organisation relevant to specialisation
Required knowledge
musicianship, including: repertoire relevant to chosen musical specialisation musical protocols and customs for listening to music relevant to chosen music specialisation awareness of genres and styles, and their musical forms and conventions aural recognition and interpretation of chords, scales, melodies, forms, textures or other conventions in music

Evidence Guide

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: hear and recognise simple music structures accurately adhere to the conventions of music language and terminology within selected styles.
Context of and specific resources for assessment	Assessment must ensure: access to a selection of recorded or performed music for investigation and skill development use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: direct observation or video recording of the candidate's ability to aurally recognise simple music structures written or oral questioning or interview to test knowledge as listed in the required knowledge section of this unit and to assess the development of aural-perception skills.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMCP301ACompose simple songs or musical pieces CUSMCP401A Develop techniques for arranging music CUSMCP402A Develop techniques for composing music CUSMLT303A Notate music CUSMPF410A Perform music from written notation.

Range Statement

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.
Appropriate personnel may include:	teachers mentors arrangers composers music editors musicians bandleaders music conductors choir leaders.
Uses of aural-recognition and perception skills may include:	ability to identify and discuss music components with peers and other industry personnel capacity to transcribe live or recorded music appreciation of music subtleties and complexities development of overall musicianship assisting in the preparation of charts and other forms of notated music access to new forms of music.
Music structures may include:	key signatures harmonic and melodic structures grouping of simple rhythmic structures time signatures, including 2/4, 3/4, 4/4, 5/4, 7/4 3/8, 5/8, 6/8, 7/8, 9/8, 2/2 and 3/2 note pitch note duration accidentals chords and chord progressions.
Music genres and styles may include:	classical jazz popular music church folk world.
Conventions of language and terminology may relate to:	key signatures harmonic and melodic structures grouping of simple rhythmic structures time signatures, including 2/4, 3/4, 4/4, 5/4, 7/4 3/8, 5/8, 6/8, 7/8, 9/8, 2/2 and 3/2 note pitch note duration accidentals chords and chord progressions bar lines repeats sign coda ties rests phrases ornaments popular music forms jazz forms classical forms.
Music-writing conventions may include:	manuscript layout methods of notation rehearsal figures bar lines ownership and copyright information.

Unit Sector(s)

Unit sector

Competency field

Competency field	Performing arts - music literacy

Co-requisite units

Co-requisite units

CUSMLT303A Notate music

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to set down music in a notated form. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Emerging composers, copyists, arrangers, conductors, performers, musicians, music producers, music editors and publishers apply the skills and knowledge described in this unit. Traditionally notation was done by hand, but now a range of computer-based music notation applications can be used for the task. More complex skills in this area are covered in: CUSMLT401A Notate music for performance CUSMPF410A Perform music from written notation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Identify notated music for analysis	1. Investigate the uses of notated music forms 2. Establish a primary style for analysis 3. Select suitable repertoire for analysis
Deconstruct music conventions	4. Explore rhythmic, melodic and harmonic structures within the selected style 5. Examine conventions of form and music structures 6. Investigate the application of dynamics and expression marks 7. Investigate music-writing conventions
Notate music extracts	8. Identify notation requirements through discussion with appropriate personnel 9. Notate music in required format 10. Adhere to music-writing conventions 11. Complete all work within agreed timeframes
Review effectiveness of music writing	12. Seek feedback on developed work from appropriate personnel 13. Identify personal strengths and weaknesses as a means of improving own work 14. Evaluate overall effectiveness of developed notated music extracts

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: read and understand relevant sources of information set down music in a required format seek and respond positively to constructive feedback on work in progress initiative and enterprise skills in the context of interpreting music structures problem-solving skills sufficient to: troubleshoot music notation problems plan work tasks in a logical sequence planning and organisational skills sufficient to: set work goals gather information onmusicalstyles,elementsandforms/structures work to deadlines self-management skills sufficient to: work to personal goals seek expert assistance when problems arise learning skills sufficient to notate music accurately technical skills sufficient to: apply knowledge of musical forms in the selected specialisation to written music interpret musical elements to provide appropriate musical outcomes in performance accurately analyse scales, chord sequences and music systems, rhythms, time signatures, and beat patterns of musical organisation relevant to specialisation
Required knowledge
sound understanding of musicianship issues, including: repertoire relevant to chosen musical specialisation musical protocols and customs for notating music relevant to chosen music specialisation song-writing techniques genres and styles, and their musical forms and conventions in written notation interpretation of chords, scales, melodies, forms, textures or other conventions found within music notation

Evidence Guide

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: notate music accurately adhere to the conventions of music notation within the selected style.
Context of and specific resources for assessment	Assessment must ensure: access to a selection of notated music for investigation access to industry-current software and hardware for setting down music relevant to thecandidate's selectedmusical styles use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: direct observation or video recording of the candidate's ability to notate music written or oral questioning or interview to test knowledge as listed in the required knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMCP301A Compose simple songs or musical pieces CUSMCP401A Develop techniques for arranging music CUSMCP402A Develop techniques for composing music CUSMPF410A Perform music from written notation.

Range Statement

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.
Primary style may include:	classical jazz popular music church folk world.
Rhythmic, melodic and harmonic structures may include:	key signatures harmonic and melodic structures grouping of simple rhythmic structures time signatures, including 2/4, 3/4, 4/4, 5/4, 7/4 3/8, 5/8, 6/8, 7/8, 9/8, 2/2 and 3/2 note pitch note duration accidentals chords, where appropriate.
Form and music structures may include:	bar lines repeats sign coda ties rests phrases ornaments popular music forms jazz forms classical forms.
Dynamics and expression marks may include:	tempo volume accents phrasing articulation special effects.
Music-writing conventions may include:	manuscript layout rehearsal figures bar lines ownership and copyright information.
Appropriate personnel may include:	teachers mentors arrangers composers music editors musicians bandleaders music conductors choir leaders.
Format may be:	computer-based paper-based.

Unit Sector(s)

Unit sector

Competency field

Competency field	Performing arts - music literacy

Co-requisite units

Co-requisite units

CUSMLT501A Refine aural-perception skills

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to improve aural-perception skills. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Musicians, songwriters, composers, arrangers, conductors and musical directors apply the skills and knowledge described in this unit. Well-developed aural-perception skills are essential for success in the music industry and can be applied in a range of contexts, for example, transcribing live or recorded music and preparing charts and other forms of notated music. An ability to discuss sophisticated music structures and components with peers and other industry personnel is required, along with a willingness to work consistently on improving one's own aural-perception skills.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Set personal goals for extending own aural-perception skills	1. In consultation with appropriate personnel, identify the applications of aural-perception skills most relevant to own music practice 2. Determine how own mastery of rhythmic, melodic and harmonic music structures can be improved 3. Identify the genres and styles in own music practice that need attention in the context of refining aural-perception skills 4. Prepare a plan for own skill development, including a timeline and criteria for measuring improvements 5. Discuss plan with appropriate personnel and incorporate feedback as required
Expand methods for the aural recognition of music	6. Analyse conventions of language and terminology in the context of improving own aural-perception skills 7. Expand ways of hearing music, as well as listening for and naming relevant music structures 8. Expand knowledge of music-writing conventions connected with aural skill development 9. Explore more advanced rhythmic, melodic and harmonic structures connected with aural skill development
Apply improved aural-perception skills to own music practice	10. Focus on applying improved aural-perception skills in rehearsals or other practice activities 11. Adhere to conventions of language and terminology 12. Discuss application of aural-perception skills with peers and incorporate new ideas and techniques into own music practice
Evaluate own skill development	13. Monitor own progress against personal goals and skill-development plan 14. Discuss progress of skill development with appropriate personnel and act on feedback as required 15. Identify personal strengths and weaknesses as a means of improving own work 16. Evaluate overall effectiveness of learning methods in the expansion of aural-perception skills

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
listening skills in the context of recognising how more advanced intervals, chords, scales and chord progressions are used in music communication skills sufficient to: read and understand relevant sources of information discuss with peers ideas and techniques associated with aural-perception skills seek and respond to feedback on own skill development initiative and enterprise skills in the context of analysing and recognising music structures and elements problem-solving skills sufficient to: troubleshoot difficulties connected with the aural recognition of music plan work tasks in a logical sequence planning and organisational skills sufficient to: set goals and plan own skill development research information onmusicalstyles,elementsandforms/structures self-management skills sufficient to: work to personal goals seek expert assistance when problems arise learning skills sufficient to aurally recognise music structures accurately technical skills sufficient to accurately analyse: scales chord sequences and music systems rhythms time signatures beat patterns of musical organisation relevant to specialisation
Required knowledge
musicianship, including: well-developed understanding of repertoire relevant to chosen musical specialisation well-developed understanding of musical protocols and customs for listening to music relevant to the music specialisation deep awareness of genres and styles, and their musical forms and conventions sophisticated aural recognition and interpretation of chords, scales, melodies, forms, textures or other conventions in music well-developed understanding of musical form in the selected specialisation issues and challenges that arise in the context of improving aural-perception skills

Evidence Guide

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: hear and recognise complex music structures accurately adhere to the conventions of music language and terminology within selected styles apply aural-perception skills to own music practice plan and monitor progress in refining own aural-perception skills.
Context of and specific resources for assessment	Assessment must ensure: access to a selection of recorded or performed music for investigation and skill development use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed opportunities to demonstrate improvement in aural-perception skills.
Method of assessment	The following assessment methods are appropriate for this unit: direct observation or video recording of the candidate's ability to aurally recognise complex music structures evaluation of candidate's plan for improving own aural-perception skills, including evidence of monitoring progress against goals discussion and/or case studies to determine candidate's ability to deal with challenges that arise in the context of improving aural-perception skills written or oral questioning or interview to test knowledge as listed in the required knowledge section of this unit and to assess the refinement of aural-perception skills.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMCP401A Develop techniques for arranging music CUSMCP402A Develop techniques for composing music CUSMCP501A Compose music using electronic media CUSMCP502A Compose music for screen CUSMPF506A Develop technical skills and expand repertoire.

Range Statement

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.
Appropriate personnel may include:	teachers mentors arrangers composers music editors musicians bandleaders music conductors choir leaders.
Applications of aural-perception skills may include:	ability to identify and discuss sophisticated music components with peers and other industry personnel capacity to transcribe complex live or recorded music developed appreciation of music subtleties and complexities developed overall musicianship preparation of scores, charts and other forms of notated music access to new forms of music.
Music structures may include:	key signatures developed harmonic and melodic structures grouping of complex rhythmic structures time signatures, including compound and odd time signatures note pitch note duration scales and associated modes accidentals chords and chord progressions, including chord substitutions.
Genres and styles may include:	classical jazz popular music church folk world.
Conventions of language and terminology may relate to:	music structures music notation, including: bar lines repeats sign coda ties rests phrases ornaments music forms, including: popular jazz classical.
Music-writing conventions may include:	manuscript layout more sophisticated methods of notation rehearsal figures bar lines ownership and copyright information.

Unit Sector(s)

Unit sector

Competency field

Competency field	Performing arts - music literacy

Co-requisite units

Co-requisite units

CUSMPF301A Develop technical skills in performance

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to build on basic technical skills in a chosen area of music specialisation and to perform simple repertoire. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Instrumentalists and vocalists apply the skills and knowledge outlined in this unit. In the lead-up to performances they need to develop a regular practice routine which involves tuning and caring for instruments, as well as practising pieces to be performed. At this level, they could be developing skills on either a first or second instrument. More complex skills associated with the development of technical and specialist skills in performance are covered in: CUSMPF405A Develop performance techniques CUSMPF406A Perform music as a soloist.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Explore the range of instrument or voice	1. Develop control of the physical characteristics of instrument or voice and apply to performance 2. Extend control over the range and scope of instrument or voice during performance 3. Explore capability of instrument and voice in line with repertoire requirements
Maintain and care for instrument	4. Use appropriate methods and cleaning products to care for, move and store instruments and accessories 5. Set up and/or warm up the instrument or voice as required 6. Tune the instrument appropriately to the required standard and in line with tuning conventions
Use personal practice time to extend technical skills	7. Listen to own work carefully to ensure accurate intonation, harmonies, sound colour and rhythm 8. Plan and use personal practice time to achieve performance goals 9. Plan exercises and use practice sessions to develop technical skills and facility with instrument or voice during performance 10. Perform and practise activities in line with OHS principles 11. Plan activities and physical exercises to extend own capacity to produce an extensive range of notes, rhythms and chord patterns 12. Seek and act on feedback from relevant personnel to guide practice
Perform pieces	13. Play or sing pieces and/or accompaniments from a range of repertoire 14. Perform all work following agreed tempi and musical markings where relevant 15. Use appropriate techniques to improve sound control and intonation, and to achieve variation in sound and tone
Evaluate own performance	16. Listen to the work of professional musicians to set performance goals and evaluate own performance against those goals 17. Act on constructive feedback from relevant personnel on own performance and level of skill development

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and organisational skills sufficient to: interpret music appropriately for performance practice respond appropriately to constructive feedback on own performance self-management and planning skills sufficient to plan own practice time and set development goals listening skills sufficient to: monitor and adjust intonation as required recognise intervals, chords, scales and chord progressions in selected area of specialisation use appropriate sound and tone production for instrument or voice produce a controlled sound with variations in tone as required initiative and enterprise skills in the context of: producing sounds in a range of ways appropriate to selected musical style and repertoire responding appropriately to the unexpected during performances learning skills in the context of improving music performance skills and expression through rehearsal technical and problem-solving skills sufficient to: use a range of instrumental techniques on either a first or second instrument tune instrument to achieve intonation use a variety of rhythms and rhythmic styles relevant to specialisation
Required knowledge
broad understanding of: industry, repertoire and musical terminology acoustic principles relevant to selected instrument and area of specialisation instrument parts, applications, range, capabilities, care and maintenance OHS practices, procedures and standards as they apply to performance practice

Evidence Guide

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: perform at least three pieces in selected area of specialisation achieve the required sound learn and practise to improve own performance respond positively to constructive feedback on own performance.
Context of and specific resources for assessment	Assessment must ensure: access to relevant instruments access to suitable acoustic space use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: observation of practice or performance written or oral questioning on technical development strategies, planning and goals video and/or audio recordings of performances or practice sessions self-evaluation sheets samples of work plans for private practice sessions simulation of a performance practice session case studies and scenarios as a basis to discuss technical issues and strategies to deal with them in performance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMLT301A Apply knowledge of genre to music making CUSMPF303A Contribute to backup accompaniment CUSMPF305A Develop improvisation skills CUSMPF401A Rehearse music for group performances.

Range Statement

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.
Instruments may be first or second instruments and may include:	acoustic or electronic brass stringed keyboards wind percussion plucked voice.
Range and scope of instruments may include:	tone colour articulation physical attributes and components control and contrast sound production dynamics and volume pitch, register and tessitura specific effects available using a range of attacks other acoustic or electronic effects.
Capability of an instrument may include:	application to a range of music-making activities and outcomes in selected area of specialisation scope and potential for solo or group performance in selected area of specialisation adaptability size of instrument history in performance and customs of established performance tradition.
Repertoire may include:	movements and/or pieces appropriate to selected instrument improvisation on specific/harmonic structures in selected area of specialisation songs and tunes in selected area of specialisation own original pieces traditional patterns in selected area of music specialisation.
Accessories may include:	reeds strings bows plectrums mouth pieces mutes sticks, mallets, brushes and beaters stands pedals microphones amplifiers samplers mixers enhancers, such as pitch and tone modulators.
Tuning an instrument may involve:	adjusting: pitch tone colour oral tract, including lip pressure and intensity of breath position of the diaphragm and larynx sound production diameter or other instrumental dimensions, such as: length of strings tautness of skins length of tubing or pipes embouchure settings of the instrument and relevant accessories using: appropriate tuning options tuning keys or other tuning implements, such as tuning forks and electronic tuners pitch pipes electronic pitch or frequency controls other musicians.
Sound colour may involve:	physical elements of an instrument instrumental attack and articulation range of accessories interaction between player and instrument performer's physique voice production sound production different instrumental combinations.
Developing technical skills may involve:	reproducing pieces from written notation, chord charts or aural memory and imitation developing physical coordination playing and/or singing pieces or excerpts playing and/or singing rhythms and rhythm patterns playing chords and chord patterns playing and/or singing melodies systematic fingering patterns bowing techniques to achieve good finger action, bowing movements and smooth bow changes systematic hand and foot patterns systematic plucking, picking and strumming patterns vocal and breath exercises to achieve consistent pitch, articulation and breath control drumming exercises for hands, sticks, mallets, brushes and beaters working effectively with an instrumental or vocal tutor personal practice coaching others performing with other artists observing and listening to the performance of others exercises, such as: simple major and harmonic scales and arpeggios pentatonic scales common modes simple major and minor triads/chords rhythm patterns improvisation within established musical parameters breath control.
Facility with instrument or voice may involve:	intonation breathing embouchure pedalling bowing/strokes fingering tonguing tone and articulation vibrato phrasing microphone technique diction posture plucking.
OHS principles may include:	industry practice and legislation posture appropriate hearing and volume levels for self and others electrical hazards length of performance and practice sessions preventative practice against overuse injury.
Relevant personnel may include:	musical director performer mentor teacher coach tutor conductor sound engineer.

Unit Sector(s)

Unit sector

Competency field

Competency field	Performing arts - music performance

Co-requisite units

Co-requisite units

CUSMPF303A Contribute to backup accompaniment

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to perform for an audience as part of a backup group. In this performance context well-developed interpersonal communication skills are essential to ensure effective collaboration. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Members of backup groups apply the skills and knowledge outlined in this unit. In addition to proficiency in their chosen instrument, they need to think on their feet during performances to ensure that their contribution to backup accompaniment complements the performance of soloists and blends with that of other group members. Higher level skills associated with developing repertoire are covered in: CUSMPF403A Develop repertoire as part of a backup group.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare to perform backup accompaniment	1. Confirm expected performance outcomes with relevant personnel 2. Confirm own contribution, ensuring that the part is within own technical and artistic level of performance 3. Use personal practice time before combined rehearsal period begins to achieve the required performance standard 4. Take direction from and give support to performers during rehearsals 5. Seek feedback on own performance from relevant personnel and adjust performance techniques
Perform backup accompaniment	6. Perform own part in line with agreed performance outcomes 7. Ensure that own contribution enhances the performance and complements the inherent qualities of performers 8. Maintain energy levels, concentration and focus throughout the performance 9. Listen critically to own and others' performance and adjust playing to achieve the required sound 10. Ensure that own conduct and appearance are appropriate to the performance context 11. Adjust volume of playing consistently to the needs of performers and context of performance 12. Take and give cues reliably, promptly, accurately and sensitively 13. Contribute to maintaining a consistent balance between performers and backing
Evaluate performance	14. Contribute to evaluation of the performance of performers in a sensitive, constructive and unbiased way 15. Evaluate own performance as a backup accompanist and note areas for future improvement 16. Seek feedback on own performance from relevant personnel and incorporate suggestions into overall strategies for improving own backup accompaniment skills

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: interpret music appropriately for performance use appropriate chords and scales, forms, textures or other elements of musical organisation in performance work collaboratively with others to achieve required musical outcomes listening skills sufficient to: monitor and adjust intonation as required recognise intervals, chords, scales and chord progressions in selected area of specialisation demonstrate appropriate intonation, dynamics, phrasing, rhythm and expression to produce the required sound initiative and enterprise skills in the context of collaborating with other backup artists to recover faults in live performances with minimum disruption to the audience's listening experience learning skills in the context of improving music performance skills and expression through rehearsal self-management and planning skills sufficient to: plan practice time prior to performance to improve technical facility allow sufficient time for warm-up prior to performances maintain an appropriate standard of personal presentation technical and problem-solving skills sufficient to: use a range of instrumental techniques in selected area of specialisation use a variety of rhythms, time signatures, beat patterns and rhythmic styles relevant to specialisation perform appropriately for the context of venues, available sound forces and the act
Required knowledge
broad understandingof: solo or group performance protocols and customs industry, repertoire and musical terminology impact of different performance environments on musical outcomes chosen genres and their musical forms and conventions in performance chord and melodic formulae in selected area of specialisation issues and challenges that arise in the context of performing backup accompaniment OHS practices, procedures and standards as they apply to using musical instruments and performing in a range of environments

Evidence Guide

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: perform proficiently as a member of a backup accompaniment group before an audience on at least three occasions listen effectively to adjust intonation and nuance in performance apply interpretation and expression skills communicate effectively with others involved in performances.
Context of and specific resources for assessment	Assessment must ensure: access to relevant instruments and equipment opportunities to perform backup accompaniment before an audience appropriate venue with adequate space and acoustic qualities for solo performances use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: observation or video recordings of the candidate performing backup accompaniments written or oral questioning on performance strategies as a member of a backup group discussion of planning for performances written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in contributing to backup accompaniment.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMPF203A Develop ensemble skills for playing or singing music CUSMPF204A Play music from simple written notation CUSMPF301A Develop technical skills in performance CUSMPF302A Prepare for performances.

Range Statement

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.
Relevant personnel may include:	director producer performer mentor teacher coach tutor conductor sound engineer.
Directions may be for:	instrumentation voicing expression timbre attack pitch tempi dynamics.
Listening may include:	responding creatively and sensitively to other performers in ensemble performance tuning instrument pattern and sequence recognition and memory recognising music systems and practices reproducing sequences from memory.
Strategies may include:	working with an appropriate tutor using opportunities to perform as a backup artist listening critically to a wide range of live and recorded music, focusing on backup participating in relevant groups or associations participating in professional development and other learning opportunities to broaden performance knowledge and experience attending master classes attending performances contributing to and participating in festivals and conferences being involved in a range of music-making activities practising performance techniques in a range of styles.

Unit Sector(s)

Unit sector

Competency field

Competency field	Performing arts - music performance

Co-requisite units

Co-requisite units

CUSMPF402A Develop and maintain stagecraft skills

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to apply a well-developed range of stagecraft skills during performances. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Musicians and performers in all genres apply the skills and knowledge described in this unit. Applying an appropriate range of stagecraft skills can lead to audiences having a more enjoyable and entertaining experience. An essential feature of stagecraft skills is the ability to engage with audiences - whether through dialogue, movement or gestures. A performer's image and reputation are often linked to the way they approach performances, not just with their ability to play an instrument or sing. More complex skills associated with leading a group in the area of stagecraft are covered in: CUSMPF602A Manage stagecraft aspects of performances.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Develop stagecraft skills	1. In consultation with relevant personnel, identify appropriate learning and stage experience opportunities to develop stagecraft skills relevant to area of music performance 2. Identify own strengths and weaknesses and determine strategies to develop stagecraft skills in line with personal goals 3. Plan stage image, including use of technology, to present a coherent and appropriate image that enhances performances 4. Use rehearsal, stage opportunities and private practice to develop stagecraft skills
Apply stagecraft skills	5. Present performance confidently and unselfconsciously 6. Avoid mannerisms and facial expressions that distract attention from the performance and the image being projected 7. Maintain appropriate eye contact with audience and use gesture appropriately 8. Maintain performance energy and flexibility using appropriate spontaneous or rehearsed stage movements 9. Pace performance to allow adequate energy output for the duration of performance 10. Respond flexibly to the unexpected on stage or front of house, to maintain the flow and integrity of performances 11. Interact cooperatively with other performers on stage and acknowledge their work appropriately 12. Communicate effectively with audiences before, between and after performances 13. Acknowledge applause in a manner that is appropriate to the context and sensitive to other performers
Maintain stagecraft skills	14. Evaluate own stagecraft to improve performance and to broaden and enhance skills in line with personal goals and career aspirations 15. Seek and use feedback from peers and leaders to improve performance and broaden and refine stagecraft skills 16. Seek and use relevant publications, work and/or study opportunities in specific aspects of stagecraft 17. Discuss perceived problems in developing stagecraft skills with relevant personnel to add value to performance and stage communication
Maintain stage fitness	18. Use appropriate strategies to maintain stage fitness and to counter possible damage from practice, rehearsal and performance, and/or lifting and carrying 19. Plan adequate rest breaks to maintain work performance and to counter stress and anxiety
Avoid occupational hazards	20. Identify and use appropriate mental and physical warm-up and warm-down exercises for all practice sessions, rehearsals and performances 21. Verify safe sound levels and use strategies for controlling the length of exposure to protect hearing 22. Perform in smoke-free environments wherever possible 23. Identify the physical risks of carrying equipment and use safe lifting practices to avoid injury 24. Apply healthy posture habits in practice, rehearsal and performance to maintain muscular and skeletal strength, avoid overuse injury, and prolong performing career 25. Report injuries or symptoms according to designated procedures, or seek medical advice promptly

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: seek and use feedback from peers and leaders to improve stagecraft skills and performance appropriately recognise and support the contribution of other artists working creatively with individual differences interact and collaborate with other artists to achieve required performance outcomes listening skills sufficient to: listen critically to the performance of others and respond appropriately listen critically to and adjust own performance to achieve required outcomes initiative and enterprise skills in the context of: using original and innovative approaches in stage performances understanding and expressing appropriate dramatic nuance taking venue and style of show into account when performing engaging with audiences in ways that entertain and enhance people's overall experience learning skills in the context of accessing opportunities to improve stagecraft skills self-management skills sufficient to: observe protocols appropriate to the genre, style and context of performance maintain an appropriate standard of stage presentation relevant to the area of specialisation technical and problem-solving skills sufficient to use: body appropriately in movement and breathing to enhance stage performance instrument and performing spaces, dress, make-up and props in ways that enhance the overall performance stage equipment and technology to enhance stage performance techniques to control and enhance stage movement
Required knowledge
sound knowledge of: range of genres and their musical forms and conventions in performance in selected area of specialisation solo or group performance protocols and customs in selected area of specialisation technical requirements of relevant instruments for accurate and appropriate performance in selected area of specialisation issues and challenges that arise in the context of applying stagecraft skills to performances OHS practices, procedures and standards as they apply to using musical instruments and performing in a range of environments

Evidence Guide

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: develop and apply a range of stagecraft skills appropriate to the style of performance on at least three occasions communicate effectively with audiences.
Context of and specific resources for assessment	Assessment must ensure: access to relevant instruments and equipment opportunities to perform before an audience use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: observation or video recording of candidate during performances written or oral questioning to test knowledge as listed in the required knowledge section of this unit evaluation of documented or recorded discussion with candidate about personal career goals and the role stagecraft skills play in those case studies as a basis for discussion of issues, methods and strategies associated with developing and maintaining stagecraft skills.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMPF401A Rehearse music for group performances CUSMPF404A Perform music as part of a group CUSMPF406A Perform music as a soloist CUSMPF505A Perform improvisation for audiences.

Range Statement

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.
Relevant personnel may include:	performers ensemble members presenters musical directors stage directors peers conductors tutors mentors technical crew.
Learning may take place through:	tutoring mentoring coaching work experience shadowing structured or formal training evaluating the work of others continuing evaluation of own work peer and audience feedback.
Stagecraft skills may include:	interaction with audiences make-up and hair posture dress movement interaction with other performers facial expressions way of holding instruments or equipment, such as microphones effective use of performance space and props.
Strategies for developing stagecraft skills may include:	working with a class or individual tutor participating in professional development and other learning opportunities participating in relevant groups or associations studying the performance of others communicating with peers participating in professional forums contributing to, and participating in, paid or amateur stage movement opportunities being involved in a range of stagecraft activities.
Technology may include:	special-effects devices lighting and lighting equipment sound equipment staging equipment props.

Unit Sector(s)

Unit sector

Competency field

Competency field	Performing arts - music performance

Co-requisite units

Co-requisite units

CUSMPF404A Perform music as part of a group

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to perform music for an audience as part of a group. Performing in a group is a highly collaborative undertaking, so group members need well-developed interpersonal communication skills in addition to their technical and musicianship skills. They must support each other during performances and be willing to work together on improving the overall performance of the group. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Instrumentalists and vocalists who perform as members of a group in all musical genres apply the skills and knowledge described in this unit.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Perform warm-up routine	1. Check instrument and other materials required for the performance to ensure their reliability in performance 2. Tune instrument to ensure required pitch throughout the performance and minimal interruption for further tuning 3. Warm up for the performance to ensure that sound production is secure before beginning the performance 4. Use relaxation techniques to overcome performance anxiety as required
Perform work	5. Maintain concentration and focus throughout the performance 6. Meet the technical and interpretive requirements of the music and the staging requirements of the performance 7. Apply music knowledge to enhance performance outcomes 8. Monitor instrument tuning and adjust appropriately during the course of the performance with minimal interruption to the flow of the work 9. Use a performing style that is appropriate to the context of the music and the performance 10. Respond flexibly and effectively to contingencies to maintain the integrity of the performance 11. Interact considerately and constructively with stage management and other artistic, venue, studio and organisational staff as required
Perform in a group	12. Respond promptly and effectively to musical, stage or studio direction 13. Sustain the musical line and/or harmony in ensemble as required by the style and context of the performance 14. Demonstrate balance in dynamics and style with other players 15. Respond effectively and with empathy to other performers and to the music-making process throughout the performance 16. Perform music entries and exits consistent with the style of music and as agreed with other players
Interact with other performers	17. Contribute to a cohesive performance by taking and giving cues reliably, promptly, accurately and sensitively 18. Synchronise own playing with that of other performers 19. Demonstrate respect for other performers' work using positive and constructive communication in verbal and body language 20. Contribute constructively to the dynamics of the group to ensure best performance outcome 21. Listen critically to own and others' performance and adjust playing as necessary to achieve the required sound
Evaluate performance	22. With other members of the group, measure the performance against previous work to assess technical and artistic development 23. Discuss weaknesses and errors in the performance and collaboratively identify remedies for improvement in the ensemble 24. Evaluate repertoire choice and programming to determine suitability for the group's technical standard and style as well as the overall musical balance in the program 25. Collaboratively and constructively assess the role of individual performers for ensemble balance and for future performance possibilities 26. Constructively evaluate the group's stage presentation, posture, dress and movement individually and collectively and determine possible improvements 27. Analyse audience reaction to determine ways in which communication with the audience can be improved or special audience needs can be met more effectively 28. Collaboratively and constructively plan strategies for refining group performance and technical skills based on outcome of evaluations

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: interpret music appropriately for performances collaborate effectively with other artists and technical personnel involved in performances provide constructive feedback on group performances to other members of the group respond positively to constructive feedback on own performance in the group listening skills in the context of: listening critically to and adjusting own performance to achieve the required sound recognising intervals, chords, scales and chord progressions in selected area of specialisation demonstrating appropriate intonation, dynamics, phrasing, rhythm and expression to produce the required sound responding to other players and adjusting own performance accordingly technical and problem-solving skills sufficient to: use a range of instrumental techniques in selected area of specialisation tune instrument to achieve intonation use a variety of rhythms, time signatures, beat patterns and rhythmic styles relevant to specialisation use a variety of scales, chord sequences and music systems in selected area of specialisation learning skills in the context of using feedback to identify strengths and weaknesses in technique to improve own technical facility self-management and planning skills sufficient to allow sufficient time for warm-up prior to performances initiative, enterprise and creativity in the context of: demonstrating originality and innovative approaches in interpretation within the requirements of the group extending musical boundaries in performance for self and audience within the performance context phrasing and shaping music appropriately understanding and expressing appropriate musical nuance achieving own individual style of musical expression performing appropriately for the context of venues, sound forces and perceived audience taste performing in a variety of instrumental combinations
Required knowledge
music knowledge: repertoire knowledge in selected area of specialisation musical terminology, systems, elements and genres musical styles in selected area of specialisation group and solo performance protocols and customs issues and challenges that arise in the context of performing music as part of a group OHS principles as they apply to performing: relevant legislation policies and best practice relevant to particular performance contexts preventative practice against overuse injury and hearing damage correct posture

Evidence Guide

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: perform proficiently as a member of a group before an audience on at least three occasions listen effectively to adjust intonation and nuance in performance apply interpretation and expression skills collaborate effectively with other members of the group during performances participate constructively in evaluations of group performances.
Context of and specific resources for assessment	Assessment must ensure: access to relevant instruments and equipment opportunities for musical collaboration in performances before an audience appropriate venue with adequate space and acoustic qualities for solo performances use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: observation or video recordings of performances in which the candidate is a member of a performing group written or oral questioning on performance strategies discussion of planning for group performances authenticated details of relevant courses or training sessions authenticated details of relevant artistic and/or commercial achievements written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies and scenarios as a basis for discussion of methods, strategies and other issues in group performances.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMPF302A Prepare for performances CUSMPF401A Rehearse music for group performances CUSMPF402A Develop and maintain stagecraft skills CUSMPF403A Develop repertoire as part of a backup group CUSMPF405A Develop instrumental techniques.

Range Statement

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.
Relaxation techniques may include:	mind to muscle: meditation imagery/conscious visualisation affirmations stretching deep breathing light aerobic exercises.
Music knowledge may include:	repertoire instruments music analyses and research in selected area of specialisation musical forms, systems, practices and customs reading and writing music using written music, sheet music and chord charts interpretation of directions for: instrumentation voicing expression timbre attack pitch tempi dynamics solo and ensemble protocols for rehearsals and performances improvisation in performance using aural cues only chord and melodic formulae.
Listening may include:	tuning instrument using aural imagination to develop interpretation pattern and sequence recognition and memory recognising music systems and practices chords and keys in tonal or other musical systems reproducing sequences from memory adapting own performance to the overall performance of the group listening critically to own performance responding to other players in performance.
Strategies for developing skills may include:	seeking and using opportunities to perform in ensembles or groups participating in groups or associations participating in professional development and other learning opportunities attending master classes attending performances contributing to and participating in festivals, conferences or other group performance activities being involved in a range of music-making activities studying performance techniques in a range of styles.
Technical skills may include:	applying understanding of instruments and specifications musical elements in selected area of specialisation range of techniques to control and enhance group performance skills technical requirements for ensemble partners in rehearsals and performances.

Unit Sector(s)

Unit sector

Competency field

Competency field	Performing arts - music performance

Co-requisite units

Co-requisite units

CUSMPF405A Develop instrumental techniques

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop instrumental technique across a range of performance repertoire. A commitment to well-planned and regular practice is essential, along with a willingness to act on feedback from colleagues and mentors. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit builds on CUSMPF301A Develop technical skills in performance. A higher level of competence in areas such as performance preparation, craft skills and musicianship is required of musicians as they prepare to perform in public.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Develop control over instrument	1. Extend control over the physical characteristics and range of chosen instrument 2. Produce sound reliably and consistently in line with selected musical style and repertoire 3. Use control over chosen instrument to perform music proficiently in a range of repertoire in selected musical style
Maintain and care for instrument	4. Use appropriate methods to care for, move, use and store the instrument securely 5. Set up and/or warm up the instrument in preparation for practice and performance 6. Use instrumental accessories, fittings, maintenance and cleaning products to care for the instrument and enhance performance outcomes 7. Tune the instrument appropriately to the required standard and tuning conventions
Use practice time to develop technique	8. In consultation with appropriate personnel, plan practice sessions and strategies aimed at developing techniques and overcoming technical challenges 9. Exploit the physical relationship between instrument and player to perform a range of techniques and to develop musical expression 10. Systemically practise pieces using exercises that develop technical fluency in identified areas of weakness 11. Plan repertoire to advance performance skills 12. Use good posture and appropriate finger, hand and/or body positions to maintain technical facility and healthy performance habits 13. Seek feedback on own skill development from appropriate personnel and adjust focus of practice sessions as required
Perform pieces from a range of repertoire	14. Use activities and physical exercises to perform pieces from a range of repertoire in the selected style of music 15. Listen to the work of professional musicians to determine goals and evaluate own performance against those goals 16. Seek and use advice on skill development in own performance 17. Play pieces and/or accompaniments with rhythmic precision, attention to dynamic range, and variations in technique as required 18. Perform all work following agreed tempi and musical markings where relevant 19. Use technical facility to achieve sound control, accurate intonation, and variations in sound and tone as appropriate

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and organisational skills sufficient to: interpret music appropriately for performance practice analyse and discuss with colleagues musical elements, form and style in selected area of specialisation respond appropriately to constructive feedback on own performance self-management and planning skills sufficient to: plan own practice time set development goals identify areas of weakness and plan practice accordingly listening skills sufficient to: monitor and adjust intonation as required recognise intervals, chords, scales and chord progressions in selected area of specialisation use appropriate sound and tone production for instrument or voice produce a controlled sound with variations in tone as required initiative and enterprise skills in the context of: producing sounds in a range of ways appropriate to selected musical style and repertoire developing an increased awareness of the subtleties and variations of tone colour available on chosen instrument and their use in performance learning skills in the context of improving music performance skills and expression through practice technical and problem-solving skills sufficient to: use a range of instrumental techniques on either a first or second instrument tune instrument to achieve intonation play an extensive range of scales, rhythms or chord patterns in selected area of specialisation produce planned sound consistently discriminate and adjust pitch to produce the required sound
Required knowledge
acoustic principles relevant to selected instrument and area of specialisation instrument parts, applications, range, capabilities, care and maintenance repertoire relevant to the selected instrument and area of specialisation issues and challenges that arise in the context of extending performance technique OHS principles as they apply to performing: relevant legislation policies and best practice relevant to particular performance contexts preventative practice against overuse injury and hearing damage correct posture

Evidence Guide

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: use aural discrimination to monitor and adjust own performance to achieve the required sound demonstrate fluent performance on the selected instrument/voice in selected area of specialisation learn and practise to improve own performance respond positively to constructive feedback on own performance.
Context of and specific resources for assessment	Assessment must ensure: access to relevant instruments and equipment access to suitable acoustic space use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed opportunities to demonstrate improvement in instrumental techniques.
Method of assessment	The following assessment methods are appropriate for this unit: observation of practice or performance written or oral questioning on technical development strategies, planning and goals video and/or audio recordings of performances or practice sessions self-evaluation sheets samples of work plans for private practice sessions simulation of a performance practice session case studies and scenarios as a basis to discuss technical issues, and strategies to deal with them, in performance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMPF302A Prepare for performances CUSMPF303A Contribute to backup accompaniment CUSMPF305A Develop improvisation skills CUSMPF401A Rehearse music for group performances CUSMPF402A Develop and maintain stagecraft skills CUSMPF404A Perform music as part of a group.

Range Statement

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.
Range of an instrument may involve:	tone colour articulation physical attributes and components dynamics, and volume control and contrast pitch and register specific effects available using a range of attacks.
Instruments may refer to first or second instruments and may include:	acoustic or electronic instruments voice stringed keyboards wind percussion brass plucked.
Repertoire may include:	pieces appropriate to the selected instrument improvisations on rhythmic, harmonic or melodic structures songs and tunes traditional patterns own original work.
Accessories may include:	reeds strings plectrums mouth pieces sticks, mallets, brushes and beaters stands pedals microphones amplifiers samplers mixers enhancers.
Tuning an instrument may involve:	adjusting: pitch tone colour oral tract, including lip pressure and intensity of breath position of the diaphragm and larynx sound production diameter or other instrumental dimensions, such as: length of strings tautness of skins length of tubing or pipes embouchure settings of the instrument and relevant accessories using: appropriate tuning options tuning keys or other tuning implements, such as tuning forks and electronic tuners pitch pipes electronic pitch or frequency controls other musicians.
Appropriate personnel may include:	musical director performer mentor teacher coach tutor conductor sound engineer.
Strategies may include:	working effectively with an appropriate tutor practising as a performer participating in relevant groups or associations participating in professional development and other learning opportunities attending master classes attending performances listening critically to a wide range of live and recorded music.
Techniques may involve developing:	vocal and instrumental sound production physical coordination ability to play rhythms and rhythm patterns ability to play chords and chord patterns ability to reproduce pieces from written notation, chord charts and/or aural memory and imitation.
Exercises may include:	scales arpeggios range of triads, chords or rhythms breathing exercises to achieve good breath control and tone colour bowing techniques to increase fluency, variety and coordination embouchure to achieve correct tone production and a well-centred sound fingering patterns with appropriate phrasing, articulation and dynamics hand and foot patterns plucking and picking patterns and exercises drumming exercises with hands, mallets and beaters pedalling vocal exercises to produce clear and even tone, agility and flexibility.

Unit Sector(s)

Unit sector

Competency field

Competency field	Performing arts - music performance

Co-requisite units

Co-requisite units

CUSMPF406A Perform music as a soloist

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to perform for audiences as a soloist. In addition to technical and musicianship skills, soloists need the confidence and self-assurance to perform live before an audience for short or long intervals. Well-developed stagecraft skills and an ability to engage audiences play a key role in successful solo performances. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Instrumentalists and vocalists who perform as soloists in all musical genres apply the skills and knowledge described in this unit.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Perform warm-up routine	1. Ensure that music is fully rehearsed to the required performance standard 2. Check instrument and other materials required for the performance to ensure their reliability in performance 3. Ensure accurate tuning of instrument where relevant 4. Warm up for the performance to ensure that sound production is secure from the beginning of the performance 5. Use relaxation techniques to overcome performance anxiety as required
Execute solo elements of performance	6. Apply music knowledge to enhance performance outcomes 7. Demonstrate imagination and innovation in the musical interpretation to maintain audience focus and attention 8. Use appropriate techniques to effectively realise performance style 9. Focus expressive skills effectively to engage self, accompanist and audience in the performance 10. Respond promptly and effectively to musical and stage studio direction as required 11. Listen critically to own and others' performance and continuously adjust own performance to produce the required sound 12. Demonstrate appropriate intonation dynamics, phrasing, rhythm and expression to produce the required sound 13. Sustain the musical line and/or harmony as required in the style and context of performance 14. Where relevant, maintain artistic and technical communication at all times with musical director
Evaluate performance	15. Assess the performance for its success in achieving its potential and incorporate evaluation into future performances 16. Measure performance against previous work to assess own technical and artistic development 17. Identify and note weaknesses and errors in the performance to improve future performances 18. Assess feedback and use for possible adjustment to future work 19. Plan strategies for refining solo performance and technical skills based on outcome of evaluations

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: interpret music appropriately for performances collaborate effectively with other artists and technical personnel involved in performances work with accompanists to achieve best performance outcomes listening skills in the context of: listening critically to and adjusting own performance to achieve the required sound recognising intervals, chords, scales and chord progressions in selected area of specialisation responding to other players and adjusting own performance accordingly technical and problem-solving skills sufficient to: use a range of instrumental techniques in selected area of specialisation tune instrument to achieve intonation use a variety of rhythms, time signatures, beat patterns and rhythmic styles relevant to specialisation use a variety of scales, chord sequences and music systems in selected area of specialisation learning skills in the context of: practising strategically to overcome specific technical, expressive or sound-production problems using feedback to identify strengths and weaknesses in technique to improve own technical facility self-management and planning skills sufficient to: plan practice time prior to performances allow sufficient time for warm-up prior to performances initiative, enterprise and creativity in the context of: extending musical boundaries in performance for self and audience within the performance context phrasing and shaping music appropriately understanding and expressing appropriate musical nuance achieving own individual style of musical expression performing appropriately for the context of venues, sound forces and perceived audience taste
Required knowledge
music knowledge: repertoire knowledge in selected area of specialisation musical terminology, systems, elements and genres musical styles in selected area of specialisation group and solo performance protocols and customs issues and challenges that arise in the context of performing as a soloist OHS principles as they apply to performing: relevant legislation policies and best practice relevant to particular performance contexts preventative practice against overuse injury and hearing damage correct posture

Evidence Guide

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: perform proficiently as a soloist before an audience on at least three occasions listen effectively to adjust intonation and nuance in performance apply interpretation and expression skills communicate effectively with others involved in performances.
Context of and specific resources for assessment	Assessment must ensure: access to relevant instruments and equipment opportunities for solo performances before an audience access to appropriate venue with adequate space and acoustic qualities for solo performances use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: observation or video recordings of solo performances by the candidate written or oral questioning on performance strategies discussion of planning for a solo performance relevant samples of artistic work with candidate's evaluation authenticated details of relevant courses or training sessions authenticated details of relevant artistic and/or commercial achievements written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies and scenarios as a basis for discussion of methods, strategies and other issues in solo performance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Relaxation techniques may include:	mind to muscle: meditation imagery/conscious visualisation affirmations stretching deep breathing light aerobic exercises.
Music knowledge may include:	repertoire instruments music analyses and research in selected area of specialisation musical forms, systems, practices and customs reading and writing music using written music, sheet music and chord charts interpretation of directions for: instrumentation voicing expression timbre attack pitch tempi dynamics solo and ensemble protocols for rehearsals and performances improvisation in performance using aural cues only chord and melodic formulae.
Techniques may include:	improvisation ornamentation specific methods of instrumental attack performance customs relevant to the style and context of the music in selected area of specialisation preparing instruments during performance.
Listening critically may apply to:	tuning instrument using aural imagination to develop interpretation pattern and sequence recognition and memory recognising music systems and practices chords and keys in tonal or other musical systems reproducing sequences from memory adapting own performance to the overall performance of the group.
Strategies may include:	working effectively with an appropriate tutor practising as a solo performer participating in relevant groups or associations participating in professional development and other learning opportunities attending master classes attending performances contributing to and participating in festivals and conferences being involved in a range of music-making activities as a soloist studying performance techniques of a range of styles in selected area of specialisation listening critically to a wide range of live and recorded music.

Unit Sector(s)

Unit sector

Competency field

Competency field	Performing arts - music performance

Co-requisite units

Co-requisite units

CUSMPF407A Develop vocal techniques

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop vocal techniques. It covers developing control of the range of scope of own voice, techniques to enhance vocal quality and health, as well as strategies for developing the technical skills required to perform a range of repertoire with confidence. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Vocalists apply the skills and knowledge outlined in this unit. They could be singing in a range of contexts, such as soloists, backup singers or in a choir. More complex skills associated with vocal techniques are covered in: CUSMPF605A Develop advanced vocal techniques.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Explore the range of own voice	1. In consultation with appropriate personnel, develop an understanding of the human voice 2. Develop control of the range and scope of voice and apply to performance 3. Explore repertoire options that best fit own voice and vocal style
Care for own voice	4. Develop an understanding of physical problems that can afflict the voice 5. In consultation with appropriate personnel, discuss ways to avoid physical problems and strategies for addressing problems if they arise 6. Develop regular voice warm-up routines to do prior to practice sessions and performances
Use practice time to develop vocal techniques	7. In consultation with appropriate personnel, plan practice sessions and strategies aimed at developing vocal techniques, overcoming technical challenges and developing the confidence to perform before an audience 8. Apply music knowledge to facilitate development of vocal techniques 9. Systemically practise pieces using exercises that develop technical fluency in identified areas of weakness 10. Memorise repertoire to advance performance skills 11. Use good posture and appropriate body positions to maintain technical facility and healthy performance habits 12. Seek feedback on own skill development from appropriate personnel and adjust focus of practice sessions as required
Perform pieces	13. Use activities and physical exercises to sing pieces from a range of repertoire 14. Accurately and confidently perform all work following agreed tempi and musical markings where relevant 15. Use vocal articulation and tone colours to enhance the performance and emotional content of songs
Evaluate own performance	16. Listen to the work of other musicians to set performance goals and evaluate own performance against those goals 17. Act on constructive feedback from relevant personnel on own performance and level of skill development 18. Identify ancillary skills that would enhance own performance as a singer and plan skill development accordingly

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and organisational skills sufficient to: interpret music appropriately for performance practice respond appropriately to constructive feedback on own performance self-management and planning skills sufficient to: plan own practice time setskill-development goals identify areas of weakness and plan practice accordingly listening skills sufficient to: monitor and adjust intonation as required develop a sense of relative pitch use appropriate sound and tone production produce a controlled sound with variations in tone as required initiative and enterprise skills in the context of producing sounds in a range of ways appropriate to selected musical style and repertoire learning skills in the context of: improving vocal techniques and expression through practice using knowledge of relative pitch to analyse and memorise repertoire technical skills sufficient touse a range of vocal techniques
Required knowledge
sound understanding of: industry and musical terminology human anatomy and physiology as they relate to the physical process of singing qualities of vocal production belonging to each register techniques for caring for the voice repertoire relevant to area of specialisation issues and challenges that arise in the context of developing vocal techniques OHS principles as they apply to singing: relevant legislation preventative practice against damage to the voice correct posture

Evidence Guide

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: confidently perform at least three songsthat demonstrate an ability to achieve the required sound do vocal warm-ups and warm-downs perform a 10-second messa di voce learn and practise to improve own performance respond positively to constructive feedback on own performance.
Context of and specific resources for assessment	Assessment must ensure: access to suitable acoustic space use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: observation of practice or performance sessions where the candidate is singing written or oral questioning on technical development strategies, planning and goals with respect to developing vocal techniques video and/or audio recordings of performances or practice sessions where the candidate is singing self-evaluation sheets samples of work plans for private practice sessions case studies and scenarios as a basis to discuss issues and challenges that arise in the context of developing vocal techniques.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMPF302A Prepare for performances CUSMPF401A Rehearse music for group performances CUSMPF402A Develop and maintain stagecraft skills CUSMPF403A Develop repertoire as part of a backup group CUSMPF404A Perform music as part of a group.

Range Statement

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.
Appropriate personnel may include:	musical director performer mentor teacher coach tutor.
Aspects of the human voice to consider may include:	vocal sound production articulation waveforms harmonic content vocal formats pitch singing formats spoken and sung sounds timbre vocal range: soprano mezzosoprano alto contralto tenor baritone bass register: flageolet falsetto modal.
Range and scope may include:	vocal weight vocal tessitura vocal transition points tone colour articulation control and contrast dynamics and volume pitch and register potential for solo or group performance potential for singing in different musical styles.
Repertoire may include:	songs and tunes for solo performance choral pieces acapella pieces improvisations on rhythmic, harmonic or melodic structures own original work.
Physical problems may include:	vocal fold problems, such as: bowed vocal folds cysts atrophy granuloma paralysis paradoxical vocal fold motion chronic cough chronic hoarseness laryngeal papilloma muscle function dysphoria reflux vocal nodules vocal papilloma vocal polyps voice misuse.
Ways to avoid physical problems may include:	conducting vocal warm-ups and warm-downs not performing when sick knowing own role well resting before and after performances knowing when to stop talking or singing avoiding the use of performance-enhancing medication getting help sooner than later if problems start to appear.
Strategies may include:	working effectively with an appropriate tutor practising as a performer participating in relevant groups or associations participating in professional development and other learning opportunities attending master classes attending performances listening critically to a wide range of live and recorded music.
Techniques may include:	breathing messa di voce articulation, including: tremolo vibrato legato staccato accents gliss fall-off ghost note bend control of dynamics rapid figurations posture projection.
Music knowledge may include:	repertoire music analyses and research in selected area of specialisation musical forms, systems, practices and customs reading and writing music using written music, sheet music and chord charts interpretation of directions for: instrumentation voicing expression timbre attack pitch tempi dynamics solo and ensemble protocols for rehearsals and performances improvisation in performance using aural cues only chord and melodic formulae.
Exercises may include:	scales arpeggios breathing exercises to achieve good breath control and tone colour exercises for developing techniques, such as: negotiating one's way through register breaks modifying vowels at higher pitches making informed choices about using glottal stops and diphthongs embellishing a melody improvising, e.g. scat singing producing a constant tone on all vowels comfortably singing wide intervals correcting vocal faults.
Memorising repertoire may involve:	melody lyrics keys guide tones arpeggios.
Ancillary skills may include:	dancing acting applying make-up hair styling song writing playing an instrument accurately pronouncing a foreign language.

Unit Sector(s)

Unit sector

Competency field

Competency field	Performing arts - music performance

Co-requisite units

Co-requisite units

CUSMPF410A Perform music from written notation

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to perform music from written notation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Instrumentalists and vocalists who are extending their ability to perform notated music apply the skills and knowledge described in this unit. Through practice and performance they develop expertise in interpreting notated music conventions and using music-reading skills in ways that suit different performance contexts. This unit builds on the skills covered in: CUSMPF204A Play music from simple written notation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Practise notated music	1. Discuss with appropriate personnel the selection of suitable repertoire for practice and performance 2. Practise music with accurate interpretation of rhythmic, melodic and harmonic structures 3. Adhere to the required conventions of form and music structures 4. Consider interpretation of dynamics and expression marks 5. Practise accuracy of intonation 6. Seek guidance from appropriate personnel and adjust techniques as required
Present performances of notated music	7. Perform melodic and rhythmic structures of music accurately 8. Perform harmonic structures where required 9. Demonstrate appropriate stylistic conventions 10. Apply suitable tuning for selected music 11. Adjust and adapt own performance in the context of a group performance as required 12. Recover errors in performance as quickly and effectively as possible
Enhance music-reading skills	13. Identify personal strengths and weaknesses as a means of recognising practice goals 14. Explore suitable repertoire for further development 15. In collaboration with appropriate personnel agree on a suitable repertoire for further development of music-reading skills

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to: read notated music work cooperatively with other performers and music personnel initiative, enterprise and creativity in the context of: interpreting music structures and elements to enhance musical outcomes in performance interpreting creative work from written notation appropriately interpreting expression and stylistic conventions from written music recovering errors with minimal disruption to performance problem-solving skills sufficient to: troubleshoot music-reading problems plan work tasks in a logical sequence planning and organisational skills sufficient to: implement a private music practice strategy set work and practice goals self-management skills sufficient to: prepare self for performance work to personal goals seek expert assistance when problems arise manage private music practice sessions learning skills sufficient to improve music-reading skills through practice technical skills sufficient to: perform music accurately from written notation in chosen area of specialisation interpret chords, scales, melodies, forms, textures or other conventions found within music notation analyse scales, chord sequences and music systems, rhythms, time signatures and beat patterns of musical organisation relevant to specialisation apply knowledge of musical forms in area of specialisation to written music
Required knowledge
sound knowledge of: range of genres and styles and their musical forms and conventions in written notation musical protocols and customs for reading written music in selected area of specialisation repertoire relevant to chosen musical specialisation technical requirements of relevant instruments for accurate and appropriate performance in selected area of specialisation issues and challenges that arise in the context of performing music from written notation OHS practices, procedures and standards as they apply to using musical instruments and performing in a range of environments

Evidence Guide

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: perform from written notation on at least three occasions adhere to the conventions of the selected music practise music-reading skills on a regular basis.
Context of and specific resources for assessment	Assessment must ensure: access to a selection of notated music for investigation and performance access to appropriate instruments, equipment and performance space use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: direct observation or video recording of the candidate performing music from written notation authenticated audio recordings of the candidate playing music from written notation third-party reports from formal practical music examinations written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies as a basis for discussion of issues and challenges that arise in the context of performing music from written notation.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMPF302APrepare for performances CUSMPF401ARehearse music for group performances CUSMPF404APerform music as part of a group CUSMPF406APerform music as a soloist.

Range Statement

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.
Appropriate personnel may be:	teachers mentors musicians bandleaders music conductors choir leaders.
Repertoire may be:	classical jazz popular music church folk world.
Rhythmic, melodic and harmonic structures may be:	key signatures basic harmonic and melodic structures grouping of simple rhythmic structures time signatures, including 2/4, 3/4, 4/4, 5/4, 7/4 3/8, 5/8, 6/8, 7/8, 9/8, 2/2 and 3/2 note pitch note duration accidentals chords, where appropriate.
Form and music structures may be:	bar lines repeats sign coda ties rests phrases ornaments popular music forms jazz forms classical forms.
Dynamics and expression marks may be:	tempo volume accents phrasing articulation special effects.
Stylistic conventions may be:	tuning systems interpretation of music devices approaches to performance conventions within the selected style.

Unit Sector(s)

Unit sector

Competency field

Competency field	Performing arts - music performance

Co-requisite units

Co-requisite units

CUSMPF502A Incorporate interactive technology into performance

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to incorporate music technology into music performance as a creative tool designed to enhance performance outcomes. Musicians and artists working in this field need a sophisticated understanding of the fusion of music technology and music performance so that they can develop creative and innovative ways to exploit the potential of technology to enhance performances. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Technological interactivity in music performances focuses on the increasing use of audio software applications and sensor/gesture-based electronic instruments, which allow performers to manipulate a performance while it is happening. Interactive technology can be applied in all musical genres and styles, from electronic dance music DJs, to solo or ensemble performances, to experimental sound sculptures and installations.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Generate ideas for enhancing performances through the use of interactive technology	1. Undertake research to identify the range of creative ways in which interactive technologies can be applied to music performances 2. Listen to or view recordings of performances where interactive technologies have been used, as a way of generating ideas in relation to own music practice 3. Collaborate as required with appropriate personnel to ensure that a range of creative ideas are generated for incorporating interactive technology into planned performances 4. Identify factors that may affect how interactive technology can be incorporated into planned performances and adjust ideas accordingly
Prepare interactive elements	5. Use features of relevant software and/or electronic devices to generate a sample of interactive elements required for performances 6. Discuss and evaluate the effectiveness of work in progress with appropriate personnel 7. Incorporate feedback and new ideas into the preparation of interactive elements as required 8. Review and test interactive elements and make necessary adjustments to ensure that performances proceed as planned
Integrate interactive elements into performances	9. Incorporate interactive technology elements into own performance in line with agreed plan 10. Respond flexibly and effectively to contingencies to maintain the integrity of the performance 11. Interact considerately and constructively with stage management and other artistic, venue, studio and organisational staff as required 12. Respond promptly and effectively to musical, stage or studio direction 13. Contribute to a cohesive performance by taking and giving cues reliably, promptly, accurately and sensitively
Review performances	14. Assess own contribution to interactive technology aspects of performances in terms of success in achieving the required effect 15. Discuss strengths and weaknesses of performances with appropriate personnel and identify strategies for improving interactive technology aspects of future performances

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: collaborate effectively with other artists and technical personnel involved in performances provide constructive feedback on performances to others involved in performances respond positively to constructive feedback on own performance literacy skills sufficient to read and understand software user manuals initiative and enterprise skills in the context of: undertaking research into the ways in which interactive technologies can be used in music performances using technology as a creative music tool learning skills sufficient to keep up to date with new versions of software applications relevant to incorporating interactive technology into music-based performances planning and organisational skills sufficient to: prioritise work tasks meet deadlines plan the creation of interactive elements in a logical sequence problem-solving skills sufficient to promptly and effectively rectify sound defects, system failures and mechanical breakdowns technology skills sufficient to use industry-standard software applications relevant to incorporating interactive technology into music-based performances
Required knowledge
industry knowledge, including: musical terminology, systems, elements and genres group and solo performance protocols and customs features of a range of hardware and software tools/packages for automated music production fusion of music technology and music performance principles and techniques of incorporating interactive technology into music-based performances, including: manipulating sound to achieve technical and creative outcomes using effects to achieve a range of functional sound requirements automating events, e.g. lighting, sequence playback, sample playback and control of effects compatibility of different digital standards formats and technical standards issues and challenges that typically arise in the context of incorporating interactive technology into music-based performances OHS principles of: safe listening, including safeguards against hearing loss using a computer and keyboard for periods of time

Evidence Guide

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: demonstrate sound understanding of the fusion of music technology and music performance develop and present at least two technology-based interactive music performances collaborate effectively with others involved in the performances.
Context of and specific resources for assessment	Assessment must ensure: access to relevant instruments and computer workstations, including sound playback facility use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: observation or video recordings of performances in which the candidate has been responsible for developing and implementing aspects of interactive technology written or oral questioning on performance strategies discussion of principles and techniques of incorporating interactive technology into music-based performances authenticated details of relevant courses or training sessions authenticated details of relevant artistic and/or commercial achievements written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies and scenarios as a basis for discussion of issues and challenges that typically arise in the context of incorporating interactive technology into music-based performances.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMCP501A Compose music using electronic media CUSMPF404A Perform music as part of a group CUSMPF501A Prepare a program for performance CUSMPF602A Manage stagecraft aspects of performances CUSSOU403A Perform advanced sound editing.

Range Statement

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.
Undertaking research may involve:	keeping abreast of industry trends through: searching the internet reading industry publications keeping up to date with latest developments in: software applications sensor or gesture-based electronic musical instruments emerging technologies attending trade shows participating in conferences and master classes participating in online discussion forums.
Ways to apply interactive technologies may include:	creating music with virtual instruments adjusting sounds generated by real instruments adding effects to sounds generated by real instruments using computer interfaces with sensor/gesture based-electronic musical instruments automating events in a music-based performance, including integrating and sequencing: music sound effects voice-overs visual effects videos digital images undertaking virtual sound checks.
Appropriate personnel may include:	performer ensemble member composer presenter musical director stage director stage manager production manager production supervisor sound engineer technical crew designer: sound lighting costume make-up and hair special effects client marketing and promotions personnel artist's agent conductor tutor mentor.
Factors may include:	purpose of performance: entertainment for the general public concert dance corporate purposes cultural purposes marketing and promotion educational purposes schools or other institutions special communities special occasions public and/or religious ceremonies auditions audio or video recordings for online products or interactive games available personnel available resources available budget client's expectations intellectual property technical parameters, including: technology constraints console platform bandwidth memory/RAM timelines target audience.
Software applications may include:	Logic Audio MAX Pro Tools Sibelius Reason Ableton Live.

Unit Sector(s)

Unit sector

Competency field

Competency field	Performing arts - music performance

Co-requisite units

Co-requisite units

CUSMPF503A Perform accompaniment

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to perform for audiences as an accompanist. High-level technical skills are required to ensure that the accompaniment matches and complements the performance of solo performers or groups, such as choirs. The ability to collaborate with and support performers during performances is essential. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Solo accompanists apply the skills and knowledge outlined in this unit. Piano is the primary instrument for accompaniment, but other instruments can be used depending on the nature of a performance.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare to perform accompaniment	1. Discuss and confirm artistic vision and expected performance outcomes with appropriate personnel 2. Confirm own status and contribution within the overall concept, ensuring that own artistic and professional integrity are maintained 3. Ensure that accompaniment is within own technical and artistic level of ability 4. Undertake adequate personal practice to achieve the required standard before combined rehearsal period begins 5. Take direction from and maintain support for the principal artists in rehearsals 6. Develop and use strategies to overcome the effects of performance anxiety
Provide accompaniment for performers	7. Ensure that musical content is appropriate to the instrument, context and standard of performers 8. In collaboration with appropriate personnel, apply music knowledge to adapt music for the content and context of the performance 9. Ensure that accompaniment underpins and enhances the performance 10. Emphasise elements of the music appropriately for the performance 11. Maintain energy levels, concentration and focus throughout the performance 12. Ensure that practice and performance sessions allow for reasonable rest breaks appropriate to the performance context 13. Ensure that rehearsal and performance conditions are safe and ergonomically adequate for correct posture
Provide stimulus and support for performers	14. Continuously monitor and adjust to the needs of the performers' own performance 15. Ensure that accompaniment complements the inherent qualities of performers and follows the overall performance 16. Respond in a sensitive and informed way to the technical demands of the performance 17. Ensure that accompaniment gives clear and accurate guidance to performers as required and is capable of being reproduced exactly 18. Listen and adjust volume of playing to the needs of performers and context of activity throughout the performance 19. Maintain balance consistently between performers and accompaniment
Interact with performers	20. Respond sensitively to performers' emotional state 21. Respond sensitively to performers' artistic requirements to ensure planned performance outcomes are achieved 22. Adapt accompaniment to particular methods and styles of performers as required to achieve agreed performance outcomes 23. Ensure that conduct and appearance are appropriate to the performance context 24. Take and give cues reliably, promptly, accurately and sensitively
Evaluate performance	25. Contribute to evaluation of the performance of performers in a sensitive, constructive and unbiased way 26. Evaluate own performance as accompanist and note areas for future improvement 27. Seek feedback on own performance from appropriate personnel and incorporate suggestions into overall strategies for improving own accompaniment skills

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: interpret music appropriately for performances collaborate effectively with other artists and technical personnel to achieve planned outcomes work with performers to achieve best performance outcomes listening skills in the context of: demonstrating empathy with performers listening critically to and adjusting own performance to achieve the required sound and to support performers responding to other players and adjusting own performance in ensemble technical and problem-solving skills sufficient to: use a range of instrumental techniques in selected area of specialisation tune instrument to achieve intonation use a variety of rhythms, time signatures, beat patterns and rhythmic styles relevant to specialisation use a variety of scales, chord sequences and music systems in selected area of specialisation learning skills in the context of: using feedback to identify strengths and weaknesses in technique to improve own technical facility extending repertoire knowledge self-management and planning skills sufficient to: plan practice time prior to performance to improve technical facility allow sufficient time for warm-up prior to performances maintain an appropriate standard of personal presentation initiative, enterprise and creativity in the context of: supporting performers to deal with contingencies during performances phrasing and shaping music appropriately understanding and expressing appropriate musical nuance
Required knowledge
music knowledge: repertoire knowledge in selected area of specialisation musical terminology, systems, elements and genres musical styles in selected area of specialisation group and solo performance protocols and customs issues and challenges that arise in the context of performing as an accompanist OHS principles as they apply to performing: relevant legislation policies and best practice relevant to particular performance contexts preventative practice against overuse injury and hearing damage correct posture

Evidence Guide

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: perform proficiently as an accompanist before an audience on at least three occasions listen effectively to adjust intonation and nuance in performance apply interpretation and expression skills communicate effectively with others involved in performances.
Context of and specific resources for assessment	Assessment must ensure: access to relevant instruments and equipment opportunities to accompany performers before an audience appropriate venue with adequate space and acoustic qualities for solo performances use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: observation or video recordings of the candidate performing accompaniments written or oral questioning on performance strategies as an accompanist discussion of planning for performances relevant samples of artistic work with candidate's evaluation authenticated details of relevant courses or training sessions authenticated details of relevant artistic and/or commercial achievements written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in being an accompanist.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSIND501A Apply music knowledge and artistic judgement CUSMPF401A Rehearse music for group performances CUSMPF410A Perform music from written notation CUSMPF501A Prepare a program for performance CUSMPF506A Develop technical skills and expand repertoire.

Range Statement

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.
Appropriate personnel may include:	artists and performers directors composers conductors bandleaders producers promoters mentors.
Strategies to overcome the effects of performance anxiety may include:	focussing on a single element or action at a time relaxation techniques, such as: meditation deep breathing focussing on patterns rather than individual notes warm-up routines.
Music knowledge may include:	repertoire instrument knowledge findings from music analyses and research musical forms, systems, practices and customs music notation interpretation of directions for: instrumentation voicing expression timbre attack pitch tempi dynamics accompaniment protocols rehearsal and performance protocols chord and melodic formulae.
Technical demands may involve:	techniques to control and enhance performance musical elements and techniques appropriate to style of music making technical requirements for ensemble partners technical requirements of relevant instruments.
Listening may include:	tuning instrument accurate intonation and stylistic nuance in performance performance collaboration needs of performers for support pattern and sequence recognition and memory recognising music systems and practices chords and keys in tonal or other musical systems reproducing sequences from memory.
Strategies for improving own accompaniment skills may include:	working with an appropriate tutor and/or coach private practice using opportunities to practise as an accompanist with principle performers in selected area of specialisation participating in relevant groups or associations in selected area of specialisation participating in professional development and other learning opportunities attending master classes attending performances contributing to and participating in festivals and conferences relevant to area of specialisation being involved in a range of music accompaniment activities in selected area of specialisation studying performance techniques in a range of styles in selected area of specialisation listening critically to a wide range of live and recorded music.

Unit Sector(s)

Unit sector

Competency field

Competency field	Performing arts - music performance

Co-requisite units

Co-requisite units

CUSMPF505A Perform improvisation for audiences

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to perform improvisation for an audience as part of an ensemble. Critical to the success of performances that involve improvisation is the ability of all members of the group to work collaboratively and creatively together to embellish musical elements of chosen pieces. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Improvisation skills are required by musicians in a range of musical genres and traditions, for example, jazz, blues, classical, folk and rock. Aural awareness and a thorough grounding in the practice of the chosen genre or musical tradition are required so that musicians are in a position to respond intuitively to musical elements as they seek to vary them spontaneously during performances. More complex skills associated with improvisation are covered in: CUSMPF604A Extend improvisation techniques.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for ensemble improvisation	1. Confirm improvisation requirements in consultation with relevant personnel 2. Agree on strategies for clear communication within the group during the improvisation to allow the music to flow 3. Rehearse aspects of the performance as required
Contribute to the work of ensemble	4. Ensure that own contribution extends and enhances the overall piece 5. Support and enhance the contribution of others to achieve best performance outcomes 6. Make improvisation sensitive to the needs of other performers to stimulate the whole ensemble
Contribute solo improvisation	7. Respond accurately to starting cues 8. Sustain musical impetus in the solo improvisation through dynamic use of musical elements 9. Maintain stylistic cohesion in the realisation of harmony, melody, and/or rhythm and musical expression 10. Listen carefully to other performers, respond aurally to their work and adjust own performance appropriately 11. Provide a clear cue to the ensemble to finish the solo section 12. Ensure that the duration of the solo section accords with the custom and practice of the group and/or musical style 13. Acknowledge applause according to the custom and practice of the group and/or musical style
Evaluate improvisation	14. Establish measures and methods that contribute to objective assessment for evaluating the success of the work in its context 15. Assess and confirm with appropriate people the extent to which the improvisation has explored fully its potential in terms of content, style and structure 16. Record performances where possible for evaluation purposes 17. Measure performance against previous performances to assess development of self and ensemble 18. Seek and use feedback to adjust performance 19. Analyse performance for its potential contribution to further work 20. Consider strengths and weaknesses to inform future performance

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, listening and teamwork skills in the context of: responding appropriately to aural and written cues using aural imagination to develop and embellish themes in performance working collaboratively with other members of the ensemble giving and receiving constructive feedback on own performance and that of the group technical skills in the context of: demonstrating technical facility with the performance medium using a range of improvisation techniques and styles in area of specialisation using a variety of rhythms, time signatures, beat patterns and rhythmic styles in area of specialisation initiative and creativity in the context of: demonstrating originality and innovative approaches in improvisation developing musical themes listening critically to continuously evaluate and adjust the musical work phrasing and shaping music appropriately understanding and expressing appropriate musical nuance applying appropriate styles or interpretation working creatively with individual differences responding appropriately to the unexpected in a live performance situation self-management and learning skills in the context of: monitoring and evaluating own improvisations improving performance through experimentation and practice responding appropriately to the pressures of performing live
Required knowledge
music knowledge, including: well-developed understanding of chosen styles and genres and their musical forms and conventions for improvisation chord schemes, rhythmic patterns and rhythmic conventions as they apply to improvisation musical and performance protocols issues and challenges that arise in the context of performing improvisations OHS issues as they relate to performing live in a range of venues

Evidence Guide

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: perform improvisations on at least three occasions using a range of improvisation styles in area of specialisation respond creatively to cues use aural imagination to develop musical materials collaborate effectively with other members of a performance ensemble.
Context of and specific resources for assessment	Assessment must ensure: access to relevant instruments and equipment performance opportunities as part of an ensemble appropriate venue with adequate space and acoustic qualities an audience use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: observation of performance where the candidate is performing an improvisation written or oral questioning on the music structures of improvisation written or oral questioning to test knowledge as listed in the required knowledge section of this unit relevant samples of artistic work with candidate's evaluation authenticated details of relevant artistic and/or commercial achievements video or audio recordings of performance or practice sessions where the candidate is performing an improvisation case studies and scenarios as a basis for discussing issues about performing improvisations.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMLT402A Articulate ideas about music CUSMPF402A Develop and maintain stagecraft skills CUSMPF506A Develop technical skills and expand repertoire.

Range Statement

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.
Improvisation requirements may include:	context purpose starting point duration scope practice and rehearsal times.
Relevant personnel may include:	ensemble member musical director conductor sound engineer.
Cues may include:	verbal physical gestures musical.
Musical elements may include:	melody chords and chord progressions intervals harmony rhythm notes chord-scale relationships expression motifs tone.

Unit Sector(s)

Unit sector

Competency field

Competency field	Performing arts - music performance

Co-requisite units

Co-requisite units

CUSMPF506A Develop technical skills and expand repertoire

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to refine instrumental techniques and expand the range of practical performance repertoire. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit builds on CUSMPF405A Develop instrumental techniques, and can apply to a first or second instrument. A higher level of competence in areas such as performance preparation, craft skills and musicianship is required of musicians as they seek more performance opportunities. They can be expected to show a real commitment to improving their skills and to expanding their repertoire in ways that allow them to demonstrate higher levels of technical and expressive skills. A willingness to act on feedback from colleagues and mentors is also essential.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Use technical control in performing music	1. Use control of the physical characteristics of chosen instrument to perform music skilfully 2. Use technical control to exploit the expressive qualities of chosen instrument in performance 3. Control sound production to achieve consistency and reliability in performance across a wide range of repertoire in selected musical style
Maintain and care for the instrument	4. Use appropriate methods to care for, move, use and store the instrument securely 5. Set up and/or warm up the instrument in preparation for practice or performance 6. Use instrumental accessories, fittings, maintenance and cleaning products to care for the instrument and enhance performance outcomes 7. Tune the instrument appropriately to the required standard and tuning conventions
Use practice time to develop techniques and expand repertoire	8. In consultation with appropriate personnel, plan practice sessions, strategies and exercises aimed at extending techniques and expanding repertoire 9. Use repertoire or specific technical exercises to address specific needs 10. Apply developing experience of the physical relationship with the instrument to achieve individual style and extend musical expression 11. Listen to own work critically to produce accurate intonation and tone colour across a wide dynamic range 12. Use good posture and appropriate finger, hand and/or body positions to perfect technical facility and ensure healthy performance habits 13. Monitor progress in skill development against personal goals and adjust practice sessions accordingly
Apply refined skills to perform a wider range of pieces	14. Interpret music appropriately to play a range of repertoire for solo and ensemble performance using appropriate rhythm, expression and tuning 15. Use a variety of instrumental techniques to perform a range of repertoire appropriate to the selected area of music specialisation 16. Control intonation, rhythm, tempo, expression, phrasing and nuance appropriate to the repertoire and musical style 17. Evaluate own performances and note areas for future improvement 18. Seek feedback on own performance from appropriate personnel and incorporate their ideas and suggestions into strategies for continuously improving own skills and knowledge

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and organisational skills sufficient to: interpret music appropriately for performance practice respond appropriately to constructive feedback on own performance self-management and planning skills sufficient to: plan own practice time set development goals identify areas of weakness and plan practice accordingly listening skills sufficient to: monitor and adjust intonation as required recognise intervals, chords, scales and chord progressions in selected area of specialisation use appropriate sound and tone production for instrument or voice produce a controlled sound with variations in tone as required apply acoustic principles to own playing initiative and enterprise skills in the context of: producing sounds in a range of ways appropriate to selected musical style and repertoire developing an increased awareness of the subtleties and variations of tone colour available on chosen instrument and their use in performance learning skills in the context of: improving music performance skills and expression through practice expanding repertoire technical and problem-solving skills sufficient to: use a range of instrumental techniques on a first or second instrument tune instrument to achieve intonation play an extensive range of scales, rhythms or chord patterns in selected area of specialisation produce planned sound consistently across a wide dynamic range discriminate and adjust pitch to produce the required sound
Required knowledge
acoustic principles relevant to selected instrument and area of specialisation instrument parts, applications, range, capabilities, care and maintenance repertoire relevant to the selected instrument and area of specialisation issues and challenges that arise in the context of refining technical skills and expanding repertoire OHS principles relevant to particular performance contexts, such as: legislation policies and best practice hearing protection protection of body against overuse injury safe lifting practices performance anxiety

Evidence Guide

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: use aural discrimination to monitor and adjust own performance to achieve the required sound demonstrate fluent performance on the selected instrument in area of specialisation monitor progress in own skill development expand repertoire in area of specialisation respond positively to constructive feedback on own performance.
Context of and specific resources for assessment	Assessment must ensure: access to relevant instrument and equipment access to suitable acoustic space use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed opportunities to demonstrate improvement in technical skills and expansion of repertoire.
Method of assessment	The following assessment methods are appropriate for this unit: observation of practice or performance written or oral questioning on technical development strategies, planning and goals video and/or audio recordings of performances or practice sessions self-evaluation sheets samples of work plans for private practice sessions, including monitoring of progress against goals case studies and scenarios as a basis to discuss issues associated with technical skill development and expansion of repertoire.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSIND401A Develop specialist expertise in the music industry CUSMLT501A Refine aural-perception skills CUSMPF401A Rehearse music for group performances CUSMPF505A Perform improvisation for audiences.

Range Statement

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.
Instruments may be first or second instruments and may include:	acoustic or electronic voice stringed keyboards wind tuned and untuned percussion brass plucked.
Accessories may include:	reeds strings plectrums mouth pieces sticks, mallets, brushes and beaters stands pedals microphones amplifiers samplers mixers enhancers.
Tuning an instrument may involve:	adjusting: pitch tone colour oral tract, including lip pressure and intensity of breath position of the diaphragm and larynx sound production diameter or other instrumental dimensions, such as: length of strings tautness of skins length of tubing or pipes embouchure settings of the instrument and relevant accessories using: appropriate tuning options tuning keys or other tuning implements, such as tuning forks and electronic tuners pitch pipes electronic pitch or frequency controls other musicians.
Appropriate personnel may include:	musical director performer mentor teacher coach tutor conductor sound engineer.
Strategies may include:	working effectively with an appropriate tutor practising as a performer participating in relevant groups or associations participating in professional development and other learning opportunities attending master classes attending performances listening critically to a wide range of live and recorded music.
Exercises may be aimed at developing:	ability to play a wide range of scales, triads, arpeggios, chords or rhythms varied tone colour bowing techniques to achieve good phrasing and a range of articulation options embouchure to achieve good tone production across the range and special techniques fingering patterns to achieve required phrasing, articulation and dynamics posture appropriate to good sound production and OHS principles hand and/or foot patterns plucking and picking patterns drumming expertise with mallets and beaters pedalling techniques microphone techniques.
Techniques may involve:	instrumental/vocal sound production physical coordination improvisation sight reading playing a range of pieces in different styles in area of specialisation playing a wide range of rhythms, time signatures and rhythm patterns in area of specialisation playing a wide range of chords and chord patterns in area of specialisation using a range of keys, scales and chord sequences adjusting tone colour through: instrumental attack techniques for sound production a range of accessories electronic sound enhancers interaction between the player and the instrument use of performer's physique improving aural memory.
Repertoire may include:	solo pieces ensemble pieces improvised pieces.
Needs may include:	working on identified technical weaknesses extending rhythmic accuracy performing a wide range of techniques appropriate to the style of music refining physical facility ensuring skilful control of the instrument across an extensive range of repertoire.

Unit Sector(s)

Unit sector

Competency field

Competency field	Performing arts - music performance

Co-requisite units

Co-requisite units

CUSMPF602A Manage stagecraft aspects of performances

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to plan and manage stagecraft aspects of performances. At this level, performers need to demonstrate leadership qualities before, during and after performances. Typically they are responsible for contributing ideas to the design of the overall look, feel and sound of performances in collaboration with other creative and production personnel, such as designers, directors, stage managers and musical directors. They are also responsible for ensuring that all aspects of stagecraft go according to plan during performances. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Experienced musicians and performers in all genres apply the skills and knowledge outlined in this unit. Applying an appropriate range of stagecraft skills can lead to audiences having a more enjoyable and entertaining experience. An essential feature of stagecraft skills is the ability to engage with audiences - whether through dialogue, movement or gestures.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Plan stagecraft aspects of performances	1. Collaborate with appropriate personnel on the design of performances and order of repertoire 2. Generate a range of preliminary ideas about aspects of stagecraft that could be used to enhance performances from an audience perspective 3. Discuss and refine ideas with appropriate personnel until an agreed approach emerges 4. Agree on how each person involved in performances will contribute to stagecraft aspects of performances 5. Ensure that equipment being used during performances supports stagecraft aspects of performances 6. Anticipate problems that may arise and plan accordingly 7. If possible, organise performances to be recorded for later evaluation
Lead a group during performances	8. Collaborate with appropriate personnel during performance set-up to ensure that stagecraft aspects of performances will run as planned 9. Run through planned stagecraft aspects of performances in rehearsals as required 10. Conduct a pre-performance check with group members to ensure that they are ready to perform as planned 11. Organise any last-minute changes to stagecraft aspects of the performance in a way that causes least disruption to the performance 12. Perform own role confidently, including introductions, segues and concluding remarks as required 13. Respond flexibly to the unexpected on stage or front of house, to maintain the flow and integrity of performances 14. Interact cooperatively with other performers on stage and ensure that their work is appropriately acknowledged 15. Communicate effectively with audiences before, between and after performances
Evaluate stagecraft aspects of performances	16. View or listen to recordings of performances to assess strengths and weaknesses in relation to stagecraft 17. Seek feedback from appropriate personnel and incorporate their feedback into continuous improvement strategies

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: provide leadership to performers in relation to stagecraft aspects of performances work creatively with individual differences work constructively with group dynamics identify and deal positively and constructively with conflict initiative, enterprise and creativity in the context of: contributing innovative and creative ideas to the design of stagecraft aspects of performances responding effectively to the unexpected during live performances taking venue and style of show into account when performing engaging with audiences in ways that entertain and enhance people's overall experience planning and organisational skills sufficient to: plan stagecraft aspects of performances plan for contingencies ensure that all stagecraft requirements are in place in a timely fashion self-management skills in the context of: observing protocols appropriate to the genre, style and context of performance maintaining an appropriate standard of stage presentation relevant to the area of specialisation applying relevant OHS principles to work practice
Required knowledge
sound knowledge of: range of genres and their musical forms and conventions in performance solo or group performance protocols and customs how aspects of stagecraft can be used to enhance performances roles and responsibilities of creative and technical personnel involved in stage performances capabilities of sound, lighting and staging equipment in relation to stagecraft aspects of performances principles of team leadership issues and challenges that arise in the context of providing leadership in relation to stagecraft aspects of performances OHS practices, procedures and standards as they apply to performing in a range of environments

Evidence Guide

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: work collaboratively on the planning of stagecraft aspects of performances confidently perform own role in relation to stagecraft aspects of performances implement stagecraft aspects of performances as planned communicate effectively with audiences.
Context of and specific resources for assessment	Assessment must ensure: access to relevant instruments and equipment opportunities to perform before an audience use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: observation of rehearsals or performances where the candidate is responsible for stagecraft aspects video and/or audio recordings of performances or practice sessions where the candidate is responsible for stagecraft aspects self-evaluation sheets written or oral questioning to test knowledge as listed in the required knowledge section of this unit samples of plans prepared by the candidate to document stagecraft aspects of performances case studies, scenarios and interviews as a basis to discuss issues and challenges that arise in the context of planning stagecraft aspects of performances and providing leadership to others in relation to stagecraft.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMPF501A Prepare a program for performance CUSMPF502A Incorporate interactive technology into performance CUSMPF601A Present a music performance.

Range Statement

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.
Appropriate personnel may include:	performer ensemble member presenter musical director stage director stage manager production manager production supervisor sound engineer technical crew designer: sound lighting costume make-up and hair special effects client marketing and promotions personnel artist's agent conductor tutor mentor.
Repertoire may include:	musical works from a range of genres and styles, including: cover songs original compositions electronic dance music solo and ensemble pieces improvised pieces commentary by: performer master of ceremonies (MC) media presenter.
Aspects of stagecraft may include:	interaction with audiences positioning of performers on stage make-up and hair posture dress movement interaction with other performers interaction with presenters facial expressions acting dancing way of holding instruments or equipment, such as microphones effective use of performance space and props lighting sound special effects.

Unit Sector(s)

Unit sector

Competency field

Competency field	Performing arts - music performance

Co-requisite units

Co-requisite units

CUSMPF605A Develop advanced vocal techniques

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to perform as a vocalist at an advanced level. Vocalists at this level are expected to show a real commitment to improving their skills and expanding their repertoire in ways that allow them to demonstrate higher levels of technical and expressive skills. A willingness to act on feedback from colleagues and mentors is also essential. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit builds on CUSMPF407A Develop vocal techniques. A higher level of competence in areas such as performance preparation and vocal techniques is required of singers as they seek regular professional performance opportunities.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Use personal practice time to refine skills	1. In consultation with appropriate personnel, identify strengths and weaknesses in own performance skills 2. Develop a practice plan and strategies that incorporate realistic goals as a basis for refining performance technique 3. Identify repertoire that will help achieve technical and expressive development goals and incorporate them into practice plan 4. Ensure that practice routine makes best use of resources 5. Use private practice to continuously develop technical control of voice to enhance musical expression and refine individual style 6. Experiment with and exploit repertoire and exercises to continuously refine technical accuracy 7. Listen critically to own performance to assess technical strengths and weaknesses and adjust practice regime accordingly 8. Ensure that practice is undertaken with due consideration to personal health and safety
Plan repertoire to meet performance goals	9. Research new repertoire to identify pieces or works that advance performance scope and skills 10. Use opportunities to trial new work for peers and/or mentors and incorporate their critical feedback into private practice 11. Practise a range of pieces or works that focus on identified areas of technical development 12. Include new pieces from a range of repertoire for listening and private practice to identify options for repertoire development
Use technical skills to convey interpretive and expressive qualities in performance	13. Enhance the performance and emotional content of songs through creative use of vocal articulation and tone colours 14. Consistently and reliably demonstrate control of sound production across the range of repertoire for the selected musical style 15. Continually extend physical coordination and control over the voice to produce a highly accomplished standard of performance 16. Listen to own work critically to produce accurate intonation and tone colour across the dynamic range of the instrument
Present a professional performance program to an audience	17. Write a program for the performance 18. Undertake appropriate psychological and vocal warm-up and warm-down activities to enhance short and long-term performance outcomes 19. Interpret songs from memory, improvisation or reading from charts or musical notation as required 20. Count in a band as required 21. Perform a range of songs in a fluent and confident manner to a professional performance standard 22. Use vibrato for a variety of musical effects as required 23. Control intonation, rhythm, tempi, expression, phrasing and nuance to a professional performance standard appropriate to the repertoire and musical style 24. Recover errors in performance with minimum disruption to performance and audience experience 25. Maintain stage fitness to ensure a professional technical standard in performance
Evaluate technical skills in performance	26. View or listen to recordings of own performance to analyse technical and expressive aspects of own performance 27. Note areas for improvement and take action accordingly 28. Seek feedback on performances from appropriate personnel and incorporate their feedback into own continuous improvement strategies

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and organisational skills sufficient to: interpret music appropriately for performance respond appropriately to constructive feedback on own performance self-management and planning skills sufficient to: plan own practice time setprofessional development goals identify areas of weakness and plan practice accordingly investigate repertoire to contribute to the scope of programming and to continuously develop excellence in performance listening skills sufficient to: monitor and adjust intonation as required develop a strong level of relative pitch use appropriate sound and tone production produce a controlled sound with variations in tone as required initiative and enterprise skills in the context of: producing sounds in a range of ways appropriate to selected musical style and repertoire developing an increased awareness of the subtleties and variations of tone colour and their use in performance adapting repertoire to own performance in area of specialisation responding appropriately to the unexpected during performances learning skills in the context of: improving vocal techniques and expression through practice expanding repertoire using appropriate repertoire for technical development technical skills sufficient to: use a range of vocal techniques produce planned sound consistently across a wide dynamic range discriminate and adjust pitch to produce the required sound
Required knowledge
well-developed understanding of: industry and musical terminology human anatomy and physiology as they relate to the physical process of singing qualities of vocal production belonging to each register (head, chest and falsetto) techniques for caring for the voice repertoire relevant to area of specialisation issues and challenges that arise in the context of refining vocal techniques and performing before an audience OHS principles as they apply to singing: relevant legislation preventative practice against damage to the voice correct posture performance anxiety

Evidence Guide

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: confidently present at least two performance programs of songs to a professional standard do thorough vocal warm-ups and warm-downs perform a 20-second messa di voce plan and monitor progress in own skill development respond positively to constructive feedback on own performance.
Context of and specific resources for assessment	Assessment must ensure: opportunities to present performance programs before an audience access to suitable acoustic space use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed opportunities to demonstrate improvement in vocal techniques.
Method of assessment	The following assessment methods are appropriate for this unit: observation of practice or performance sessions where the candidate is singing written or oral questioning on technical development strategies, planning and goals with respect to refinement of vocal techniques video and/or audio recordings of performances or practice sessions where the candidate is singing self-evaluation sheets written or oral questioning to test knowledge as listed in the required knowledge section of this unit samples of work plans for private practice sessions case studies and scenarios as a basis to discuss issues and challenges that arise in the context of refining vocal techniques and performing before an audience.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMPF501A Prepare a program for performance CUSMPF601A Present a music performance CUSMPF602A Manage stagecraft aspects of performances CUSMPF604A Extend improvisation techniques.

Range Statement

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.
Appropriate personnel may include:	musical director performer mentor teacher coach tutor conductor producer agent sound engineer.
Strategies may include:	working effectively with an appropriate tutor practising as a performer participating in relevant groups or associations participating in professional development and other learning opportunities attending master classes attending performances listening critically to a wide range of live and recorded music.
Techniques may include:	breathing messa di voce articulation, including: tremolo vibrato legato staccato accents doit gliss fall-off plop ghost note growl rip bend control of dynamics rapid figurations posture projection.
Repertoire may include:	songs and tunes for solo performance choral pieces acapella pieces improvisations on rhythmic, harmonic or melodic structures own original work.
Resources may include:	performance space instruments and equipment time.
Exercises may include:	scales arpeggios breathing exercises to achieve good breath control and tone colour exercises for developing techniques, such as: negotiating one's way inaudibly through register breaks modifying vowels at higher pitches making informed choices about using glottal stops and diphthongs embellishing a melody improvising, e.g. scat singing producing a constant tone on all vowels comfortably singing wide intervals correcting vocal faults.
Technical accuracy may relate to:	memorising repertoire, including: melody lyrics keys and harmonic features, including chord progressions guide tones arpeggios singing with a constant pure tone on all vowels fluent performance of a variety of scat syllables which are appropriate to the repertoire and reflect the singer's personality and style consistent vocal techniques in all registers performing appropriate vowel modification in relation to diphthongs performing jazz articulation rhythms tone colour pitch and register dynamics phrasing.
Health and safety considerations may include:	correct posture to support facility and longevity in practice ensuring that practice sessions are of reasonable duration to avoid fatigue hearing protection protection of body against overuse injury safe lifting techniques strategies to overcome performance anxiety, such as: focussing on a single element or action at a time relaxation techniques focussing on patterns rather than individual notes warm-up routines.
Factors to be considered when writing programs may include:	keys styles and tempos of songs musical performance devices, such as: turnarounds vamps playoffs.
Psychological activities may include relaxation techniques, such as:	mind to muscle: meditation imagery/conscious visualisation affirmations stretching deep breathing light aerobic exercises.

Unit Sector(s)

Unit sector

Competency field

Competency field	Performing arts - music performance

Co-requisite units

Co-requisite units

CUSOHS301A Follow occupational health and safety procedures

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to follow OHS policies and procedures in the entertainment and media industries. Sets and staging for some performances or events may fall within the definition of construction work. If so, people entering a construction site are required to complete the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (Australian Safety Compensation Council, May 2007). Achievement of the unit CPCCOHS1001A Work safely in the construction industry fulfils this requirement. The application of skills and knowledge specified in CPCCOHS1001A is covered in this unit.

Application of the Unit

Application of the unit	All employees and contractors in the entertainment, events, and screen and media industries apply the skills and knowledge outlined in this unit. Compliance with OHS policies and procedures is essential in all work contexts, along with an understanding of the consequences of non-compliance.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Follow safe work practices	1. Apply knowledge of safe work practices to complete work tasks in accordance with legislative requirements and codes of practice 2. Adhere to safety plans, safety implementation reports and other documentation as required 3. Use tools, equipment and materials according to enterprise procedures 4. Complete work tasks with due regard to safety signs and symbols 5. Comply with duty of care requirements 6. Participate in OHS communication and reporting processes
Maintain personal safety standards	7. Use safety clothing and personal protective equipment (PPE) as required to ensure own safety and safety of others 8. Undertake measures to prevent injury or impairment related to workplace activities 9. Apply safe manual-handling techniques to avoid back strain and other injuries 10. Contribute to keeping the work environment free of hazards 11. Maintain currency of own knowledge of OHS workplace policies and procedures
Assess risks	12. Report hazards or OHS issues in the workplace to relevant personnel 13. Apply knowledge of principles of risk management when taking action to minimise risk in line with own level of responsibility 14. Follow workplace procedures for controlling risks 15. Contribute to workplace OHS, hazard, accident and incident reports as required 16. Report breaches of health, safety and security procedures promptly as required
Follow emergency procedures	17. Report emergency or incident promptly to relevant personnel or authorities in line with general procedures for responding to incidents and emergencies 18. Take action to deal with emergencies in line with own level of responsibility 19. Seek assistance from colleagues and relevant authorities as required 20. Practise and follow emergency and evacuation procedures as required.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: clarify OHS legislative requirements discuss OHS issues and information enable clear and direct communication, using questioning to identify and confirm requirements, share information, listen and understand relay information to others report hazards and risks use and interpret non-verbal communication, such as hand signals use language and concepts appropriate to cultural differences contribute effectively to formal and informal OHS meetings complete workplace documentation related to OHS procedures read and interpret material safety data sheets (MSDS) follow verbal and written instructions work collaboratively with others to keep the workplace safe and free of hazards comprehension skills to: explain the basic OHS legislative requirements applicable to own work explain the meaning of safety signs and symbols identify common hazards in specified area of work discuss the basic principles of risk management initiative and enterprise skills sufficient to: respond appropriately to an emergency use basic firefighting equipment dispose of waste material in a responsible manner planning and organisational skills in the context of completing work tasks in a logical order and ensuring that PPE is used appropriately learning skills in the context of maintaining currency of own knowledge of OHS policies and procedures technical skills sufficient to access the internet to source information on OHS
Required knowledge
applicable federal, state or territory OHS legislation, regulations, standards, codes of practice and industry standards/guidance notes relevant to own work, role and responsibilities basic principles of risk management role of state or territory workplace safety authorities sources of information on OHS issues for the specified area of work, including: enterprise procedures manuals MSDS unions and employer associations Australian Safety and Compensation Council state or territory workplace safety authorities enterprise OHS policies and procedures and implications of breaching them, relating to: emergency response and evacuation first aid incident reporting responding to accidents OHS hierarchy of controls role of OHS committees and representatives duty of care workplace fire hazard minimisation PPE types of OHS information and documentation general workers' compensation and injury management requirements OHS responsibilities and rights of duty holders, including: designers employers inspectors manufacturers persons in control of work/projects self-employed persons supervisors suppliers workers own responsibilities to comply with safe work practices relating to: housekeeping identifying hazards preventing bullying or harassment smoking using amenities using drugs and alcohol using basic firefighting equipment basic first aid procedures industry terminology circumstances where a licence, ticket or certificate of competency is required common safety signage and symbols common hazards and major causes of workplace accidents in the specified area of work

Evidence Guide

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	This unit of competency could be assessed in the workplace or a close simulation of the workplace environment, provided that simulated or project-based assessment techniques fully replicate workplace conditions, materials, activities, responsibilities and procedures.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: comply with OHS regulations and federal, state or territory legislation requirements for workplace operations, including duty of care comply with OHS communication processes, information and documentation procedures demonstrate an understanding of the role of OHS committees and representatives, the meaning of common safety signs and symbols, and procedures for reporting hazards, incidents and injuries communicate and work safely with others follow general procedures for responding to incidents and emergencies, including evacuation, first aid, fire safety equipment and PPE explain the consequences of non-compliance with OHS policies and procedures.
Context of and specific resources for assessment	This unit of competency is to be assessed using standard and authorised work practices, safety requirements and environmental constraints. Assessment of essential underpinning knowledge will usually be conducted in an off-site context. Assessment is to comply with relevant regulatory or Australian standards' requirements. Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Resource implications for assessment include: an induction procedure and requirement realistic tasks or simulated tasks covering the mandatory task requirements relevant specifications and work instructions tools and equipment appropriate to applying safe work practices support materials appropriate to activity workplace instructions relating to safe work practices and addressing hazards and emergencies MSDS research resources, including industry-related systems information use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: direct observation of the candidate explaining workplace safety or emergency procedures to others direct observation of the candidate demonstrating safe work practices for particular job roles case studies and problem-solving exercises for emergency situations and particular safety issues written or oral questioning to assess knowledge of industry safety guidelines and legislation.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFIND301A Work effectively in the screen and media industries CUSIND301A Work effectively in the music industry CUSSOU303A Set up and disassemble audio equipment.

Range Statement

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.
Safe work practices include:	access to site amenities, such as drinking water and toilets restrictions in relation to drugs and alcohol at work general requirements for safe use of plant and equipment general requirements for use of PPE and clothing housekeeping to ensure a clean, tidy and safe work area preventing bullying and harassment smoking in designated areas storage and removal of debris.
Legislative requirements may include:	provisions of federal, state and territory OHS and welfare Acts and regulations guidelines and procedures administered by statutory/regulatory authorities, e.g. state/territory OHS authorities responsible for issuing construction induction cards Australian standards construction industry OHS standards and guidelines duty of care health and safety representatives, committees and supervisors licences, tickets or certificates of competency national safety standards.
Codes of practice may include:	safety guidelines for the entertainment industry film industry recommended safety code national code of practice for induction training for construction work film and television safety guidelines NSW child employment guidelines code of practice for the welfare of film animals.
Documentation includes:	accident and incident reports Acts and regulations Australian standards codes of practice construction documentation and plans emergency information contact evacuation plans guidance notes job safety analyses labels MSDS proformas for reporting hazards, incidents and injuries reports of near misses and dangerous occurrences production/performance risk assessment special performance condition notification safe work method statements safety meeting minutes site safety inspection reports.
Procedures may include guidelines for:	emergencies, such as fire and accidents using fire safety equipment accessing first aid treatment hazard identification and control using PPE and clothing safe sitting, lifting and handling security of documents, cash, equipment and people safe use of: audio and communication equipment chemicals and toxic substances electrical equipment hot works smoke and particle isolation use of MSDS safe construction of rigging and supports working at heights working in reduced lighting conditions working in confined spaces dealing with difficult customers access to: orchestra pit fly tower and grid.
Signs and symbols may include:	emergency information signs (e.g. exits, equipment and first aid) fire signs (e.g. location of fire alarms and firefighting equipment) hazard signs (e.g. danger and warning) regulatory signs (e.g. prohibition, mandatory and limitation or restriction) safety tags and lockout (e.g. danger tags and out-of-service tags) facility or location signs site safety directional traffic and warning signs and symbols.
Duty of care requirements relate to:	legal responsibility under duty of care to do everything reasonably practicable to protect others from harm own responsibilities to comply with safe work practices, including activities that require licences, tickets or certificates of competency relevant federal and state OHS requirements, including those relating to: construction workers and supervisors designers employers inspectors manufacturers and suppliers persons in control of the work site subcontractors and self-employed persons.
OHS communication and reporting processes include:	discussions with OHS representatives OHS meetings OHS notices, newsletters, bulletins and correspondence OHS participative arrangements processes for raising OHS issues toolbox talks workplace consultation relating to OHS issues and changes.
Personal protective equipment may include:	gloves safety harnesses hard hats aprons arm guards eye protection hearing protection high visibility retro reflective vests respiratory protection safety footwear protective clothing, including ultraviolet (UV) protective sunscreen well-fitting clothing.
Measures may relate to:	correct posture when playing an instrument ergonomic seating taking adequate rest breaks avoiding prolonged periods in front of a computer screen using plant and equipment guards in line with manufacturer specifications engineering control wearing PPE controlling noise/sound levels and length of exposure to high levels of noise avoiding eye strain stress management techniques correct handling of chemical and dangerous substances or equipment following the hierarchy of safety controls.
Hazards may include:	noise electrical safety chemical spills paint fumes and spills gas smoke machines pyrotechnics aerotechnics animals on set execution of special effects, stunts or action sequences firearms and ammunition moving machinery and equipment manual handling trip, e.g. objects left in passageways protrusions sharp equipment overhanging beams falling objects unplanned collapse adverse weather and lighting conditions hot and cold work environments working at heights working in the dark working in confined spaces chemicals and toxic substances fire UV radiation traffic and mobile plant excavations, including trenches infectious diseases, including HIV.
OHS issues may include:	occupational overuse injury performance anxiety stress bullying and harassment.
Relevant personnel may include:	supervisor safety officer first aid officer OHS committee member OHS representative stage manager production manager technical director artist, musician and performer audio and sound engineer audio and sound technician/mixer camera crew lighting crew broadcaster broadcast technician and engineer director producer conductor program manager.
Principles of risk management include:	assessing risks involved consulting, reporting and ensuring the involvement of relevant workers controlling hazards identifying hazards reviewing to identify change or improvement.
Emergencies may include:	fire: electrical chemical gas mechanical paper wood accident chemical spill injury to personnel structural collapse toxic and/or flammable vapour emission vehicle/mobile plant accident robbery bomb threat armed hold-up natural disaster equipment failure.
Incidents may include:	accidents resulting in personal injury or damage to property near misses or dangerous occurrences which do not cause injury but may pose an immediate and significant risk to persons or property, and need to be reported so that action can be taken to prevent recurrence, for example: breathing apparatus malfunctioning to the extent that the user's health is in danger collapse of the floor, wall or ceiling of a building being used as a workplace collapse or failure of an excavation more than 1.5Â metres deep, including any shoring collapse or partial collapse of a building or structure collapse, overturning or failure of the load-bearing of scaffolding, lift, crane, hoist or mine-winding equipment damage to or malfunction of other major plant electric shock electrical short circuit, malfunction or explosion uncontrolled explosion, fire or escape of gas, hazardous substance or steam other unintended or uncontrolled incident or event arising from operations carried on at a workplace.
Authorities may include:	fire service police ambulance hospitals and medical community welfare OHS regulatory authority.
General procedures for responding to incidents and emergencies include:	basic emergency response evacuating notifying designated OHS personnel and authorities notifying emergency services referring to site emergency plans and documentation using fire safety equipment, such as: breathing apparatus fire blankets firefighting equipment.

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, licensing and risk - occupational health and safety

Co-requisite units

Co-requisite units

CUSSOU303A Set up and disassemble audio equipment

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to install and disassemble sound equipment in a range of facilities. The National Standard for Licensing Persons Performing High Risk Work applies to persons performing dogging and rigging work. Completion of the following units is required for certification at either basic, intermediate or advanced levels. CPCCLDG3001A Licence to perform dogging CPCCLRG3001A Licence to perform rigging basic level CPCCLRG3002A Licence to perform rigging intermediate level CPCCLRG4001A Licence to perform rigging advanced level. Sets and staging for some performances or events may fall within the definition of construction work. If so, people entering a construction site are required to complete the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (Australian Safety Compensation Council, May 2007). Achievement of the unit CPCCOHS1001A Work safely in the construction industry fulfils this requirement.

Application of the Unit

Application of the unit	People working as audio stagehands and sound technicians apply the skills and knowledge described in this unit. They are responsible for setting up, testing and disassembling audio equipment, such as microphones, sound systems and mixing consoles for a range of productions in the live entertainment, events and broadcasting industries. The work often involves long or irregular hours and can be physically demanding. The ability to work cooperatively as part of a production team is essential. Skills associated with operating audio equipment are covered in: CUSSOU302A Record and mix a basic music demo.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for installation of audio equipment	1. In consultation with relevant personnel confirm sound equipment requirements, referring to production documentation as required 2. Together with relevant personnel, assess the acoustic properties of installation area to ensure that equipment and accessories are appropriate 3. Calculate power requirements and identify power locations and patching requirements 4. Communicate special requirements to relevant personnel so that they can be organised in a timely fashion
Install audio equipment	5. Safely and neatly secure and label cabling so that it is clear of moving elements 6. Set up power distribution 7. Position microphones, mountings, microphone accessories and cabling 8. As required, ensure that lapel microphones fitted to personnel meet technical performance standards 9. Provide phantom power at microphone inputs as required 10. Perform all installation work with due regard to mechanical and electrical safety considerations 11. Connect effects rack to mixer as required
Align audio equipment	12. Match interfaces between source and destination according to level, impedance, phase and frequency 13. Route test signals to the correct signal path 14. Check that the level of test signal is correct for production requirements 15. Check systems for potential feedback frequency problems and make adjustments as required
Test audio equipment	16. Check all microphone lines for continuity and patching 17. Test microphones to ensure that they are functioning correctly to produce the required sound 18. Fit microphones to relevant personnel to perform sound cues as required 19. Patch, test and tune sound system to suit facility 20. Conduct sound check and document adjustments according to organisational procedures 21. Inform relevant personnel of problems that arise during testing so that they can be rectified in a timely fashion
Disassemble audio equipment	22. Disassemble equipment safely, giving due consideration to other production requirements 23. Ensure that all equipment and accessories are packed and stored according to safety regulations and production requirements 24. Check hired equipment against inventory before packing and report lost or damaged equipment to the appropriate personnel 25. Pack sound equipment for transit as required 26. Clean work environment after use and restore environment to previous condition 27. Seek feedback from relevant personnel on own work performance and note areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, literacy and teamwork skills sufficient to: interpret and clarify written and verbal instructions make verbal fault reports to appropriate personnel interpret block diagrams of equipment and system set-ups read and interpret sound documentation read manufacturing specifications and installation manuals work effectively in a team environment initiative and enterprise skills in the context of applying critical-listening and aural-discrimination skills when setting up audio equipment numeracy skills sufficient to calculate duration and capacity of recording media technical skills sufficient to: set up and disassemble audio equipment for playback, mixing and recording in line with manufacturer's manuals and OHS specifications run and patch cables neatly and safely test sound equipment in line with industry standards planning and self-management skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise problem-solving skills sufficient to identify typical faults that may occur in audio-production environments
Required knowledge
basicaudio principles and practice, including: range of microphones and contexts in which they are used microphone characteristics, e.g. frequency response, sensitivity and polar patterns effect of microphone placement on quality of sound characteristics of sound in a range of environments signal-to-noise ratio, signal phase and audio level/headroom control audible defects in analogue and digital technologies features of mixers, amplifiers, speakers and effects racks basic principles of acoustics, including: frequency pitch amplitude loudness velocity wavelength acoustical phase timbre sound envelope basic understanding of psychoacoustic principles, including: spatial hearing direct sound early sound reverberant sound room design techniques for installing, aligning and testing audio equipment, including: understanding electrical power (e.g. voltage, distribution, phasing, load and circuit breaking) knowledge of a range of sound equipment and associated operating principles (e.g. level, impedance, phase and frequency) testing and tagging all electrical fittings in accordance with safety regulations issues and challenges that typically arise in the context of setting up and disassembling audio equipment OHS requirements, including: licensing requirements for persons performing high risk work and entering building sites safe manual-handling techniques working safely with electricity and hazardous substances principles of safe listening, such as safeguards against hearing loss

Evidence Guide

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: install and disassemble audio equipment on at least three occasions interpret sound plans test equipment in line with production requirements work cooperatively in a team environment apply OHS procedures, particularly in relation to working with electrical equipment and safe manual handling.
Context of and specific resources for assessment	Assessment must ensure: access to a range of industry-current equipment as listed in the range statement access to venues in which to install audio equipment use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: case studies and questioning to assess candidate's understanding of OHS requirements observation and/or video recordings of the candidate installing, testing and disassembling audio equipment written or oral questioning to test knowledge of basic principles and techniques of installing and testing audio equipment.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUESOU01C Repair and maintain audio equipment CUFIND301A Work effectively in the screen and media industries CUSIND301A Work effectively in the music industry CUSOHS301A Follow occupational health and safety procedures CUSSOU301A Provide sound reinforcement CUSSOU302A Record and mix a basic music demo.

Range Statement

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.
Relevant personnel may include:	artists, musicians and performers audio and sound engineers audio and sound technicians broadcasters clients directors producers photographers post-production personnel program managers stage managers sound designers and editors sound effects personnel video and sound recorders.
Sound equipment may include:	amplifiers sound reinforcement systems, including: front-of-house stage foldback limiters compressors effects rack turntables analogue to digital converters cables compact disc (CD) and digital versatile disc (DVD) players and burners computer technology and associated software digital and analogue recording devices: hard disk recorder, e.g. digital audio workstation (DAW) digital audiotape recorder, e.g. S-DAT and R-DAT digital videotape recorder (DVTR) mini disc recorder (MD) modular digital multi-track recorder (MDM) open-reel analogue audiotape recorder digital audio players, such as: iPod MP3 headphones microphones and accessories mixing consoles and desks monitors and speakers signal processors and plug-ins sequencers and samplers musical instruments.
Productions may include:	live music or theatre performance commercial print advertisement corporate video feature film and/or video filmed event and/or performance interactive media product internet production electronic game production music recording and/or video promotional trailer radio broadcast television program voice-over.
Documentation may include:	house plans sound plans line diagrams installation schedules artistic requirements scripts musical scores dubbing sheets technical/equipment manuals enterprise operating procedures and standards stage plans sound plots design, director's and sound specifications production and venue requirements production schedules OHS requirements and instructions manufacturer specifications performers' requirements fault report sheets.
Installation area may include:	stage venues auditorium hotels clubs front of house.
Positioning microphones includes taking account of factors, such as:	ensuring that safety procedures are followed organisational requirements production requirements ensuring optimum sound quality ensuring that cabling is mechanically sound and does not transmit vibration to microphones.
Microphones may include:	boundary (PZM) capacitor/condenser, such as: electret lavalier mini microphone transistor tube contact digital directional, such as: single entry port multiple entry port multi/poly-directional dual-element dynamic, such as: moving coil ribbon headset lapel low and/or high impedance microphone systems, such as: adaptive array binaural high definition parabolic surround sound wireless cordless FM radio transmitter noise cancelling shotgun.
Microphone accessories may include:	boom poles, including: aluminium carbon fibre fisher hand-held perambulator remote panner tripod cables, including: balanced unbalanced clips connectors, including: female male XLR housing pop filters shock mounts stands, including: desk floor gooseneck windscreens.
Technical performance standards for lapel microphones may include:	ensuring that safety procedures are followed positioning and connecting aerial optimised pick-up choosing a transmitter frequency that minimises interference with nearby channels in the frequency band ensuring that transmitters have appropriate sensitivity rigging microphone within relevant constraints ensuring that connection of aerial and related cabling is secure ensuring that transmitter-receiver location is unobtrusive and comfortable for relevant personnel ensuring that transmitter-receiver location produces optimum output ensuring that interaction with relevant personnel is discreet, tactful and causes minimum disruption ensuring that items that may negatively affect transmission are not present on relevant personnel.
Mechanical safety considerations may include:	observing OHS requirements when installing and checking equipment checking that the position of microphones, mountings and other recording equipment is safe using safety chains laying cabling to avoid potential mechanical danger and to ensure safety.
Electrical safety considerations must include:	following OHS procedures when setting up and checking electrical equipment checking that mains or generator supply is sufficient for maximum load requirements ensuring that cables used are correctly rated, including three-phase cable to dimmers laying cabling so that it does not obstruct the free movement of other equipment or endanger personnel ensuring that maintenance of cabling and connectors meets OHS requirements ensuring that all components of sound equipment are connected to the correct voltage supply ensuring that distribution of electrical loading is within working limits ensuring that all electrical fittings are tested and tagged in accordance with safety regulations.
Production requirements may include:	purpose and style of production sound specifications venue or location requirements production schedule organisational policies and procedures legislative and/or organisational OHS requirements manufacturer specifications performers' requirements resource constraints length of the run of the production attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes intellectual property interviews.
Sound cues may be required for:	audience PA effects foldback to stage.
Packing sound equipment may involve:	ensuring that containers are suitable for the storage and carriage of the equipment in a safe and secure manner ensuring that packing of hazardous items complies with current regulations labelling containers accurately and clearly checking containers for durability ensuring documentation for packed equipment is accurate and legible adhering to strict forward production timelines.
Work environment may include:	dubbing suite on location, including interior and exterior outside broadcast post-production studio recording studio sound stage.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - audio/sound

Co-requisite units

Co-requisite units

CUSWRT501A Write about music

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to write about a range of music-related topics. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People applying the skills and knowledge outlined in this unit would be expected to write both original and non-narrative music content for a range of purposes. Often they would be working as freelance writers or journalists. Typical writing briefs could include creating program notes for recitals or other performances, reviews and/or critiques of live and recorded music performances, as well as music editorials and music commentary pieces for a range of media.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare to write material	1. In consultation with relevant personnel, confirm the type of written material required 2. Identify factors that may impact on the writing assignment and plan accordingly 3. Determine style or tone appropriate to the publication for which written material is being produced 4. Discuss plans or preliminary ideas with relevant personnel as required
Research topic	5. Use appropriate information sources to gather background material 6. Conduct interviews with people to gather information as required 7. Review information gathered to determine the best approach to writing assignments 8. Discuss results of research, ideas and proposed approach with relevant personnel as required
Write material	9. Ensure that language and writing style are suited to the target audience and publication 10. Ensure that specialised vocabulary is appropriate to the context of the brief and subject matter 11. Ensure that work is proofed and edited to the standard required 12. Present a draft for review by relevant personnel 13. Adjust work as required and present final draft in the agreed manner and timeframe 14. Evaluate writing process, assessing own performance and noting areas for future improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written and verbal instructions write content in a style appropriate to target users and audience communicate information to specific audiences structure text-based content effectively for target audiences and delivery format respond positively to constructive feedback conceptual skills sufficient to generate a range of text-based content ideas in response to a brief initiative and enterprise skills in the context of empathising with the creative work of composers and performers technical skills sufficient to: proficiently use word-processing tools check and proofread written content using manual and automated systems self-management and planning skills sufficient to: prioritise work tasks source information and reference material in a timely fashion meet deadlines seek expert assistance when problems arise
Required knowledge
industry knowledge, including: roles and responsibilities of project team members issues and challenges that arise when writing about music the way readers scan and read written material writing and communication principles for the relevant medium writing and presentation techniques for the relevant medium sound knowledge of grammar and punctuation media laws sufficient to identify defamation and obscenity and seek expert advice on issues that could lead to legal action copyright clearance procedures OHS as it relates to working for periods of time on computers well-developed understanding of music-related issues, including: musical styles and genres musical form and performance conventions repertoire as it relates to relevant musical styles and genres music notation aural discrimination cultural circumstances of music performance and consumption elements of musical organisation in relation to content of written work technical processes and demands of composition and/or music performances

Evidence Guide

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: apply the principles of writing and communication to meet the requirements of music-writing briefs write a range of content for specific target audiences and within timeframes typical in an industry context demonstrate a sound knowledge of grammar, punctuation and writing styles work collaboratively with others work under pressure and meet deadlines.
Context of and specific resources for assessment	Assessment must ensure: access to: word-processing software variety of music-related information sources appropriate learning and assessment support when required use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: evaluation of content written by the candidate in response to a range of briefs written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of writing about music.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBWRT501A Write persuasive copy CUFIND401A Provide services on a freelance basis CUSIND501A Apply music knowledge and artistic judgement CUSMLT502A Apply concepts about the impact of music to professional practice CUSMLT601A Analyse music.

Range Statement

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.
Relevant personnel may include:	authors composers artists and performers broadcasters directors editors or other writers graphic designers program or event managers sound-production or recording personnel record companies producers programmers academic supervisors production managers music promoters, agents and marketers advertising agencies.
Types of written material may include:	music reviews and critiques programs notes for recitals or other performances music copy for interactive media products music copy for newsletters or other print media items for wikis items for the marketing and/or promotion of music products educational pieces information pieces social and/or corporate networking band or artist bios.
Factors may include:	expectations of target audience/readers photos or other visual material to accompany written work research requirements complexity of topic structure budget confidentiality contractual arrangements copyright clearances deadlines length editing process intellectual property location of writing assignment number of content items production schedule.
Tone may include:	dramatic entertaining formal humorous informal or casual informational.
Publications may include:	books program notes corporate documents: reports newsletters marketing and promotional materials print and online publications: literary magazines journals newspapers.
Information sources may include:	music industry events, such as: performances community activities conferences conventions festivals functions trade fairs competitions and awards electronic and print media, such as: articles journals magazines news reviews industrial relations publications industry publications lifestyle and contemporary issues magazines government publications, such as: legislation policy and procedures manuals internet libraries and archives, including text, film, video, sound and graphic peak copyright organisations personal observations and experience.
Vocabulary may relate to elements, such as:	specialised knowledge of repertoire specialised knowledge of artists critical-listening skills artistic judgement music history performance practice in a range of styles and customs music technology music texts aural recognition and comprehension of musical devices and systems, including: melody harmony timbre attack pitch tempi dynamics expression physics of music and sound production technical requirements for a range of instruments in a range of musical styles and performance contexts aural imagination and innovation musical styles and genres, such as: traditional, including European classical or traditional music of any other culture jazz world popular independent music country folk.

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - writing

Co-requisite units

Co-requisite units

CUVATS101A Develop understanding of own Aboriginal or Torres Strait Islander identity

Modification History

Version	Comments
CUVATS101A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to develop an understanding of one’s own cultural identity.

The local cultural knowledge necessary to achieve competency in this unit may only be accessible to Aboriginal or Torres Strait Islander peoples. This unit also reflects the fact that there is no single Aboriginal or Torres Strait Islander culture.

This unit deals with complex and interrelated elements of Aboriginal or Torres Strait Islander cultures, which are the cultural and intellectual properties of specific communities. These may only be interpreted by appropriate persons, e.g. those recognised by the local Aboriginal or Torres Strait Islander community as an Elder or custodian of local cultural knowledge.

Any organisation or individual planning to train or assess this unit would be expected to work closely with the local Aboriginal or Torres Strait Islander community, for example through establishing a local Aboriginal or Torres Strait Islander reference group. In particular, it is vital to ensure respectful integration of any local cultural knowledge or protocols that will inform the implementation of the unit.

Application of the Unit

The skills and knowledge outlined in this unit underpin the effective work performance of Aboriginal and Torres Strait Islander people in many areas of work, including arts practice and cultural tourism. They could be preparing for work or further learning to pursue a career in the visual or performing arts, or as a tour guide in local communities.

This learning and work would be closely guided by appropriate members of Aboriginal or Torres Strait Islander communities.

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. Seek information on own region or country	1.1 Identify and consult with appropriate persons to obtain knowledge of own region or country 1.2 Identify relevant sources of information on own region or country 1.3 Access information and people in a culturally appropriate way
2. Seek information on family and kinship	2.1 Correctly identify holders of information and consult with appropriate persons in relation to kinship and family 2.2 Identify other relevant sources of information on family and kinship 2.3 Collect appropriate information on family and kinship in a culturally appropriate way, which shows respect for local Aboriginal or Torres Strait Islander culture and customs
3. Use information to develop concept of identity	3.1 Examine information to determine own Aboriginal or Torres Strait Islander identity in relation to country and kinship 3.2 Consider how the concept of ‘belonging to country’ in relation to culture, family and kinship may inform work practice 3.3 Use information in a culturally appropriate way at all times, including identification of how and with whom information can be shared

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to discuss with appropriate persons issues, such as:

Aboriginality and the concept of cultural diversity within an Aboriginal or Torres Strait Islander context

cultural values that underpin aspects of one’s local Aboriginal or Torres Strait Islander community

family units and broader social organisational aspects of Aboriginal or Torres Strait Islander communities

organising skills to collect and review information on Aboriginal or Torres Strait Islander culture

self-management skills to:

observe cultural protocols

attend meetings and classes in a timely fashion.

Required knowledge

own country and region, including customs, ceremonies and relationship to land

own family and kinship

matters of protocol within Aboriginal or Torres Strait Islander societies

protocols for accessing information and communicating with different community members

ways in which knowledge can be used, how it should be used and with whom it can be shared

ways in which Aboriginal or Torres Strait Islander protocols and cultural values impact on work practices in different contexts

issues of intellectual property and culturally appropriate commercial activity.

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: access sources of information relevant to own Aboriginal or Torres Strait Islander identity access and use information in a culturally appropriate way.
Context of and specific resources for assessment	Assessment ensure: involvement of persons approved of by Elders of the relevant local community access to information sources on relevant regions and countries.
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: observation of candidate discussing issues with Elders and community members evaluation of information gathered by the candidate oral or written questioning to assess knowledge as listed in the required knowledge section of this unit review of portfolios of evidence review of third-party reports from experienced practitioners. 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 units that describe work functions where there is a very strong link between cultural identity and the work being performed, such as: Indigenous dance units in CUA11 Live Performance Training Package art form specialisation units in CUV11 Visual Arts, Craft and Design Training Package tour guiding units in SIT07 Tourism, Hospitality and Events Training Package.

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.

Appropriate persons may include:	accepted Aboriginal or Torres Strait Islander cultural educators Elders family groups local community groups relevant Aboriginal or Torres Strait Islander organisations.
Sources of information may be primary or secondary and may include:	archives books CDs community art organisations cultural centres galleries internet libraries museums own observation videos.

Unit Sector(s)

Community and cultural heritage – Aboriginal and Torres Strait Islander

CUVATS301A Develop and apply knowledge of Aboriginal or Torres Strait Islander cultural arts

Modification History

Version	Comments
CUVATS301A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to develop and apply knowledge of cultural arts within a specific Aboriginal or Torres Strait Islander context.

The local cultural knowledge necessary to achieve competency in this unit may only be accessible to Aboriginal or Torres Strait Islander peoples. This unit also reflects the fact that there is no single Aboriginal or Torres Strait Islander culture.

This unit deals with complex and interrelated elements of Aboriginal or Torres Strait Islander cultures which are the cultural and intellectual properties of specific communities. These may only be interpreted by appropriate persons, e.g. those recognised by the local Aboriginal or Torres Strait Islander community as an Elder or custodian of local cultural knowledge.

Any organisation or individual planning to train or assess this unit would be expected to work closely with the local Aboriginal or Torres Strait Islander community, for example through establishing a local Aboriginal or Torres Strait Islander reference group. In particular, it is vital to ensure respectful integration of any local cultural knowledge or protocols that will inform the implementation of the unit.

Application of the Unit

Aboriginal and Torres Strait Islander people working in all areas of arts practice apply the skills and knowledge described in this unit. The effectiveness of any Indigenous creative arts activity is enhanced if it reflects an understanding of the scope and nature of local Indigenous arts practice, its cultural and economic significance, as well as business issues such as marketing and distribution.

Supervision and guidance would usually be provided by appropriate members of Aboriginal or Torres Strait Islander communities

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. Seek information on Aboriginal or Torres Strait Islander cultural arts	1.1 Identify and access relevant sources of information on cultural arts practice within Aboriginal or Torres Strait Islander communities 1.2 Gather information on the cultural and economic significance of Aboriginal or Torres Strait Islander arts practice 1.3 Gather information in a culturally appropriate way 1.4 Conduct arts practice in a manner that takes account of relevant cultural protocols
2. Work with stakeholders	2.1 Identify individuals and networks used in the context of Aboriginal or Torres Strait Islander cultural arts, both internal and external to the community 2.2 Access networks to enhance the quality of own arts practice 2.3 Integrate cultural protocols into all stakeholder communication and business practices
3. Update and maintain knowledge of Aboriginal or Torres Strait Islander cultural arts	3.1 Identify and use relevant opportunities to update knowledge of Aboriginal or Torres Strait Islander cultural arts 3.2 Share updated knowledge with colleagues as required, and incorporate into day-to-day work activities

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

share information with colleagues

discuss issues associated with Aboriginal or Torres Strait Islander cultural arts with others

initiative and enterprise skills to identify areas of own arts practice that could be enhanced by applying knowledge of Aboriginal or Torres Strait Islander cultural arts

learning skills to keep up-to-date with information relevant to own arts practice

organising skills to collect and review information on Aboriginal or Torres Strait Islander culture

self-management skills to observe cultural protocols.

Required knowledge

ways in which cultural arts practice operates within Aboriginal or Torres Strait Islander communities, including various community structures and approaches

scope of the different types of cultural art practice found within Aboriginal or Torres Strait Islander communities

cultural protocols within Aboriginal or Torres Strait Islander arts practice

marketing and distribution mechanisms specific to Aboriginal or Torres Strait Islander artworks, including networks and relevant organisations

traditional law, ways in which traditional economies operate and their link to contemporary cultural arts

intellectual property issues and legislation relevant to Aboriginal and Torres Strait Islander cultural arts.

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: gather information on the context and structure of cultural arts within Aboriginal or Torres Strait Islander communities relevant to specific community context access and use information in a culturally appropriate way apply knowledge to own Aboriginal or Torres Strait Islander arts practice.
Context of and specific resources for assessment	Assessment ensure: involvement of persons approved of by Elders of the relevant local community access to information sources on cultural arts within Aboriginal or Torres Strait Islander communities.
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: observation of candidate discussing issues with Elders and community members evaluation of a project undertaken by the candidate to research arts practice in own community oral or written questioning to assess knowledge of cultural arts within an Aboriginal or Torres Strait Islander context review of portfolios of evidence review of third-party reports from experienced practitioners. 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.

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.

Sources may include:	community arts organisations directories or other references funding bodies government agencies land councils local communities practising artists.
Information may relate to:	cultural heritage cultural significance cultural tourism economic significance marketing and distribution issues, including: copyright issues associated with promoting work cultural protocols to be observed ethical issues range of markets for artworks typical distribution channels scope and nature of arts practice within communities: significance of cultural arts within a given community types of work ways in which artworks are promoted and distributed.
Cultural and economic significance may relate to:	link between the arts and other areas of economic activity, such as tourism positive local community impacts role of the arts within community development statistical data.
Protocols may relate to:	access to information culturally appropriate forms of promotion intellectual property sharing of information.
Opportunities may include:	informal sharing of information multimedia participation in community networks review of references and other written materials seminars using electronic media, including: internet radio television.

Unit Sector(s)

Community and cultural heritage – Aboriginal and Torres Strait Islander

CUVIND401A Communicate effectively with arts professionals

Modification History

Version	Comments
CUVIND401A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to communicate effectively with a range of arts professionals about cultural and business activities.

Application of the Unit

Practitioners, administrators or managers who work with a broad range of arts professionals apply the skills and knowledge in this unit. They could be working in the public or private sector and they could be interacting with arts professionals in contexts such as community projects, exhibitions, events or festivals.

This work is carried out under limited supervision.

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. Determine communication requirements	1.1 In consultation with relevant personnel, identify arts professionals with whom communication is needed 1.2 Clarify the type of information needed from the perspective of both parties 1.3 Gather information to support the communication process
2. Exchange information with arts professionals	2.1 Organise mutually convenient interactions with arts professionals 2.2 Communicate purpose and expected outcomes of interactions with arts professionals 2.3 Present information in formats appropriate to contexts and within required timeframes 2.4 Seek information from arts professionals to meet identified needs within required timeframes 2.5 Establish rapport with arts professionals using verbal and non-verbal communication processes 2.6 Identify and act on potential barriers to effective communication with arts professionals
3. Establish and maintain professional relationships	3.1 Establish relationships in a manner that promotes goodwill and trust between own organisation and arts professionals 3.2 Build trust and respect in business relationships through use of effective communication skills and techniques 3.3 Identify and take up opportunities to maintain regular contact with arts professionals 3.4 Proactively seek and act on information needed to maintain sound business relationships 3.5 Honour agreements within the scope of individual responsibility 3.6 Nurture relationships through regular contact and use of effective interpersonal and communication styles

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss and negotiate issues with arts professionals in a mutually beneficial way

relate to people from diverse backgrounds and people with diverse abilities

work collaboratively with others to establish rapport and build relationships with arts professionals

initiative and enterprise skills to view issues from the perspective of others and to anticipate reactions accordingly

planning and organising skills to:

gather information required for interaction with arts professionals in a logical way

organise interactions with others in a timely fashion

self-management skills to develop and manage own professional relationships.

Required knowledge

different roles of arts professionals and how they relate to a range of arts organisations

different contexts in which arts professionals operate

typical communication requirements between arts organisations and arts professionals

principles and techniques for effective communication and networking

sources of information about arts organisations and arts professionals.

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: develop and engage in informed and appropriate arts industry communication for arts industry projects apply effective interpersonal and communication skills apply knowledge of types of professional communications required in the arts industry.
Context of and specific resources for assessment	Assessment must ensure: access to information relating to arts organisations and arts professionals interaction with others to reflect the communication aspects of the unit.
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: evaluation of approaches taken by the candidate for specific projects oral or written questioning to assess knowledge of a specific arts context review of reports prepared by the candidate about communication approach taken for a specific project review of portfolios of evidence review of third-party reports from experienced practitioners. 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: BSBCRT402A Collaborate in a creative process.

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.

Relevant personnel may include:	CEOs clients colleagues industry practitioners managers personnel associated with: funding bodies government departments or agencies local councils media outlets other arts organisations sponsors.
Arts professionals may be associated with:	collectives and cooperatives community-based and Indigenous organisations festivals galleries government departments museums not-for-profit and/or government-funded arts organisations performance spaces studio and media-based practices theatres.
Information may relate to:	audience demographics competitions conceptual vision of the organisation and its impact on service provision context of the arts organisation events, such as lectures and talks funding applications and allocations loaning or borrowing of work marketing strategies organisational and administrative practices publications record and document requirements, such as: consignment notes financial statements space usage specific arts professionals: historical contexts their practices techniques, methods and practices timetabling and schedules.
Interactions may be written or verbal, formal or informal, and may include:	appointments meetings visits to: museums galleries theatres studios institutions rescheduling or moving to a more convenient space.
Outcomes may relate to:	arrangements for acquisition of work and associated documentation contracts decision not to proceed decision to proceed at a later date decision to proceed with that arts professional’s work financial accountability financial arrangements and payments identification of other arts professionals to approach identification of other networking opportunities invitation to meet again at a future time, when closer match between arts professional and arts organisation may be possible marketing promotion public relations referral of arts professional elsewhere.
Verbal communication processes may include:	articulation clarity of speech feedback language listening skills open questions questioning skills voice modulation voice projection.
Non-verbal communication processes may include:	active listening body language, including body orientation and gestures, and posture clothing colour distance facial expression grooming music sound touching voice.
Barriers to effective communication may include:	acting on false assumptions and stereotypes cultural differences not being addressed educational differences not being addressed failure to prominently display contact details in all communications provided to the client inappropriate word choice ineffective non-verbal communication lack of 'contact us' forms or pages on websites lack of distribution of reply paid cards or envelopes in mail-outs lack of voice modulation and articulation limited opening hours of call centres or offices not listening actively organisational factors physical, personal, gender and age differences not being addressed.
Ways to establish relationships may involve:	approaching selected arts professionals organising interviews, meetings or other gatherings responding to unsolicited approaches telephone, newsletters and the internet attending networking events.
Opportunities may include:	attendance at industry events meetings regular face-to-face or other communication seminars.

Unit Sector(s)

Industry capability – industry context

CUVPRP402A Select sites for creative projects and plan work

Modification History

Version	Comments
CUVPRP402A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to research potential sites for artworks that best reflect and support the key ideas of the work, and plan work accordingly.

Application of the Unit

People working in all areas of creative practice apply the skills and knowledge described in this unit. A typical context would be public art, which involves the creation of artworks in public spaces.

At this level, the individual would be expected to exercise autonomy and judgement and may work collaboratively.

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. Research potential sites	1.1 Determine potential sites based on the key ideas of the work 1.2 Agree on the types of site information required in consultation with relevant people 1.3 Access relevant sources of information for potential sites 1.4 Ensure that relevant information about potential sites is collected and organised
2. Select sites	2.1 Determine criteria for selecting sites based on the needs of the work 2.2 Use agreed criteria to evaluate research findings on potential sites 2.3 Apply criteria to select the most appropriate sites
3. Develop options for work for selected sites	3.1 Consider the impact of site characteristics on work options 3.2 Outline work options that respond to site characteristics 3.3 Select work options that best respond to site characteristics and creative ideas
4. Plan work for selected sites	4.1 Confirm sites and selected work options with relevant colleagues 4.2 Develop procedures and work plans for the production of work 4.3 Ensure that work procedures are documented in an appropriate format

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
communication skills to develop and discuss ideas for work options with colleagues and peers numeracy skills to calculate specifications for selected sites initiative and enterprise skills to: develop a range of work options for selected sites select sites that respond best to conceptual visions for works literacy skills to interpret site information for potential sites planning and organising skills to plan work procedures problem-solving skills to: assess factors impacting on site selection establish criteria for work planning self-management skills to prioritise work procedures technology skills to access and download information from the internet
Required knowledge
potential of sites for different types of work relevant to area of specialisation issues to be considered when selecting sites, including required approval processes types of site information needed for planning work and potential sources options for documenting planning processes and work procedures workflow planning techniques in relation to production of work for a site intellectual property issues and legislation relevant to site work OHS requirements for different types of sites

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: select sites that are responsive to key ideas in the work apply criteria that appropriately address and respond to the parameters for site selection develop plans for the production of work.
Context of and specific resources for assessment	Assessment must ensure access to: sites typically used for artworks sources of information about sites.
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: evaluation of reports prepared by the candidate detailing site selection and work planning processes evaluation of verbal presentation of research options and planning questioning and discussion about candidate’s intentions review of portfolios of evidence review of third-party reports from experienced practitioners. 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.

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.

Key ideas may be determined by:	elements and principles of design ideas about work that address and respond to the values of a site relationship of the work to a theoretical and historical context subject matter or theme for the work, such as: identity land and place political, cultural and social issues the body spiritual concerns.
Types of site information may include:	planning regulations physical characteristics of the site, including: buildings dimensions flora industries land forms overhead wires location pathways presence of fauna roads waterways reports, such as: council geology government weather requirements relating to development plans social, economic and historical characteristics: status as a community meeting place economic conditions heritage values industrial area sacred space urban renewal.
Relevant people may include:	clients industry practitioners managers mentors project team members.
Sources of information may include:	discussions or interviews with artists, designers or craftspeople discussions or interviews with people who are familiar with potential sites galleries internet libraries local council or consent authority museums personal observations and experience print and electronic media reference books technical and scientific reports.
Criteria for selecting sites may include:	intellectual property issues development consent requirements environmental issues associated with site-specific characteristics organisational and legislative OHS procedures in relation to the specific characteristics of a site perspectives and requirements of others, such as: architecture, landscape architecture and urban planning companies artist-run studios government agencies/funding organisations local arts community local councils physical and practical characteristics for creating the work public access for viewing the work social, economic, cultural and historical values.
Site characteristics may include:	environmental considerations heritage physical constraints, such as: access changing contours of the landscape cliffs weather conditions political and economic influences sacred, religious and cultural significance.
Work options may be based on criteria, such as:	approval requirements consistency with ideas financial considerations heritage, cultural and religious values OHS procedures in relation to specific work options for selected sites practical considerations in relation to equipment, materials and access.
Ways in which work procedures can be documented may include:	diagrams drawings photographs slides specifications text notes, such as diary entries video and digital images.

Unit Sector(s)

Industry capability – professional practice

CUVPRP404A Develop self as artist

Modification History

Version	Comments
CUVPRP404A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to develop the technical and conceptual skills required to work in any area of arts practice.

Application of the Unit

People working across all areas of creative practice apply the skills and knowledge described in this unit. Practitioners commit to improving their professional practice in both an artistic and business context.

At this level, conclusions drawn from research and experimenting with technology and techniques could involve challenging different points of view as part of the process of developing one’s own style. This work would usually be carried out under mentored supervision.

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. Refine arts practice skills	1.1 Plan strategies to improve own arts practice skills 1.2 Identify and use relevant practice, feedback, discussion and evaluation opportunities to continuously improve own skills 1.3 Identify and use relevant sources of information to keep up-to-date with industry issues 1.4 Identify and use a range of opportunities to develop own arts practice
2. Develop own style or voice	2.1 Explore and use a range of creative thinking techniques to generate ideas for own arts practice 2.2 Discuss ideas with relevant people and apply knowledge gained to inform own practice 2.3 Use practice time to experiment with new ideas in a range of genres and interpretations 2.4 Study the work of others to stimulate own conceptual and technical skills 2.5 Explore and use technology where appropriate to expand own practice
3. Evaluate own work	3.1 Seek and apply constructive criticism from relevant people to improve own work 3.2 Evaluate work against planned strategy for developing own arts practice 3.3 Consider place of own work in relation to other installation artists 3.4 Adjust processes, techniques and practice as necessary to improve technical, conceptual and commercial outcomes
4. Pursue work opportunities	4.1 Identify sources of information on work opportunities 4.2 Identify industry networks and promotional opportunities 4.3 Develop promotional material about self for distribution as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
communication skills to: critique and discuss industry issues discern and listen to advice from others use industry and community networks as sources of information initiative and enterprise to: explore ideas and integrate new approaches and techniques into own arts practice develop material about self that projects a positive image of own capabilities learning skills to develop own style or voice literacy skills to interpret a broad range of information relevant to own area of arts practice research skills to access information relating to trends, emergent technologies, work opportunities and career planning technology skills to access and download information from the internet
Required knowledge
information and resources available to develop self as artist trends in own area of arts practice work, ideas and techniques of well-regarded practitioners in own area of arts practice theoretical and historical contexts relevant to own area of arts practice intellectual property issues and legislation associated with own area of arts practice sustainability considerations for creative practice in the relevant context OHS procedures in relation to own area of arts practice

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: apply planned strategies to refine skills in own area of arts practice demonstrate work practice that develops own style through exploring and experimenting with new ideas in making and/or interpreting work use discussion and evaluation opportunities to inform and develop own technical and conceptual skills.
Context of and specific resources for assessment	Assessment must ensure access to: an environment where technical and conceptual skills can be developed and enhanced over time resources relevant to area of arts practice.
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 observation of the candidate developing and enhancing technical skills written or oral questioning to test knowledge of professional development strategies review of audio or video recordings of performances by candidate case studies to assess candidate’s ability to research industry issues evaluation of problem-solving activities to assess candidate’s critical thinking skills review of portfolios of evidence review of third-party reports from experienced practitioners. Assessment methods should reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities and people who 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.

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.

Strategies may include:	experimenting with techniques exploring capabilities of materials, tools and equipment identifying and using a range of industry networking opportunities participating in professional development and other learning opportunities participating in relevant associations personal or group practice time undertaking training courses working effectively with mentors or coaches.
Arts practice skills may relate to:	craft: glass jewellery wood design: costume graphic industrial interior sets and scenery live performance: acting circus arts dance performance art playing of musical instruments singing technical production, such as for: film and television live theatre and events visual arts: ceramics painting photography print making sculpture textiles.
Sources of information may include:	copyright and legal representatives discussions with innovative industry practitioners electronic and print media: articles news reviews employee associations employer listings exhibition catalogues and programs government bodies and associated publications induction kits industry associations industry information sheets internet job advertisements journals libraries and archives other sources of industrial relations information personal observations and experience policy and procedures manuals reference books retail and wholesale suppliers of products and services technical publications union representatives websites word of mouth.
Industry issues may relate to:	audience demographics business operations changing nature of work, including occupations that are disappearing and how they are being replaced changes to the mix of skills and knowledge required in different areas of arts practice intellectual property employment environment and sustainability legislative requirements OHS outcomes of research by industry associations social and political developments teaching practice techniques in chosen area of arts practice technology.
Opportunities to develop own arts practice may include:	competitions conferences events: industry functions conferences trade fairs community activities expositions exhibitions festivals social events floor talks at galleries lectures master classes membership of professional organisations or bodies seminars symposiums visits to workplaces.
Creative thinking techniques may include:	brainstorming: bulletin board buzz session computer-aided sequencing stop and go daydreaming and mental wandering Edward de Bono's Six Thinking Hats graphic organisers: concept fans visual maps webbing lateral thinking games making associations mind mapping morphological analysis storytelling sub-culture surfing trigger words use of metaphors and analogies vision circles visualisation wishful thinking word salads.
Relevant people may include:	agents clients colleagues industry practitioners managers mentors supervisors teachers.
Strategies used to experiment with new ideas involve:	developing folios for appraisal by others extending the possibilities of materials and equipment towards their full potential innovation recording and reviewing own performances to assess effectiveness of experimentation.
Networks may include:	alumni organisations colleagues and teachers consumer organisations professional associations.
Promotional opportunities may include:	applications to funding bodies competitions exhibitions listings on industry websites performances product launches.
Promotional material may include:	audio recordings catalogues leaflets portfolios resumés text and images for websites video recordings.

Unit Sector(s)

Industry capability – professional practice

CUVPRP502A Prepare for sustainable professional practice

Modification History

Version	Comments
CUVPRP502A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to establish professional practice goals and to determine how practice can be developed in a sustainable way. A sustainable practice is one that takes account of all aspects of sustainability – individual, social, environmental and economic.

Application of the Unit

Professional practitioners across all sectors and areas of expertise must consider the sustainability of their practice.

At this level, an individual is beginning the journey of establishing a professional practice. This is a largely self-directed activity, but may involve some mentoring and guidance as required.

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. Develop own practice goals	1.1 Reflect on professional goals and aspirations in the context of chosen area of practice 1.2 Identify and make contact with key people to support individual reflection 1.3 Evaluate factors that affect contemporary practice in chosen area, including specific opportunities 1.4 Question self and others about future directions for practice 1.5 Look for opportunities and ideas beyond the obvious 1.6 Develop goals that take account of individual personal circumstances 1.7 Make decisions about overall practice direction, based on reflection and research
2. Identify key sustainability issues	2.1 Identify and investigate the key components of sustainable professional practice in chosen area of work 2.2 Evaluate current practice and determine opportunities to enhance sustainability 2.3 Research and collate information to support future professional practice
3. Take action to develop sustainable individual practice	3.1 Develop practical and innovative strategies to enhance sustainability of practice 3.2 Develop and nurture own professional networks 3.3 Engage in sustainable work practices in all areas of activity 3.4 Recognise and integrate the idea of lifelong learning into practice 3.5 Engage in ongoing collaboration with peers and others 3.6 Challenge and refine own ideas and strategies for developing professional practice

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
communication skills to collaborate with others on practice development issues critical thinking and analytical skills to reflect on complex issues and make judgements and decisions about those issues initiative and enterprise skills to develop new ideas for developing sustainable practice learning and self-management skills to engage in and commit to an ongoing process of professional development and lifelong learning literacy skills to interpret varied information dealing with complex issues from a range of sources numeracy skills to investigate issues around financial viability of own practice planning and organising skills to develop and action strategies for overall practice development problem-solving skills to adjust to constraints and limitations technology skills to use the internet as a research tool
Required knowledge
professional context for a given area of practice in terms of opportunities and constraints tools, techniques and strategies used by practitioners to build sustainable practice professional opportunities in own area of practice, across other areas of related practice and across the business and community more generally intellectual property issues and legislation and how they impact on the operation of a professional practice key aspects of individual, social, economic, environmental sustainability, and how they impact on a particular area of practice

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: develop realistic goals for own practice grounded in research and reflection develop a set of actions to enhance the sustainability of individual practice apply knowledge of key aspects of individual, social, economic and environmental sustainability.
Context of and specific resources for assessment	Assessment must ensure 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: evaluation of presentation or documentation prepared by the candidate detailing goals and plans to achieve a sustainable practice questioning and discussion about candidate’s professional plans participation in discussions with the candidate and others about sustainable practice in a given area review of portfolios of evidence review of third-party reports from experienced practitioners. 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.

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.

Goals and aspirations may relate to:	creative impulse desire for collaboration exhibition or performance ambitions employment within public or private organisations income lifestyle locations for work professional credibility professional networks self-employment status.
Key people may include:	community Elders family members mentors peers potential customers potential employers professional associations recruitment agencies teachers.
Factors that affect contemporary practice may be:	buying trends current concerns in the community economic ideological impacts of technology on practice lifestyle trends location of practice political climate social issues.
Questions may be:	am I good enough? does my family life support my aspirations? how do other creative practitioners do this? how much money do I need? how quickly do I want to achieve it? what are the opportunities in my local market? what do I need to learn now and over time? what do I want to achieve? who do I need to talk to?
Opportunities beyond the obvious may include opportunities:	across disciplines and genres in community service or health contexts in industries across the full spectrum of the economy involving collaboration with professionals in different sectors using new and emerging materials and technologies.
Individual personal circumstances may relate to:	availability of time for developing practice ability to further develop skills family obligations financial needs geography and location health lifestyle objectives scope of existing skills work / life balance.
Key components of sustainable professional practice are:	economic: financially viable job opportunities sound financial management environmental: effective use of physical resources minimisation of waste protection of the physical environment use of alternative materials and processes human: lifelong learning own professional development personal health and nutrition safety of self stress management social: acknowledgment of the intellectual property of others legal activity community engagement safety of others social responsibility, such as taxation.
Opportunities to enhance sustainability may include:	additional safety measures in work space adopting new technology as a habit applying for grants applying for employment with arts organisations establishing new networks greater collaboration with others further study and skill development identifying philanthropic opportunities improved nutrition improved marketing and promotion effective financial management systems seeking assistance from experts setting up shared studio space.
Information may include:	business planning advice ideas, self-generated or from others industry publications marketing advice promotional ideas taxation information training opportunities.
Collaboration may involve:	engaging in professional networks participating in a community of practice sharing ideas and information working on joint projects.

Unit Sector(s)

Industry capability – professional practice

CUVPRP505A Establish and maintain safe professional practice

Modification History

Version	Comments
CUVPRP505A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to determine and respond effectively to broad and specific safety requirements for a professional practice.

Application of the Unit

Professional practitioners across all sectors and areas of expertise are responsible for the management of safety. This unit applies to those who may be sole practitioners, or those who work in collaborative teams. For those employed in organisations, OHS units from BSB07 Business Services Training Package may be more appropriate.

At this level, the practitioner applies a self-directed approach to ensuring safety.

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. Determine OHS requirements for professional practice	1.1 Research key features of legislation that apply to professional practice 1.2 Source and evaluate practice-specific codes, standards and guidelines that affect the management of safety in the relevant work environment 1.3 Develop systems and procedures for effective integration of OHS in practice management 1.4 Evaluate the role of others in practice safety and ensure appropriate involvement
2. Manage hazards and risks	2.1 Assess existing and potential hazards and risks specific to the area of practice using relevant methods, templates and tools 2.2 Apply established processes for assessing and controlling hazards and risks according to OHS legislation and codes of practice 2.3 Adopt and monitor procedures for risk assessment and control 2.4 Develop and maintain current and accurate documentation to support hazard and risk management 2.5 Address the issues of hazard identification, risk assessment and control at the planning, design and evaluation stages of any change in the workplace to ensure that new hazards are not created
3. Monitor and enhance safety of the practice	3.1 Maintain currency of OHS knowledge relevant to own area of practice 3.2 Proactively identify sources of information and professional development opportunities relating to safety 3.3 Integrate current and emerging ideas and technologies into own practice

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
communication skills to clearly articulate and document OHS requirements critical thinking skills to analyse and respond to specific OHS requirements learning and self-management skills to engage in ongoing professional development about safety issues literacy skills to interpret complex materials describing general and specific regulatory requirements for OHS numeracy skills to work with specific types of risks where control measures involve calculations, measurements and estimation planning and organising skills to develop and action safety management strategies problem-solving skills to develop responses to particular safety challenges
Required knowledge
OHS Acts, regulations and codes of practice, including legal responsibilities of employers, manufacturers, suppliers, employees and other parties with legal responsibilities relevant industry or process-specific safety guidelines as they apply to particular areas of work principles and practices of effective OHS management, including: elements of an effective OHS management system appropriate links to other management systems hierarchy of control measures participation and consultation over OHS incident and accident investigation role of technical information or experts in designing control measures, monitoring systems and health surveillance risk management approach hazards and associated risks that exist in the specific professional practice, including: range of control measures available for these hazards considerations for choosing between different control measures considerations regarding when to seek expert advice potential impacts of not addressing hazards and risks in the specific area of practice organisational OHS management systems, policies and procedures necessary to ensure OHS regulatory compliance for any professional practice, including systems and procedures for: communicating about OHS consulting about and participating in OHS management where relevant identifying and reporting on hazards assessing risks controlling risks monitoring risk control measures reporting on financial, technical and other resource needs responding to and dealing with hazardous events OHS training OHS record keeping and collection, and use of OHS related data other organisational systems, policies and procedures relevant to OHS management, including: business planning, especially new technology and organisational change purchasing maintenance training consultation where relevant

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: analyse the needs of a particular practice and develop a set of systems, procedures and practices to support safety in that context apply knowledge of key safety issues, including specific hazards and risks in the relevant area of practice apply knowledge of general OHS legislation and specific codes, standards or guidelines that apply to the particular work context.
Context of and specific resources for assessment	Assessment must ensure access to: general and practice-specific OHS 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: evaluation of presentation or documentation prepared by the candidate detailing safety systems, procedures and practices to achieve a safe practice evaluation of reports prepared by the candidate detailing how OHS policies, systems and procedures were established and monitored in a given project participation in discussions with the candidate and others about safety issues in a given area oral or written questioning about OHS legislation and practice-specific issues review of portfolios of evidence review of third-party reports from experienced practitioners. 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.

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.

Key features of legislation relate to:	common law duties to meet general duty of care requirements regulations and approved codes of practice relating to hazards in the work area requirements for establishing consultative arrangements, including those for health and safety representatives, and health and safety committees requirements for effective management of hazards requirements for provision of information and training, including training in safe operating procedures, procedures for workplace hazards, hazard identification, risk assessment and risk control, and emergency and evacuation procedures requirements for the maintenance and confidentiality of records of occupational injury and disease.
Work environment may be:	field location office interior or exterior site performance venue studio workshop.
Methods, templates and tools may include:	methods: conduct of site safety audits creation and completion of safety checklists investigation of accidents and incidents regular inspections templates and tools: created by industry associations developed by suppliers and manufacturers developed by OHS authorities self-designed.
Established processes may include:	four step hierarchical process for risk assessment: identifying the injury or illness consequences that could result from the hazard determining the exposure to the hazard estimating the probability that an incident or injury will occur determining an overall risk level for the identified hazard five step hierarchical process for controlling risk: substituting a system of work or equipment with something safer isolating the hazard introducing engineering controls using personal protective equipment (PPE) implementing combined control methods to minimise risk.
Documentation may include:	material safety data sheets (MSDS) technical data sheets (TDS) equipment safety data (ESD) sheets MSDS labels for decanted materials tools and equipment operating manuals process manuals workplace floor plans, including details on: emergency exits electrical supply water and gas storage and plumbing hazardous chemicals storage equipment shutdown procedures.
Hazards may relate to:	environment: cleanliness moisture noise pollution, including dust, fumes and vapours temperatures workplace design equipment: machinery tools materials: chemicals gases raw materials, both man-made and natural people: ergonomics failure to monitor ignorance lack of systems taking short cuts unsafe work practices.

Unit Sector(s)

Industry capability – professional practice

CUVPUA501A Create works of art for public spaces

Modification History

Version	Comments
CUVPUA501A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to develop ideas for public art and experiment with various techniques and media to produce art for public spaces.

Application of the Unit

Public art is art in any media that has been planned and executed with the specific intention of being sited or staged in the public domain. The term public art is especially significant within the art world, amongst curators, commissioning bodies and practitioners of public art, to whom it signifies a particular work practice, often with implications of site specificity, community involvement and collaboration.

Experienced artists usually create public art. At this level, the artist may already be skilled in one or more art forms and is exploring and experimenting specifically to create work for public spaces. Work is either independent or collaborative with some mentored guidance as required.

More complex skills associated with the professional aspects of completing a public art project are covered in the unit CUVPUA601A Realise a public art project.

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. Develop ideas for public artworks	1.1 Identify and explore a broad range of information relevant to public art 1.2 Critically evaluate findings in the context of own practice and the work of others 1.3 Collaborate with relevant people about public art projects 1.4 Evaluate potential or actual sites and the practical and creative relationships between site and work 1.5 Consider practical and organisational issues associated with public art 1.6 Confirm ideas for public art based on research, reflection and collaboration
2. Experiment with techniques and media for integration in public art	2.1 Explore and experiment with a broad range of advanced techniques and materials, tools and equipment to achieve different effects 2.2 Take account of safety and sustainability considerations associated with the use of different techniques and media 2.3 Research, adapt and use relevant ideas and approaches with consideration of intellectual property requirements
3. Establish and organise resources for public artwork	3.1 Assess specific resource requirements that arise from the use of techniques and experimental approaches 3.2 Research and evaluate costs and other constraints that may impact on work 3.3 Research and access sources of supply 3.4 Organise and maintain resources according to safety and other workplace or project requirements
4. Create the work	4.1 Realise public artwork using techniques and media selected from research and experimentation 4.2 Evaluate and respond to the potential for change as work progresses 4.3 Develop own ways of working to create individual style 4.4 Identify and resolve technical problems in projects based on developing expertise 4.5 Establish and follow safe work practices throughout the production of the public artwork
5. Evaluate own work	5.1 Regularly review work in progress in the context of personal, professional and artistic objectives 5.2 Identify and respond to opportunities for refinement and re-thinking 5.3 Evaluate the work process in terms of its efficiency and effectiveness 5.4 Evaluate finished work in terms of its coherence with the project concept, technical resolution and suitability for intended purpose

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication and teamwork skills to:

engage in critical discourse about creative objectives

work collaboratively with others on the production of public art

initiative and enterprise skills to:

experiment with techniques to produce effects that enhance the final work

apply critical thinking and analytical skills when developing ideas for public art

learning skills to:

refine and improve a range of techniques

evaluate quality of own work and identify ways to enhance own practice

literacy skills to interpret information and material about the work of other artists involved in the production of public art

numeracy skills to evaluate resource costs

self-management and planning skills to:

undertake research to inform experimentation in public art

plan work tasks so that all deadlines are met

technical skills to evaluate, adapt and integrate a range of public art techniques

technology skills to search the internet for information to assist with the development of public art.

Required knowledge

different types of public art

factors that affect the relationship between public artworks and the sites where they are located

different roles and responsibilities of people typically involved in public art

practical and organisational considerations for different types of public art

historical and theoretical contexts for public artwork and how they may be used to inform own ideas for work

legislative requirements for development approval or building consent

elements and principles of design and how they may be used, adapted and challenged in the creation of work

intellectual property issues and legislation associated with public artwork

sustainability considerations for public art in relation to different types of project and sites

typical safety issues that apply to the creation of public art.

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: produce examples of resolved public artwork that show well-developed command of selected techniques, processes and materials apply knowledge of the particular issues that need to be considered in creating works of art for public spaces.
Context of and specific resources for assessment	Assessment must ensure access to: a space/location in which to install and exhibit public art relevant tools, materials and equipment.
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 observation of the work in progress, including exploration of, and experimentation with, techniques evaluation of technical execution of work produced by the candidate evaluation of the work documentation questioning and discussion about candidate’s intentions and the work outcome review of portfolios of evidence review of third-party reports from experienced practitioners. 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: CUVACD506A Refine 2-D design ideas and processes CUVACD507A Refine 3-D design ideas and processes refine technique specialisation units investigate materials and processes specialisation units.

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.

Public art:	may consist of work that is: devised by an individual artist the outcome of a community development process the result of a collaboration between artists may involve: animation architectural forms digital and video work ephemeral art floor pieces incorporation of the natural environment light work murals sculptures in time and space site-specific work sound work textile installations use of water wall pieces.
Relevant people may include:	clients colleagues industry practitioners local government personnel managers mentors performers representatives from commissioning body supervisors volunteers.
Practical and organisational issues may relate to:	client and user expectations environment in which public art will be viewed local government and planning authority regulations materials quality of final product timelines tools weather considerations.
Research may involve:	approaching individuals with relevant expertise attending lectures and talks conducting community consultation conducting material and technical experiments and tests establishing a management plan identifying and investigating a range of public artworks searching the internet seeking out information in books, journals and newspapers visiting exhibitions, museums and theatres.
Safety and sustainability considerations may include:	audience safety federal, state and territory legislation, regulations and standards need for a conservation plan personal protection recycling requirements to seek approval or permission safe disposal of waste.
Intellectual property requirements may relate to:	copyright laws design licensing regulations extent to which the work may be used form of acknowledgement or credit moral right laws procedures for seeking permission to use the work of others, including systems for the administration of copyright protocols for the adaptation of work by others trademarks regulations.
Cost and other constraints may relate to:	availability of materials and tools budgeting geography or location requirements for development or building consent sponsorship timeframe weather.
Sources of supply may include:	commercial outlets found objects and materials manufacturing or factory waste nature.
Opportunities for refinement and re-thinking may relate to:	collaboration ideas materials processes techniques workflow.
Efficiency and effectiveness may relate to:	aesthetic quality of the work completion on budget completion on time positive or negative impact on own health success in communicating ideas technical standard of work.
Coherence with the project concept may relate to:	connection of ideas within the work connections or divergence in process between initial concept and final product materials processes techniques.

Unit Sector(s)

Visual communication – public art

CUVPUB501A Develop and manage public relations strategies

Modification History

Version	Comments
CUVPUB501A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to develop and implement plans for public relations activities within an organisation.

Application of the Unit

The skills and knowledge outlined in this unit are relevant to owner/managers of small businesses, departmental managers within organisations and marketing personnel.

At this level individuals are working independently and are expected to apply theoretical concepts in a broad range of contexts, which involve contingency planning and devising solutions to unpredictable problems.

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. Generate organisational identity consistent with organisation’s vision	1.1 Collect and analyse internal and external information relevant to the development of public relations strategies 1.2 Review the organisation’s core activities, business values and current business direction to identify potential images and messages 1.3 Identify and consult with key stakeholders about public relations issues
2. Prepare public relations plans or strategies	2.1 Identify target groups for public relations activities 2.2 Identify and select strategies that enhance and promote the organisation’s identity to target groups 2.3 Identify and plan for the range of potential situations and reactions to which the organisation may need to respond 2.4 Incorporate legal and ethical considerations into the planning process 2.5 Provide timely opportunities for colleagues to contribute to public relations planning 2.6 Negotiate changes to plans as required 2.7 Submit public relations plans for approval according to organisational policy as required
3. Manage the implementation of public relations plans	3.1 Define and clearly communicate all aspects of public relations plans to others involved in the public relations activities 3.2 Implement and monitor actions detailed in plans and take action to rectify anything that has the potential to impact negatively on activities 3.3 Produce public relations reports according to organisational policy 3.4 Share public relations information with colleagues to maintain awareness of current direction and priorities of organisation
4. Evaluate and review public relations plans	4.1 Establish appropriate mechanisms to obtain feedback about public relations activities and strategies 4.2 Evaluate public relations activities using agreed methods and benchmarks 4.3 Make adjustments according to feedback and evaluation 4.4 Communicate and implement agreed changes

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

relate to people from diverse backgrounds and people with diverse abilities

discuss issues around public relations activities with a range of stakeholders

negotiate changes to public relations strategies in a constructive manner

brief colleagues about public relations activities

initiative and enterprise skills to:

devise public relations activities that best suit target groups

anticipate and manage risks to public relations activities

literacy skills to:

interpret a range of complex material

write reports and strategic materials

planning and organising skills to:

organise information in a logical way when producing public relations plans and reports

manage projects and processes

research skills to obtain necessary background information to assist with the development of public relations plans and strategies

technology skills to:

use a range of office equipment and software to produce public relations plans and reports

make effective use of the internet for research purposes.

Required knowledge

public relations context for the organisation, including ways in which similar organisations generate and promote their identity

ways in which public relations link to other aspects of marketing and management

issues and challenges that can arise in the context of developing and managing public relations strategies

structure and functions of a range of print and electronic media

planning techniques and formats in relation to public relations

formats, features and uses of different public relations resources

legal issues that specifically impact on public relations practice

intellectual property issues and legislation that impact on public relations activities.

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: develop a public relations plan for a specific organisation or area of an organisation work collaboratively with others on the development and implementation of public relations activities apply knowledge of public relations protocols, resources and activities.
Context of and specific resources for assessment	Assessment must ensure access to: an organisation for which public relations activities could be planned materials, resources and equipment needed to research public relations campaigns and media opportunities.
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: evaluation of a public relations plan developed by the candidate role play or simulation and practical activities to assess candidate’s consultation and communication skills and ability to interact with the media questioning and discussion about case studies, plans and strategies review of portfolios of evidence review of third-party reports from experienced practitioners. 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.

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.

Internal and external information may relate to:	business plans community activities competitor organisations current industry trends and developments current market conditions financial plans government activities legal environment marketing plans.
Public relations strategies may be for:	a department a program of events a single event a specific product or service an organisation.
Images and messages may relate to:	nature of products and services: exhibitions performances sale operational style: efficient ethical fair responsive relationship to public: leading edge responsive service provision: access hours of operation range of facilities services stylistic direction: classical contemporary folk indigenous innovative international track record of organisation visual identity: colour logo public appearance signage.
Stakeholders may include:	funding bodies patrons promoters representatives from boards and committees associated with organisation sponsors staff visitors.
Target groups may include:	audiences event organisers funding bodies media representatives: directors journalists editors producers patrons promoters related businesses sponsors staff suppliers vendors visitors volunteers.
Potential situations may include:	capitalising on favourable publicity minimising the impact of unfavourable press responding to unforeseen operational issues, such as: accidents shortages unprecedented or overwhelming support or attendance.
Legal and ethical considerations may relate to:	codes of practice cultural expectations and influences legislation social responsibilities.
Aspects may include:	budgets priorities responsibilities risks target groups timelines.
Feedback mechanisms may include:	consultation with colleagues direct questioning formal/written feedback measurements of level of support: attendance patronage sponsorship media monitoring.
Public relations activities may relate to:	charitable support cocktail parties direct advertising gifts guest appearances launches membership and loyalty programs openings sponsorship websites.

Unit Sector(s)

Business development – public relations

CUVRES201A Source and use information relevant to own arts practice

Modification History

Version	Comments
CUVRES201A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to source information on history and theory relevant to one’s own area of creative work.

Application of the Unit

People developing their skills in any area of arts practice apply the skills and knowledge described in this unit. The effectiveness of any arts activity is enhanced when supported by an understanding of the history and theory associated with its genre, style or medium. Supervision and guidance would usually be provided.

More complex skills associated with applying historical and theoretical knowledge to own arts practice are covered in the unit CUVRES301A Apply knowledge of history and theory to own arts practice.

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. Locate information	1.1 Identify and access relevant sources of information on history and theory relevant to own arts practice 1.2 Check the credibility and reliability of information sources with appropriate people 1.3 Comply with copyright and cultural requirements when accessing information 1.4 Gather and organise information systematically
2. Review information	2.1 Review information as it relates to arts practice in general and to own area of work 2.2 Select information relevant to own area of work 2.3 Use information in a culturally appropriate way to enhance own arts practice
3. Update and maintain information sources	3.1 Update information sources on a regular basis 3.2 Store information in an easily accessible format 3.3 Share information with others 3.4 Use feedback from others to improve future information collection processes

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to share information with colleagues and peers

initiative and enterprise skills to identify areas of own arts practice that could be enhanced by applying knowledge of history and theory

learning skills to keep up-to-date with information relevant to own arts practice

literacy skills to read and understand relevant sources of information

planning and organising skills to:

collect and review information on a given topic

maintain filing and information retrieval systems

technology skills to access and download information from the internet.

Required knowledge

sources of information on history and theory for arts practice and own area of arts practice

techniques for organising information relating to history and theory and applying this information to own area of work

protocols to be observed when gathering information of a culturally sensitive nature

intellectual property issues and legislation as they relate to using information in own work.

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: source information about history and theory relevant to own area of work maintain currency of information.
Context of and specific resources for assessment	Assessment must ensure access to: a range of relevant and current information sources appropriate technology to source and collect 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: review of case studies prepared by the candidate to assess ability to apply collected information to own arts practice oral or written questioning about information sources and different aspects of history and theory review of portfolios of evidence review of third-party reports from experienced practitioners. 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: BSBCRT101A Apply critical thinking techniques CUFIND201A Develop and apply creative arts industry knowledge.

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.

Sources of information may include:	audio film images internet journal articles objects oral histories performances stories texts: cultural historical religious scientific spiritual technical or medium-specific information video.
Information may relate to:	aesthetics criticism cultural issues gender and identity issues histories of art, craft and design histories of performances or presentations and related skills land and place new technologies politics spiritual concerns world histories.
Arts practice may include:	arts administration dance design entertainment interactive digital media music photo imaging visual arts and craft writing.
Appropriate people may include:	content experts copyright representatives current industry practitioners industry association representatives information professionals, such as librarians and museum staff mentors teachers.
Ways to organise information may involve:	collecting diagrams compiling charts constructing mind maps sketching storing information in a range of formats, such as: diaries electronic and hard copy files scrapbooks.
Ways to enhance own arts practice may involve:	applying knowledge of: current trends historical developments in a particular area work of artists generally work of others in a particular field.

Unit Sector(s)

Knowledge management – research

CUVRES301A Apply knowledge of history and theory to own arts practice

Modification History

Version	Comments
CUVRES301A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to review information on history and theory and apply that knowledge to one’s own work.

Application of the Unit

People working in all areas of arts practice apply the skills and knowledge described in this unit. The effectiveness of any creative work is enhanced if supported by an understanding of the history and theory associated with its genre, style or medium.

At this level, the individual uses evaluation skills and applies some judgement and autonomy to the research process.

More complex skills associated with undertaking historical and theoretical research are covered in the unit CUVRES401A Research history and theory to inform own arts practice.

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. Maintain and develop knowledge of history and theory	1.1 Monitor relevant sources of industry information based on areas of interest, work and learning 1.2 Develop processes to review and maintain knowledge of history and theory relevant to own arts practice in consultation with appropriate people
2. Evaluate information	2.1 Evaluate information gathered from a range of sources for possible relevance to own arts practice 2.2 Extract and evaluate key ideas relevant to own arts practice 2.3 Use information in a culturally appropriate way in own arts practice
3. Apply information to own arts practice	3.1 Formulate own ideas on specific ways in which information may be used in own arts practice 3.2 Integrate ideas into the development of own arts practice 3.3 Discuss application of knowledge of history and theory with appropriate people and incorporate feedback and ideas as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to discuss ideas with colleagues and peers

critical thinking skills to make connections between own arts practice and historical and theoretical information that has been gathered

literacy skills to review and evaluate relevant sources of information on history and theory for integration into own arts practice

planning and organising skills to collect and review information on a given topic

self-management skills to work to personal goals

technology skills to access and download information from the internet.

Required knowledge

sources of information on history and theory relevant to own arts practice

theoretical and historical contexts relevant to own arts practice, including work of other artists

ways in which history and theory may be used in the development of own arts practice

techniques for organising information to enhance own arts practice

intellectual property issues and legislation in relation to the use of information and ideas in own work.

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: review a range of information and evaluate its relevance to own arts practice apply knowledge of history and theory to own arts practice.
Context of and specific resources for assessment	Assessment must ensure access to: a range of relevant and current information services appropriate technology to collect, download and store 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: review of case studies prepared by the candidate to assess ability to review information for application to different work contexts questioning and discussion around the candidate’s intentions and the work outcome review of portfolios of evidence review of third-party reports from experienced practitioners. 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: BSBCRT301A Develop and extend critical and creative thinking skills CUFIND201A Develop and apply creative arts industry knowledge.

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.

Sources of information may include:	audio film images internet journal articles objects oral histories performances stories technical or medium-specific information texts: cultural historical religious scientific spiritual video.
Information may relate to:	aesthetics criticism cultural issues gender and identity issues histories of art, craft and design histories of performances or presentations and related skills land and place new technologies politics spiritual concerns world histories.
Arts practice may include:	arts administration dance design interactive digital media music photo imaging visual arts and contemporary craft writing.
Appropriate people may include:	clients content experts copyright representatives current industry practitioners industry association representatives information professionals, such as librarians and museum staff mentors teachers.
Ways to evaluate ideas and concepts may involve:	comparing considering constraints or parameters of key ideas and concepts considering merit contrasting discussion and debate reflecting.
Ideas may relate to:	cultural traditions elements and principles of design technical characteristics and qualities of specific work by others in own area of arts practice relationship of the work to a theoretical and historical context subject matter or theme relevant to work in own area of arts practice, such as: identity land and place political, cultural and social issues the body spiritual concerns.
Ways in which information may be used may relate to:	current trends in practice deliberate contrast with current trends shared philosophies with other artists use of contrasting techniques use or adaptation of particular techniques.

Unit Sector(s)

Knowledge management – research

CUVRES401A Research history and theory to inform own arts practice

Modification History

Version	Comments
CUVRES401A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to research history and theory for application to artistic practice.

Application of the Unit

People working in all areas of arts practice apply the skills and knowledge described in this unit. The effectiveness of any creative work is enhanced if supported by a well-developed understanding of the history and theory associated with its genre, style or medium.

At this level, conclusions drawn from research may involve challenging different points of view as part of the process of developing one’s own creative voice. Research activity is largely independent with some guidance as required.

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. Research history and theory	1.1 Discuss research ideas with appropriate people and identify implications for own arts practice 1.2 Identify and explore potential new and alternative sources of information that could be relevant to own arts practice 1.3 Use formal and informal research techniques appropriately to access information 1.4 Organise research materials and findings for current and future use
2. Link research to own arts practice	2.1 Evaluate information in the context of own arts practice and the work of others 2.2 Assess ways in which different aspects of history and theory may be used, adapted and challenged 2.3 Distil key themes, messages and positions to assist in clarity of thought 2.4 Develop conclusions on research findings in consultation with appropriate people as required
3. Update and maintain knowledge of trends in own arts practice	3.1 Identify and use opportunities to update and expand own knowledge of history and theory 3.2 Incorporate and integrate knowledge into own arts practice 3.3 Seek feedback on the quality of research methodology and outcomes and note areas for future improvement

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to engage in discussions about history and theory relevant to own arts practice

critical thinking skills to analyse and interpret complex and varied references

initiative and enterprise skills to make connections between own arts practice and conclusions drawn from research

learning skills to continually monitor sources of information to expand knowledge base

literacy skills to interpret and summarise information and research findings

planning and organising skills to document and store research findings in a way that enables easy access in the future

technology skills to access and download information from the internet.

Required knowledge

sources of information about history and theory relating to own arts practice and the work of others

information-organisation practices and how they can be applied to own arts practice and the practices of others

intellectual property issues and legislation and how they relate to the use of information in own arts practice.

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: use research and critical thinking techniques to evaluate information and distil key themes and ideas apply knowledge of historical and theoretical references to own arts practice.
Context of and specific resources for assessment	Assessment must ensure access to: a range of relevant and current information services appropriate technology to collect, download and store 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: evaluation of presentation or documentation prepared by the candidate explaining research processes and how issues surrounding history or theory have been incorporated into work review of case studies prepared by the candidate to assess ability to apply collected information to own arts practice questioning and discussion about candidate’s intentions and the work outcome review of portfolios of evidence review of third-party reports from experienced practitioners. 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: BSBCRT401A Articulate, present and debate ideas.

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.

Appropriate people may include:	clients content experts copyright representatives current industry practitioners industry association representatives information professionals, such as librarians and museum staff mentors teachers.
Arts practice may include:	arts administration dance design interactive digital media music photo imaging visual arts and contemporary craft writing.
Ways to explore may involve:	attendance at performances interviews with innovative arts practitioners participation in performances visits to: trade fairs galleries special events, such as biennial exhibitions laboratories.
Sources of information may include:	archives audio film images internet journal articles objects oral histories performances stories technical or medium-specific information video texts: cultural historical religious scientific spiritual.
Information may relate to:	aesthetics criticism cultural issues gender and identity issues histories of art, craft and design histories of performances or presentations and related skills land and place new technologies politics spiritual concerns world histories.
Ways to organise information may involve:	collecting diagrams compiling charts constructing mind maps sketching storing information in a range of formats, such as: diaries electronic and hard copy files scrapbooks.
Ways to evaluate information may include:	comparing considering merit contrasting critiquing discussion and debate reflecting.
Key themes, messages and positions may include:	essence of the idea or concept influences on the idea or concept problems and challenges with the idea or concept reasons why the idea or concept should be supported relationship of idea or concept to: established tradition or practice new and emerging technology selling a creative team selling creative ideas self-promotion as a creative person way the idea or concept was developed who had developed the idea or concept and why.

Unit Sector(s)

Knowledge management – research

CUVRES502A Analyse cultural history and theory

Modification History

Version	Comments
CUVRES502A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to research, analyse and debate cultural history and theory, and to use those processes to develop individual approaches to creative work.

Application of the Unit

People working across all cultural sectors enrich their professional practice through their understanding of cultural history and theory.

This unit may also apply to individuals working much more broadly in business and community roles.

History and theory may cover a particular period of time, a particular area of cultural practice, a particular social issue, or be broader in nature.

At this level, a person engages in a largely independent research process that begins to inform practice at a professional level. The research may be guided by others in terms of its scope and objectives.

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. Select a focus for cultural research	1.1. Select a focus for research in consultation with others based on individual needs and perspectives 1.2. Make an initial determination of the information and ideas to be sought 1.3. Challenge own assumptions and preconceptions about the research process and potential information sources 1.4. Select relevant historical and contemporary sources for investigation
2. Conduct critical analysis	2.1. Seek out and compare the critical views of others in chosen area of inquiry 2.2. Investigate issues around the historical and contemporary production, interpretation, promotion and consumption of culture 2.3. Allow the process of analysis to take exploration of issues in new and unintended directions
3. Discuss cultural history and theory	3.1. Develop substantiated opinions and ideas about cultural history and theory 3.2. Make informed contributions to discussions of cultural history and theory 3.3. Encourage and participate in open and constructive discussion
4. Develop own practice from research	4.1. Determine potential for integration of research findings into own work 4.2. Relate cultural history and theory to professional practice issues 4.3. Recognise connections and associations between history and theory and contemporary cultural practice 4.4. Develop ideas about how research might impact on or enrich own professional practice and its future direction

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to participate in debate and discussion of cultural history and theory

critical thinking skills to analyse information and develop substantiated positions about cultural history and theory

initiative and enterprise skills to use, challenge and adapt research to develop own professional practice

literacy skills to interpret varied information sources dealing with at times complex ideas

learning and self-management skills to use the research process as a professional development tool

planning and organising skills to set up and undertake a research process.

Required knowledge

ways of selecting a meaningful individual research focus

opportunities offered by cultural history and theory in terms of value to a developing professional practice in the arts and in the broader community

intellectual property issues and legislation and how they relate to the research process.

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: select an appropriate research focus analyse cultural ideas and information and develop substantiated positions to support professional practice participate in informed discussion of cultural history and theory.
Context of and specific resources for assessment	Assessment must ensure access to: a range of cultural history and theory information sources.
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: evaluation of presentation or documentation prepared by the candidate explaining research processes and how issues surrounding history and theory have been incorporated into work evaluation of case studies to assess ability to research and use different types of information evaluation of the candidate’s cultural literacy skills and ability to recognise, review and analyse different cultural productions, artworks, artistic values, artists, performers or authors questioning and discussion about candidate’s intentions and the work outcome review of portfolios of evidence review of third-party reports from experienced practitioners. 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.

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.

Individual needs and perspectives may be influenced by:	art form focus commercial aspirations or requirements discussions and ideas of others materials and processes presence of a multidisciplinary focus previous research techniques used in own practice.
Assumptions and preconceptions may relate to:	different cultural responses to research how information is presented level of formality required in the research process own preconceptions preconceptions of others what types of research are acceptable where to find information.
Historical and contemporary sources may include:	artworks commercial brief critical writing events exhibitions experiences of self or others films images internet music objects other people performances presentations printed texts technical information.
Others may include:	arts critics other artists peers teachers.
New and unintended directions may be those which:	challenge preconceptions about work process and outcomes generate completely new ideas lead the individual to work in a different medium take the individual back to earlier ideas.
Substantiated opinions and ideas are:	grounded in appropriate research the result of rational and logical thought subjected to the analysis of others (e.g. peer review) supported by relevant information.
Integration of research findings may relate to:	design strategies genres ideas and themes materials media motifs processes styles techniques technologies.
Professional practice issues may relate to:	marketing and promotion of work need for collaboration need for further research and development time new opportunities.

Unit Sector(s)

Knowledge management – research

HLTFA201A Provide basic emergency life support

Modification History

Unit Descriptor

This unit of competency describes the skills and knowledge required to recognise and respond to life threatening emergencies using basic life support measures only

Application of the Unit

The skills and knowledge described here enable a first aider to provide an initial response to an emergency in line with practised actions and Australian Resuscitation Council (ARC) Guidelines and/or state/territory regulations, legislation and policies and accepted industry guidelines

Application should be contextualised as required to reflect workplace and community requirements relating to specific risks and hazards and associated injuries

Licensing/Regulatory Information

Pre-Requisites

Employability Skills Information

The required outcomes described in this unit of competency contain applicable facets of Employability Skills

The Employability Skills Summary of the qualification in which this unit of competency is packaged will assist in identifying Employability Skill requirements

Elements and Performance Criteria Pre-Content

Elements define the essential outcomes of a unit of competency.

The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

Elements and Performance Criteria

Elements and Performance Criteria
Element	Performance Criteria
1	Respond in an emergency situation	1.1	Recognise emergency situation and identify hazards to health and safety of self and others
1.2	Minimise immediate risk to health and safety of self, casualty and others by isolating any hazard(s)
1.3	Assess casualty and identify injuries, illnesses and conditions
1.4	Assess the need for assistance
2	Apply identified first aid procedures	2.1	Reassure casualty in a caring and calm manner and make comfortable using available resources
2.2	Determine and explain the nature of casualty's injury/condition and relevant first aid procedures to provide comfort
2.3	Seek consent from casualty or significant other prior to applying first aid management
2.4	Respond to the casualty in a culturally aware, sensitive and respectful manner
2.5	Use identified first aid procedures as required in accordance with established first aid principles, policies and procedures, ARC Guidelines and/or state/territory regulations, legislation and policies and industry requirements
2.6	Use safe manual handling techniques as required
3	Communicate details of the incident	3.1	Request ambulance support and/or appropriate medical assistance according to relevant circumstances and using available means of communication
3.2	Accurately convey assessment of casualty's condition and first aid procedures undertaken to emergency services/relieving personnel
3.3	Calmly provide information to reassure casualty, adopting a communication style to match the casualty's level of consciousness
3.4	Provide reports, where applicable, in a timely manner, presenting all relevant facts according to established procedures
3.5	Maintain confidentiality of records and information in line with privacy principles and statutory and/or organisation policies
4	Evaluate own performance	4.1	Seek feedback from appropriate clinical expert
4.2	Recognise the possible psychological impacts on rescuers of involvement in critical incidents
4.3	Participate in debriefing/evaluation as appropriate to improve future response and address individual needs

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.
Essential knowledge: Basic anatomy and physiology relating to: severe bleeding absence of signs of life: unconscious unresponsive not moving not breathing normally choking/airway obstruction shock First aid procedures for: bleeding control care of unconscious infection control as it relates to standard precautions airway management chest pain casualty with no signs of life shock respiratory distress, including asthma severe allergic reaction Chain of survival How to access emergency response support services/personnel Understanding of the use of an Automated External Defibrillator (AED), including when to use and when not to State/territory regulations, legislation and policies, ARC Guidelines and accepted industry practice relating to currency of skill and knowledge Privacy and confidentiality requirements Duty of care requirements Need to be culturally aware, sensitive and respectful Relevant workplace hazards Own skills and limitations Awareness of stress management techniques and available support
Essential skills: Ability to: Demonstrate first aid casualty management principles: assess and minimise danger check for response maintain casualty's airway, breathing and circulation. Assess vital signs and responses of casualty Demonstrate: safe manual handling of casualty. consideration of the welfare of the casualty correct procedures for CPR on a resuscitation manikin implementation of standard precautions Plan an appropriate first aid response in line with established first aid principles, policies and procedures, ARC Guidelines and/or state/territory regulations, legislation and policies and industry requirements and respond appropriately to contingencies in line with own level of skills and knowledge Call an ambulance and/or medical assistance, according to circumstances and report casualty's condition Identify and minimise hazards to health and safety of self and others in the immediate workplace or community environment Report details of emergency incident and first aid provided

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects of assessment:	Assessment must include demonstrated evidence of specified Essential Knowledge and Essential Skills identified in this competency unit Competence should be demonstrated working individually and, where appropriate, as part of a first aid team. Consistency of performance should be demonstrated over the required range of situations relevant to the workplace or community setting Currency of CPR knowledge and skills is to be demonstrated in line with state/territory regulations, legislation and policies, ARC and industry guidelines
Context and resources required for assessment:	For assessment purposes, demonstration of skills in CPR procedures requires using a model of the human body (resuscitation manikin) in line with Australian Resuscitation Council Guidelines
Access and equity considerations:	All workers in the health industry should be aware of access and equity issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities

Range Statement

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. Add any 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.
Condition of the casualty must include, but is not limited to:	Severe bleeding Absence of signs of life: unconscious unresponsive not moving not breathing normally Choking/airway obstruction Severe allergic reaction
Identified first aid procedures must include:	Cardiopulmonary Resuscitation (CPR) Control severe bleeding Airway management Provide assistance with self-administered medications, such as auto-injector, puffer/inhaler in line with state/territory regulations, legislation and policies and any available medical/pharmaceutical instructions Care of the unconscious person
Resources and equipment may include:	First aid kit Resuscitation mask or barrier Casualty's medication Manikin AED (if available) Auto-injector Puffer/inhaler
A hazard is:	A source or situation with the potential for harm in terms of human injury or ill-health, damage to property, the environment, or a combination of these
Appropriate clinical expert may include:	Supervisor/manager Ambulance officer/paramedic Other medical/health worker

Unit Sector(s)

HLTFA301B Apply first aid

Modification History

Unit Descriptor

This unit of competency describes the skills and knowledge required to provide first aid response, life support, management of casualty(s), the incident and other first aiders, until the arrival of medical or other assistance

Application of the Unit

These skills and knowledge may be applied in a range of situations, including community and workplace settings

Training Package users should ensure implementation is consistent with any specific workplace and/or relevant legislative requirements in relation to first aid, including State/Territory requirements for currency

Application of these skills and knowledge should be contextualised as required to address specific industry, enterprise or workplace requirements and to address specific risks and hazards and associated injuries

A current Senior First Aid, Workplace Level 2 or Level 2 qualification may provide evidence of skills and knowledge required by this competency unit. However, as with all evidence of competence, evidence must be assessed against the requirements specified in the competency unit

Licensing/Regulatory Information

Pre-Requisites

Employability Skills Information

The required outcomes described in this unit of competency contain applicable facets of Employability Skills

The Employability Skills Summary of the qualification in which this unit of competency is packaged will assist in identifying Employability Skill requirements

Elements and Performance Criteria Pre-Content

Elements define the essential outcomes of a unit of competency.

The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

Elements and Performance Criteria

Elements and Performance Criteria
Element	Performance Criteria
1	Assess the situation	1.1	Identify assess and minimise hazards in the situation that may pose a risk of injury or illness to self and others
1.2	Minimise immediate risk to self and casualty's health and safety by controlling any hazard in accordance with occupational health and safety requirements
1.3	Assess casualty and identify injuries, illnesses and conditions
2	Apply first aid procedures	2.1	Calmly provide information to reassure casualty, adopting a communication style to match the casualty's level of consciousness
2.2	Use available resources and equipment to make the casualty as comfortable as possible
2.3	Respond to the casualty in a culturally aware, sensitive and respectful manner
2.4	Determine and explain the nature of casualty's injury/condition and relevant first aid procedures to provide comfort
2.5	Seek consent from casualty prior to applying first aid management
2.6	Provide first aid management in accordance with established first aid principles and Australian Resuscitation Council (ARC) Guidelines and/or State/Territory regulations, legislation and policies and industry requirements
2.7	Seek first aid assistance from others in a timely manner and as appropriate
2.8	Correctly operate first aid equipment as required for first aid management according to manufacturer/supplier's instructions and local policies and/or procedures
2.9	Use safe manual handling techniques as required
2.10	Monitor casualty's condition and respond in accordance with effective first aid principles and procedures
2.11	Finalise casualty management according to casualty's needs and first aid principles
3	Communicate details of the incident	3.1	Request ambulance support and/or appropriate medical assistance according to relevant circumstances using relevant communication media and equipment
3.2	Accurately convey assessment of casualty's condition and management activities to ambulance services /other emergency services/relieving personnel
3.3	Prepare reports as appropriate in a timely manner, presenting all relevant facts according to established procedures
3.4	Accurately record details of casualty's physical condition, changes in conditions, management and response to management in line with established procedures
3.5	Maintain confidentiality of records and information in line with privacy principles and statutory and/or organisation policies
4	Evaluate own performance	4.1	Seek feedback from appropriate clinical expert
4.2	Recognise the possible psychological impacts on rescuers of involvement in critical incidents
4.3	Participate in debriefing/evaluation as appropriate to improve future response and address individual needs

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.
Essential knowledge: ARC Guidelines relating to provision of first aid as outlined Working knowledge of: basic principles and concepts underlying the practice of first aid procedures for dealing with major and minor injury and illness priorities of management in first aid when dealing with life threatening conditions basic occupational health and safety requirements in the provision of first aid infection control principles and procedures, including use of standard precautions chain of survival first Aiders' skills and limitations Understanding of the use of an Automated External Defibrillator (AED), including when to use and when not to First aid management of: abdominal injuries allergic reactions altered and loss of consciousness bleeding burns - thermal, chemical, friction, electrical cardiac arrest casualty with no signs of life chest pain choking/airway obstruction injuries: cold and crush injuries; eye and ear injuries; head, neck and spinal injuries; minor skin injuries; needle stick injuries; soft tissue injuries including sprains, strains, dislocations envenomation - snake, spider, insect and marine bites environmental impact such as hypothermia, hyperthermia, dehydration, heat stroke fractures medical conditions, including cardiac conditions, epilepsy, diabetes, asthma and other respiratory conditions near drowning poisoning and toxic substances (including chemical contamination) respiratory distress seizures shock stroke substance misuse - common drugs and alcohol, including illicit drugs Awareness of stress management techniques and available support Social/legal issues: duty of care need to be culturally aware, sensitive and respectful importance of debriefing confidentiality own skills and limitations
Essential skills: Ability to: Conduct an initial casualty assessment Plan an appropriate first aid response in line with established first aid principles, policies and procedures, ARC Guidelines and/or State/Territory regulations, legislation and policies and industry requirements and respond appropriately to contingencies in line with own skills Demonstrate correct procedures for performing CPR using a manikin, including standard precautions (i.e. as per unit HLTCPR201A Perform CPR) Apply first aid principles Infection control, including use of standard precautions Follow OH&S guidelines Demonstrate: safe manual handling consideration of the welfare of the casualty ability to call an ambulance site management to prevent further injury Provide assistance with self-medication as per subject's own medication regime and in line with State/Territory legislation, regulations and policies and any available medical/pharmaceutical instructions Administer medication in line with state/territory regulations, legislation and policies Prepare a written incident report or provide information to enable preparation of an incident report Communicate effectively and assertively in an incident Make prompt and appropriate decisions relating to managing an incident in the workplace Call an ambulance and/or medical assistance according to relevant circumstances and report casualty's condition Use literacy and numeracy skills as required to read, interpret and apply guidelines and protocols Evaluate own response and identify appropriate improvements where required

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package. The evidence guide supplements assessment requirements that apply to all units in this Training Package. Users of this evidence guide should first read the package's assessment guidelines.
Critical aspects of assessment:	Assessment must include demonstrated evidence of specified Essential Knowledge and Essential Skills identified in this competency unit Competence should be demonstrated working individually and, where appropriate, as part of a first aid team Consistency of performance should be demonstrated over the required range of situations relevant to the workplace or community setting Currency of first aid knowledge and skills is to be demonstrated in line with State/Territory regulations, legislation and policies, ARC and industry guidelines
Context and resources required for assessment:	Skills in performing first aid procedures are to be assessed through demonstration, with questioning to confirm essential knowledge For assessment purposes, demonstration of skills in CPR procedures requires using a model of the human body (resuscitation manikin) in line with Australian Resuscitation Council Guidelines
Access and equity considerations:	All workers in the health industry should be aware of access and equity issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities

Range Statement

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. Add any 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.
Contextualisation to address specific requirements may include:	Focus on first aid management of specific types of injury First aid provision under specific constraints or circumstances (e.g. in confined spaces, in maritime work environment or in work environment involving identified risks/hazards)
Established first aid principles include:	Preserve life Prevent illness, injury and condition(s) becoming worse Promote recovery Protect the unconscious casualty
Vital signs include:	Consciousness Breathing Circulation
A hazard is:	A source or situation with the potential for harm in terms of human injury or ill-health, damage to property, the environment, or a combination of these
Hazards may include:	Physical hazards Biological hazards Chemical hazards Hazards associated with manual handling
Risks may include:	Risks from equipment, machinery and substances Risks from first aid equipment Environmental risks Exposure to blood and other body substances Risk of further injury to the casualty Risks associated with the proximity of other workers and bystanders Risks from vehicles
Casualty's condition is managed for:	Abdominal injuries Airway obstruction Allergic reactions Altered and loss of consciousness Bleeding Burns - thermal, chemical, friction, electrical Chest pain/cardiac arrest Injuries: cold and crush injuries; eye and ear injuries; head, neck and spinal injuries; minor skin injuries; needle stick injuries; soft tissue injuries including sprains, strains, dislocations Near drowning Envenomation - snake, spider, insect and marine bites Environmental conditions such as hypothermia, hyperthermia, dehydration, heat stroke Fractures Medical conditions, including cardiac conditions, epilepsy, diabetes, asthma and other respiratory conditions No signs of life Poisoning and toxic substances (including chemical contamination) Respiratory distress/arrest Seizures Shock Stroke Substance misuse - common drugs and alcohol, including illicit drugs.
First aid management must take into account applicable aspects of:	The setting in which first aid is provided, including: workplace policies and procedures industry/site specific regulations, codes etc. OHS requirements state and territory workplace health and safety legislative requirements location and nature of the incident situational risks associated with, for example, electrical and biological hazards, weather, motor vehicle accidents location of emergency services personnel. The use and availability of first aid equipment and resources Infection control Legal and social responsibilities of first aider
Resources and equipment are used appropriate to the risk to be met and may include:	AED First aid kit Auto-injector Puffer/inhaler Resuscitation mask or barrier Spacer device
Communication media and equipment may include but are not limited to:	Telephones, including landline, mobile and satellite phones HF/VHF radio Flags Flares Two way radio Email Electronic equipment Hand signals
Appropriate clinical expert may include:	Supervisor/manager Ambulance officer/paramedic Other medical/health worker
Documentation may include:	Injury report forms Workplace documents as per organisation requirements
Documentation may include recording:	Time Location Description of injury First aid management Fluid intake/output, including fluid loss via: blood vomit faeces urine Administration of medication including: time date person administering dose Vital signs

Unit Sector(s)

ICAICT101A Operate a personal computer

Modification History

Version	Comments
ICAICT101A	This version first released with ICA11 Information and Communications Technology Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to operate a personal computer (PC) in a home or small office environment.

This entry level unit provides the learner with information technology (IT) literacy skills in setting up a personal computer, accessing files with application programs, sending and retrieving emails, using the internet, using peripheral devices, such as printers, scanners, webcams and data projectors, applying basic security procedures and power-management settings, and backing up and shutting down a personal computer.

Application of the Unit

This unit applies to workers who require the IT literacy skills to operate a personal computer in a small office environment, such as hospitality industry, real estate office, medical centre and school office.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement but users should confirm requirements with the relevant federal, state or territory authority

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. Prepare to use the personal computer	1.1 Identify physical components and associated peripheral devices of the personal computer to become familiar with the available network 1.2 Check physical connectivity of devices to ensure correct operation and performance 1.3 Boot up and follow procedures to activate the computer
2. Manage computer configurations	2.1 Alter the computer settings to best suit the user 2.2 Configure power-management settings to minimise power consumption as an environmentally sustainable measure 2.3 Identify operating system and the application programs loaded on the computer to determine computer capability 2.4 Conduct basic software installation and removal to improve computer capability 2.5 Navigate and manipulate desktop environment to create and customise desktop icons and access application programs
3. Access and use basic application programs	3.1 Open a folder with file documents containing basic office applications, make minor changes and save in a different folder 3.2 Send and retrieve a simple email message using the desktop icon to communicate with other parties 3.3 Access the internet using the web browser to view and conduct basic web information search 3.4 Use firewall and antivirus and malware scans to reduce security risks and threats in the system
4. Access and use basic peripheral devices	4.1 Access external storage devices to retrieve, copy, move and save information in different mediums and locations 4.2 Use printer settings on an installed printer to print a document 4.3 Access audiovisual (AV) devices to view and play a multimedia file
5. Shut down computer	5.1 Back up important documents and programs to minimise risk of data loss 5.2 Save any work to be retained and close open application programs 5.3 Shut down computer and switch off any unused peripheral devices

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

communicate with peers and supervisors

read and write basic workplace documents

seek assistance and expert advice

literacy skills to interpret user manuals and help functions

technical skills to:

apply basic keyboarding skills

apply power-management settings

back up and save information

input user-access details for accessing a PC

install and remove software

manage mouse for different applications

save and retrieve files to and from various locations

send and retrieve emails

use peripheral and storage devices

use the internet.

Required knowledge

basic parts of a computer and various hardware components

basic software operation and application packages

basic computer functions, including security functions

peripheral devices

storage devices.

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: use hardware and software navigate around the desktop use system features to perform tasks save results of work.
Context of and specific resources for assessment	Assessment must ensure access to: appropriate learning and assessment support when required personal computer, including printer, mouse, keyboard and monitor use of basic software currently used in industry. Where applicable, physical resources should include equipment modified for people with special needs.
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: verbal or written questioning to assess candidate’s knowledge of PC operations direct observation of candidate performing basic PC operations direct observation of candidate performing a sequence of routine tasks following clear directions.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, where appropriate. Assessment processes and techniques must be culturally appropriate, and suitable to the communication skill level, language, literacy and numeracy capacity of the candidate and the work being performed. Indigenous people and other people from a non-English speaking background may need additional support. In cases where practical assessment is used it should be combined with targeted questioning to assess required knowledge.

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.

Physical components may include:	keyboard monitor mouse processor.
Peripheral devices may include:	AV device external memory device multicard reader and writer network element: broadband router digital subscriber line (DSL) and cable modem hub wireless device personal digital assistant (PDA) and MP3 player printer scanner smartphone tablet uninterruptible power supply (UPS) universal serial bus (USB) dongle, such as: Bluetooth flash memory wireless device.
Personal computer may include:	communications system desktop laptop server workstation.
Connectivity may include:	AV connection cable, wireless, infra-red or Bluetooth connection internal connection or USB dongle network or stand-alone computer ports: firewire high definition multimedia interface (HDMI) printer USB.
Procedures may include:	fingerscan smartcard user name and password.
Settings may include:	monitor settings: brightness colour contrast mouse settings: buttons speed.
Power-management settings after a period of non-use may include:	automatic power off hibernation settings monitor power-saver settings.
Operating system may include:	open source proprietary: Mac Unix or Linux Windows.
Application programs may include:	email instant messaging internet or web browsers internet protocol (IP) voice applications, such as Skype media players office applications power-management software search engines Windows Explorer.
Basic office applications may include:	media files PowerPoint spreadsheets word processor.
Minor changes may include:	altering basic text renaming documents.
Security risks and threats may include:	security threats: cookies media used for backup pop-ups screen visibility spam trojan horses unauthorised access: adware hackers identity fraud malware phishing spyware viruses web browser risks worms.
Storage devices may include:	disks: CD DVD blu-ray flash drives server solid state hard drives virtual devices.
Printer settings may include:	cartridge type layout number of copies orientation paper size paper tray.
Audiovisual devices may include:	data projector external monitor headset microphone speakers webcam or digital camera.

Unit Sector(s)

General ICT

Custom Content Section

Not applicable.

MEM18001C Use hand tools

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers using a range of hand tools for a variety of general engineering applications.

Application of the Unit

Application of the unit	Applications may include hand tools used for adjusting, dismantling, assembling and finishing of items or components, and the finishing, cutting, scraping of metallic and non-metallic material to size and shape. This includes simple tapping and threading and routine maintenance of hand tools. This unit should not be selected if the hand tool is dedicated to a single operation or machine and if only a machine specific/customised tool is used. When using hand held power tools or power tools used for hand held operations, refer to Unit MEM18002B (Use power tools/hand held operations). Band: A Unit Weight: 2

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Use hand tools	1.1. Hand tools are selected appropriate to the task requirements. 1.2. Hand tools are used to produce desired outcomes to job specifications which may include finish, tension, size or shape. 1.3. All safety requirements are adhered to before, during and after use. 1.4. Unsafe or faulty tools are identified and marked for repair according to designated procedures before, during and after use. 1.5. Routine maintenance of tools, including hand sharpening is undertaken according to standard operational procedures, principles and techniques. 1.6. Hand tools are stored safely in appropriate location according to standard operational procedures and manufacturers' recommendations.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Look for evidence that confirms skills in: reading and following information on standard operating procedures following verbal instructions selecting hand tools appropriate to the task using hand tools safely identifying hand tool defects and marking for repair maintaining/sharpening hand tools using appropriate techniques storing hand tools in accordance with manufacturers'/standard operating procedures
Required knowledge
Look for evidence that confirms knowledge of: applications of different hand tools in a general engineering context common faults and/or defects in hand tools procedures for marking unsafe or faulty tools for repair routine maintenance requirements for a range of hand tools storage location and procedures for a range of hand tools hazards and control measures associated with using hand tools use and application of personal protective equipment safe work practices and procedures

Evidence Guide

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	A person who demonstrates competency in this unit must be able to use hand tools for a range of general engineering applications.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts.
Context of and specific resources for assessment	This unit may be assessed on the job, off the job or a combination of both on and off the job. Where assessment occurs off the job, that is the candidate is not in productive work, then an appropriate simulation must be used where the range of conditions reflects realistic workplace situations. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate. This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with using hand tools or other units requiring the exercise of the skills and knowledge covered by this unit.
Method of assessment	Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, samples and questioning. Questioning techniques should not require language, literacy and numeracy skills beyond those required in this unit of competency. The candidate must have access to all tools, equipment, materials and documentation required. The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials.
Guidance information for assessment

Range Statement

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.
Hand tools	Hacksaws, hammers, punches, screwdrivers, sockets, wrenches, scrapers, chisels, gouges, wood planes and files of all cross-sectional shapes and types
Job specifications	Finish, tension, size or shape etc.
Routine maintenance	Cleaning, lubricating, tightening, simple tool repairs, hand sharpening and adjustments using engineering principles, tools, equipment and procedures

Unit Sector(s)

Unit sector

Co-requisite units

Co-requisite units

Competency field

Competency field	Maintenance and diagnostics

SISCCRO302A Apply legal and ethical instructional skills

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop and apply legal and ethical instructional skills that comply with activity-specific best practice principles. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to those instructing or coordinating sessions for a range of activities such as swimming, recreational dance and self-defence in a range of facilities such as leisure centres, swimming pools and community recreation facilities.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units	Nil

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Apply legal responsibilities.	1.1. Identify legal responsibilities according to activity-specific requirements, clients and organisational policies and procedures. 1.2. Analyse how activity-specific legal responsibilities apply to own role. 1.3. Develop strategies to address possible or likely difficulties or issues that can arise during instruction.
2. Apply ethical responsibilities.	2.1. Identify ethical responsibilities according to activity-specific requirements, clients and organisational policies and procedures. 2.2. Analyse how activity-specific ethical responsibilities apply to own role. 2.3. Develop strategies to address possible or likely ethical difficulties or issues that can arise during instruction.
3. Develop instructional practices.	3.1. Identify the role of the instructor according to the required activity-specific skills and best practice principles of the activity or organisation. 3.2. Identify appropriate activity-specific instructional styles according to activity-specific skills and best practice principles of the activity or organisation. 3.3. Access relevant information according to organisational policies and procedures. 3.4. Prepare activity-specific session plans according to the requirements of specific skill development, client needs and learning styles.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to enable effective non-judgemental instruction and cooperation with clients and colleagues research skills to identify activity-specific legal and ethical responsibilities literacy skills to interpret relevant information and to prepare session plans problem-solving skills to analyse responsibilities and develop instructional styles appropriate to the activity and the work role
Required knowledge
legal responsibilities and organisational policies and procedures that enable: the safe conduct of all activities ethical and legally compliant access, use and storage of information principles of session planning to develop activity-specific session plans activity-specific knowledge to identify and interpret legal, ethical and skills development requirements learning styles to enable the use of a variety of activities to cater for different client learning preferences principles of growth and development to select and sequence appropriate tasks and activities

Evidence Guide

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 following is essential: accesses and interprets legal and ethical information relevant to the activity to anticipate possible legal and ethical issues and develop appropriate management strategies determines instructional styles appropriate to the needs of clients and the skills develops session plans for activity-specific skills according to the needs of clients, best practice principles of the activity and the organisation.
Context of and specific resources for assessment	Assessment must ensure the candidate applies legal and ethical responsibilities to own instructional role according to activity-specific requirements and the needs of clients on multiple occasions to demonstrate competency and consistency of performance. Assessment must also ensure access to: sources of legal and ethical information relevant information for real or simulated client groups relevant to the candidate's intended work role.
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: oral or written questioning to assess knowledge of activity-specific legal and ethical information portfolio of session plans third-party reports from a supervisor detailing candidate's work performance. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: SISCAQU309A Instruct clients in water safety and survival skills or SISCCRO304A Plan and conduct disability recreation programs or SISCSDF301A Instruct the basic skills of unarmed self-defence.
Guidance information for assessment

Range Statement

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.
Legal responsibilities may include:	occupational health and safety working with children duty of care mandatory reporting negligence waivers and exclusion clauses insurance anti-discrimination equal opportunity privacy.
Activity-specific requirements may include:	equipment ratio of staff to clients provision of first aid security.
Clients may include:	experienced inexperienced adults children groups.
Organisational policies and procedures may include:	occupational health and safety communication protocols access and storage of information.
Difficulties or issues may include:	unsafe equipment injuries and illnesses unlawful behaviour of clients or staff suspected abuse improper use of information inappropriate behaviour of clients or staff cheating bullying dealing with non-payment of fees.
Ethical responsibilities may include:	reporting ethical breaches maintaining professional standards of behaviour responding to clients, colleagues and parents or guardians.
Activity-specific skills may include:	motor skills physical skills sequencing of skills.
Best practice principles may include:	activity-specific codes of conduct Australian Coaching Council's Coaches Code of Conduct national activity organisation regulations and guidelines relevant national, state, territory or local government regulations and guidelines the culture of the activity preventative practices adopted by self or peers to minimise safety hazards and risks.
Activity-specific instructional styles may include:	friendly and approachable directive regarding not-negotiable issues casual critical friend motivational disciplinarian.
Relevant information may include:	expectations and aspirations of clients numbers of clients client background, experience and developmental stage staff and financial resources cultural and political influences involvement and interest of parents length and number of sessions equipment, materials and provisions precautions and other health and safety information.
Learning styles may include:	auditory kinaesthetic visual sensory.

Unit Sector(s)

Unit sector	Community Recreation

Co-requisite units

Co-requisite units

Competency field

Competency field

SISCDAN301A Teach recreational dance

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to plan and teach recreational dance classes. It focuses on using methods for teaching dance in a community, social or recreational context and implementing injury prevention strategies. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to those working as community dance instructors in a community recreation environment with responsibility for teaching recreational dance programs. Work would be undertaken in locations such as community recreation centres, indoor or outdoor recreation facilities or dance studios with a focus on community development.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units	Nil

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Identify participant needs and expectations.	1.1. Identify the characteristics, needs and expectations of participants according to organisational policies and procedures and the roles and functions of dance. 1.2. Identify any special requirements according to participants' needs. 1.3. Advise participants of any reasons why they should not participate in the recreational dance program.
2. Plan a recreational dance program.	2.1. Identify and access equipment and resources appropriate for the program according to organisational policies and procedures. 2.2. Design and document a recreational dance program to meet the identified needs and abilities of participants according to relevant legislation and organisational policies and procedures. 2.3. Identify effective and safe teaching strategies appropriate to the teaching context. 2.4. Select music and choreography appropriate to the teaching context. 2.5. Identify risks to participant safety and take action to minimise these according to relevant legislation and organisational policies and procedures. 2.6. Identify injury prevention strategies according to organisational policies and procedures. 2.7. Identify and provide a safe dance environment according to organisational policies and procedures.
3. Conduct the recreational dance program.	3.1. Communicate instructions and relevant information to participants in a suitable manner. 3.2. Monitor participants' progress against program aims. 3.3. Implement identified teaching methods and strategies and modify as required. 3.4. Assist participants to perform dance moves and make appropriate corrections according to organisational policies and procedures. 3.5. Encourage participants to seek and provide feedback regarding their progress during the program, according to organisational policies and procedures. 3.6. Implement injury prevention strategies according to organisational policies and procedures.
4. Identify community performance opportunities.	4.1. Identify appropriate community performance opportunities for participants according to organisational policies and procedures. 4.2. Apply selection procedures for performance roles according to organisational policies and procedures. 4.3. Assist participants to prepare for community recreational dance performances.
5. Evaluate the program.	5.1. Seek and acknowledge feedback from relevant stakeholders involved in the program. 5.2. Evaluate all relevant components of the program according to organisational policies and procedures. 5.3. Identify potential areas of improvement for future programs. 5.4. Review own performance and identify potential improvements.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to: consult with participants and elicit the information required to design a recreational dance program to meet participant needs convey information and instructions about safe participation in the program seek and provide feedback about the recreational dance program problem-solving skills to: plan program according to participants' needs, abilities and risk factors identify and implement effective teaching strategies to promote self-expression and self-confidence evaluate and modify the program as required planning and organisational skills to source, access and coordinate resources and equipment necessary for the implementation of the recreational dance program literacy skills to produce and document a recreational dance program self-management skills to review and reflect on own work performance in facilitating personal development and self-confidence in participants skills in the chosen genre and style of dance
Required knowledge
legislation and organisational policies and procedures that enable safe and non-discriminatory conduct of the recreational dance program philosophies and principles of community development, to enable inclusive client-centred practices health and other factors affecting ability to participate in dance classes, to enable design of appropriate dance movements and techniques anatomy and physiology of basic body structures to enhance safe dance practice common dance injuries, to enable the implementation of effective injury prevention strategies sources of information and resources on dance safety basic first aid procedures to enable effective management of injuries that may occur during the program risk analysis processes to enable assessment of the potential impact of planned dance program on participant safety genre and style of dance to instruct the participants the skills or movements during sessions teaching methods to promote self-expression and self-confidence factors affecting group dynamics and conflict resolution strategies to enable constructive engagement of participants equipment testing and checking techniques to enable safe use of all equipment evaluation processes to enable improvements to be made to the program principles of group management to build group cohesion and encourage participation fundamental principles of dance analysis to enable accurate corrections to be made to technique fundamental principles of dance such as choreography, performance and appreciation

Evidence Guide

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 following is essential: plans and conducts recreational dance programs in response to the needs and capabilities of participants uses teaching methods and strategies that are safe and supportive, monitors the progress of participants and makes adjustments in response to changing situations applies contingency management techniques to deal with a range of problems and issues that may arise during program implementation provides positive feedback to encourage motivation, self-esteem and self-expression evaluates and reflects on own performance to identify ways in which program outcomes can be improved.
Context of and specific resources for assessment	Assessment must ensure candidate plans and conducts multiple recreational dance programs of a sufficient duration to enable demonstration of techniques that balance individual and group needs and ensure consistency of performance. Assessment must also ensure access to: range of participants to participate in the program an environment or facility appropriate for recreational dance sessions equipment, resources and support staff required for the delivery of the dance program relevant legislation and organisational policies and procedures in relation to personal development.
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: observation of candidate preparing for and conducting a recreational dance program observation of candidate interacting with a range of participants, including conveying information for safe participation in programs, and monitoring and evaluating programs observation of candidate dealing with contingencies such as the changing availability of equipment or venues oral or written questioning to assess candidate's knowledge of dance forms and techniques portfolio containing evidence of dance program planning and modification third-party reports from a supervisor detailing appropriate work performed by the candidate. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: SISCCRD301A Facilitate community development through recreational activities.
Guidance information for assessment

Range Statement

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.
Characteristics may include:	age skill level fitness emotional, physical and intellectual development existing injuries.
Organisational policies and procedures may include:	occupational health and safety reporting of hazards and risks risk minimisation selection of participants for performances scheduling requirements communication protocols budget allocation.
Roles and functions of dance may include:	artistic social ritual or ceremonial spiritual self-expression and creativity.
Dance program may include:	ballet contemporary jazz folk latin ballroom classical dance forms ethnic dance forms Indigenous dance social dance frequency intensity duration.
Equipment and resources may include:	dance studio or community hall music technological aids electronic equipment teaching aids.
Relevant legislation may include:	occupational health and safety privacy duty of care working with children equal opportunity.
Teaching strategies may include:	whole skill progressive demonstration command and response directive approaches through specific set tasks experiential or problem-solving.
Risks may include:	level of challenge and difficulty behaviour of other participants.
Injury prevention strategies may include:	warm-up and cool-down stretching for flexibility suitable footwear and clothing.
Safe dance environment may include:	size of floor area ventilation unobstructed space appropriate heating, cooling and lighting appropriate floor coverings security.
Community performance opportunities may include:	community concerts class performances.
Relevant stakeholders may include:	participants staff colleagues community organisations.

Unit Sector(s)

Unit sector	Community Recreation

Co-requisite units

Co-requisite units

Competency field

Competency field

SISFFIT309A Plan and deliver group exercise sessions

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge to plan and instruct group exercise session to music. It focuses on the planning, selection, sequencing and progression of exercises and appropriate music, and instructing and monitoring client to ensure safe conduct of activities. No licensing, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to exercise instructors who provide a range of exercise programs to diverse populations. This unit is applicable to those working in fitness venues, gyms or other exercise environments.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units	Nil

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Plan and develop the group exercise session.	1.1. Determine the expected fitness outcomes and session type for the client group. 1.2. Plan appropriate phases of the session and a varied exercise repertoire or choreography to meet the needs of the client group. 1.3. Provide for a beginner, intermediate or advanced level of workout appropriate to the needs and levels of the client group. 1.4. Select and sequence music according to duration, concepts and phases and type of session. 1.5. Develop sequence of choreography to suit session type 1.6. Access music according to organisational policies and procedures and legislation and regulatory requirements. 1.7. Incorporate motivational techniques to maximise exercise program adherence.
2. Deliver the session.	2.1. Prepare exercise environment according to organisational policies and procedures. 2.2. Explain common types of injuries that would prevent participation in the session and confirm that clients are not affected. 2.3. Deliver pre-session instructions according to effective instructional principles. 2.4. Deliver the selection of exercises using appropriate instructional methodologies, sequencing and progression. 2.5. Monitor the performance of clients and adjust any technical errors to ensure safety. 2.6. Monitor exercise intensity and adjust as required. 2.7. Use motivational techniques and arousal control techniques to positively influence the performance of clients during exercise sessions. 2.8. Recognise and respond to inappropriate client behaviour to effectively manage group cohesion. 2.9. Provide constructive and positive encouragement to clients, showing sensitivity to cultural and social differences. 2.10. Modify exercises to meet individual needs.
3. Develop a circuit training session plan.	3.1. Identify the aims of the circuit training session. 3.2. Define expected outcomes of the circuit training session. 3.3. Identify a broad and varied exercise repertoire. 3.4. Plan and document a circuit training session plan using the principles of exercise planning according to industry guidelines. 3.5. Design clear and structured forms or cards for use in a circuit training session.
4. Deliver a circuit training session.	4.1. Confirm appropriate exercise area according to legislation and regulatory requirements and organisational policies and procedures. 4.2. Check circuit equipment is in good working order prior to commencement of session. 4.3. Use energy, water and other resources effectively when preparing and maintaining equipment and activity areas to reduce negative environmental impact. 4.4. Communicate session objectives and the principles and benefits of circuit training to clients. 4.5. Explain common types of injuries that would prevent participation in the session and confirm that clients are not affected. 4.6. Instruct session according to circuit training plan and legislation and regulatory requirements and organisational policies and procedures. 4.7. Demonstrate and instruct correct use of equipment during circuit training session, according to organisational policies and procedures and manufacturer instructions. 4.8. Demonstrate exercises within the circuit training session using appropriate instructional principles. 4.9. Monitor client intensity, technique and safety during the session and suggest modifications where required. 4.10. Recognise signs and symptoms of overtraining and potentially harmful practices and implement appropriate intervention strategies according to organisational policies and procedures.
5. Evaluate the session.	5.1. Seek and acknowledge feedback from clients. 5.2. Evaluate client response and feedback. 5.3. Evaluate own performance according to planned outcomes and organisational policies and procedures. 5.4. Identify potential improvements to enhance future sessions. 5.5. Modify the session plan where relevant to meet client needs.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
ability to move in a controlled and efficient manner while instructing or participating in a variety of exercise-to-music sessions communication skills, including safe and effective cueing to: provide clear and accurate instructions encourage clients effectively manage group cohesion problem-solving skills to: identify improvements to energy, water and other resources for environmental sustainability select and sequence exercises and music to meet client needs identify client problems during the session address client issues through appropriate intervention self-management to review and reflect on own work performance in effectively planning and instructing a session according to client expectations conflict resolution skills to identify and respond to inappropriate behaviour to enable effective management of group cohesion planning and organisational skills to: plan a circuit session plan a group exercise session prepare the exercise area and equipment select appropriate instructional techniques make modifications to the session language and literacy skills to produce and document a circuit training session plan for the session technology skills to operate music equipment ability to maintain timing to beat of music when appropriate numeracy skills to manage the time of clients and facility schedules ability to apply injury prevention strategies and resources for group exercise sessions.
Required knowledge
signs and symptoms of harmful practices and overtraining organisational policies and procedures and relevant legislation to enable the safe and effective conduct of group exercise sessions music beat, tempo and phrasing to select appropriate music for exercise sessions the physical, psychological and social reasons for participating in group exercise to enable the application of effective motivational techniques injury prevention strategies related to group exercise principles of exercise planning and repertoires to enable the selection and sequencing of exercises appropriate for beginner, intermediate and advanced clients principles of instruction to enable instruction of an effective session potentially harmful practices and the reasons why they are avoided to enable safe client participation in the circuit or group exercise session instructional and motivational techniques suitable for group exercise and circuit training sessions to support client adherence to exercise physiological, psychological and biomechanical changes that occur with circuit training to enable informed planning Group exercise session types and their suitability for meeting client needs Group management techniques to assist individuals within the group to achieve desired outcomes Common injuries which may preclude participation Environmental and resource efficiency practices related to the use of activity areas and group exercise equipment.

Evidence Guide

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 following is essential: plan, instructs and monitors client performance, and responds appropriately to client behaviour to maintain an effective exercise environment applies appropriate techniques to motivate group selects and uses music effectively within group exercise sessions safe and effective cueing plans circuit sessions with interrelated components, monitors the progress of the session. applies effective contingency management techniques to deal with a range of problems and issues that may arise during the session, such as equipment failure or client overtraining, and makes adjustments in response to changing situations instructs sessions that meet client expectations, comply with legislative and organisational requirements, and are of sufficient duration to allow the candidate to demonstrate techniques to instruct and review circuit sessions evaluates client and own performance and identifies improvements for future sessions uses appropriate delivery technique to enhance client learning and performance.
Context of and specific resources for assessment	Assessment must ensure planning and instruction of a variety of exercise session, including circuit and group exercise for different client groups which are of sufficient duration to demonstrate competency and consistency of performance. Assessment must also ensure access to: a facility where an exercise area with access to audio equipment is available appropriate documentation and resources used in the workplace documentation such as circuit training session plans and manufacturer specifications for equipment use a range of client groups with a range of exercise needs and expectations.
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 observation of instruction of exercise sessions to music oral or written questioning on knowledge of the principles of instruction third-party reports from supervisors detailing work performance. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: SISFFIT311A Deliver approved community fitness programs
Guidance information for assessment

Range Statement

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.
Session type may include:	beginners step low and high impact new body or sculpt circuit pre-choreographed routine format muscle conditioning flexibility relaxation free weights.
Phases may include:	planning warm up conditioning recovery adaptation.
Exercise repertoire may include:	contraindications and modifications variations to provide differing intensities potential for combinations.
Music may include:	beats per minute rhythm tempo motivational value phrasing quality volume.
Organisational policies and procedures may include:	pre-session screening overcrowding ventilation hygiene client to instructor ration climate control emergency risk management standards of personal presentation clients' clothing and footwear use care and maintenance of equipment.
Legislation and regulatory requirements may include:	Occupational Health and Safety duty of care privacy anti-discrimination copyright licensing child protection trade practices consumer protection environmental business registration and licences.
Aims may include:	competition or performance targets self improvement fitness targets lifestyle adjustments.
Exercise repertoire may include:	cardio strength and conditioning flexibility.
Circuit training session plan may include:	phases of: preparation conditioning recovery adaptation rest intervals required equipment floor plan for equipment arrangement.
Principles of exercise planning may include:	frequency intensity duration movement environment program type.
Industry guidelines may include:	peak-body guidelines national standards for the use of electrical equipment number of machines on a single circuit.
Exercise area may include:	indoor outdoor.
Cultural and social differences may include:	modes of greeting, farewelling and conversation body language, including use of body gestures formality of language clothing.
Motivational techniques may include:	arousal control techniques and theories zone of optimal function.
Pre-session instructions must include:	verbal pre-screen personal introduction outline of session level pain or discomfort rests correct exercise techniques and breathing.
Instructional principles may include:	establishing rapport teaching positioning session organisation and formation visual and verbal cueing with variety visual previewing verbal communication body language mirror imaging demonstration pre-cueing rehearsal combinations movement breakdown techniques use of learning curves monitoring and encouraging session response.
Technical errors may include:	hyperextension limb position ballistic movements.
Exercise intensity may include:	heart-rate response perceived rate of exertion form and fatigue motivation and enthusiasm suitable to the session format.
Feedback may include:	structured unstructured verbal non-verbal.
Client response may include:	education motivation exercise technique satisfaction.
Own performance may include:	instructional and choreographic techniques session format appropriate intensity managing client behaviour responding to feedback managing time allocation.
Benefits may include:	physiological psychological social.
Common types of injuries may include:	muscle or soft tissue injury back injury heart condition.
Potentially harmful practices may include:	hyperextension exercising while sick or in extremes of temperature multiple repetitions ballistic movements spinal hyperextension loaded knee hyperflexion on-the-spot pounding straight leg sit-ups lever length.
Intervention strategies may include:	stopping or modifying the exercise modifying equipment or its use.

Unit Sector(s)

Unit sector	Fitness

Co-requisite units

Co-requisite units

Competency field

Competency field

SISFFIT311A Deliver approved community fitness programs

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to deliver an approved community fitness program designed to promote wellbeing and increase physical activity levels. This unit focuses on the skills needed to deliver programs that are low intensity, in order to minimise risk and enable delivery to general populations, and to monitor and report on the program outcomes to the approving authority. Program evaluation remains the responsibility of the approving authority. No licensing, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to exercise trainers and recreation program instructors working in a range of locations and with a range of clients in diverse environments including aquatic, recreation, leisure, fitness and community centres. This unit is applicable to those working in fitness venues, gyms or other exercise environments.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units	Nil

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Prepare for program delivery.	1.1. Obtain confirmation that the program is approved by an approving authority. 1.2. Confirm venue or facility requirements and resources required for program delivery. 1.3. Confirm access to the venue or facility meets the needs and requirements of the clients according to organisational policies and procedures and legislation and regulatory requirements.
2. Deliver approved community fitness program.	2.1. Screen clients according to program guidelines and organisational policies and procedures. 2.2. Deliver pre-session instructions according to program and venue or facility requirements. 2.3. Explain and demonstrate the program using a appropriate instructional techniques. 2.4. Explain and demonstrate the correct use of any equipment required for the program according to manufacturer's instructions and organisational policies and procedures. 2.5. Show sensitivity to cultural and social differences.
3. Monitor and modify the activities.	3.1. Monitor exercise intensity, technique and safety of clients continuously throughout the program according to program guidelines. 3.2. Deliver effective and positive feedback to clients regarding correct program intensity or technique. 3.3. Modify activities as required to ensure program continues to meet the needs and requirements of clients and minimise injuries.
4. Monitor and report on the effectiveness of the program.	4.1. Seek and respond to feedback from clients. 4.2. Identify modifications to instructional technique in response to feedback. 4.3. Identify aspects needing further emphasis or development and document for reporting to approving authority as required. 4.4. Maintain records according to program guidelines and organisational policies and procedures.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to: provide clear and accurate instructions and pre-session information encourage clients elicit feedback effectively manage group cohesion language and literacy skills to: read and interpret the program plan create reports on aspects of the program that need emphasis or development as a result of program monitoring read manufacturer's instructions for equipment maintain records planning and organising skills to ensure venue or facility and required equipment are available and suitable for specific program requirements problem-solving skills to identify allowable modifications to meet the needs of the participant group while maintaining the integrity of the program.
Required knowledge
the purpose, aims and target group of the approved program to enable effective program delivery and identification of acceptable program modifications to meet group needs legislation, organisational policies and procedures to enable safe and effective delivery of the program equipment usage to enable the safe and effective incorporation of equipment as required by the specific program instructional techniques to enable the effective delivery and monitoring of the program general characteristics of the main cultural and social groups in Australian society and the key aspects that relate to their cultural and religious protocols and preferences for exercise injury prevention strategies to maximise client participation in the program.

Evidence Guide

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 following is essential: delivers, monitors and adjusts an approved community fitness program which effectively meets the needs and requirements of the participant group while maintaining the integrity of the program identifies and implements organisational, program and facility requirements, including the safe use of any required equipment, to maintain the safety of clients. maintains accurate records of program delivery and modification shows sensitivity to social and cultural differences.
Context of and specific resources for assessment	Assessment must ensure access to: clients in an approved community fitness program resources for the conduct of the community fitness program such as a venue or facility and any required equipment documentation related to an approved community fitness program.
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: observation of delivery of approved community fitness programs oral or written questioning to assess knowledge of the purpose, aims and allowable modifications to the program to meet the needs of the target group third-party reports from a supervisor detailing work performance. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: SISFFIT309A Plan and deliver group exercise sessions.
Guidance information for assessment

Range Statement

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.
Approving authority may include:	state or federal government department peak fitness body community organisation statutory authority.
Venue or facility may include:	community hall council facility fitness centre aquatic centre.
Venue or facility requirements may include:	entry charge needs of other facility users emergency evacuation access.
Resources may include:	facilities equipment finance personnel transport and related logistical requirements.
Access may include:	stairs ramps lift vicinity to public transport parking.
Clients may include:	inactive active age specific groups gender specific groups experienced or inexperienced specific cultural or social groups.
Organisational policies and procedures may include	Occupational Health and Safety training privacy venue hire recording and reporting communication protocols security emergency first aid use care and maintenance of equipment and facilities.
Legislation and regulatory requirements may include:	Occupational Health and Safety duty of care privacy anti-discrimination copyright licensing child protection trade practices consumer protection environmental business registration and licences.
Cultural and social differences may include	modes of greeting, farewelling and conversation body language, including use of body gestures formality of language clothing
Pre-session instructions must include:	personal introduction verbal pre-screen session level outline emergency procedures appropriate and safe footwear and clothing rests correct exercise techniques and breathing.
Instructional techniques may include:	teaching position session organisation and formation mirror imaging verbal and non-verbal communication demonstration motivational strategies,
Equipment may include:	balls, rings and sticks dumbbells and barbells noodles resistance bands stability balls and discs mats chairs benches heart rate monitors sound and microphone.
Monitor may include:	talk test heart rate breathing frequency rate of perceived exertion.
Feedback may include:	verbal written.
Records may include:	written electronic oral recording.

Unit Sector(s)

Unit sector	Fitness

Co-requisite units

Co-requisite units

Competency field

Competency field

SITTGDE006A Prepare and present tour commentaries or activities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to prepare and present commentaries or activities to customers. Its main focus is on the need to use effective interpretation and presentation techniques to ensure customer participation and enjoyment. Tour guides may have generalist or specialist knowledge and the diversity of information imparted is immense and immeasurable. This unit does not focus on the knowledge base but on the skills required to prepare and present information. The unit goes beyond the delivery of fully-scripted commentary and requires significant creative input. SITTPPD005A Plan and develop interpretive activities, is dedicated to the actual development of interpretive activities. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Interpreting and presenting information to visitors is a key function for guides working in a range of locations and in multiple tourism industry sectors and organisation types. This unit can have broader industry application and can apply to cultural industries where delivery of a commentary or activity takes place in a museum, gallery, library, performing arts centre or zoo; sport and recreation industries for commentaries or activities that are linked to outdoor and adventure activities such as guided bushwalking; and to any industry that operates tours at an industrial site, e.g. breweries, waste management facilities and factories. It applies to frontline personnel who operate with some level of autonomy or under limited supervision and guidance from others. The role is undertaken by a diverse range of people such as tour guides, tour managers, tour directors, site guides, interpretive guides, walking guides, outdoor recreation guides, museum guides, heritage guides, cultural guides, nature-based guides, driver guides, coach captains, specialist guides and owner-operators of small tour operations. It is critical that training and assessment is contextualised to meet the requirements of local tourism industry operations. Funding and hours allocated to pre-vocational training must allow for a broad scope of guiding contexts to be covered to allow for broad vocational outcomes and utility of the graduate to the local industry. Pre-vocational training should also cover a broad scope of locations and destinations within the city or region in which the guide is training to work. This critical requirement will ensure that city or region-based local guides have the skills and knowledge required to deliver commentary for the range of different locations expected by local tourism industry operators.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units	Nil

Employability Skills Information

Employability skills	The required outcomes described in this unit of competency contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit is packaged will assist in identifying employability skills requirements.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1	Prepare commentaries or activities for presentation to customers.	1.1	Select and organise appropriate information to meet the needs of specific customers, operational contexts and timing restrictions.
1.2	Select or develop appropriate themes as a basis for commentaries or activities.
1.3	Construct commentaries or activities to maximise the potential for customer enjoyment and learning.
1.4	Obtain, check and assemble all support materials in advance of the tour or activity.
2	Present commentaries or activities to customers.	2.1	Use interpretive and presentation techniques to combine entertainment and learning and to enhance the quality of the experience for the customer.
2.2	Use language appropriate to the customer group.
2.3	Present current, accurate and relevant information in a logical order.
2.4	Present information of appropriate depth and breadth for specific customer needs.
2.5	Present information in a manner that demonstrates cultural and social sensitivity.
2.6	Pace the presentation according to timing requirements and operational context.
2.7	Use equipment and resources correctly and identify and report any equipment defects promptly.
3	Interact with customers.	3.1	Encourage customer participation within safety requirements through effective use of interpretive and presentation techniques.
3.2	Invite questions and feedback from customers both during and at the conclusion of any commentary or activity.
3.3	Answer questions courteously and correctly and, if required, involve the whole group by repetition of the question and delivery of answer audible to all.
3.4	Where the answer to a question is unknown, offer to supply the answer at a future time or refer the customer to other information sources.
3.5	Maintain communication with appropriate colleagues as required by specific tour or activity circumstances.
3.6	Implement contingency plans without delay when unexpected events occur and amend presentation format, order or structure to minimise impact on customer enjoyment.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the essential skills and knowledge and their level, required for this unit.
The following skills must be assessed as part of this unit: microphone techniques, as and when applicable to the operational context of delivering the tour commentary or activity, e.g. a coach touring context interpretation of specific customer needs and any specific services previously confirmed with customer high-level communication skills to facilitate the gathering and analysis of complex information and interpret and adapt this for simpler communication to customers creative communication techniques for interpretive commentaries or activities, including such things as storytelling, role-play, games, sensory awareness exercises and illustrated talks high-level communication skills to present in an informative, engaging, educational and enjoyable manner and interpret and answer customer questions.
The following knowledge must be assessed as part of this unit: in-depth knowledge of subject matter being presented which will vary according to context presentation and interpretive techniques, including the role and use of: humour body language role-play voice techniques storytelling games and activities sensory awareness exercises visual aids and props positioning safety and emergency procedures for relevant locations.

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to select information and prepare commentaries or activities to meet a specific need ability to use interpretive and presentation techniques to create customer-focused, informative and entertaining experiences for customers
preparation and presentation of multiple commentaries or activities covering a range of topics that meet the differing needs of various customer groups to ensure consistency of performance (for city or region-based generalist guides, this should include the delivery of information that covers different destinations within the city or region presentation of activities and commentaries of a duration that reflects local industry product and practice preparation for and presentation of commentaries or activities within multiple guiding environments (e.g. at a tourist site, on a coach tour, in a national park or on a walking tour) to ensure that skills can be adapted to different guiding contexts.
Context of and specific resources for assessment	Assessment must ensure: preparation for and presentation of commentaries or activities within commercially realistic guiding environments (e.g. at a tourist site, on a coach tour, in a national park or on a walking tour) use of industry-current equipment for presentation that will vary according to the operational context of delivering the commentary or activity (e.g. a microphone is essential equipment for coach touring) presentation to and interaction with customer groups of a size and nature that reflect the commercial environment in which the guide operates.
Methods of assessment	A range of assessment methods should be used to assess the practical skills and knowledge required to prepare and present tour commentaries or activities. The following examples are appropriate for this unit: direct observation of the candidate presenting commentaries or activities and using equipment effectively questioning tour members as to the candidate's communication skills, breadth of knowledge and ability to deliver knowledge in an interesting way case studies to assess ability to tailor activities and information to suit particular customer needs case studies and problem-solving to assess ability to respond effectively to problems that occur during activities or commentaries
written and oral questioning or interview to test knowledge of interpretive and presentation techniques review of guiding activities undertaken as part of industry placement and training with an industry operator review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: SITTGDE007A Develop and maintain the general and regional knowledge required by guides SITTGDE008A Research and share general information on Australian Indigenous cultures SITTGDE009A Interpret aspects of local Australian Indigenous culture SITTGDE010B Prepare specialised interpretive content on flora, fauna and landscape SITTGDE011B Prepare specialised interpretive content on marine environments SITTGDE012B Prepare specialised interpretive content on cultural and heritage environments FDFCDSWTB Promote wine tourism information.
Assessing employability skills	Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts. Employability skills embedded in this unit should be assessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role.

Range Statement

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 in the performance criteria is detailed below.
Needs of specific customers may vary according to:	geographic origin cultural background age disability educational level special interests requested coverage.
Commentaries or activities may relate to a range of subjects, including:	history and heritage culture art natural environment built environment wildlife domestic and farm animals birds.
Operational context may relate to:	coach touring guided walks guided site activities entertainment-based tours, such as ghost tours.
Equipment and resources may include:	microphone, where applicable to the operational context and assessed as necessary (e.g. on a coach) audiovisual equipment videotapes and DVDs props.
Unexpected events may include:	systems failure equipment failure injury, accident or death adverse weather conditions inappropriate customer behaviour customers who cause disruption and disturbance to other tour members, host communities and the environment unpredictable animal behaviour sudden closures change of access customer health issues, causing a reassessment of physical abilities.

Unit Sector(s)

Sector	Tourism

Competency field

Guiding.

Co-requisite units

This unit involves substantial knowledge of the subject matter around which the commentary or activity is based. This knowledge must be thoroughly assessed. Assessment with one of the following co-requisite units of competency, unless previously completed, is required:
SITTGDE007A Develop and maintain the general and regional knowledge required by guides
SITTGDE008A Research and share general information on Australian Indigenous cultures
SITTGDE009A Interpret aspects of local Australian Indigenous culture
SITTGDE010B Prepare specialised interpretive content on flora, fauna and landscape
SITTGDE011B Prepare specialised interpretive content on marine environments
SITTGDE012B Prepare specialised interpretive content on cultural and heritage environments
FDFCDSWTB Promote wine tourism information.

SITTGDE007A Develop and maintain the general and regional knowledge required by guides

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to research information on Australia for presentation to customers. It requires broad general knowledge of Australia and a breadth and depth of regional and location-specific knowledge, highlighting the need for ongoing research to update and expand the guide's knowledge. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. Specialised skills and knowledge relating to cultural and heritage sites and natural environments are found in other units: SITTGDE010B Prepare specialised interpretive content on flora, fauna and landscape SITTGDE011B Prepare specialised interpretive content on marine environments SITTGDE012B Prepare specialised interpretive content on cultural and heritage environments. The skills required to prepare and present information are covered in SITTGDE006A Prepare and present tour commentaries or activities.

Application of the Unit

Application of the unit	Interpreting and presenting information and knowledge to visitors is a key function for guides who work in a range of locations and in multiple tourism industry sectors and organisation types. They must have an essential knowledge base to support this delivery. Wherever guides are located or travel, they provide Australia-wide and region-specific information and the diversity of information imparted is immense and immeasurable. This unit does not require an in-depth knowledge of every feature of Australia or every regional location. It focuses on the ability to collect and interpret general information on Australia and the regional or location-specific information required by guides. It applies to frontline guiding personnel who operate with some level of autonomy or under limited supervision and guidance from others. It is undertaken by a diverse range of people such as tour guides, tour managers, tour directors, site guides, interpretative guides, walking guides, outdoor recreation guides, driver guides, specialist guides and owner-operators of small tour operations. Guiding personnel are expected to have a breadth and depth of knowledge in order to satisfy the information needs of their customers and funding and hours allocated to training must reflect this industry requirement. Training and assessment programs must: cover the broad range of knowledge covered within the required skills and knowledge section of this unit ensure that the depth of knowledge covered is sufficient to meet the requirements of a guide tailor the regional knowledge base to cover specific aspects of the local region allow for guides who have moved to different locations to participate in retraining.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units	Nil

Employability Skills Information

Employability skills	The required outcomes described in this unit of competency contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit is packaged will assist in identifying employability skills requirements.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1	Research information on Australia and the local region.	1.1	Identify subjects of potential customer interest, based on direct contact with customers and consultation with industry colleagues.
1.2	Identify the key information sources frequently used by guides.
1.3	Evaluate the credibility and reliability of information sources.
1.4	Select and use formal and informal research techniques appropriately to access current, accurate and relevant information about Australia and the local region.
1.5	Obtain information in a culturally appropriate way.
2	Prepare information for guiding activities.	2.1	Create and update accurate personal reference materials using a filing system that allows quick and efficient access and retrieval.
2.2	Organise information to reflect the needs of customers and the way in which information may be presented during a guiding activity.
2.3	Identify themes and messages from research to meet specific customer needs.
3	Update general knowledge of Australia and the local region.	3.1	Identify and use opportunities to maintain the currency of general knowledge about Australia and the local region.
3.2	Incorporate updated knowledge into guiding activities regularly and in a culturally appropriate way.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the essential skills and knowledge and their level, required for this unit.
The following skills must be assessed as part of this unit: basic research skills interpretation of the specific information needs of customer groups and specific customers literacy skills to source, read and interpret complex general information on Australia and regional or location-specific information.
The following knowledge must be assessed as part of this unit: key information sources frequently used by guides a depth of knowledge to satisfy the information needs of the guide's customers and the expectations of the tourism operators who will engage the guide aspects of Australia in general and in-depth knowledge of the specific aspects of the local region, which must include the following broad knowledge base: history (historical development of Australia and the local region, major historical events and prominent individuals, key dates and overview of Australian Indigenous history) government and politics (general structure, political parties, major political figures, and current federal, state and local political issues) economy (overview of current state of the economy, and key features of the local economy and local industry) trade (key exports and main trading partners) education (overview of school and higher education systems and comparison of systems to those of other countries or states) climate (weather patterns, including any extreme conditions, impact of climate on lifestyle and stories associated with climate in a local area)
geography and geology (major land formations, landmarks, natural attractions and their key features for both Australia and the local region) architecture (major styles and their proponents, key buildings, their heritage and current use, and structures both in Australia and the local area) cultural elements (overview of Indigenous cultures within Australia, different cultures within Australia and the local area, cultural activities and local customs) lifestyle (key features of the day-to-day living patterns of Australians and local people, and family and social customs) art, theatre, music and literature (key Australian performers, writers and artists, major works by Australians and major cultural events) religion (religious make-up of Australia and the local area, and aspects of religious practices) natural environment and tourism (how the environment is a tourism asset, impacts of tourism on the environment, and land management in Australia including the role of national parks) flora and fauna (overview of native flora and fauna, their characteristics and key locations) transport (main transport systems, usage of different forms of transport across Australia, historical development of different forms of transport and current transport within the local region) agriculture (Australia's history as a primary producer, key products of Australia, current issues, past and current agricultural aspects of the local region) science and technology (Australia's contribution both past and present, prominent individuals and key discoveries) sport (main Australian sporting activities, Australia's sporting record, local sporting focus, sporting facilities and sporting comparisons with other countries or areas) food (local dishes and produce) wine (Australian wine styles, major wine areas, specific wine areas and wines produced within the local region) shopping (key locations and local products) tourism services and local facilities of interest to visitors (currency exchange locations, tour booking offices, accommodation, attractions, banks, dry cleaners and medical facilities) current events in Australia and the local region.

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: required breadth of knowledge of Australia and the local region as specified in this unit, to a level and familiarity sufficient to: develop coherent and interesting interpretations for customers answer typical questions asked by customers on given topics ability to source initial and updated information to meet differing customer needs and to ensure that information supplied is current.
Context of and specific resources for assessment	Assessment must ensure: that the candidate has accessed and used appropriate computers, communication technology, information programs and publications to facilitate the processes involved in conducting research of general and local knowledge.
Methods of assessment	A range of assessment methods should be used to assess the practical skills and knowledge required to source and apply the general and location-specific knowledge required by guides. The following examples are appropriate for this unit: direct observation of the candidate using knowledge to deliver interpretive commentaries or activities questioning of group members as to the candidate's breadth of knowledge and ability to answer customer questions review of guiding activities undertaken as part of industry placement and training with an industry operator review of a research portfolio to assess the candidate's ability to research current and accurate information written and oral questioning or interview to assess the candidate's use of appropriate information sources written and oral questioning or interview to test knowledge of Australia and the local area review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate. Assessment methods should take into account that individuals may have acquired their knowledge through formal study or life experience. This would include such things as the recognition of scientific qualifications of ecotour guides and recognition systems that relate to cultural knowledge that exists in Aboriginal and Torres Strait Islander societies. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: SITTGDE002A Provide arrival and departure assistance SITTGDE003A Coordinate and operate a tour SITTGDE005A Manage extended touring programs SITTTOP006B Operate tours in a remote area.
Assessing employability skills	Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts. Employability skills embedded in this unit should be assessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role.

Range Statement

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 in the performance criteria is detailed below.
Formal and informal research, techniques and opportunities to maintain the currency of knowledge may include:	talking and listening to local experts talking and listening to traditional owners personal on-site observation and exploration organising information from own memory and experiences watching television, videos and films listening to radio reading newspapers, books and other references internet industry association membership attending seminars or conferences.
Personal reference materials and filing systems may include:	card reference systems computerised database of information notes based around different themes or characters notes for specific touring routes or locations notes for specific customer interests notes for particular types of customer groups, e.g. from particular countries or with special interests chronologies of major events storylines customer profiles, e.g. interest profiles for particular age groups and nationalities.

Unit Sector(s)

Sector	Tourism

Competency field

Guiding.

Co-requisite units

Co-requisite units	Assessment with the following co-requisite unit of competency, unless previously completed, is required: SITTGDE006A Prepare and present tour commentaries or activities.

SITTGDE008A Research and share general information on Australian Indigenous cultures

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to research and share information about Australian Indigenous societies in a culturally appropriate way. It focuses on information that is widely available to the general community. The unit recognises that there is no single Australian Indigenous culture and emphasises the importance of culturally appropriate behaviour and local community consultation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit does not include in-depth interpretation of local Australian Indigenous cultures, which is covered in SITTGDE009A Interpret aspects of local Australian Indigenous culture.

Application of the Unit

Application of the unit	The sharing of information on Australian Indigenous cultures with visitors is a key guiding function for many people who work in a range of locations and in multiple tourism industry sectors and organisation types. They must have an essential knowledge base to support this activity. The information sourced and shared could relate to Australian Indigenous countries across Australia and cover a broad knowledge of Indigenous cultures. It could also cover knowledge of a specific Australian Indigenous country and culture. The breadth and depth of knowledge does not have to be extensive to meet the requirements of this unit. Those people sharing the information may not identify themselves as tour guides and may work at a particular cultural site. However, this unit can apply to any type of tour guide, including those who operate in a particular city, region, tourist precinct or site; those who work in a variety of sites, cities, and regions; and those who cross regional, state and territory borders regularly while accompanying travellers.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units	Nil

Employability Skills Information

Employability skills	The required outcomes described in this unit of competency contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit is packaged will assist in identifying employability skills requirements.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1	Research general information on Australian Indigenous cultures.	1.1	Identify sources of information and conduct accurate research into Australian Indigenous cultures.
1.2	Interpret written sources of information, extract the required information, and check for accuracy and any required permission to disseminate to local communities prior to use.
1.3	Access information from other than written sources in a culturally appropriate way.
1.4	Demonstrate behaviour that shows respect for local Australian Indigenous culture and customs and follow correct protocols when seeking information.
1.5	Share knowledge gained with work colleagues to increase cultural awareness and understanding in the organisation.
2	Share general information on Australian Indigenous cultures with customers.	2.1	Identify and use Indigenous interpreters where possible and within scope of individual responsibility.
2.2	Provide customers with guidance on appropriate behaviours when interacting with Indigenous interpreters or communities.
2.3	Share accurate information on Australian Indigenous cultures with customers.
2.4	Include reference to the diversity of Australian Indigenous cultures when sharing information.
2.5	Share information in a manner respectful of local community values and customs.
2.6	Share information in a manner that enhances customer understanding of Australian Indigenous cultures.
2.7	Answer customer questions in a polite and friendly manner and according to community wishes about what information can be shared with customers.
2.8	Respond to culturally inappropriate customer behaviour promptly and in a manner that minimises the likelihood of offence being taken.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the essential skills and knowledge and their level, required for this unit.
The following skills must be assessed as part of this unit: basic research skills and techniques for acquiring and maintaining current information generally available about Australian Indigenous cultures literacy skills to source, read and interpret sometimes complex information on Australian Indigenous cultures communication skills, including cross-cultural skills and awareness of Indigenous communication techniques.
The following knowledge must be assessed as part of this unit: protocols for researching and sharing information about Australian Indigenous cultures copyright and intellectual property issues associated with the sharing of information general knowledge of Australian Indigenous cultures in general general knowledge of the specific Australian Indigenous culture within the particular regional location.

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: researching and sharing accurate information about Australian Indigenous societies in a culturally appropriate way knowledge of the protocols that apply to researching and sharing information generally available about Australian Indigenous cultures general knowledge of Australian Indigenous cultures and specific cultures within a regional location ability to source different types of information covering multiple topics to ensure a breadth of knowledge ability to share general information about Australian Indigenous cultures with customers on numerous occasions to ensure consistency of performance.
Context of and specific resources for assessment	Assessment must ensure: sharing of information about Australian Indigenous cultures within commercially realistic guiding environments e.g. in a national park, on a bush walking tour or at a tourist site involvement of appropriate people accepted by the local community in the assessment process interaction with Australian Indigenous communities to obtain information sharing of information with customer groups of a size and nature that reflect the commercial environment in which the guide operates access to information sources in order to conduct research and collect sufficient information.
Methods of assessment	A range of assessment methods should be used to assess the practical skills and knowledge required to research and share general information on Australian Indigenous cultures. The following examples are appropriate for this unit: direct observation of the candidate sharing information about Australian Indigenous cultures with customers questioning of group members as to the candidate's breadth of knowledge and ability to answer customer questions review of guiding activities undertaken as part of industry placement and training with an industry operator review of a portfolio of information that has been sourced to assess the candidate's ability to identify and source current and accurate information written and oral questioning or interview to evaluate the process undertaken by the candidate to source information written and oral questioning or interview to assess general knowledge of Australian and Indigenous cultures appropriate to the region case studies to assess ability to apply correct protocols to particular situations written and oral questioning or interview to test knowledge of protocols and other issues review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate. Assessment methods should take into account that individuals may have acquired their knowledge through formal study or life experience. This would include such things as the recognition of scientific qualifications of ecotour guides and the recognition systems that relate to cultural knowledge that exists in Aboriginal and Torres Strait Islander societies.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: SITTGDE006A Prepare and present tour commentaries or activities SITTGDE009A Interpret aspects of local Australian Indigenous culture.
Assessing employability skills	Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts. Employability skills embedded in this unit should be assessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role.

Range Statement

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 in the performance criteria is detailed below.
Information:	may be about: Australian Indigenous cultures and countries in general specific Australian Indigenous cultures and countries
may cover the following topics: history, pre and post-European contact traditional life and culture contemporary Indigenous life and culture art and music dance bushcraft, bush food and bush medicine tools and implements land ownership cultural sites, which may include galleries, cultural centres, natural sites and occupation sites like middens.
Research may include:	talking and listening to Australian Indigenous people organising information from personal memory and experiences watching television, videos and films listening to radio reading books and other references internet museum research.

Unit Sector(s)

Sector	Tourism

Competency field

Competency field	Guiding

SITTGDE009A Interpret aspects of local Australian Indigenous culture

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to interpret different aspects of a specific local Australian Indigenous culture. The unit focuses on an in-depth interpretation of that specific local culture. It is this in-depth, localised interpretation that distinguishes this unit from SITTGDE008A Research and share general information on Australian Indigenous cultures. The unit recognises that there is no single Australian Indigenous culture and emphasises the importance of in-depth local cultural knowledge, appropriate behaviour and local community consultation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit has particular application to people who have in-depth knowledge of a specific local Australian Indigenous culture and who work within one region or one specific site or tour operation. The local cultural knowledge necessary to achieve competency in this unit may only be accessible to those individuals who identify as elders or who are authorised by local elders on behalf of their communities. There are many different Indigenous language groups in Australia, therefore focus of cultural interpretation will vary and should ultimately be decided in consultation with elders on behalf of the local community.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units	Nil

Employability Skills Information

Employability skills	The required outcomes described in this unit of competency contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit is packaged will assist in identifying employability skills requirements.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1	Consult with the local community.	1.1	Consult appropriate community members about cultural tourism activities, including what information can be shared, who can give information to whom, who can receive the information, what activities are appropriate and who should be involved.
1.2	Prepare for and conduct tourism activities according to the needs and wishes of the local community.
1.3	Identify potential conflicts within the local community in relation to tourism activities and seek solutions through appropriate consultation.
2	Interpret aspects of local Australian Indigenous culture for customers.	2.1	Interpret cultural aspects of Australian Indigenous culture for customers to the level that is appropriate for the guide and the particular customer.
2.2	Take account of any copyright and intellectual property requirements in cultural interpretation.
2.3	Brief customers on culturally appropriate behaviour.
2.4	Make customers aware of copyright and intellectual property issues that may affect their own future behaviour.
2.5	Show respect for Australian Indigenous culture and values through appropriate personal behaviour during activities.
2.6	Show customers traditional and contemporary practices when appropriate, and in a manner that enhances their understanding of Australian Indigenous culture.
2.7	Use local language correctly and share with customers when appropriate.
2.8	Invite customers to actively participate and share in the Australian Indigenous cultural experience when appropriate.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the essential skills and knowledge and their level, required for this unit.
The following skills must be assessed as part of this unit: ability to provide in-depth interpretation of a specific local Australian Indigenous culture communication skills, including cross-cultural skills and awareness of communication from both an Indigenous and non-Indigenous perspective.
The following knowledge must be assessed as part of this unit: in-depth knowledge and understanding of a specific Australian Indigenous culture within a specific regional location protocols for the sharing of information about specific local Australian Indigenous cultures copyright and intellectual property issues associated with interpreting Australian Indigenous cultural aspects for customers.

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: provision of cultural interpretation for customers in a culturally appropriate and respectful manner in-depth knowledge and understanding of the Australian Indigenous culture appropriate to the region ability to consult with community members to determine the appropriateness of information to be shared with customers ability to interpret different types of information covering multiple topics to ensure a breadth of knowledge of local cultural aspects ability to interpret information about the Australian Indigenous culture with customers on numerous occasions to ensure consistency of performance.
Context of and specific resources for assessment	Assessment must ensure: interpretation of information about the Australian Indigenous culture within commercially realistic guiding environments, e.g. within a cultural site, on a walking tour or at a tourist site access to appropriate cultural sites and locations interpretation of information with customer groups of a size and nature that reflect the commercial environment in which the guide operates involvement of persons approved of by relevant local community elders in the assessment process.
Methods of assessment	A range of assessment methods should be used to assess practical skills and knowledge. For this unit, methods should be chosen by relevant local community elders or those approved of by the elders. Assessment methods should take into account that individuals may have acquired their knowledge through formal study or life experience. This would include such things as the recognition of scientific qualifications of ecotour guides and the recognition systems that relate to cultural knowledge that exists in Aboriginal and Torres Strait Islander societies. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: SITTGDE006A Prepare and present tour commentaries or activities SITTGDE008A Research and share general information on Australian Indigenous cultures.
Assessing employability skills	Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts. Employability skills embedded in this unit should be assessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role.

Range Statement

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 in the performance criteria is detailed below.
The focus of cultural interpretation may include:	art dance music storytelling tools and implements bush foods and medicine.
Cultural experience may take place in:	galleries cultural centres natural sites.

Unit Sector(s)

Sector	Tourism

Competency field

Competency field	Guiding

SITTGDE012A Prepare specialised interpretive content on cultural and heritage environments

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to research the specialised information on cultural and heritage environments required by some guides for presentation to customers. It requires a depth of specialised knowledge and highlights the need for ongoing research to update and expand the guide's knowledge. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. Broad general knowledge of Australia, including breadth and depth of regional and location-specific knowledge, is covered in SITTGDE007A Develop and maintain the general and regional knowledge required by guides. The skills required to prepare and present information are covered in SITTGDE006A Prepare and present tour commentaries or activities.

Application of the Unit

Application of the unit	The interpretation and presentation of specialised information and knowledge to visitors is a key function for many guides working in a range of locations. They must have an essential specialist knowledge base to support this delivery. This unit has particular application to those specialist guides working within one region or one specific site or tour operation. For example, guides who work in cultural centres will require specific information related to the centre's cultural focus. The unit applies to frontline guiding personnel who operate with some level of autonomy or under limited supervision and guidance from others. It is undertaken by a diverse range of people such as site guides, interpretive guides, specialist guides, walking guides, museum guides, heritage guides, cultural guides, nature-based guides, tour guides, driver guides and owner-operators of small tour operations. These guiding personnel are expected to have a specialised knowledge base and must have a breadth and depth of knowledge in order to satisfy the information needs of their customers. Funding and hours allocated to training must reflect this industry requirement. Training and assessment programs must: cover the broad range of knowledge covered within the required skills and knowledge section of this unit ensure that the depth of knowledge covered is sufficient to meet the requirements of a guide tailor the regional knowledge base to cover specific aspects of the local region allow for guides who have moved to different locations to participate in retraining.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units	Nil

Employability Skills Information

Employability skills	The required outcomes described in this unit of competency contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit is packaged will assist in identifying employability skills requirements.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1	Research specialised information on cultural and heritage environments for presentation.	1.1	Identify key sources of information on specialised topics relating to cultural and heritage environments.
1.2	Use formal and informal research techniques correctly and appropriately to access current, accurate and relevant information on specialised topics.
1.3	Identify subjects of potential customer interest, based on direct contact with customers and consultation with industry colleagues.
1.4	Make subjects of potential customer interest the focus of research activities.
2	Prepare specialised information on cultural and heritage environments for guiding activities.	2.1	Organise information in a manner that reflects the needs of customers and the way in which information may be presented during a guiding or interpretive activity.
2.2	Identify and develop interpretive themes and messages from research to meet specific customer needs.
3	Update knowledge of specialised information on cultural and heritage environments.	3.1	Identify and use opportunities to maintain current knowledge about specialised topics.
3.2	Incorporate updated knowledge into day-to-day guiding activities.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the essential skills and knowledge and their level, required for this unit.
The following skills must be assessed as part of this unit: basic research skills and techniques for acquiring and maintaining current knowledge of specialised topics interpretation of the specific information needs of customer groups and specific customers literacy skills to source, read and interpret sometimes complex information on cultural and heritage environments.
The following knowledge must be assessed as part of this unit: relationship between the guide's interpretation of knowledge and the quality of the customer experience sources of information on cultural and heritage environments detailed knowledge of a specific environment of visitor interest to provide a guided tour of the environment and to satisfy the information needs of the customers, including the following broad knowledge base: how the environment developed and evolved historically and culturally significant features of the environment, including details of any exhibits, displays or performances individuals associated with the environment, their roles and impacts role of the environment within the local community, both past and present relationship of the specific environment to past and current Australian culture and history nature and extent of use of the environment.

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: presentation of commentaries or activities to ensure application of the knowledge required breadth of knowledge of cultural and heritage environments as specified in this unit, to a level and familiarity sufficient to: develop a coherent and interesting interpretation for customers answer typical questions asked by customers on given topics ability to source initial and updated information to meet differing customer needs and to ensure that information supplied is current ability to incorporate this information into multiple interpretive commentaries or activities that cover multiple topics, to ensure a breadth of knowledge.
Context of and specific resources for assessment	Assessment must ensure: demonstration of relevant knowledge through the presentation of commentaries or activities within commercially realistic guiding environments, such as within a cultural centre, gallery or national park presentation of information to and sharing of knowledge with customer groups of a size and nature that reflect the commercial environment in which the guide operates access to information sources in order to conduct research and collect sufficient information.
Methods of assessment	A range of assessment methods should be used to assess the practical skills and knowledge required to prepare specialised interpretive content on cultural and heritage environments. The following examples are appropriate for this unit: direct observation of the candidate using knowledge to deliver interpretive commentaries or activities questioning of group members as to the candidate's breadth of knowledge and ability to answer customer questions review of guiding activities undertaken as part of industry placement and training with an industry operator review of a research portfolio to assess the candidate's ability to research current and accurate information written and oral questioning or interview to assess the way in which the research process has been used oral or written questions to assess key knowledge requirements detailed in this unit review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate. Assessment methods should take into account that individuals may have acquired their knowledge through formal study or life experience. This would include such things as the recognition of scientific qualifications of ecotour guides and the recognition systems that relate to cultural knowledge that exists in Aboriginal and Torres Strait Islander societies.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: SITTGDE004A Lead tour groups SITTPPD005A Plan and develop interpretive activities.
Assessing employability skills	Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts. Employability skills embedded in this unit should be assessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role.

Range Statement

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 in the performance criteria is detailed below.
Cultural and heritage environments may be natural or built and may include:	museums historic theme parks art galleries Aboriginal art or occupation sites cultural centres heritage trails historic localities or regions prehistoric and fossil sites.
Formal and informal research, techniques and opportunities to maintain current knowledge may include:	talking and listening to local experts talking and listening to traditional owners personal observation and exploration watching television, videos and films listening to radio internet reading newspapers, books and other references membership of professional associations undertaking formal study community groups, such as historical societies.

Unit Sector(s)

Sector	Tourism

Competency field

Guiding.

Co-requisite units

Co-requisite units	Assessment with the following co-requisite unit of competency, unless previously completed, is required: SITTGDE006A Prepare and present tour commentaries or activities.

SITTPPD004A Plan and implement minimal impact operations

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to organise and operate tourism activities with minimal negative environmental and social impact, and to monitor and report on any impact. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. The emphasis of this unit is on short-term operational action planning and implementation, without the strategic focus found in SITTPPD006B Plan and develop ecologically sustainable tourism operations.

Application of the Unit

Application of the unit	This unit describes a product planning function for a diverse range of tourism products delivered across a range of tourism industry sectors. It has particular application to the tour operating, cruise and attractions sectors and to those tourism products that are delivered in environmentally sensitive areas. Many would be nature or ecotourism-based experiences. The planning and implementation of minimal impact operations could be for a series of activities within a venue, a tour operation, or a one-off activity. This role would normally apply to those who operate with some level of autonomy or under limited supervision and guidance from others, e.g. senior operational or supervisory personnel such as senior guide or senior activities coordinator, site guide, interpretive guide and owner-operator of a small tourism business.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units	Nil

Employability Skills Information

Employability skills	The required outcomes described in this unit of competency contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit is packaged will assist in identifying employability skills requirements.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1	Organise environmentally responsible activities.	1.1	Develop experiences and activities that combine education and interpretation of the natural environment, and ensure environmental sustainability and cultural sensitivity.
1.2	Ensure a positive outcome for the local community and environment, and compliance with ecotourism codes of practice.
1.3	Consult with colleagues and other stakeholders regarding issues of responsibility for environmental impact and social impact.
1.4	Develop tour procedures to limit potential negative impact and maximise positive impact on the natural environment and local community.
2	Conduct activities with minimal impact.	2.1	Select and use minimal impact techniques and procedures appropriate for a given area.
2.2	Advise customers politely about acceptable behaviour in different environments and communities prior to entering the area.
2.3	Provide a role model for customers and colleagues in relation to minimal impact.
2.4	Take appropriate action to address situations where customer behaviour is not acceptable.
3	Monitor impact and changes.	3.1	Monitor and accurately record changes in the natural environment using appropriate technology.
3.2	Collect environmental information on behalf of environmental and social agencies and authorities where appropriate.
3.3	Advise appropriate authorities of environmental and social change promptly.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the essential skills and knowledge and their level, required for this unit.
The following skills must be assessed as part of this unit: information collection techniques for monitoring environmental and social impact high-level communication skills to consult with colleagues and stakeholders on issues of environmental responsibility, inform customers of their minimal impact responsibilities as tour or activity members, and discipline non-compliance when necessary literacy skills to: read and interpret complex materials describing environmental regulatory requirements, local land management practices and permit requirements, and industry and ecotourism codes of practice develop written or verbal tour procedures numeracy skills to: record and calculate basic measurements for environmental monitoring, e.g. temperature count sightings of environmental components, e.g. numbers of animals.
The following knowledge must be assessed as part of this unit: general and overview knowledge of global environmental issues and ethics broad working knowledge of the environmental and social impact of tourism in-depth knowledge of local environmental issues and the social and cultural aspects of the local host community the key contents of industry ecotourism codes of practice, especially that of the Ecotourism Association of Australia broad working knowledge of the range of environmental legislation and regulations imposed by relevant land management agencies and federal, state or territory, and local governments working knowledge of the particular land management practices and permit requirements affecting the area of operations, e.g. those used by national park management understanding of the biophysical and socio-cultural elements in an environment minimal impact techniques and procedures in relation to: waste disposal use of tracks energy use noise souveniring setting of camps interaction with wildlife group size activity-specific guidelines local customs and courtesies.

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to organise and operate tourism activities with minimal negative environmental and social impact and monitor and report on any impact on the environment knowledge of general environmental impact and issues in regard to tourism and the particular environments of operation knowledge of minimal impact practices planning and implementation of minimal impact operations for multiple delivery environments to ensure that skills can be adapted to different delivery locations and contexts project or work activities conducted over an operationally realistic period of time so that the monitoring and recording of changes in the natural environment can be assessed.
Context of and specific resources for assessment	Assessment must ensure: access to comprehensive and sufficient information about the tourism delivery environment to allow the candidate to plan for minimal impact operations and monitor any environmental impact conduct and monitoring of a minimal impact tour or activity within appropriate environments, e.g. in an environmentally sensitive area conduct of a tour or activity and interaction with customer groups of a size and nature that reflect the commercial environment in which the tour or activity operates.
Methods of assessment	A range of assessment methods should be used to assess the practical skills and knowledge required to plan and implement minimal impact operations. The following examples are appropriate for this unit: direct observation of the candidate conducting a tour or activity in an environmentally sensitive area review of planning and operational activities undertaken as part of industry placement or training with an industry operator project or case study to analyse appropriate minimal impact approaches for different environments written and oral questioning or interview to test knowledge of the environmental and social impact of tourism, local environmental issues, minimal impact techniques and procedures and regulatory requirements review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: SITTGDE004A Lead tour groups SITTGDE006A Prepare and present tour commentaries or activities SITTPPD005A Plan and develop interpretive activities SITTPPD006B Plan and develop ecologically sustainable tourism operations.
Assessing employability skills	Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts. Employability skills embedded in this unit should be assessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role.

Range Statement

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 in the performance criteria is detailed below.
Environmental impact may include:	positive: opportunities for conservation and protection education of visitors improvement of sites already impacted negative: disturbance of flora and fauna physical damage introduction of exotic and feral species pollution waste, energy and consumable demands and issues visual impacts.
Social impact may include:	positive: economic benefits to local community improved local facilities employment visitor education greater understanding between host and visitor cultures negative: trivialisation of culture effect on social structures.
Minimal impact techniques and procedures may include:	education on appropriate behaviour site hardening technological solutions education restricting or limiting access staged authenticity.
Changes in the natural environment may include:	breeding events erosion species sighting changes to flora changes to fauna.
Collecting environmental information may involve:	logbooks sighting forms basic measurements, including temperature, weather conditions and estimating percentage cover and water photography.

Unit Sector(s)

Sector	Tourism

Competency field

Competency field	Planning and Product Development

SITXEVT008A Plan and develop event proposals and bids

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to plan and develop proposals and bids for the staging of complex events comprising multiple components. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies in any industry context where bids and proposals to stage events are developed. It has particular relevance in the cultural, hospitality, sporting and tourism sectors, but also relates to event managers working across many other business and community contexts. Other individuals who commonly undertake this role are venue managers, marketing managers or local or regional tourism managers. A complex event comprising multiple components must involve: need for a comprehensive and multifaceted event plan need for a formal internal or external communications strategy dedicated and diverse event budget multiple administrative and operational components a wide range of stakeholders an event operations team. Development of event proposals and bids at this level requires the application of business writing as well as document and bid presentation skills, combined with sound knowledge of the event management process and the particular context for the staging of a given event. The unit is broad in focus to capture the application of skills in an event context and does not include advanced writing or visual communication skills. Depending on the event context and scope, specialists (e.g. graphic designers) are often employed to undertake particular aspects of proposal preparation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units	Nil

Employability Skills Information

Employability skills	The required outcomes described in this unit of competency contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit is packaged will assist in identifying employability skills requirements.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1	Interpret event brief.	1.1	Accurately interpret and assess event brief in terms of organisation's capacity to meet the stated requirements.
1.2	Evaluate and plan action required for development of the proposal or bid.
1.3	Undertake liaison with the client to clarify requirements where appropriate.
2	Develop proposal or bid details.	2.1	Research and develop details and options for inclusion in the proposal or bid after consultation with suppliers and other relevant agencies.
2.2	Assess current and emerging factors and trends for impact on bid preparation.
2.3	Identify and integrate appropriate current and emerging technology into proposal.
2.4	Seek support for the proposal or bid from relevant individuals and agencies.
2.5	Evaluate possible competitors and develop strategies to address competitive issues.
3	Develop proposal or bid materials.	3.1	Prepare proposal or bid materials within the designated timelines according to requirements of the brief.
3.2	Assess the need for expert assistance and organise the involvement of appropriate specialists.
3.3	Present materials in a format that maximises the use of presentation and promotional techniques.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the essential skills and knowledge and their level, required for this unit.
The following skills must be assessed as part of this unit: critical thinking skills to assess, evaluate and develop options to address potentially complex event requirements literacy skills to interpret and develop complex documents numeracy skills to estimate costs, test different financial scenarios and present costs and quotations for event staging.
The following knowledge must be assessed as part of this unit: components to be included in event proposals and bids and product knowledge in relation to those components for different types of events networks and interrelationships of different industry sectors and organisations and their impact on the development of event proposals and bids in a given industry context event management logistical and operational factors that impact on proposal and bid development and proposed approaches risk management issues to be considered in formulation of event proposals and bids environmental impacts and minimal impact practices to be considered in formulation of event proposals and bids for particular event sites sources of specialist advice and expertise for the development of proposal and bid materials presentation techniques for proposal and bid materials, including current technology options.

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to undertake the proposal or bidding process for a specific complex event, including effective assessment of the brief, coordination of all details and resources to meet the proposal or bid requirements, and professional presentation of proposal or bid materials and documents knowledge of typical proposal or bid requirements and formats development of a proposal or bid for a specific complex event in a competitive bidding environment.
Context of and specific resources for assessment	Assessment must ensure: involvement of multiple individuals or agencies in the bid process liaison with the client and potential suppliers.
Methods of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: project to bid for an event being staged within a college or local community case studies to assess knowledge of the components required for inclusion in different types of bids and proposals review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
Assessing employability skills	Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts. Employability skills embedded in this unit should be assessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role.

Range Statement

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 in the performance criteria is detailed below.
Details and options for inclusion in the proposal or bid may include information on:	general concepts and themes business program social program costs which ensure profitability of the bid proponent travel and touring arrangements accommodation entertainment staging special features sample promotional materials references and details of other successful undertakings organisational information, including structure and personnel support statements, information from other organisations approach to environmental impacts and issues proposals relating to use of technology risk management approaches potential negative environmental impacts and proposed minimal impact practices for the event and particular site.
Current and emerging factors and trends may relate to:	overall industry context sponsoring organisation objectives sustainability information from other similar events competitor activity emerging technologies new product and service options.
Relevant individuals and agencies may include:	high profile individuals sponsors local businesses community agencies government agencies statutory authorities.
Proposal or bid materials may include:	text documents electronic presentations videotapes, DVDs or other multimedia options props other promotional items.
Appropriate specialists may include:	artists graphic designers multimedia specialists photographers professional writers.

Unit Sector(s)

Sector	Cross-Sector

Competency field

Competency field	Event Management

SITXEVT009A Develop event concepts

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop the overall concept, theme and format for a complex event comprising multiple components. Event bids and proposals are covered in unit SITXEVT008A Plan and develop event proposals and bids. The unit also shares some similarities with SITXEVT014A Develop conference programs, but is broader in application. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to the overall concept development process for any type of event. It may be relevant in any industry context, but has particular application in the cultural, community, hospitality, sporting and tourism sectors. A complex event comprising multiple components must involve: need for a comprehensive and multifaceted event plan need for a formal internal or external communications strategy dedicated and diverse event budget multiple administrative and operational components a wide range of stakeholders an event operations team. Concept development occurs at the commencement of the event management cycle and involves the application of significant analytical, creative and conceptual skills teamed with sound operational management expertise. Sometimes the concept development phase is undertaken as part of the event bidding process. An event manager or other individual often in the event sponsoring organisation undertakes this role in consultation with a range of event stakeholders and sometimes under the guidance of an event organising committee. The unit does not include the specialist concept development undertaken by experts such as writers, technical specialists or lighting, sound, exhibition, set or costume designers. Consultation with relevant experts, however, may be a key aspect of overall event concept development.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units	Nil

Employability Skills Information

Employability skills	The required outcomes described in this unit of competency contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit is packaged will assist in identifying employability skills requirements.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1	Establish overall event objectives and scope.	1.1	Clarify and agree on key event objectives in consultation with event stakeholders.
1.2	Analyse initial event information and consult with stakeholders to determine the broad scope of the event.
1.3	Identify and analyse internal and external factors that may impact on the event.
2	Establish event concept theme and format.	2.1	Identify and access sources of information and ideas to inform event concept development.
2.2	Research and critically evaluate ideas and information for possible application to current and future work.
2.3	Generate discussion and consultation with event stakeholders and other colleagues to progress development of the event concept.
2.4	Explore, test and reflect on different and innovative approaches as part of the concept development process.
2.5	Develop overall event concept, theme and format that reflect key objectives and meet potential audience needs.
3	Evaluate and progress concept to operational stage.	3.1	Verify the operational practicality and cohesiveness of the concept, theme and format through consultation and analysis.
3.2	Select and implement a strategy for effective communication about the concept with event stakeholders.
3.3	Develop a summary of key logistical requirements based on the overall concept, theme and format.
3.4	Facilitate effective planning and implementation through timely provision of accurate and complete information on the concept, theme and format to all relevant stakeholders.
3.5	Obtain relevant approvals prior to implementation.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the essential skills and knowledge and their level, required for this unit.
The following skills must be assessed as part of this unit: critical thinking skills to assess, select and synthesise broad ideas and concepts planning and organisational skills to tie concepts to the need for operational practicality communication skills to consult and liaise with a wide range of stakeholders on potentially complex concepts and planning issues literacy skills to interpret and develop information dealing with complex concepts numeracy skills to estimate costs, work with budgets and understand the impact of budgetary limitations on concept development.
The following knowledge must be assessed as part of this unit: processes to explore, generate and test ideas to develop a concept, format and theme range of different creative, promotional, technical and operational options to consider when developing an event concept key stakeholders for different types of event internal and external factors to be considered when developing an event concept key operational issues and logistical requirements that impact on development of an event concept in the relevant industry context risk management factors that impact on event concept development legislative requirements that may impact on the event concept, e.g. safety and licensing common environmental site impacts and minimal impact practices that can be typically used.

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to develop an event concept and format that are operationally practical and result in the achievement of event objectives knowledge of typical formats and specific components for different types of events development of a concept, theme and format for a complex event to meet a specified need.
Context of and specific resources for assessment	Assessment must ensure: access to and interaction with event industry suppliers involvement of and interaction with an event principal or organising group.
Methods of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: case studies to develop concepts, themes and formats for different types of events evaluation of a concept, theme and format through a candidate presentation or bid for an event oral or written questions to assess knowledge of the range of key market factors and management issues to be considered in the concept development phase review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
Assessing employability skills	Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts. Employability skills embedded in this unit should be assessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role.

Range Statement

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 in the performance criteria is detailed below.
Event objectives may be:	creative profile creation community impact participation or attendance.
Event stakeholders may include:	event principal local community organising committees local authorities clients colleagues staging contractors entertainers.
Initial event information may relate to:	date, time and duration size and scope location resourcing.
Internal and external factors to be assessed may include:	human, financial and physical resource availability, including: potential for attracting additional resources, such as sponsorship and co-hosting level of management commitment restrictions on lead time potential levels of participation and interest competitive environment timing and duration factors, such as impact of public holidays and other public events potential contributors talent requirements climate access factors marketing and promotional issues, such as potential for media coverage safety factors risk management considerations.
Different and innovative approaches may involve:	adapting existing ideas, products or services developing new ideas, products or services incorporating or experimenting with new technologies challenging established ways of doing things.
Operational practicality and cohesiveness may relate to:	scheduling availability of human, financial and physical resources ensuring realistic attendance expectation venue or site constraints time constraints managing risk managing negative environmental impacts by use of minimal impact practices.
Key logistical requirements may relate to:	venue and site set-up and design catering physical elements technical effects, including sound, lighting and audiovisual collateral materials need for specialist contractors minimal impact practices for the construction, maintenance and disposal of event staging components.

Unit Sector(s)

Sector	Cross-Sector

Competency field

Competency field	Event Management

SITXFIN002A Maintain financial records

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to maintain accurate financial records in a range of business contexts.

Application of the Unit

Application of the unit	This unit focuses on generic bookkeeping skills and principles and must therefore be contextualised to meet specific industry contexts. It does not reflect the skills of a specialist bookkeeper. In the workplace, this function may be integrated with other activities and systems such as guest registration or travel file management. It is also highly likely that systems for maintaining financial records will be automated. While individuals working at an operational level undertake this role, it may also be relevant to small business managers who administer their own accounts.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units	Nil

Employability Skills Information

Employability skills	The required outcomes described in this unit of competency contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit is packaged will assist in identifying employability skills requirements.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1	Post transactions.	1.1	Organise and interpret source documents accurately in preparation for entering transactions.
1.2	Identify any irregularities in documentation promptly and take action to resolve within scope of individual responsibility and designated timeframes.
1.3	Check or obtain correct authorisation for entry.
1.4	Select correct account and journal for intended entry.
1.5	Enter credit and debit transactions into journals, including correct allocation of all amounts within designated timeframes.
1.6	Support journal entries with explanation and cross-referencing to support documentation where necessary.
1.7	Cross-check source documentation with entered transaction to ensure matching.
1.8	File source documents in the correct location and according to organisation procedures.
2	Reconcile transactions to a balance.	2.1	Check documentation and balances to ensure matching.
2.2	Where appropriate, use reconciliation features of computerised systems correctly to assist the reconciliation process.
2.3	Where necessary, investigate and clear outstanding entries accurately and promptly in consultation with appropriate colleagues.
2.4	Identify, investigate or report discrepancies according to scope of individual responsibility.
2.5	Finalise reconciliations within designated timelines and provide information to colleagues.
3	Retrieve financial information.	3.1	Interrogate financial records correctly to identify required information.
3.2	Generate and distribute relevant routine financial reports or information at designated times and in response to requests from colleagues.
3.3	Check financial reports for accuracy prior to distribution.
3.4	Identify, investigate or report discrepancies according to scope of individual responsibility.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the essential skills and knowledge and their level, required for this unit.
The following skills must be assessed as part of this unit: problem-solving skills to identify and resolve discrepancies in transaction journals and reconciliations organisational skills to logically organise, file and maintain a wide range of business source documents literacy skills to interpret a range of source documents numeracy skills to make basic calculations, identify numerical discrepancies and work with financial reconciliations.
The following knowledge must be assessed as part of this unit: features of financial record-keeping systems relevant to the industry sector or organisation bookkeeping cycle relevant to a particular industry sector or organisation principles of bookkeeping and general understanding of bookkeeping terminology, including charts of accounts, reporting periods, ledgers, double-entry, debits, credits, debtors, creditors, income, expenditure, receipts, disbursements, transactions, journals, accounts, reconciliations, unpresented cheques, bank charges, and direct debits and credits impact of GST on the bookkeeping process in the relevant industry context, including the types of transactions that attract GST or are GST-exempt and the GST reporting requirements for different businesses bookkeeping terminology of specific relevance to an industry sector or organisation income and expenditure types relevant to a particular industry sector or organisation nature of source documents relevant to a particular industry sector or organisation.

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: understanding of financial record-keeping processes as they apply to a particular industry sector or organisation ability to maintain accurate records within acceptable organisation timeframes and according to organisation requirements ability to complete reconciliations and resolve routine bookkeeping problems within organisation-acceptable timeframes posting of multiple transactions of different types over a period of time to reflect the typical trading or reporting period within a given sector or organisation completion of reconciliations that include data of a size, scope and nature to reflect current industry practice generation of financial information and routine reports that reflect current industry format and practices presence of time constraints that reflect the relevant industry environment.
Context of and specific resources for assessment	Assessment must ensure: use of industry-current accounting systems integration of problem-solving strategies, such as identifying and resolving errors in reports.
Methods 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 observation of the candidate using a system to post transactions review of reconciliations and the accuracy of financial records or reports prepared by the candidate review of documentation used or prepared by the candidate to prepare financial records problem-solving exercises to address typical bookkeeping errors and problems review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
Assessing employability skills	Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts. Employability skills embedded in this unit should be assessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role.

Range Statement

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 in the performance criteria is detailed below.
Source documents may include:	cheques deposit books cheque requisitions tax invoices credit notes expense vouchers petty cash vouchers receipts bank and credit card statements.
Transactions may include:	cash and credit card receipts cash and credit card payments petty cash sales refunds rebates interest expenses or interest received direct debits and credits returns and allowances journal entries bad debts journal entries main, general journal entries payroll journal entries.
Reconciliations may include:	single system reconciliations creditor statements petty cash foreign currency bank reconciliations guest accounts travel files taxation.
Routine financial reports may include:	period reports on receipts or disbursements account summaries short-term trading information information for business activity statements GST paid or received.

Unit Sector(s)

Sector	Cross-Sector

Competency field

Competency field	Finance

SITXHRM004A Manage volunteers

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit covers the performance outcomes skills and knowledge required to recruit and retain volunteers.

Application of the Unit

Application of the unit	This unit applies to individuals working in any industry who need to manage volunteer involvement in business or community activities. It is particularly relevant in the community, cultural, sporting and tourism sectors where volunteers feature prominently as part of the workforce both as part of one-off events and ongoing industry activities. The unit applies to the whole process of volunteer management, including confirming need, establishing the recruitment program and monitoring implementation. It requires a range of critical thinking, communication and people management skills combined with sound knowledge of specific volunteer management issues. Individuals with managerial responsibility undertake this role.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units	Nil

Employability Skills Information

Employability skills	The required outcomes described in this unit of competency contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit is packaged will assist in identifying employability skills requirements.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1	Research, determine and define needs for volunteer involvement.	1.1	Determine and evaluate volunteer requirements based on analysis of relevant human resource information and consultation with relevant stakeholders.
1.2	Assess benefits, costs and risks to the organisation or project of volunteer involvement.
1.3	Establish and assess the requirements and impacts of relevant legislation and industry codes.
1.4	Define overall volunteer roles according to specific organisational or project requirements.
2	Undertake volunteer recruitment.	2.1	Develop appropriate position descriptions based on review of volunteer roles.
2.2	Establish and incorporate volunteer rewards into the recruitment program.
2.3	Communicate and delegate responsibility for volunteer coordination to relevant parties according to specific workplace requirements.
2.4	Identify key target areas from which volunteers might be recruited.
3	Maximise volunteer retention.	3.1	Assist in developing a climate of recognition and support for volunteers through representation in the wider environment.
3.2	Identify and incorporate individual requirements of volunteers into work role design.
3.3	Arrange suitable induction and training for volunteers to ensure work roles, rights and responsibilities are clearly understood.
4	Ensure a positive experience for volunteers.	4.1	Liaise with volunteers regularly to monitor experience from both organisation and volunteer perspective and identify any areas of concern.
4.2	Identify and evaluate areas of concern and initiate follow-up action.
4.3	Identify and incorporate consideration of volunteer social and other motivations in work design programs.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the essential skills and knowledge and their level, required for this unit.
The following skills must be assessed as part of this unit: critical thinking skills to research and evaluate various aspects of volunteer recruitment and management communication and leadership skills to provide support to volunteers literacy skills to develop volunteer documentation, such as position descriptions numeracy skills to estimate numbers of volunteers.
The following knowledge must be assessed as part of this unit: social, political, cultural and historical issues that affect volunteering contribution made by volunteers in the relevant industry or community sector, and more broadly in Australian society motivational patterns of volunteers benefits, costs and risks of using volunteers human resource management practices and principles as they apply to volunteer management, including: defining broad work roles and position descriptions recruitment methods training requirements relevant industrial awards and agreements links to broader organisational or project strategies insurance issues that impact on using a volunteer workforce features of legislation that impact on volunteer management, including equal employment opportunity (EEO), workplace relations, OHS and trade practices.

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: knowledge of the specific issues that affect the management of a volunteer workforce evaluation of reports prepared by the candidate analysing volunteer management case studies ability to research, evaluate and implement a volunteer management program development and management of at least one volunteer program for a business or community activity.
Context of and specific resources for assessment	Assessment must ensure: project or work activities conducted over a period of time to allow for ongoing monitoring aspects of managing volunteers to be assessed use of industry-current technology and documentation in the volunteer management process.
Methods of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: evaluation of volunteer programs established or run by the candidate questions to assess knowledge of specific issues associated with volunteer management review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
Assessing employability skills	Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts. Employability skills embedded in this unit should be assessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role.

Range Statement

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 in the performance criteria is detailed below.
Human resource information may include:	organisational human resource plans operational plans event information.
Benefits, costs and risks may include:	financial community engagement community cultural development risks of using untrained or partially trained staff impact on the paid workforce.
Relevant legislation and industry codes may include:	OHS consumer affairs EEO organisation articles of association professional association regulations company codes and guidelines.
Position descriptions may include information on:	required knowledge skills and attributes responsibilities accountability commitment rewards reimbursement of costs uniform.
Volunteer rewards may include:	free admittance to games, competitions or events free or discounted merchandise opportunities for social interaction community involvement skill development pathway to employment.
Target areas may include:	past and present membership family and friends local community and community groups volunteer agencies unemployed people service organisations.
Representation in the wider environment may include:	providing input to organisation's overall human resource plan promoting the benefits and value of volunteers to colleagues.
Social and other motivations may relate to:	socialisation enjoyment loyalty desire to do something different support of family members and friends meet new people break from routine sense of involvement learn new skills increased self-esteem pathway to employment travel acknowledgment status.

Unit Sector(s)

Sector	Cross-Sector

Competency field

Competency field	Human Resource Management

SITXMPR001A Coordinate production of brochures and marketing materials

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to coordinate the development of brochures and other marketing materials. It requires the ability to source information to be included; obtain production quotations; develop or outsource copy; and design, check and approve final content. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit describes a complex sales and marketing skill for those working within the service industries and applies to the full range of industry sectors and environments. Brochures and marketing materials can be devised to promote any product, service or event; a group of products being cooperatively marketed; or even a whole city, region or tourist precinct. This unit does not include all the skills of a professional graphic designer or copywriter. Rather it reflects the more general skills needed by a large range of service industry personnel involved in sales and marketing activities. Frontline sales and marketing personnel who operate with some level of autonomy or under limited supervision and guidance from others would be responsible for coordinating the production of brochures and marketing materials. Managers and owner-operators of small businesses would also undertake this activity.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units	Nil

Employability Skills Information

Employability skills	The required outcomes described in this unit of competency contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit is packaged will assist in identifying employability skills requirements.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1	Plan the production of brochures and marketing materials.	1.1	Plan for the production of brochures and marketing materials according to organisation objectives, marketing focus and other issues that impact on the production process.
1.2	Consider factors in the planning of brochures.
1.3	Create detailed action plans for the production process, including timelines, responsibilities and budget.
2	Produce information for inclusion.	2.1	Produce or obtain from the appropriate source accurate and complete information for inclusion.
2.2	Present information in a clear and easily understood format.
2.3	Present information in a culturally appropriate way.
3	Obtain quotations for artwork and printing as appropriate.	3.1	Provide accurate and complete specifications to quoting organisations within appropriate timeframe.
3.2	Obtain comprehensive quotations with full details of potential variations to cost and conditions that may apply.
4	Develop final copy for brochures and marketing materials.	4.1	Develop copy using basic creative writing techniques or outsource to sell the products presented.
4.2	Produce copy that provides accurate practical and operational details.
4.3	Present all costs accurately with notes about conditions that may apply.
4.4	Present general conditions clearly and accurately according to organisation policy.
4.5	Check all copy for accuracy prior to submission to internal or external art house or printers.
5	Coordinate the print production of brochures and marketing materials.	5.1	Liaise with production house or responsible staff members in a manner that permits accurate monitoring of production schedule.
5.2	Check and correct all production work as required.
5.3	Re-check and gain approval of appropriate authority only when totally accurate.
5.4	Approve artwork according to organisation guidelines prior to commencement of printing.
5.5	Obtain and deliver brochures and marketing materials on schedule and establish contingency plans to allow for situations where timelines may be exceeded.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the essential skills and knowledge and their level, required for this unit.
The following skills must be assessed as part of this unit: high-level literacy skills to create copy or check quality of outsourced copy, to interpret quotations and conditions and to proofread all contents of draft materials high-level verbal and written communication skills to explain complex requirements and specifications high-level numeracy skills to calculate costs and quantities of materials to be produced, sizing of layouts and components, and total size of final materials.
The following knowledge must be assessed as part of this unit: in-depth understanding of the objectives of the material and knowledge of the market for which material is required general awareness of potential of material for use on websites print production processes and terminology, including copy, film, artwork, 2-colour process, 4-colour process, final art, proofreading, bromide, print-ready, PDF file, author's corrections and transparencies printing and industry conventions in relation to placement of information, page numbering and copyright information quality indicators in brochure production, including readability, photographic quality, effective use of colour and spacing requirements current production technology creative writing techniques used for the content of brochures and other marketing materials procedures and requirements for preparation and proofing of material broad understanding of copyright laws and restrictions that apply to the inclusion of certain materials and content within brochures and other marketing materials procedures for copyright clearance of restricted materials.

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: coordination of all elements of development and production process for brochures and marketing material ability to produce materials that meet stated objectives, provide current and accurate information and are free of errors knowledge and understanding of current production processes and terminology and copyright restrictions production of brochures and marketing materials within typical workplace time constraints that meet determined deadlines.
Context of and specific resources for assessment	Assessment must ensure: that the candidate has accessed a fully equipped office environment using appropriate computers, printers, communication technology, information and software programs to facilitate the processes involved in coordinating the production of brochures and marketing materials access to an operation for which brochures and marketing materials would be developed, or access to comprehensive and sufficient information about that operation to allow the candidate to fully coordinate the production of actual brochures and marketing materials to meet a specified market need for a commercially realistic operation access to technology and materials for the production of brochures and marketing materials interaction with suppliers such as graphic designers, print production organisations and copywriters.
Methods of assessment	A range of assessment methods should be used to assess the practical skills and knowledge required to coordinate the production of brochures and marketing materials. The following examples are appropriate for this unit: evaluation of brochures or other marketing materials produced by the candidate written and oral questioning or interview to test knowledge of brochure coordination and production processes, copyright laws and clearance procedures review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: SITXMGT006A Establish and conduct business relationships SITXMPR004A Coordinate marketing activities.
Assessing employability skills	Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts. Employability skills embedded in this unit should be assessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role.

Range Statement

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 in the performance criteria is detailed below.
Brochures and marketing materials may include:	product brochures destinational guides promotional flyers and leaflets conference programs and registration forms event prospectus display materials product support manuals advertising materials direct mail pieces invitations.
Factors that must be considered in the planning of brochures are:	objectives of the material market for which material is required review of competitive materials style and size of material accessibility issues, such as the need to provide materials in alternative formats time parameters available budget in-house production capabilities internal and external distribution considerations availability of required information legal requirements or restrictions.
Information for inclusion may be:	supplier information photos maps tariff details special offers or incentives advertisements sponsor messages logos.
Accurate and complete specifications must include:	size number of colours type of paper number of photographs layout and style of text total number required conditions of contract production and delivery deadlines.

Unit Sector(s)

Sector	Cross-Sector

Competency field

Competency field	Marketing and Public Relations

SITXMPR005A Develop and manage marketing strategies

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop and manage marketing strategies, including developing a marketing plan. The actual conduct of activities that generally takes place within the framework of marketing plans is covered in various other units such as SITXMPR001A Coordinate production of brochures and marketing materials, and SITXMPR004A Coordinate marketing activities. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals operating in a management capacity who are responsible for developing marketing strategies and plans. This may include managers whose primary role is marketing related or those for whom marketing is a part of the overall job responsibility. Marketing strategies could be developed for a specific new or existing product or service, a small or medium-sized business organisation, a destination or a specific project, such as an event. Units and qualifications for marketing specialists are found in the Business Services Training Package.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units	Nil

Employability Skills Information

Employability skills	The required outcomes described in this unit of competency contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit is packaged will assist in identifying employability skills requirements.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1	Collect and analyse information on the internal business environment.	1.1	Identify and confirm core activities, customer base, business values and current business direction.
1.2	Identify and analyse information on current and past marketing and its effectiveness.
1.3	Review performance information from all areas of the business to identify strengths, weaknesses and critical success factors.
1.4	Identify and record current capabilities and resources, including the need for specialist assistance.
1.5	Identify any under-performing products and services and analyse and report on reasons for under-performance.
1.6	Record and report information according to organisation requirements.
2	Collect and analyse information on the external business environment.	2.1	Identify and analyse information on expected market growth or decline with associated risk factors.
2.2	Record and analyse projected changes in the labour force, population and economic activity.
2.3	Gather and analyse comparative market information.
2.4	Identify and analyse industry and customer trends and developments, including emerging issues and technology.
2.5	Identify and analyse legal, ethical and environmental constraints of the market and potential business impacts.
2.6	Record and report information according to organisation requirements.
3	Develop marketing strategies.	3.1	Identify and analyse specific opportunities based on internal and external market analysis.
3.2	Develop marketing strategies that are consistent with direction, values and business plans of the organisation.
3.3	Ensure marketing strategies meet legal and ethical constraints.
3.4	Develop strategies in consultation with key stakeholders.
4	Prepare marketing plan.	4.1	Formulate marketing plan to clearly communicate all priorities, responsibilities, timelines and budgets.
4.2	Provide timely opportunities for colleagues to contribute to marketing plan.
4.3	Submit marketing plan for approval where appropriate according to organisation policy.
5	Implement and monitor marketing activities.	5.1	Implement and monitor activities detailed in the plan in a cost-efficient manner and according to schedule and contingencies.
5.2	Produce marketing reports according to organisation policy.
5.3	Share information on marketing activities with operational staff to maintain awareness of current organisation focus.
6	Conduct ongoing evaluation.	6.1	Evaluate marketing activities using agreed methods and benchmarks.
6.2	Make adjustments according to evaluation.
6.3	Communicate and implement agreed changes promptly.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the essential skills and knowledge and their level, required for this unit.
The following skills must be assessed as part of this unit: research and analytical skills to analyse internal and external business environments planning and organisational skills to implement the marketing plan literacy skills to analyse a wide range of complex market and business information from varied sources numeracy skills to develop marketing resource strategies and scenarios.
The following knowledge must be assessed as part of this unit: data collection tools and research methodologies of particular relevance to marketing marketing planning techniques and formats internal and external issues that impact on market planning in a given industry context in-depth knowledge of industry marketing and distribution networks in the relevant context legal issues that impact on marketing activities including Trade Practices and Fair Trading legislation.

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to develop a marketing strategy and plan for a specific tourism or hospitality product, service or organisation that identify current and relevant industry organisation marketing issues and include a detailed, realistic implementation program knowledge and understanding of specific implementation and monitoring issues project or work activities conducted over a period of time to allow the candidate to develop and implement a marketing strategy for a given product or service development and implementation of a marketing strategy that targets and involves individuals or businesses with a genuine interest or potential in purchasing the product or service.
Context of and specific resources for assessment	Assessment must ensure: involvement of stakeholders in the planning process involvement of customers to whom products and services are marketed.
Methods of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: evaluation of the marketing aspects of a project conducted by the candidate, either alone or in conjunction with industry evaluation of reports prepared by the candidate detailing marketing plans and results achieved case studies to assess application of marketing planning to different industry situations and contexts review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
Assessing employability skills	Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts. Employability skills embedded in this unit should be assessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role.

Range Statement

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 in the performance criteria is detailed below.
Sources of information may include:	peers internet official statistics government agencies industry associations business advisory services financial institutions industry publications.
Capabilities and resources may include:	human resources financial resources equipment capacity staff skill levels hours of operation communication capabilities location and position e-business capacity.
Comparative market information may include:	best practice information benchmarking competitor information.
Trends and developments may be:	economic ecological and environmental government activities social and cultural demographic technological industrial.
Legal and ethical constraints may include:	legislation regulations codes of practice cultural expectations and influences social responsibilities, such as protection of children and environmental protection.

Unit Sector(s)

Sector	Cross-Sector

Competency field

Competency field	Marketing and Public Relations

TAEASS301A Contribute to assessment

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to contribute to the assessment process.

Application of the Unit

Application of the unit	This unit typically applies to a person with technical or vocational expertise who is in a supervisory or mentoring/coaching work role and for whom collecting evidence for assessment is an adjunct to principal work responsibilities. This unit is performed under the following conditions: the necessary assessment tools and assessment resources to guide the evidence collection process have been provided any adjustments to tools are determined by the qualified assessor (as defined by the Australian Quality Training Framework and the assessor requirements of the relevant training package), who provides guidance and supervision.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Clarify role and responsibilities in the assessment process	1.1. Discuss and confirm purpose of assessment with relevant people 1.2. Discuss and confirm benchmarks for assessment with qualified assessor 1.3. Access, read and clarify assessment plan with qualified assessor 1.4. Discuss and agree with qualified assessor the specific responsibilities in gathering evidence and types of evidence to be gathered
2. Confirm organisational arrangements for evidence gathering	2.1. Access and confirm relevant assessment system policies and procedures; organisational, legal and ethical requirements; and other relevant advice on assessment 2.2. Clarify nominated assessment methods and tools for collecting evidence with qualified assessor, to ensure that procedures to be followed and instruments to be used are clear 2.3. Discuss and confirm with relevant people assessment context, including candidate's characteristics and any need for reasonable adjustments 2.4. Confirm and arrange resource requirements in consultation with relevant people
3. Collect evidence in accordance with the assessment plan	3.1. Explain assessment process to candidate, including the different responsibilities of the parties involved, and refer any candidate issues or concerns to qualified assessor prior to undertaking assessment activities 3.2. Use assessment tools to gather quality evidence within available time and resources, according to organisational, legal and ethical requirements
4. Record and report findings	4.1. Organise and provide evidence to the qualified assessor in a format suitable for analysis according to assessment system policies and procedures 4.2. Actively seek feedback from the qualified assessor on whether evidence-gathering activities meet the principles of assessment and whether evidence collected meets the rules of evidence 4.3. Document areas for improvement in collecting evidence, for future assessment activities

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
observation skills to observe candidate performance cognitive and interpretation skills to ensure collection of valid and reliable evidence organisational skills to collect evidence time-management skills to schedule assessment events and activities literacy skills to: read and interpret relevant information prepare required documentation and collate evidence in required format communication skills to: discuss evidence-gathering processes with practitioners and candidates provide constructive and supportive feedback ask appropriate questions to clarify and confirm instructions for evidence gathering provide clear and concrete options and advice
Required knowledge
competency-based assessment, including: criterion-referenced competency standards as the benchmarks for assessment competency-based reporting principles of assessment rules of quality evidence different purposes of assessment diversity of assessment contexts evidence, including different types of evidence evidence-gathering methods - what are assessment methods and different types of methods purpose and features of assessment tools and assessment plans potential barriers and processes relating to evidence-gathering procedures and assessment processes organisational assessment system policies and procedures relevant to this unit of competency technical or subject area being assessed cultural sensitivity and equity considerations relevant policy, legislation, codes of practice and national standards, including commonwealth and state or territory legislation, thatmay affect training and assessment in the vocational education and trainingsector OHS relating to the work role, and OHS considerations to be included in collecting evidence, including: hazard identification and risk control measures requirements for reporting hazards and incidents emergency procedures procedures for use of relevant personal protective equipment safe use of relevant equipment sources of OHS information role of key workplace personnel responsibilities of learners

Evidence Guide

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	Assessment must address the scope of this unit and reflect all components of the unit. A range of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: carry out a minimum of three evidence-gathering activities, with different candidates for each activity present documentation of the evidence in a clear and concise manner present documented feedback from others involved in the assessment.
Context of and specific resources for assessment	Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided.
Method of assessment
Guidance information for assessment	For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).

Range Statement

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.
Purpose of assessment may be:	recognise current existing competency of candidates determine if competency has been achieved following learning establish candidate progress towards achievement of competence determine language, literacy and numeracy needs of candidate certify competence through a Statement of Attainment establish progress towards a qualification determine training gaps of candidate measure work performance classify employee and support career progression meet organisational requirements for work, such as operating equipment or developing new skills satisfy licensing or regulatory requirements.
Relevant people must include:	qualified assessors candidates.
Benchmarks for assessment:	refer to criteria against which candidate is assessed may be a competency standard/unit of competency, assessment criteria of course curricula, performance specifications, or product specifications.
Assessment plan must include:	purpose and aims of assessment context of assessment relevant benchmarks for assessment other assessment information and documentation identified as relevant.
Assessment system policies and procedures may include:	candidate selection rationale and purpose of competency-based assessment assessment records, data management and information management recognition of current competency, recognition of prior learning and credit arrangements.
Assessment context may include:	environment in which assessment will be carried out relationship between units of competency and candidate's workplace time period over which assessment takes place.
Reasonable adjustments may include:	taking into account candidate's language, literacy and numeracy requirements providing personal support services, such as arranging for: member of the community to accompany the candidate reader interpreter attendant carer scribe using adaptive technology or special equipment providing flexible assessment sessions to allow for such things as fatigue or administering of medication format of assessment materials, such as: in Braille in first language use of audiotape or videotape making adjustments to the physical environment revising proposed assessment methods and tools considering age and gender considering cultural beliefs, traditional practices and religious observances.
Resource requirements may include:	resources specific to evidence-gathering activities access to assessors access to policy and procedures access to subject and technical experts OHS requirements plant, equipment and technology.

Unit Sector(s)

Unit sector	Assessment

Competency field

Competency field

Co-requisite units

Co-requisite units

TAEASS401A Plan assessment activities and processes

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to plan and organise the assessment process, including recognition of prior learning (RPL), in a competency-based assessment system. It also includes the development of simple assessment instruments.

Application of the Unit

Application of the unit	This unit typically applies to assessors and workplace supervisors with assessment planning responsibilities; and trainers or other assessors responsible for planning assessment, including RPL. The unit is suitable for those with an existing assessment strategy which documents the overall framework for assessment.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Determine assessment approach	1.1. Identify candidate and confirm purposes and context of assessment/RPL with relevant people according to legal, organisational and ethical requirements 1.2. Identify and access benchmarks for assessment/RPL and any specific assessment guidelines
2. Prepare the assessment plan	2.1. Determine evidence and types of evidence needed to demonstrate competence, according to the rules of evidence 2.2. Select assessment methods which will support the collection of defined evidence, taking into account the context in which the assessment will take place 2.3. Document all aspects of the assessment plan and confirm with relevant personnel
3. Develop assessment instruments	3.1. Develop simple assessment instruments to meet target group needs 3.2. Analyse available assessment instruments for their suitability for use and modify as required 3.3. Map assessment instruments against unit or course requirements 3.4. Write clear instructions for candidate about the use of the instruments 3.5. Trial draft assessment instruments to validate content and applicability, and record outcomes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
cognitive interpretation skills to: interpret competency standards and other assessment documentation, including material relating to reasonable adjustment identify opportunities for integrated competency assessment contextualise competency standards to the operating assessment environment, including RPL consider access and equity needs of diverse candidates technology skills to use appropriate equipment and software to communicate effectively with others research and evaluation skills to: obtain competency standards, assessment tools and other relevant assessment resources research candidate characteristics and any reasonable adjustment needs evaluate feedback, and determine and implement improvements to processes literacy skills to read and interpret relevant information to design and facilitate assessment and recognition processes communication skills to discuss assessment, including RPL processes with clients and other assessors interpersonal skills to: demonstrate sensitivity to access and equity considerations and candidate diversity promote and implement equity, fairness, validity, reliability and flexibility in planning an assessment processes
Required knowledge
ethical and legal requirements of an assessor competency-based assessment, including: work-focused criterion-referenced standards-based evidence-based different purposes of assessment and different assessment contexts, including RPL how to read and interpret the identified competency standards as the benchmarks for assessment how to contextualise competency standards within relevant guidelines four principles of assessment and how they guide the assessment process purpose and features of evidence, and different types of evidence used in competency-based assessments, including RPL rules of evidence and how they guide evidence collection different types of assessment methods, including suitability for collecting various types of evidence assessment tools and their purpose; different types of tools; relevance of different tools for specific evidence-gathering opportunities

Evidence Guide

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	Assessment must address the scope of this unit and reflect all components of the unit. Arange of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: plan and organise the assessment process on a minimum of two occasions collect evidence that demonstrates: documented assessment plans having covered a range of assessment events catering for a number of candidates different competency standards or accredited curricula an RPL assessment contextualisation of competency standards and the selected assessment tools, where required incorporation of reasonable adjustment strategies development of simple assessment instruments for use in the process organisational arrangements.
Context of and specific resources for assessment	Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided. Assessment must ensure access to training products, such as training packages and accredited course documentation.
Method of assessment
Guidance information for assessment	For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).

Range Statement

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.
Purposes of assessment/ RPL may include:	recognising current existing competence of candidates determining if competence has been achieved following learning establishing candidate progress towards achievement of competence determining language, literacy and numeracy needs of candidates certifying competence through a qualification or Statement of Attainment licensing or regulatory requirements.
Context of assessment/ RPL may include:	environment in which the assessment/RPL will be carried out, including real or simulated workplace opportunities for collecting evidence in a number of situations relationships between competency standards and: evidence to support RPL work activities in the candidate's workplace learning activities who carries out the assessment/RPL.
Organisational, legal and ethical requirements may include:	assessment system policies and procedures assessment strategy requirements reporting, recording and retrieval systems for assessment, including RPL quality assurance systems business and performance plans access and equity policies and procedures collaborative and partnership arrangements defined resource parameters mutual recognition arrangements industrial relations systems and processes, awards, and enterprise agreements Australian Quality Training Framework registration scope human resources policies and procedures legal requirements, including: anti-discrimination equal employment opportunity job role, responsibilities and conditions relevant industry codes of practice confidentiality and privacy requirements OHS considerations, including: ensuring OHS requirements are adhered to during the assessment process identifying and reporting OHS hazards and concerns to relevant personnel.
Benchmarks for assessment/RPL may include:	criterion against which the candidate is assessed or prior learning recognised, which may be: competency standard/unit of competency assessment criteria of course curricula performance specifications of an enterprise or industry product specifications.
Types of evidence may include:	direct indirect supplementary.
Rules of evidence ensure that evidence collected is:	valid sufficient authentic reliable.
Assessment methods are the particular techniques used to gather evidence and may include:	direct observation, for example: real work/real time activities at the workplace work activities in a simulated workplace environment structured activities, for example: simulation exercises and role-plays projects presentations activity sheets questioning, for example: written questions, e.g. on a computer interviews self-assessment verbal questioning questionnaires oral or written examinations (applicable at higher AQF levels) portfolios of evidence, for example: collection of work samples compiled by candidate product with supporting documentation historical evidence journal or log book information about life experience review of products, for example: testimonials and reports from employers and supervisors evidence of training authenticated prior achievements interview with employer, supervisor, or peer.
Assessment plan may include:	overall planning document describing: what is to be assessed when assessment is to take place where assessment is to take place how assessment is to take place.
Simple assessment instruments may include:	instruments developed by an assessor as part of formative or summative assessment activities, including: profiles of acceptable performance measures templates and proformas specific questions or activities evidence and observation checklists checklists for the evaluation of work samples recognition portfolios candidate self-assessment materials instruments developed elsewhere that have been modified by the assessor for use with a particular client group.
Available assessment instruments may include:	commercially available instruments those created by others inside the registered training organisation.
Map assessment means:	showing a clear relationship between the evidence and the requirements of the unit.

Unit Sector(s)

Unit sector	Assessment

Competency field

Competency field

Co-requisite units

Co-requisite units

TAEASS402A Assess competence

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to assess the competence of a candidate.

Application of the Unit

Application of the unit	This unit typically applies to assessors.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Prepare for assessment	1.1. Interpret assessment plan and confirm organisational, legal and ethical requirements for conducting assessment with relevant people 1.2. Access and interpret relevant benchmarks for assessment and nominated assessment tools to confirm the requirements for evidence to be collected 1.3. Arrange identified material and physical resource requirements according to assessment system policies and procedures 1.4. Organise specialist support required for assessment 1.5. Explain, discuss and agree details of the assessment plan with candidate
2. Gather quality evidence	2.1. Use agreed assessment methods and tools to gather, organise and document evidence in a format suitable for determining competence 2.2. Apply the principles of assessment and rules of evidence in gathering quality evidence 2.3. Determine opportunities for evidence gathering in actual or simulated activities through consultation with the candidate and relevant personnel 2.4. Determine opportunities for integrated assessment activities and document any changes to assessment instruments where required
3. Support the candidate	3.1. Guide candidates in gathering their own evidence to support recognition of prior learning (RPL) 3.2. Use appropriate communication and interpersonal skills to develop a professional relationship with the candidate that reflects sensitivity to individual differences and enables two-way feedback 3.3. Make decisions on reasonable adjustments with the candidate, based on candidate's needs and characteristics 3.4. Access required specialist support in accordance with the assessment plan 3.5. Address any OHS risk to person or equipment immediately
4. Make the assessment decision	4.1. Examine collected evidence and evaluate it to ensure that it reflects the evidence required to demonstrate competence 4.2. Use judgement to infer whether competence has been demonstrated, based on the available evidence 4.3. Make assessment decision in line with agreed assessment procedures and according to agreed assessment plan 4.4. Provide clear and constructive feedback to candidate regarding the assessment decision and develop any follow-up action plan required
5. Record and report the assessment decision	5.1. Record assessment outcomes promptly and accurately 5.2. Complete and process an assessment report according to agreed assessment procedures 5.3. Inform other relevant parties of the assessment decision according to confidentiality conventions
6. Review the assessment process	6.1. Review the assessment process in consultation with relevant people to improve own future practice 6.2. Document and record the review according to relevant assessment system policies and procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analysis and interpretation skills to: break down competency standards interpret assessment tools and other assessment information, including those used in RPL identify candidate needs make judgements based on assessment of available evidence observation skills to: recognise candidate's prior learning determine candidate's performance identify when candidate may need assistance during the assessment processes research and evaluation skills to: access required human and material resources for assessment access assessment system policies and procedures access RPL policies and procedures evaluate evidence evaluate assessment process cognitive skills to: weigh up the evidence and make a judgement consider and recommend reasonable adjustments decision-making skills to: recognise a candidate's prior learning make a decision on a candidate's competence literacy skills to: read and interpret relevant information to conduct assessment prepare required documentation and records or reports of assessment outcomes in required format communication and interpersonal skills to: explain the assessment, including RPL process give clear and precise instructions ask effective questions provide clarification discuss process with other relevant people give appropriate feedback discuss assessment outcome use language appropriate to candidate and assessment environment establish a working relationship with candidate
Required knowledge
competency-based assessment, including: vocational education and training as a competency-based system criterion-referenced assessment as distinct from norm-referenced assessment competency standards as the basis of qualifications structure and application of competency standards principles of assessment and how they are applied rules of evidence and how they are applied range of assessment purposes and assessment contexts, including RPL different assessment methods, including suitability for gathering various types of evidence, suitability for content of units, and resource requirements and associated costs reasonable adjustments and when they are applicable types and forms of evidence, including assessment tools that are relevant to gathering different types of evidence used in competency-based assessment, including RPL potential barriers and processes relating to assessment tools and methods assessment system, including policies and procedures established by the industry, organisation or training authority RPL policies and procedures established by the organisation cultural sensitivity and equity considerations relevant policy, legislation, codes of practice and national standards, including commonwealth and state or territory legislation that may affect training and assessment in the vocational education and training sector, such as: copyright and privacy laws in terms of electronic technology security of information plagiarism training packages and competency standards licensing requirements industry and workplace requirements duty of care under common law recording information and confidentiality requirements anti-discrimination, including equal employment opportunity, racial vilification and disability discrimination workplace relations industrial awards and enterprise agreements OHS responsibilities associated with assessing competence, such as: requirements for reporting hazards and incidents emergency procedures procedures for use of relevant personal protective equipment safe use and maintenance of relevant equipment sources of OHS information

Evidence Guide

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	Assessment must address the scope of this unit and reflect all components of the unit. Arange of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: assess competence of a number of candidates within the vocational education and training context against different units of competency or accredited curricula, following the relevant assessment plan assess at least one candidate for RPL consider reasonable adjustment and the reasons for decisions in at least one assessment cover an entire unit of competency and show: the application of different assessment methods and tools involving a range of assessment activities and events two-way communication and feedback how judgement was exercised in making the assessment decision how and when assessment outcomes were recorded and reported assessment records and reports completed in accordance with assessment system and organisational, legal and ethical requirements how the assessment process was reviewed.
Context of and specific resources for assessment	Evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided.
Method of assessment
Guidance information for assessment	For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).

Range Statement

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.
Assessment plan may include:	overall planning, describing: what is to be assessed when assessment is to take place where assessment is to take place how assessment is to take place.
Benchmarks for assessment:	refer to a criterion against which the candidate is assessed may be a competency standard/unit of competency, assessment criteria of course curricula, performance specifications, or product specifications.
Assessment tools may include:	both the instrument and the procedures for gathering and interpreting evidence in accordance with designated assessment methods instruments to be used for gathering evidence, such as: profile of acceptable performance measures templates and proformas specific questions or activities evidence and observation checklists checklists for evaluating work samples candidate self-assessment materials procedures, information and instructions for the assessor and candidate relating to the use of assessment instruments and assessment conditions.
Specialist support may include:	assistance by third party, such as carer or interpreter support from specialist educator provision of developed online assessment activities support for remote or isolated candidates and assessors support from subject matter or safety experts advice from regulatory authorities assessment teams and panels support from lead assessors advice from policy development experts.
Assessment methods include:	particular techniques used to gather different types of evidence, such as: direct observation structured activities oral or written questioning portfolios of evidence review of products third-party feedback.
Individual differences may include:	English language, literacy and numeracy barriers physical impairment or disability intellectual impairment or disability medical condition that may impact on assessment, such as arthritis, epilepsy, diabetes and asthma learning difficulties mental or psychological disability religious and spiritual observances cultural images and perceptions age gender.
Feedback may include:	ensuring assessment/RPL process is understood ensuring candidate concerns are addressed enabling questions and answers confirming outcomes identifying further evidence to be provided discussing action plans confirming gap training needed providing information regarding available appeal processes suggesting improvements in evidence gathering and presentation.
Consultation may involve:	moderation with other assessors, or training and assessment coordinators discussions with client, team leaders, managers, RPL coordinators, supervisors, coaches and mentors technical and subject experts English language, literacy and numeracy experts.

Unit Sector(s)

Unit sector	Assessment

Competency field

Competency field

Co-requisite units

Co-requisite units

TAEASS403A Participate in assessment validation

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to participate in an assessment validation process.

Application of the Unit

Application of the unit	This unit typically applies to assessors participating in assessment validation. It does not address leading the validation process.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Prepare for validation	1.1. Discuss and confirm the approach to validation according to defined purposes, context, and relevant assessment system policies and procedures 1.2. Analyse relevant benchmarks for assessment and agree on the evidence needed to demonstrate competence 1.3. Arrange materials for validation activities
2. Contribute to validation process	2.1. Demonstrate active participation in validation sessions and activities using appropriate communication skills 2.2. Participate in validation sessions and activities by applying the principles of assessment and rules of evidence 2.3. Check all documents used in the validation process for accuracy and version control
3. Contribute to validation outcomes	3.1. Collectively discuss validation findings to support improvements in the quality of assessment 3.2. Discuss, agree and record recommendations to improve assessment practice 3.3. Implement changes to own assessment practice, arising from validation

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
planning skills to participate in validation activities within agreed timeframes problem-solving skills to identify information that is inconsistent, ambiguous or contradictory evaluation skills to: determine evidence requirements from competency standards review assessment process, methods and tools review collected evidence communication skills to share information in validation meetings
Required knowledge
how to interpret competency standards and other related assessment information to determine the evidence needed to demonstrate competence, including: criterion-referenced assessment as distinct from norm-referenced assessment various reasons for carrying out validation and the different approaches to validation that may be appropriate before, during and after assessment critical aspects of validation, including validation of assessment processes, methods and products relevant OHS legislation, codes of practice, standards and guidelines, impacting on assessment legal and ethical requirements of assessors, particularly in relation to validation activities principles of assessment rules of evidence

Evidence Guide

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	Assessment must address the scope of this unit and reflect all components of the unit. Arange of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: actively participate in a minimum of two validation sessions or meetings which, in combination, address the critical aspects of validation using different validation approaches and activities clearly explain purposes of validation and the legal and ethical responsibilities of assessors collate documentation relating to validation process in a logical manner demonstrate communication and liaison with relevant people provide feedback and interpret documentation in validation sessions record contribution to validation findings.
Context of and specific resources for assessment	Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided. Assessment must ensure access to: assessment reports and records other documentation relevant to validation.
Method of assessment
Guidance information for assessment	For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).

Range Statement

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.
Assessment system policies and procedures may include:	candidate selection rationale and purpose of competency-based assessment assessment records, and data and information management recognition of current competency, recognition of prior learning and credit arrangements assessment reporting procedures assessment appeals candidate grievances and complaints validation evaluation and internal audit costs and resourcing access and equity, and reasonable adjustment partnership arrangements links with human resource or industrial relations system links with overall quality management system.
Benchmarks for assessment:	refers to criterion against which the candidate is assessed may be one or more units of competency or assessment criteria of course curricula.
Materials may include:	assessment tools samples of collected evidence documentation outlining the basis of assessment decisions reports and records of assessment decisions samples of benchmarks of appropriate evidence Assessment Guidelines of the relevant training packages information from the evidence guide of the relevant units of competency.
Validation activities may include:	analysing and reviewing: assessment tools collected evidence assessment decisions and records of assessment outcomes other aspects of assessment policies, processes and outcomes recording evidence of validation processes and outcomes.
Participation may include comparison and evaluation of:	assessment practices assessment plans interpretation of units of competency assessment methods and tools assessment decisions collected evidence.

Unit Sector(s)

Unit sector	Assessment

Competency field

Competency field

Co-requisite units

Co-requisite units

TAEDEL301A Provide work skill instruction

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to conduct individual and group instruction and demonstrate work skills, using existing learning resources in a safe and comfortable learning environment. The unit covers the skills and knowledge required to determine the success of both the training provided and one's own personal training performance. It emphasises the training as being driven by the work process and context.

Application of the Unit

Application of the unit	This unit supports a wide range of applications across any workplace setting and so can be used by any organisation. Its use is not restricted to training organisations.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Organise instruction and demonstration	1.1. Gather information about learner characteristics and learning needs 1.2. Confirm a safe learning environment 1.3. Gather and check instruction and demonstration objectives and seek assistance if required 1.4. Access and review relevant learning resources and learning materials for suitability and relevance, and seek assistance to interpret the contextual application 1.5. Organise access to necessary equipment or physical resources required for instruction and demonstration 1.6. Notify learners of details regarding the implementation of the learning program and/or delivery plan
2. Conduct instruction and demonstration	2.1. Use interpersonal skills with learners to establish a safe and comfortable learning environment 2.2. Follow the learning program and/or delivery plan to cover all learning objectives 2.3. Brief learners on any OHS procedures and requirements prior to and during training 2.4. Use delivery techniques to structure, pace and enhance learning 2.5. Apply coaching techniques to assist learning 2.6. Use communication skills to provide information, instruct learners and demonstrate relevant work skills 2.7. Provide opportunities for practice during instruction and through work activities 2.8. Provide and discuss feedback on learner performance to support learning
3. Check training performance	3.1. Use measures to ensure learners are acquiring and can use new technical and generic skills and knowledge 3.2. Monitor learner progress and outcomes in consultation with learner 3.3. Review relationship between the trainer/coach and the learner and adjust to suit learner needs
4. Review personal training performance and finalise documentation	4.1. Reflect upon personal performance in providing instruction and demonstration, and document strategies for improvement 4.2. Maintain, store and secure learner records according to organisational and legal requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
verbaland non-verbal communication techniques, such as: asking relevant and appropriate questions providing explanations demonstrating using listening skills providing information clearly safety skills to implement OHS requirements, by acting and responding safely in order to: identify hazards conduct prestart-up checks if required observe and interpret learner behaviour that may put people at risk time-management, skills to: ensure all learning objectives are covered pace learning reflection skills in order to: identify areas for improvement maintain personal skill development literacy skills to: complete and maintain documentation read and follow learning programs and plans read and analyse learner information technology skills to operate audio-visual and technical equipment interpersonal skills to: engage, motivate and connect with learners provide constructive feedback maintain appropriate relationships establish trust use appropriate body language maintain humour demonstrate tolerance manage a group recognise and be sensitive to individual difference and diversity observation skills to: monitor learner acquisition of new skills, knowledge and competency requirements assess learner communication and skills in interacting with others identify learner concerns recognise learner readiness to take on new skills and tasks
Required knowledge
learner characteristics and needs content and requirements of the relevant learning program and/or delivery plan sources and availability of relevant learning resources and learning materials content of learning resources and learning materials training techniques that enhance learning and when to use them introductory knowledge of learning principles and learning styles key OHS issues in the learning environment, including: roles and responsibilities of key personnel responsibilities of learners relevant policies and procedures, including hazard identification, risk assessment, reporting requirements, safe use of equipment and emergency procedures risk controls for the specific learning environment

Evidence Guide

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	Assessment must address the scope of this unit and reflect all components of the unit. A range of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: carry out aminimum of three training sessions, involving demonstrating and instructing particular work skills for different groups; with each session addressing: different learning objectives a range of techniques and effective communication skills appropriate to the audience.
Context of and specific resources for assessment	Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided.
Method of assessment
Guidance information for assessment	For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).

Range Statement

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.
Learner characteristics may include:	language, literacy and numeracy levels learning styles past learning and work experiences specific needs workplace culture.
Safe learning environment may include:	exit requirements personal protective equipment safe access safe use of equipment.
Instruction and demonstration objectives may include:	competencies to be achieved generic and technical skills, which may be: provided by the organisation developed by a colleague individual or group objectives learning outcomes.
Learning resources may include:	any material used to support learning, such as: learner and user guides trainer and facilitator guides example training programs specific case studies professional development materials assessment materials a variety of formats those produced locally those acquired from other sources.
Learning materials may include:	handouts for learners materials sourced from the workplace, e.g. workplace documentation, operating procedures, and specifications.
Details may include:	location and time outcomes of instruction or demonstration reason for instruction or demonstration who will be attending instruction session.
OHS procedures may include:	emergency procedures hazards and their means of control incident reporting use of personal protective equipment safe work practices safety briefings site-specific safety rules.
Delivery techniques may include:	coaching demonstration explanation group or pair work providing opportunities to practise skills and solve problems questions and answers.
Coaching may include:	learning arrangements requiring immediate interaction and feedback on-the-job instruction and 'buddy' systems relationships targeting enhanced performance short-term learning arrangements working on a one-to-one basis.
Measures may include:	informal review or discussion learner survey on-the-job observation review of peer coaching arrangements.

Unit Sector(s)

Unit sector	Delivery and facilitation

Competency field

Competency field

Co-requisite units

Co-requisite units

TAEDES401A Design and develop learning programs

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to conceptualise, design, develop and review learning programs to meet an identified need for a group of learners. The unit addresses the skills and knowledge needed to identify the parameters of a learning program, determine the design, outline the content and review its effectiveness.

Application of the Unit

Application of the unit	This unit typically applies to a trainer or facilitator who designs or develops learning programs. A learning program can be discrete, providing a planned learning approach that relates to specific learning and training needs, or it may form part of the learning design for a qualification.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Define parameters of the learning program	1.1. Clarify purpose and type of learning program with key stakeholders 1.2. Access and confirm the competency standards and other training specifications on which to base the learning program 1.3. Identify language, literacy and numeracy requirements of the program 1.4. Identify and consider characteristics of the target learner group
2. Work within the vocational education and training (VET) policy framework	2.1. Access relevant VET policies and frameworks, and apply to work practices 2.2. Identify changes to training packages and accredited courses and apply these to program development 2.3. Conduct work according to organisational quality assurance policies and procedures
3. Develop program content	3.1. Research, develop and document specific subject matter content according to agreed design options 3.2. Evaluate existing learning resources for content relevance and quality 3.3. Specify assessment requirements of the learning program
4. Design structure of the learning program	4.1. Break the learning content into manageable segments and document timeframe for each segment 4.2. Determine and confirm delivery strategies and required assessment methods and tools 4.3. Document complete learning program in line with organisational requirements 4.4. Review complete program with key stakeholders and adjust as required 4.5. Ensure a safe learning progression by analysing risks in the learning environment and including a risk control plan

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
organisational skills to ensure resources are available and suitable evaluation skills to determine the time required for each learning segment and the overall timelines of the learning program cognitive skills to develop the learning program content and design its structure language and literacy skills to read and interpret a range of documentation, including technical and subject matter documents, references and texts
Required knowledge
information about training package developers and course accreditation agencies responsible for specific learning program parameters training packages and relevant competency standards to be used as the basis of the learning program other performance standards and criteria to be used as the basis of the learning program, where relevant distinction and relationship between a training package/accredited course, learning strategy and learning program, where linked different purposes and focus of learning programs sound knowledge of learning principles instructional design principles relating to different design options for learning program design and structure availability and types of different relevant learning resources, learning materials and pre-developed learning activities methodology relating to developing and documenting new learning activities and related learning materials different delivery modes and methods relevant policies, legal requirements, codes of practice and national standards, including commonwealth and state or territory legislation that may affect training and assessment in the VET sector relevant OHS knowledge relating to the work role, and OHS considerations that need to be included in the learning program

Evidence Guide

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	Assessment must address the scope of this unit and reflect all components of the unit. Arange of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: design, develop and review learning programs within the VET context prepare and develop a minimum of two learning programs: that contain differentiated learning program designs to reflect particular needs, contexts and timelines at least one of which must be based on competency standards or accredited courses and must cover at least one entire unit of competency or accredited course module.
Context of and specific resources for assessment	Evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided.
Method of assessment
Guidance information for assessment	For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).

Range Statement

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.
Purpose may include:	developing vocational competency or vocational skills developing language, literacy and numeracy skills developing general education meeting legislative, licensing and registration requirements, such as OHS requirements.
Other training specifications may include:	curriculum specifications product specifications organisational work requirements and training needs induction needs language, literacy and numeracy development needs regulatory and licensing requirements.
Vocational education and training policies may include:	policies and procedures set by national organisations, such as the National Quality Council Australian Quality Training Framework other relevant policies.
Delivery strategies may include:	focus of delivery in terms of size and type of group context of delivery, for example: in the workplace in a training room in a community setting mode of delivery, for example: face-to-face online blended delivery mode delivery methods, for example: lock-step, learner-paced and mixed interactive, participative and collaborative blended delivery methods.

Unit Sector(s)

Unit sector	Learning design

Competency field

Competency field

Co-requisite units

Co-requisite units