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Dance Teaching Skill Set - Innovation & Business Skills Australia

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<strong>Dance</strong> <strong>Teaching</strong> <strong>Skill</strong><strong>Set</strong>A guide to RPL for assessors


These materials were developed by <strong>Innovation</strong> & <strong>Business</strong> <strong>Skill</strong>s <strong>Australia</strong> in association withthe Commonwealth Government through the Department of Industry, <strong>Innovation</strong>, Science,Research and Tertiary Education (DIISRTE).Copyright Statement© 2012 Commonwealth of <strong>Australia</strong>This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0<strong>Australia</strong> License. (http://creativecommons.org/licenses/by-nc-sa/3.0/au/)This licence lets you distribute, remix and build upon the work, but only if it is for non-commercialpurposes, you credit the original creator/s (and any other nominated parties) and you license yourderivative works under the same terms.The copyright of any adaptations and/or modifications to this material remains with theCommonwealth of <strong>Australia</strong>. Adapted and/or modified materials must have the <strong>Innovation</strong> and<strong>Business</strong> <strong>Skill</strong>s <strong>Australia</strong> logo removed from the work, and the following attribution made:‘This is a modified document based on materials prepared by <strong>Innovation</strong> and <strong>Business</strong> <strong>Skill</strong>s<strong>Australia</strong> Ltd, the original of which can be found on the IBSA website http://www.ibsa.org.au.’DisclaimerWhile care has been taken in the preparation of this material, DIISRTE and the original developer do not warrant that anylicensing or registration requirements specified here are either complete or up-to-date for your State or Territory. DIISRTEand 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 material.The Commonwealth, through the Department of Industry, <strong>Innovation</strong>, Science, Research and Tertiary Education, does notaccept any liability to any person for the information or advice (or the use of such information or advice) which is provided inthis material or incorporated into it by reference. The information is provided on the basis that all persons accessing thismaterial undertake responsibility for assessing the relevance and accuracy of its content. No liability is accepted for anyinformation or services which may appear in any other format. No responsibility is taken for any information or serviceswhich may appear on any linked websites.Published by: <strong>Innovation</strong> & <strong>Business</strong> <strong>Skill</strong>s <strong>Australia</strong> LtdLevel 11, 176 Wellington ParadeEast Melbourne VIC 3002Phone: +61 3 9815 7000Fax: +61 3 9815 7001www.ibsa.org.au e-mail:reception@ibsa.org.auFirst published: October 2012Stock Code: CP-CUAASSGUIDEISBN: 978-1-922115-76-8Print Version No: 1Release Date: October 2012


A guide to RPL for assessorsTable of ContentsIntroduction ............................................................................................................................... 1Appendix 1: Sample RPL application form .............................................................................. 5Appendix 2: Checklist for assessing dance teaching skills ................................................... 7Appendix 3: Sample RPL agreement ..................................................................................... 11Appendix 4: Map of unit requirements and evidence .......................................................... 13Appendix 5: Sample questions to assess underpinning knowledge ................................... 23Appendix 6: Sample assessment summary and feedback sheet........................................ 51Appendix 7: Sample participant feedback on RPL process ................................................. 53Appendix 8: CUADTM401 Plan and organise dance classes ............................................... 55Appendix 9: CUADTM403 Apply safe dance teaching methods .......................................... 69Appendix 10: HLTFA311A Apply first aid ............................................................................... 85Appendix 11: SISCCRO302A Apply legal and ethical instructional skills ............................ 95Appendix 12: SISCDAN301A Teach recreational dance .................................................... 101© 2012 Commonwealth of <strong>Australia</strong> Page iii of 108


A guide to RPL for assessorsIntroduction<strong>Australia</strong>’s dance industry is recognised at home and abroad for its diversity, creativityand innovative choreography. The backbone of this vibrant industry is the wide range ofprivate dance schools and studios in metropolitan and regional centres around thecountry.The introduction of national qualifications and skill sets in dance teaching andmanagement opens the way for studio dance teachers to have their skills and knowledgeformally recognised at a national level. The challenge for registered training organisations(RTOs) is to offer a recognition of prior learning (RPL) process that is time-efficient andcost-effective for assessors and candidates alike.The <strong>Dance</strong> <strong>Teaching</strong> <strong>Skill</strong> <strong>Set</strong> is an excellent starting point for dance teachers to havetheir skills and knowledge formally recognised at a national level. This assessor guide andassociated information for candidates, provide RTOs with resources to offer a streamlinedRPL process.<strong>Innovation</strong> and <strong>Business</strong> <strong>Skill</strong>s <strong>Australia</strong> (IBSA) developed these resources for RTOs touse or adapt to suit their administrative processes. IBSA is one of a number of Industry<strong>Skill</strong>s Councils recognised and funded by the <strong>Australia</strong>n Government to develop nationallyaccredited training products. It was responsible for developing dance and dance teachingqualifications in consultation with industry and dance teaching institutions around thecountry, which were endorsed in 2011 in the CUA11 Live Performance Training Package.DANCE TEACHING SKILL SETTarget groupThis skill set is for people with experience in one or more styles ofdance, who are responsible for teaching dance in vocational,community and social settings.Units CUADTM401 Plan and organise dance classesCUADTM403HLTFA311ASISCCRO302ASISCDAN301AApply safe dance teaching methodsApply first aidApply legal and ethical instructional skillsTeach recreational dancePathwaySuggested formof words forStatement ofAttainmentThese units provide credit towards CUA30311 Certificate III inAssistant <strong>Dance</strong> <strong>Teaching</strong>, CUA40211 Certificate IV in <strong>Dance</strong><strong>Teaching</strong> and Management and other qualifications that allow forselection of these units.These units of competency from CUA11 Live Performance TrainingPackage, HLT07 Health Training Package and SIS10 Sport, Fitnessand Recreation Training Package meet industry requirements forproviding dance training to individuals in a private studio orcommunity environment.© 2012 Commonwealth of <strong>Australia</strong> Page 1 of 108


IntroductionRPL processPage 2 of 108 1 st edition version: 1


A guide to RPL for assessorsAssessor’s RoleThere are four basic steps for assessors within the above RPL framework.Step 1: Process Applications And Brief CandidatesAppendix 1 contains a sample RPL application form. Feel free to adapt this form, butresist the temptation to make it more complex than it needs to be. Apart from contactdetails, the only thing you really need at this point is an overview of the applicant’s danceand dance teaching experience.Make a time to meet with candidates or talk by phone to:• discuss their dance teaching experience• discuss the type of evidence to be provided (alert them to the need for contactdetails of people who can authenticate documentary evidence)• discuss what they can expect in the interview with you after they have submittedtheir evidence• identify any special needs to be considered during the assessment process• answer questions they may have as a result of reading the accompanyingCandidate Guide, which they should have been sent when they enquired about RPL• explain the process for appealing if they disagree with the outcome of theassessment.Before accepting RPL applications, you need to feel confident that, on the basis of theirexperience, candidates are likely to be able to demonstrate competence in the five unitsin the <strong>Dance</strong> <strong>Teaching</strong> <strong>Skill</strong> <strong>Set</strong>. If you feel they are not likely to succeed, discuss this withthem. Suggest they apply again later and provide advice on the sort of evidence theyshould be collecting or preparing in the meantime. It is in everyone’s interests thatapplications for RPL are likely to succeed.As indicated in the Candidate Guide, most requirements can be covered by two typesof evidence.• Authenticated documentation.• Videos of candidates teaching classes. Depending on your location you may be ableto observe them teaching classes, which would eliminate the need for videorecordings.Appendix 2 contains a checklist to assist with assessing the two units that requirecandidates to provide practical evidence of their ability to teach dance. This evidence willbe supplemented by your assessment of how well candidates answer questions in theinterview you conduct with them (see Step 3 below).© 2012 Commonwealth of <strong>Australia</strong> Page 3 of 108


IntroductionStep 2: prepare an RPL agreementDistill the outcome of your briefing with candidates into a simple agreement that states:• the evidence candidates are going to provide• your availability to provide candidates with advice as they prepare their portfolios ofevidence• the timeframe for submitting evidence• arrangements for the assessor interview and other activities, such as directobservation of candidates teaching classes• contact details for people who can authenticate documentary evidence thatcandidates provide• cost to the candidate.Appendix 3 contains a sample RPL agreement.Step 3: assess evidence provided by candidatesThe next step in the RPL process is for you to assess the evidence provided against therequirements of the units of competency. Appendix 4 maps how different types ofevidence relate to those unit requirements.Interview candidates to determine whether they have the underpinning knowledgespecified in the units of competency. Appendix 5 contains sample questions you coulduse during interviews.If you are not satisfied with the evidence provided, discuss your reasons with candidates,agree on further evidence to be provided, and make a final judgement on whether RPLshould be granted. Inform candidates of your decision.Appendix 6 contains a sample form that could be used to report on the outcome of yourassessment for each unit of competency. This is where you can note things that youbelieve a candidate should undertake, such as recommendations about top-up training.This form should be signed by candidates to indicate their agreement. If they do notagree, follow your RTO’s candidate appeal procedures to resolve matters of concern.Step 4: complete THE RPL processAsk candidates to provide feedback on the RPL process. Appendix 7 contains a sampleevaluation sheet. Submit this and other documentation as required by your RTO.Page 4 of 108 1 st edition version: 1


A guide to RPL for assessorsAppendix 1: Sample RPL application formName:Address:Postcode:Telephone:Mobile:Email:• Please describe your dance teaching experience in the past two to three years.• Which style of dance have you been mainly teaching in the past two to three years?• Which age group(s) do you mainly teach?• Please attach a résumé or describe briefly your own experience as a dancer –include details of major performances, graded examinations you have completed,and so on.On the basis of my experience, I wish to apply for recognition of prior learning for thefollowing units in the <strong>Dance</strong> <strong>Teaching</strong> <strong>Skill</strong> <strong>Set</strong>: CUADTM401 Plan and organise dance classes CUADTM403 Apply safe dance teaching methods HLTFA311A Apply first aid SISCCRO302A Apply legal and ethical instructional skills SISCDAN301A Teach recreational danceYour signature:Date:© 2012 Commonwealth of <strong>Australia</strong> Page 5 of 108


A guide to RPL for assessorsAppendix 2: Checklist for assessing danceteaching skillsThis checklist assesses aspects of the following units of competency:CUADTM403 Apply safe dance teaching methods• Element 2 Teach classes• Element 3 Employ effective teaching techniques• Element 4 Incorporate safe dance or movement practice into classes• Element 5 Support and monitor learning (performance criteria 5.3, and 5.4)SISCDAN301A Teach recreational dance• Element 3 Conduct the recreational dance programCandidate’s name:Assessor’s name:1. What teaching methods and techniques did the candidate use during the danceor movement classes you observed? Were these appropriate to the dance stylebeing taught?Comments:2. Did the candidate engage well with participants and ensure that everyone hadthe opportunity to participate in activities? Comment on aspects, such ascommunication skills, and ability to motivate participants and provide feedbackto them on their progress.Comments:© 2012 Commonwealth of <strong>Australia</strong> Page 7 of 108


Appendix 2: Checklist for assessing danceteaching skills3. How well did the candidate incorporate safe dance or movement practice intoclasses? Please comment on aspects, such as warm-up and cool-downprocedures, explanations of the basic structure of the human body in relation tomovements being taught, measures to prevent common injuries.Comments:4. Did the candidate demonstrate competence in the use of technology andequipment as teaching aids? Please describe briefly what you observed.Comments:5. Did the candidate vary the nature of exercises and routines in line with the levelof fitness of individual participants? Please describe briefly what you observed.Comments:6. Please comment on the structure of the classes you observed. Comment onaspects such as pace of class, sequencing of movements, opportunities forpractice, and theoretical content.Comments:Page 8 of 108 1 st edition version: 1


A guide to RPL for assessors7. Please describe how the candidate provided feedback to participants on theirdance moves and how he/she helped them to correct movements. How didparticipants respond to feedback and corrections?Comments:Assessor’s signature:Date:© 2012 Commonwealth of <strong>Australia</strong> Page 9 of 108


A guide to RPL for assessorsAppendix 3: Sample RPL agreementCandidate nameAddressTelephone Home Work MobileEmailAssessor nameRPL fee payable bycandidateUnits ofcompetency to beassessed CUADTM401 Plan and organise dance classes CUADTM403 Apply safe dance teaching methods HLTFA311A Apply first aid SISCCRO302A Apply legal and ethical instructional skills SISCDAN301A Teach recreational danceEvidence to besubmittedNames and contactdetails for peoplewho canauthenticatedocumentaryevidenceName:Email:Name:Email:Tel:Tel:Name:Email:Tel:Key datesEvidence to be submitted by:<strong>Dance</strong> class observations on :© 2012 Commonwealth of <strong>Australia</strong> Page 11 of 108


Appendix 3: Sample RPL agreementAssessor interview on:Assessor contactdetails for ongoingsupportTel:Email:Candidate to answer questions:Has the assessment and RPL process been explained?Have you received copies of the relevant units of competency?Do you understand what evidence is to be collected?Do you understand your right to appeal the result of finalassessments?Have you discussed any special needs to be considered duringassessment?YesYesYesYesYesNoNoNoNoNoI agree to undertake assessment in the knowledge that [insert name of RTO] willensure that the evidence submitted will remain confidential.Candidatesignature:Assessor signature:Date:Date:Page 12 of 108 1 st edition version: 1


A guide to RPL for assessorsAppendix 4: Map of unit requirements andevidenceUnit requirementsEvidenceCUADTM401 Plan and organise dance classesCritical aspects for assessment andevidence required to demonstratecompetency in this unit:Evidence of the ability to develop lessonplans that:• cover the teaching of at least onedance or movement technique• include consideration of the learningenvironment and teachingrequirements• include the required resources• cater for individual learner needs andcharacteristics• show that constraints and risks havebeen identified and assessed.Element 1Interpret learning environment and lessonrequirementsElement 2Prepare lesson plansElement 3Prepare resources for lessons• At least two lesson plansdeveloped by the candidate thatshow evidence of requirements• Third-party verification that lessonplans were developed by thecandidate• Response to questions duringassessor interview• References (written or verbal)from current and/or previousemployers• Response to questions duringassessor interview• At least two lesson plansdeveloped by the candidate thatshow evidence of requirements• Third-party verification that lessonplans were developed by thecandidate• References (written or verbal)from current and/or previousemployers• Response to questions duringassessor interview• Resources developed by thecandidate and verified by a thirdparty© 2012 Commonwealth of <strong>Australia</strong> Page 13 of 108


Appendix 4: Map of unit requirements and evidenceUnit requirementsRequired knowledge• well-developed knowledge of:o learning principles, such as:−−−−learner-centred approachesto teachingincreasing learnerindependenceuse of modelling anddemonstration• learning styles, such as:o auditoryo visualo kinaestheticlearning process needing toreflect individualcircumstanceso left or right braino analyticalo theoreticalo activisto pragmatisto reflective• learner profiles, includingcharacteristics and needs of learnergroup• learning program design andstructure and content• how to structure and develop lessonplans• availability, types and content oflearning resources and learningmaterials• dance or movement techniquerequirements• basic instructional lesson designprinciples, for example:o sequencing informationo providing opportunities forpractice• different teaching methods andtechniques appropriate to teachingdance or movementEvidence• Response to questions duringassessor interviewPage 14 of 108 1 st edition version: 1


A guide to RPL for assessorsUnit requirements• organisational records managementsystem and reporting requirements• OHS relating to teaching role,including:o duty of care under common lawo safe dance practiceso reporting requirements forhazardso safe use and maintenance ofequipmento emergency procedureso sources of OHS information• overview knowledge of:o learning theories, such as:−−−−−cognitive learning theoryandragogypedagogyinformation processingbehavioural learning theoryo relevant policy, legalrequirements, codes of practiceand national standards,including commonwealth andstate or territory requirements:−−OHSrecording information andconfidentiality requirementso anti-discrimination, includingequal opportunity, racialvilification and disabilitydiscriminationEvidence© 2012 Commonwealth of <strong>Australia</strong> Page 15 of 108


Appendix 4: Map of unit requirements and evidenceCUADTM403 Apply safe dance teaching methodsCritical aspects for assessment andevidence required to demonstratecompetency in this unit:Evidence of the ability to:orand• teach classes that cover at least onedance style• teach movement technique• teach a minimum of threeconsecutive sessions to the samegroup• teach a complete program under thesupervision of an approved teacher orinstructor• monitor student learning withreference to specific performancecriteria• review and evaluate effectiveness ofteaching with reference to specificperformance criteria• demonstrate knowledge and skill tothe required standard in the chosentechnique with reference to specificperformance criteria.Element 1Establish an environment conducive tolearningElement 2Teach classes• Observation of candidate teachinga minimum of three consecutivedance classes to the same group(either direct observation orviewing video recordings)• Verification by third party that thecandidate has taught a completeprogram• Response to questions duringassessor interview• Documented self, peer oremployer evaluations ofcandidate’s performance as adance teacher• Observation of candidate teachingdance classes (either directobservation or viewing videorecordings)• Response to questions duringassessor interview• Observation of candidate teachingdance classes (either directobservation or viewing videorecordings)• Response to questions duringassessor interviewPage 16 of 108 1 st edition version: 1


A guide to RPL for assessorsElement 3Employ effective teaching techniquesElement 4Incorporate safe dance or movementpractice into classesElement 5Support and monitor learningElement 6Review and evaluate effectiveness ofteachingRequired knowledge• well-developed knowledge of:o anatomical foundations,including:−−−−−articulation of the spineengagement of the feetbases of support, includingfeet, legs, hands, arms andtorsorange of motion of the jointsdifferentiation of the legsand pelviso <strong>Australia</strong>n Guidelines for <strong>Dance</strong>Teacherso <strong>Dance</strong> Industry Code of Ethicso dance teaching terminology• Observation of candidate teachingdance classes (either directobservation or viewing videorecordings)• Response to questions duringassessor interview• Observation of candidate teachingdance classes (either directobservation or viewing videorecordings)• Response to questions duringassessor interview• Observation of candidate teachingdance classes (either directobservation or viewing videorecordings)• Response to questions duringassessor interview• Response to questions duringassessor interview• Documented self, peer oremployer evaluations ofcandidate’s performance as adance teacher• Evaluation sheets completed byclass participants• References (written or verbal)from current and/or pastemployers• Response to questions duringassessor interview• Observation of candidate teachingdance classes (either directobservation or viewing videorecordings)• References (written or verbal)from current and/or pastemployers© 2012 Commonwealth of <strong>Australia</strong> Page 17 of 108


Appendix 4: Map of unit requirements and evidenceo graded progress requirementsaccording to dance societylevelso issues and challenges thatarise in the context of teachingdance or movemento OHS principles relevant to ateaching context:−−−−−−−−reporting requirements forhazardsprevention andmanagement of danceinjuriessafe use and maintenanceof equipmentemergency proceduressources of OHS informationrole of key workplacepersonspolicy and proceduresrelevant to the teachingenvironmentsafe dance and movementpracticeo techniques relevant to chosengenreo teaching principles andtechniqueso teaching and performanceprotocols• sound knowledge of childhooddevelopment, including:o characteristics of stages ofpsychological developmento stages that affect psychologicaldevelopment and theirimplications for teachingprogramso characteristics of stages ofphysiological developmento factors that affect physicalgrowth and motor developmentand their implications forteaching programso characteristics of stages ofmotor developmento learning principles and theoriesthat relate to different agegroups from 5 years to adultPage 18 of 108 1 st edition version: 1


A guide to RPL for assessorsHLTFA311A Apply first aidWhole unitStatement of Attainment for this unit isobtained through having completed anaccredited first aid course in the pasttwo or three years, for example:• St John Ambulance ‘Apply FirstAid’ course, previously known as‘Senior First Aid’• <strong>Australia</strong>n Red Cross ‘Apply FirstAid (Senior First Aid)’.SISCCRO302A Apply legal and ethical instructional skillsCritical aspects for assessment andevidence required to demonstratecompetency in this unit:Evidence of the following is essential:• accesses and interprets legal andethical information relevant to theactivity to anticipate possible legaland ethical issues and developappropriate management strategies• determines instructional stylesappropriate to the needs of clientsand the skills• develops session plans for activityspecificskills according to the needsof clients, best practice principles ofthe activity and the organisation.Element 1Apply legal responsibilitiesElement 2Apply ethical responsibilitiesElement 3Develop instructional practices• At least two lesson plansdeveloped by the candidate thatshow evidence of requirements• Third-party verification that lessonplans were developed by thecandidate• Response to questions duringassessor interview• Response to questions duringassessor interview• References (written or verbal)from current and/or previousemployers• Response to questions duringassessor interview• References (written or verbal)from current and/or previousemployers• At least two lesson plansdeveloped by the candidate thatshow evidence of requirementsoutlined in performance criteria• Third-party verification that lessonplans were developed by thecandidate• Response to questions duringassessor interview© 2012 Commonwealth of <strong>Australia</strong> Page 19 of 108


Appendix 4: Map of unit requirements and evidenceRequired knowledge• legal responsibilities andorganisational policies andprocedures that enable:o the safe conduct of all activitieso ethical and legally compliantaccess, use and storage ofinformation• principles of session planning todevelop activity-specific session plans• activity-specific knowledge to identifyand interpret legal, ethical and skillsdevelopment requirements• learning styles to enable the use of avariety of activities to cater fordifferent client learning preferences• principles of growth and developmentto select and sequence appropriatetasks and activities• Lesson plans developed by thecandidate outlined in performancecriteria• Third-party verification that lessonplans were developed by thecandidate• Response to questions duringassessor interview• References (written or verbal)from current and/or previousemployersSISCDAN301A Teach recreational danceCritical aspects for assessment andevidence required to demonstratecompetency in this unit:Evidence of the following is essential:• plans and conducts recreationaldance programs in response to theneeds and capabilities of participants• uses teaching methods and strategiesthat are safe and supportive, monitorsthe progress of participants andmakes adjustments in response tochanging situations• applies contingency managementtechniques to deal with a range ofproblems and issues that may ariseduring program implementation• provides positive feedback toencourage motivation, self-esteemand self-expression• evaluates and reflects on ownperformance to identify ways in whichprogram outcomes can be improved.• Observation of candidate teachingdance classes (either directobservation or viewing videorecordings)• Response to questions duringassessor interview• Documented self, peer oremployer evaluations ofcandidate’s performance as adance teacher• References (written or verbal)from current and/or previousemployersPage 20 of 108 1 st edition version: 1


A guide to RPL for assessorsElement 1Identify participant needs and expectationsElement 2Plan a recreational dance programElement 3Conduct the recreational dance programElement 4Identify community performanceopportunitiesElement 5Evaluate the program• Response to questions duringassessor interview• References (written or verbal)from current and/or previousemployers• Training needs analysescompleted by the candidate,verified by a third party• Outlines of recreational danceprograms developed by thecandidate, as detailed inperformance criteria• Third-party verification that danceprograms were developed by thecandidate• Response to questions duringassessor interview• References (written or verbal)from current and/or previousemployers• Observation of candidate teachingdance classes (either directobservation or viewing videorecordings)• Response to questions duringassessor interview• Response to questions duringassessor interview• References (written or verbal)from current and/or previousemployers• Details of communityperformances, verified by a thirdparty• Response to questions duringassessor interview• Documented self, peer oremployer evaluations ofcandidate’s performance as adance teacher• Evaluation sheets completed byclass participants• References (written or verbal)from current and/or pastemployers© 2012 Commonwealth of <strong>Australia</strong> Page 21 of 108


Appendix 4: Map of unit requirements and evidenceRequired knowledge• legislation and organisational policiesand procedures that enable safe andnon-discriminatory conduct of therecreational dance program• philosophies and principles ofcommunity development, to enableinclusive client-centred practices• health and other factors affectingability to participate in dance classes,to enable design of appropriate dancemovements and techniques• anatomy and physiology of basic bodystructures to enhance safe dancepractice• common dance injuries, to enable theimplementation of effective injuryprevention strategies• sources of information and resourceson dance safety• basic first aid procedures to enableeffective management of injuries thatmay occur during the program• risk analysis processes to enableassessment of the potential impact ofplanned dance program onparticipant safety• genre and style of dance to instructthe participants the skills ormovements during sessions• teaching methods to promote selfexpressionand self-confidence• factors affecting group dynamics andconflict resolution strategies to enableconstructive engagement ofparticipants• equipment testing and checkingtechniques to enable safe use of allequipment• evaluation processes to enableimprovements to be made to theprogram• principles of group management tobuild group cohesion and encourageparticipation• fundamental principles of danceanalysis to enable accuratecorrections to be made to technique• fundamental principles of dance,such as choreography, performanceand appreciation• Response to questions duringassessor interview• Observation of candidate teachingdance classes (either directobservation or viewing videorecordings)• References (written or verbal)from current and/or pastemployersPage 22 of 108 1 st edition version: 1


A guide to RPL for assessorsAppendix 5: Sample questions to assessunderpinning knowledgeQuestion1. You have just started asa part-time teacher at alocal private danceschool. What sort ofinformation do youneed to know beforeyou start planninglessons? Name at leastfour things.2. What sort of constraintsdo you need to considerwhen you are planningclasses? Name at leastthree.What to look for in answerIn the answer look for things, such as:• class size• number of classes• student profiles• special needs of students• documentation related to classes,e.g.o dance syllabio learning outcomeso units of competencyo assessment methodso OHS issues to beaddressed in lessonso lesson plans fromprevious teachers• equipment, resources and facilitiesavailable for classes• pre-class testing requirements• school’s administrative proceduresand reporting requirements.In the answer look for constraints, such as:• opportunities for students topractise• cost of attending classes• time required or available for lesson• scheduling difficulties• consideration of appropriategroupings of learners and meetinglearner needs• copyright in relation to resourcematerials• public liability requirements.Link to units ofcompetencyCUADTM401• Element 1:Interpretlearningenvironmentand lessonrequirementsCUADTM401• Element 1:Interpretlearningenvironmentand lessonrequirements© 2012 Commonwealth of <strong>Australia</strong> Page 23 of 108


Appendix 5: Sample questions to assess underpinning knowledgeQuestion3. What sort of risks doyou need to considerwhen you are planninga dance class? Name atleast three.4. As a teacher you have aduty of care to students.Name at least fourthings a student andtheir parent or carercould reasonably expectyou to be mindful of inthe context of teachingdance.What to look for in answerIn the answer look for risks, such as:• OHS considerations, for example:o appropriate flooringo appropriate change roomsand toilet facilitieso ventilationo unobstructed spaceo safe access to and fromvenueo suitable footwear andclothingo emergency procedureso reporting requirements forhazardso duty of care undercommon law• safe dance practices• public liability requirements• inappropriate location or danceenvironment• inadequate equipment, technologyor resources• capacity of school to meet learnerneeds and characteristics.In the answer look for things, such as:• checking that students are wearingappropriate footwear and clothing• including warm-up and cool-downprocedures in classes• ensuring that flooring is appropriateto the style of dance• treating students with respect• taking action to prevent bullying• ensuring that school premises anddance studios are hazard free• ensuring that students are familiarwith emergency procedures.Link to units ofcompetencyCUADTM401• Element 1:Interpretlearningenvironmentand lessonrequirements• RequiredknowledgeSISCDAN301A• Element 2:Plan arecreationaldanceprogram• RequiredknowledgeSISCCRO302A• Element 1:Apply legalresponsibilitiesCUADTM401• Element 1:Interpretlearningenvironmentand lessonrequirements• RequiredknowledgeSISCCRO302A• Element 1:Apply legalresponsibilities• RequiredknowledgePage 24 of 108 1 st edition version: 1


A guide to RPL for assessorsQuestionWhat to look for in answerLink to units ofcompetency5. Name two organisationsthat are a source ofinformation on OHS andsafe dance practice.6. Name at least sixlearner needs and/orcharacteristics that youneed to be aware of asyou familiarise yourselfwith students in yourclasses.In the answer look for organisations,such as:• Safe Work <strong>Australia</strong>• Ausdance• state or territory entities,such as:o WorkCover NSWo WorkSafe Victoriao SafeWork SAo WorkSafe WAo Workplace Health andSafety Queenslando WorkSafe Tasmaniao WorkSafe ACTo NT WorkSafe.In the answer look for learner needsand/or characteristics, such as:• expectations regarding the teachingof specific dance styles ormovement skills• the need to develop:o generic skillso underpinning knowledge• personal development and growth• English language, literacy andnumeracy considerations• specific physical and psychologicalneeds• preferred learning styles• employment status• past learning experiences• level of maturity• cultural background and needs• level of formal schooling in <strong>Australia</strong>or overseas.CUADTM401• RequiredknowledgeSISCDAN301A• RequiredknowledgeCUADTM401• Element 1:Interpretlearningenvironmentand lessonrequirements• Requiredknowledge© 2012 Commonwealth of <strong>Australia</strong> Page 25 of 108


Appendix 5: Sample questions to assess underpinning knowledgeQuestion7. When you are planninga class you need toapply knowledge oflearning principles andlearning theories.Briefly describe atleast four principles ortheories that underpineffective teaching.8. Briefly describe atleast three features ofa learner-centredapproach to teaching.What to look for in answerIn the answer look for principles or theories,such as:• engaging learners through a learnercentredapproach• devising and modifying activities thattake account of a range of learningstyles (e.g. behavioural learningtheory)• increasing learner independence• cognitive learning theory (allows forunobservable or incremental changesin mental knowledge throughinformation processing, reasoningand problem-solving over a period oftime)• knowing when it is appropriate toadapt teaching style to take accountof age of learners, e.g. for theorybasedactivities, a pedagogic,teacher-centred approach may besuitable for young children, but notfor adults where a guide/facilitator/process-based approach is moreappropriate (pedagogy vs. andragogy)• using modelling and demonstration• ensuring that learning processes takeaccount of students’ individualcircumstances.In the answer look for features,such as:• providing an environment thatemphasises active rather thanpassive learning• making the learning relevant toindividual students to foster deeplearning and understanding• structuring learning activities so thatstudents have to take responsibilityand be accountable for their ownlearning• increasing learner self-confidenceand ability to express themselvesthrough dance and movement• developing mutual respect andinterdependence in the learnerteacherrelationship• encouraging self- and peer-reflectionon learning progressLink to units ofcompetencyCUADTM401• Element 2:Preparelesson plans• RequiredknowledgeCUADTM401• Element 2:Preparelesson plans• RequiredknowledgeSISCDAN301A• Element 2:Plan arecreationaldanceprogram• Element 3:Conduct therecreationaldanceprogram• RequiredknowledgePage 26 of 108 1 st edition version: 1


A guide to RPL for assessorsQuestionWhat to look for in answerLink to units ofcompetency9. Learning activitiesneed to take accountof the different ways inwhich people learn.Name at least fourlearning styles.10. You are teachingaspects of anatomyand how thisknowledge underpinssafe dance practice.Describe how youcould incorporate atleast two learningprinciples and atleast two learningstyles into learningactivities. Bullet pointanswers aresufficient.In the answer look for learning styles,such as:• auditory• visual• kinaesthetic/tactile• sensing• intuitive• sequential• global• left and right brain• analytical• theorist• activist• pragmatist• reflector.In the answer look for approaches,such as:• diagrams and/or video clipsillustrating correct and incorrectposture, followed by demonstration ofconsequences for dance technique,within safety limits (visual andkinaesthetic learning styles)• supervise students experimentingwith correct and incorrect posture(kinaesthetic learning style)• group discussion (reflector andauditory learning styles)• provide reference material for furtherstudy (theorist and analytical learningstyles).The main learning principles in the aboveexamples are demonstration andlearner-centred.CUADTM401• Element 3:Prepareresources forlessons• RequiredknowledgeSISCCRO302A• Element 3:Developinstructionalpractices• RequiredknowledgeCUADTM401• Element 2:Preparelesson plans• RequiredknowledgeSISCCRO302A• Element 3:Developinstructionalpractices• Requiredknowledge© 2012 Commonwealth of <strong>Australia</strong> Page 27 of 108


Appendix 5: Sample questions to assess underpinning knowledgeQuestion11. Name at least fourthings you need toconsider from apractical perspectivewhen you areplanning lessons.12. Name at least threethings you need totake into account asyou prepareresources forlessons.13. Name at least threethings you woulddiscuss withstudents as yououtline the overallobjectives of alearning program.What to look for in answerIn the answer look for things, such as:• starting the lesson with an overviewof what students can expect to bedoing and learning• allowing adequate time for practice• sequencing information in a logicalway• logical, suitable and safe lessonprogression, beginning with warm-upand stretching• a graduated workload, i.e. frequency,intensity, duration and type of dance• timing – making sure that you do nottry to cover too many things and runout of time• allowing time for questions anddiscussion• identifying all resources required, e.g.student notes, music, audio andvideo replay equipment, andaccompanist.In the answer look for things, such as:• modifying standard resources andlearning activities to suit yourparticular class• developing additional learningactivities to meet specific lessonrequirements• ensuring that all technology andequipment are available andfunctioning in time for classes• having back-up material to cater forcircumstances that might arise, e.g.o information in languagesother than Englisho contact details for trustedprofessionals, such asphysiotherapists,nutritionists andcounsellors.In the answer look for things, such as:• learning outcomes as specified inunits of competency or dance syllabi• learning needs of the class as awhole• opportunities to address individuallearning needs• types of learning activities studentscan expect in classes• practice opportunities, e.g.practicum or supervised teaching• assessment procedures.Link to units ofcompetencyCUADTM401• Element 2:Preparelesson plans• RequiredknowledgeSISCCRO302A• Element 3:Developinstructionalpractices• RequiredknowledgeCUADTM401• Element 3:Prepareresources forlessonsSISCCRO302A• Element 3:Developinstructionalpractices• RequiredknowledgeCUADTM403• Element 1:Establish anenvironmentconducive tolearningPage 28 of 108 1 st edition version: 1


A guide to RPL for assessorsQuestionWhat to look for in answerLink to units ofcompetency14. Name at least threethings you wouldinclude in adiscussion withstudents about thesort of behaviour youand they canreasonably expect inclasses.15. Briefly describe thelearning principlebehind usingrepetition andpractice whenteaching dance ormovement skills.16. Briefly describe atleast five principlesand/or techniquesfor teaching dance toyoung children (5−10year olds)In the answer look for things, such as:• mutual respect• sensitivity to the needs of others• sensitivity to culture, ethics andgender• use of appropriate language• commitment to learning process byboth students and teachers• inclusive teaching style thatencourages and motivates students.In the answer look for things, such as:• repetition and practice allow time forthe learner to:o process or understand whatis requiredo practise and experiment tosee which physicalmovements produce therequired resulto practise until the dance ormovement skill becomesautomatic.In the answer look for things, such as:• ways of dealing with short attentionspans – keep the class moving• using imagery as a way of makingrepetitious practice interesting, e.g.for port de bras ‘pretend that thewind is blowing your arms out’• bringing an element of play intoactivities• being prepared to do a bit of playactingyourself as teacher• modelling the behaviour or actionsyou are asking children to do• within limits, asking children tochoose what they would like to do,e.g. practising this or that today andthe other one next week• offering positive feedback and beingspecific, e.g. not ‘Well done’ but‘That’s a high jump, well done!’• varying the way you ask children todo things, e.g. rather than alwaysgiving directions, (e.g. point yourtoes), say what you want to see, asthough it has already happened –‘Thank you for pointing your toes’.CUADTM403• Element 1:Establish anenvironmentconducive tolearningCUADTM403• Element 2:TeachclassesCUADTM403• Element 2:Teachclasses• Element 3:Employeffectiveteachingtechniques• Requiredknowledge© 2012 Commonwealth of <strong>Australia</strong> Page 29 of 108


Appendix 5: Sample questions to assess underpinning knowledgeQuestion17. Briefly describe atleast five principlesand/or techniquesfor teaching dance tochildren (11−14 yearolds)18. Briefly describe atleast six principlesand/or techniquesfor teaching dance tochildren (15−18 yearolds)What to look for in answerIn the answer look for things, such as:• increasing learner independence• modelling behaviour anddemonstrating technique in ways thatacknowledge the maturity level ofstudents• phasing out a ‘very young child’approach to teaching• ensuring that exercises and routinesare appropriate to age, gender,physical development and skill level• employing training strategies thattake account of students’ physical,social and psychologicaldevelopment• introducing activities that allowlearners to explore the process ofcreating dance pieces with peers• introducing peer learning strategies• increasing opportunities forperformance or observation andincluding lead-up to performance inclasses• ensuring adequate rest and recoverytime.In the answer look for things, such as:• learning activities that involvebackground research into aspects ofthe dance industry• inviting dance professionals todiscuss issues with students• challenging students and supportingthem to develop deep levels ofthinking and application• being mindful of how past learningexperiences may be affectingstudents’ approach to learning• ensuring that exercises and routinesare appropriate to age, gender,physical development and skill level• employing training strategies thattake account of students’ physical,social and psychologicaldevelopment• taking age, development and level ofcontrol into account for activities thatrequire maximum strength and power(e.g. lifts)• supporting students to audition forevents or performances or take partin activities/workshops where theycan work with other teachers,choreographers or directors• using strategies that increasemusical knowledge and musicality• challenging students to developartistryLink to units ofcompetencyCUADTM403• Element 2:Teachclasses• Element 3:Employeffectiveteachingtechniques• RequiredknowledgeCUADTM403• Element 2:Teachclasses• Element 3:Employeffectiveteachingtechniques• RequiredknowledgePage 30 of 108 1 st edition version: 1


A guide to RPL for assessorsQuestionWhat to look for in answerLink to units ofcompetency19. Briefly describe atleast five principlesand/or techniquesfor teaching dance topeople aged over 19.20. Briefly describe atleast seven skills youbelieve an effectivedance teachershould have.• offering learning activities that usecorrect dance terminology for thestyle• incorporating history of the form intolearning activities, includingreference to past and currentpractitioners.In the answer look for things, such as:• emphasis on learner-centredapproaches to teaching• challenging students and supportingthem to develop deep levels ofthinking and application• being mindful of how past learningexperiences may be affectingstudents’ approach to learning• taking age, development and level ofcontrol into account for activities thatrequire maximum strength and power(e.g. lifts)• taking age into account for activitiesthat require turning, rolling, fallingand balance• supporting students to audition forevents or performances or take partin activities/workshops where theycan work with other teachers,choreographers or directors• challenging students to continuallylearn and improve technique andartistic performance• incorporating performance outcomesin unit planning.In the answer look for things, such as:• using a range of teaching resourcesto provide variety for students andkeep them engaged• speaking with appropriate tone andpitch and using language appropriateto age of students• using terminology appropriate to styleof dance being taught• encouraging and dealingappropriately with questions• showing enthusiasm for lessons• demonstrating a sound knowledge oftechniques relevant to the dancestyle being taught• ensuring that sensitivities in relationto human contact and touch areincorporated into teachingtechniques• incorporating safe dance practiceinto classesCUADTM403• Element 2:Teachclasses• Element 3:Employeffectiveteachingtechniques• RequiredknowledgeCUADTM403• Element 3:Employeffectiveteachingtechniques• Element 5:Support andmonitorlearning• RequiredknowledgeSISCDAN301A• Element 3:Conduct therecreationaldanceprogram• Requiredknowledge© 2012 Commonwealth of <strong>Australia</strong> Page 31 of 108


Appendix 5: Sample questions to assess underpinning knowledgeQuestion21. Name at least threetechniques a teachershould employ whenteaching groups ofstudents.22. Briefly describe atleast six key featuresof safe dancepractice thatteachers shouldalways observe.What to look for in answer• making direct eye contact to createdirect pathway between students andself (may be culturally inappropriatefor some groups)• managing classes and situations withconfidence• constantly monitoring individual andclass progress and modifyingteaching approaches accordingly• supporting learners to enableprogress from simple to morecomplex tasks and concepts.In the answer look for things, such as:• ensuring that every individual has anopportunity for participation andinput• maintaining group cohesion• encouraging rapport between classmembers• managing group dynamics• observing and interpreting behaviourthat puts others at risk• facilitating group interaction.In the answer look for things, such as:• encouraging students to maintainhealthy lifestyles and being ready torefer at-risk students to experts• explaining the specific nutritionalneeds of dancers, including differentfood types and explaining the risks ofunder-eating• incorporating knowledge of the basicstructure of the body intoexplanations and demonstrations ofmovement techniques• including safe warm-up and cooldownprocedures as an integral partof session planning and delivery• ensuring that students are wearingappropriate clothing and footwear• demonstrating the various types ofstretching for flexibility anddiscussing their advantages anddisadvantages with students• sequencing movements effectivelyand safely• providing a teaching environmentthat complies with safe dance andmovement practice, e.g. flooringappropriate to style of dance• providing advice to students aboutthe use of a safe environment whereout of class practice is necessaryLink to units ofcompetencyCUADTM403• Element 3:Employeffectiveteachingtechniques• RequiredknowledgeCUADTM403• Element 4:Incorporatesafe danceor movementpractice intoclasses• RequiredknowledgePage 32 of 108 1 st edition version: 1


A guide to RPL for assessorsQuestionWhat to look for in answerLink to units ofcompetency23. Describe at leastseven ways in whichknowledge ofkinesiology can beapplied to theteaching of danceand movement.• taking measures to prevent commoninjuries• employing effective injurymanagement strategies.In the answer look for ways, such as: 1• using safe mechanically correctmovement patterns specific to thedance style or genre• using exercises and choreographythat are mechanically safe andefficient• identifying incorrect, inefficient andpotentially dangerous movementpatterns• demonstrating and teaching safe,mechanically correct movement• adapting exercises and choreographythat may be risky• demonstrating movementmechanics for:o balanceo weight transfero weight takingo lifting techniques andpartneringo suitable for the dance style orgenre• making sure lifts, throws, balances,falls and weight support movementsare suitable for gender, physicaldevelopment, age, experience andskill level; and are biomechanicallysound• emphasising preparation in learninglifts, falls and cooperative workinvolving trust• making sure that correct handpositions and alignment are used forsupport in lifts• matching body shape and weight forpartnering exercises.CUADTM403• Element 4:Incorporatesafe danceor movementpractice intoclasses• Requiredknowledge1 Source: Ausdance, Safe dance practice, accessed from © 2012 Commonwealth of <strong>Australia</strong> Page 33 of 108


Appendix 5: Sample questions to assess underpinning knowledgeQuestion24. Describe at least fiveways in whichknowledge ofphysiology can beapplied to theteaching of danceand movement.25. Describe at least fivemeasures thatteachers could taketo prevent commoninjuries.What to look for in answerIn the answer look for ways, such as: 2• explaining fitness requirements(e.g. strength, muscular endurance,cardiovascular endurance, flexibility)for the genre or style• monitoring student fitness• recognising limitations andunderstanding the dangers ofpushing the body beyond safe limits• matching exercises andchoreography to participant abilityand fitness level• offering alternatives, such as ‘ownpace’ or ‘level’• explaining how to developcardiovascular endurance and findingways to combine aerobic andanaerobic training in technique andconditioning programs• explaining how to develop strengthand muscular endurance and findingways to safely combine them intechnique and conditioning programs• explaining the types of flexibilitytraining• teaching students about the role ofmetabolism in diet and conditioningresponses• explaining the neuromotor processesrequired for the dance style or genre• explaining motor patterns, theirdevelopment and the effect ontraining• using imagery to help develop correctsequencing and to re-learn incorrectmotor patterns.In the answer look for measures,such as: 3• making sure students dress safely forthe dance style or genre• making sure space and floor surfaceare suitable for the style or genre• managing space use to reduceaccidents• encouraging individuals to takeresponsibility for their safety and thesafety of others• structuring classes so that exercisesprogressLink to units ofcompetencyCUADTM403• Element 4:Incorporatesafe danceor movementpractice intoclasses• RequiredknowledgeCUADTM403• Element 4:Incorporatesafe danceor movementpractice intoclasses• Requiredknowledge2 Source: Ausdance, Safe dance practice, accessed from 3 Source: Ausdance, Safe dance practice, accessed from Page 34 of 108 1 st edition version: 1


A guide to RPL for assessorsQuestion26. Describe at least fourways to minimise therisk of over-trainingand fatigue.What to look for in answer• making sure that exercises aresuitable in type, intensity andduration for the group’s age,development and level of control• including preventative conditioningexercises in classes and trainingprograms• structuring teaching and rehearsal toavoid excessive repetition and overuseof body parts – varying theintensity, volume and activity• using the principle of periodisation toachieve balance between technique,fitness training, conditioning,rehearsal time, rest and recovery• using foundation training (i.e. aerobicfitness, skeletal stability anddevelopment of base strength) tomaintain fitness during breaks andprepare for the training period ahead(e.g. a term).In the answer look for ways, such as: 4• adapting exercises and choreographywhere students show obvious signsof fatigue• teaching students about the risk offatigue and empowering them to takeresponsibility for their safe trainingand rehearsing• checking that participants havedeveloped enough aerobic capacity intheir foundation training• using techniques such as mentalimagery for students suffering fromfatigue• modifying the frequency and intensityof activities to avoid overtraining andfatigue• making sure there is a balancebetween activity and rest duringrehearsals, a performance orexamination season• using recovery techniques andincluding them in a trainingprogram—being aware of things thatinhibit recovery from training.Link to units ofcompetencyCUADTM403• Element 4:Incorporatesafe danceormovementpracticeinto classes• Requiredknowledge4 Source: Ausdance, Safe dance practice, accessed from © 2012 Commonwealth of <strong>Australia</strong> Page 35 of 108


Appendix 5: Sample questions to assess underpinning knowledgeQuestion27. Describe at least threefeatures of each of thefollowing injurymanagementstrategies:a. injury recoveryandrehabilitationproceduresb. first aid andOHS andemergencyproceduresc. contact list ofprofessionalassistance.What to look for in answerIn the answer look for strategy features,such as: 5• injury recovery and rehabilitationprocedures, e.g.:o know how to deal with orrefer accidents, injury andillnesso encourage students toreport their illness andinjurieso encourage students to getprofessional advice wherenecessaryo put together a recoveryprogram using specialistadvice that includesunderlying weaknesscorrection, an incrementedreturn to training, andalternative activities tomaintain fitness andmotivationo adjust the dancer’smovement to avoidrepeating the injuryo empower students with theknowledge and motivationto self-correcto use imagery and mentalrehearsal as a tool for relearningmovementpatterns and to re-developphysical confidence afterinjury• first aid and OHS and emergencyprocedures:o use RICE (rest, ice,compression, elevation) forsoft tissue injuryo prepare a first aid kit andhave icepacks readyo display emergency phonenumberso follow legislated OHS andemergency procedures,including evacuation andcritical incident procedures,floor plans/exits, phoningsequence; and give thisinformation to all students,participants and staffLink to units ofcompetencyCUADTM403• Element 4:Incorporatesafe danceor movementpractice intoclasses• Requiredknowledge5 Source: Ausdance, Safe dance practice, accessed from Page 36 of 108 1 st edition version: 1


A guide to RPL for assessorsQuestionWhat to look for in answerLink to units ofcompetency28. Briefly describe at leasttwo situations thatcould disrupt learningand how you could dealwith them.• refer to sources of professionalassistance, e.g. general andspecialist practitioners,rehabilitation therapists, such as:o Pilateso Alexander techniqueo chiropractorso yogao osteopathso physiotherapistso massage.In the answer look for situations,such as:• accompanist fails to turn up for ascheduled class (strategy: haverecorded music on hand that canbe used instead)• video or audio replay equipmentdoes not work (strategy: quicklyget replacement equipment ifavailable or replace with anotherexercise/activity and deferplanned activity to the next class)• a student who is usually motivatedand participates well in classes,loses interest and falls behind(strategy: take student aside aftera class and try to find out whatmight be happening in his/herpersonal or home life that iscausing the change in behaviour; ifappropriate, discuss with parents,or provide referral to otherprofessionals)• two students who are friends areinattentive in class, e.g. whisperingand laughing (strategy: avoiddirectly reprimanding them, simplyseparate them and see if thatsolves the problem; if not, takethem aside after a class anddiscuss the effect their disruptivebehaviour is having on others andidentify what can be done toresolve the problem).CUADTM403• Element 5:Support andmonitorlearning• Requiredknowledge© 2012 Commonwealth of <strong>Australia</strong> Page 37 of 108


Appendix 5: Sample questions to assess underpinning knowledgeQuestion29. Describe at least threeways in which you couldimprove theeffectiveness of yourown teaching.30. Briefly describe at leastthree features of the‘Code of Ethics for<strong>Dance</strong> Teachers’ thatspecifically apply toindividual teachers.What to look for in answerIn the answer look for ways, such as:• inviting and acting on honest andconstructive feedback fromparents, students and colleagues• acting on feedback receivedduring performance appraisals• reflecting on own performanceagainst criteria for effectiveteaching contained in theAusdance publication Effectiveteaching methods or in-housecriteria• evaluating lesson plans andresources provided by the schooland suggesting ways to improvethem• participating in professionaldevelopment activities, such asworkshops and seminars.Answer should reflect the followingsections of the ‘Code of Ethics for <strong>Dance</strong>Teachers’ 6 .• Individual teachers will useeffective and flexible teachingskills to create a productivelearning environment. Individualteachers will:o strive to communicate alove of danceo show professional attitudes,including punctuality,reliability and responsiblecare of studentso strive to develop selfdisciplineandself-motivation in thestudentso encourage and support theindividual in the classsituationso present general concepts ofmovement as well as thoseof a particular dance style.• Individual teachers will recognisethe role of dance in thedevelopment of the whole person.They will also seek to recogniseand develop each student’spotential, whether it lies in danceor in related fields, and offerappropriate guidance for furtherprogress.Link to units ofcompetencyCUADTM403• Element 6:Review andevaluateeffectivenessof teaching• RequiredknowledgeCUADTM403• Requiredknowledge6 Source: Ausdance, accessed at Page 38 of 108 1 st edition version: 1


A guide to RPL for assessorsQuestionWhat to look for in answerLink to units ofcompetency31. Why should teachers bewary of allowingchildren aged up to 16years to perform regularlifting?32. Name at least fourorganisational policiesor procedures youwould typically expect adance school orcommunity-basedorganisation to have.• Individual teachers will endeavourto recognise physical anomalies,modifying their teaching andseeking medical advice whennecessary. The teaching andchoreography must beanatomically safe, and teachersmust be prepared to deal withmedical emergencies.• Individual teachers will strive todevelop in the students anappreciation of the characteristicstyle of each specific techniquetaught.• Individual teachers will takeresponsibility for seeking moreknowledge in all aspects of theirwork.In the answer look for things, such as:• growth plate development• looser ligaments• inconsistent strength in muscles• rapid growth means less control,and body alignment andawareness being challenged atthis time.In the answer look for policies andprocedures, such as:• occupational health and safety• emergency procedures• reporting of hazards and risks• risk minimisation• selection of participants forperformances• scheduling requirements• communication protocols• access to and storage ofinformation• process for accessing fundsavailable to support danceprogram.CUADTM403RequiredknowledgeSISCCRO302A• Element 1:Apply legalresponsibilities• RequiredknowledgeSISCDAN301A• Element 1:Identifyparticipantneeds andexpectations© 2012 Commonwealth of <strong>Australia</strong> Page 39 of 108


Appendix 5: Sample questions to assess underpinning knowledgeQuestion33. Managers oforganisations that offerdance classes andteachers need to havean overview of areas oftheir job that aregoverned by legislation.Name at least fourareas that fall into thiscategory.34. Arabic is the firstlanguage for almost halfthe participants in yourdance class. What sortsof issues covered bylegislation do you needto be aware of and whatcould you do on apractical level in classesto meet legislativerequirements?35. As a teacher you have aresponsibility to adhereto occupational healthand safety procedures.Name at least threethings you need tocheck to ensure thatdance classes are beingconducted in a safeenvironment or space.What to look for in answerIn the answer look for areas, such as:• occupational health and safety• privacy• duty of care• working with children• equal opportunity• anti-discrimination• insurance• mandatory reporting• waivers and exclusion clauses.In the answer look for:• legislative issues, such as:o duty of careo equal opportunityo anti-discrimination• strategies, such as:o establishing a process thatinvolves competent Englishspeakers in the grouptranslating for those withlower level English languageskillso providing opportunities forthem to show how steps ortechniques are applied indance styles specific totheir countries of origino structuring activities so thatall cultural groups in theclass feel includedo watching for and takingaction to prevent antidiscriminatorybehaviour byother participants in theclass towards the Arabicspeakingparticipants.In the answer look for things, such as:• size of floor area• ventilation• unobstructed space• appropriate heating, cooling andlighting• flooring appropriate to genre andstyle of dance• security.Link to units ofcompetencySISCCRO302A• Element 1:Apply legalresponsibilities• RequiredknowledgeSISCDAN301A• Element 2:Plan arecreationaldanceprogram• RequiredknowledgeSISCCRO302A• Element 1:Apply legalresponsibilities• Element 2:Apply ethicalresponsibilities• RequiredknowledgeSISCCRO302A• Element 1:Apply legalresponsibilities• RequiredknowledgePage 40 of 108 1 st edition version: 1


A guide to RPL for assessorsQuestionWhat to look for in answerLink to units ofcompetency36. A participant in yourclass injured her ankleduring an exerciseroutine. What shouldyou do, including adescription of thetypical first aidprocedure to follow forsprains and strains.37. Participants in danceclasses and theirfamilies expect danceschools to act in aprofessional and ethicalmanner. Name at leastfour things people canreasonably expect froma provider of danceclasses.In the answer look for things, such as:• follow organisational procedure inrelation to injury management• seek medical aid as required• inform parents/carers if deemednecessary by yoursupervisor/manager• reference to the first aid procedurewhich has the acronym RICE: 7o REST the patient and theinjured parto ICEPACKS (cold compress)wrapped in a wet cloth maybe applied to the injury for15 minutes, every 2 hoursfor 24 hours, then for 15minutes every 4 hours for24 hourso COMPRESSION applyelastic bandage, firmly toextend well beyond theinjuryo ELEVATE the injured part.In the answer look for things, such as:• no false advertising – promotionalmaterial presents an accuratepicture of what participants canexpect from classes• sound financial managementpractices in relation to fees• class sizes appropriate to thelevels and techniques beingtaught• facilities that conform to minimumsafety and space requirements,with flooring suitable to the style ofdance being taught• dance teachers with experienceand skills relevant to the dancestyle being taught• teachers acting in a professionaland ethical manner.SISCCRO302A• Element 1:Apply legalresponsibilities• RequiredknowledgeSISCDAN301A• Element 3:Conduct therecreationaldanceprogram• RequiredknowledgeSISCCRO302A• Element 2:Apply ethicalresponsibilities• Requiredknowledge7 Source: St John Ambulance <strong>Australia</strong>, Managing Sprains and Strains, accessed on 14 March 2012 from© 2012 Commonwealth of <strong>Australia</strong> Page 41 of 108


Appendix 5: Sample questions to assess underpinning knowledgeQuestion38. Name at least fivethings that wouldindicate a teacher isacting in a professionaland ethical manner.39. Ausdance, the nationaladvocacy and supportorganisation for dancein <strong>Australia</strong>, has a rangeof freely availablepublications. Whichones are relevant to youas a dance teacher andhow would you obtaincopies?40. With regard to bestpractice, describe atleast five measures thatteachers could take toprevent injuries thatcommonly occur as aresult of dance ormovement activities.What to look for in answerIn the answer look for things, such as:• punctuality• enthusiasm for teaching• ability to motivate students andget them to perform to the best oftheir abilities• considerate of individualdifferences in participants• ability to deal with conflictsituations effectively• following safe dance practiceswhen teaching• ability to deal with medicalemergencies.In the answer look for anything thatreflects the following:• <strong>Australia</strong>n guidelines for danceteachers:o effective teaching methodso professional businesspractice for studio teacherso safe dance practice• reference to publications availableon the Ausdance website:.In the answer look for measures,such as: 8• making sure students dress safelyfor the dance style or genre• making sure space and floorsurface are suitable for the style orgenre being taught• managing space use to reduceaccidents• encouraging individuals to takeresponsibility for their safety andthe safety of others• structuring classes so thatexercises progress• making sure that exercises aresuitable in type, intensity andduration for the group’s age,development and level of control• including preventative conditioningexercises in classes and trainingprograms• structuring teaching to avoidexcessive repetition and over-useof body parts – varying theintensity, volume and activity.Link to units ofcompetencyCUADTM403• Element 1:Establish anenvironmentconducive tolearningSISCCRO302A• Element 2:Apply ethicalresponsibilities• RequiredknowledgeSISCCRO302A• Element 3:Developinstructionalpractices• RequiredknowledgeSISCCRO302A• Element 3:Developinstructionalpractices• RequiredknowledgeCUADTM403• Element 4:Incorporatesafe danceor movementpractice intoclasses8 Source: Ausdance, Safe dance practice, accessed from Page 42 of 108 1 st edition version: 1


A guide to RPL for assessorsQuestionWhat to look for in answerLink to units ofcompetency41. What sort of informationdo you need to knowbefore you startplanning lessons?Name at least fivethings.42. Everyone in your danceclass will be taking partin a short dance routineat a local communityevent. Briefly describethe instructional style(s)you would adopt as youprepare everyone forthe performance. Givereasons for your choiceand also say whetherthere are otherinstructional styles youwould not use in thiscontext.43. Name at least fivelearner needs and/orcharacteristics that youneed to be aware of asyou familiarise yourselfwith participants in yourclasses.In the answer look for things, such as:• expectations and aspirations ofparticipants• class numbers• background, experience anddevelopmental stage of classparticipants• staff and financial resourcesavailable to teach classes• cultural and political influences• involvement and interest ofparents• length and number of sessions• equipment, materials andprovisions• precautions and other health andsafety information.In the answer look for:• instructional styles, such as:o motivationalo friendly and approachableo directive when it comes toaspects of the performancethat are non-negotiable,e.g. costume, make-up• reasons – you want to geteveryone performing to the best oftheir ability, but you also need toassert your right to be the soledecision maker with regard tosome aspects of the preparation• a disciplinarian instructional stylewould not work well in thissituation because it could take thejoy and excitement out of thelead-up to the performance forparticipants.In the answer look for characteristics,such as:• age• skill level• fitness• emotional, physical andintellectual development• existing injuries• participant expectations regardingthe teaching of specific dancestyles or movement skills• cultural background and needs.SISCCRO302A• Element 3:Developinstructionalpractices• RequiredknowledgeSISCCRO302A• Element 3:DevelopinstructionalpracticesCUADTM401• RequiredknowledgeSISCDAN301A• Element 1:Identifyparticipantneeds andexpectationsCUADTM401• Requiredknowledge© 2012 Commonwealth of <strong>Australia</strong> Page 43 of 108


Appendix 5: Sample questions to assess underpinning knowledgeQuestion44. Name at least threehealth or other factorsthat could affect aperson’s ability toparticipate in danceclasses.45. Briefly describe at leastfive factors you need totake into account whenyou are planning arecreational danceprogram.What to look for in answerIn the answer look for factors, such as:• excessive over-weight• excessive under-weight• overly busy lifestyle that leaveslittle time to devote to classes andpractice• past physical injuries• behavioural problems andattitudes not suited toparticipating in group learningactivities• level of physical fitness• unhealthy habits, such assmoking.In the answer look for factors, such as:• equipment and resourcesavailable for teaching• the need to document theprogram to show how participantneeds and abilities are addressedin the dance program• planning classes so there is a mixof activities and adequate time forpractice• effective and safe teachingstrategies appropriate to the styleof dance being taught and theteaching environment• music and choreography• thorough inspection of premisesand dance space to identify anyhealth and safety hazards andthen doing whatever you can tominimise risks to participants• injury prevention strategies to beincluded in classes, e.g. warm-upand cool-down, stretching,ensuring that participants havesuitable footwear and clothing.Link to units ofcompetencySISCDAN301A• Element 1:Identifyparticipantneeds andexpectations• RequiredknowledgeSISCDAN301A• Element 2:Plan arecreationaldanceprogram• RequiredknowledgePage 44 of 108 1 st edition version: 1


A guide to RPL for assessorsQuestionWhat to look for in answerLink to units ofcompetency46. Briefly describe at leastfive different teachingstrategies you couldadopt in your classes.47. Describe at least fivemeasures that teacherscould undertake toprevent commoninjuries.In the answer look for strategies, such as:• whole skill: movements or stepsare demonstrated and practisedas a whole, from start to finish,rather than being broken downinto sub-parts• progressive: parts of themovement or routine are practisedindividually before being joinedtogether• whole-part-whole: a combinationof the above two where the wholeskill is demonstrated andpractised, then broken down intoindividual parts which aredemonstrated and practisedbefore being put back togetheragain• demonstration: teacherdemonstrates how the movementor steps are performed• command and response: teachergives instructions about how toperform movements to whichlearners respond• directive approaches throughspecific set tasks• engaging learners through alearner-centred approach• experiential or problem-solving –could be used when learners arecreating their own dance pieces inresponse to different stimuli.In the answer look for measures,such as: 9• making sure students dress safelyfor the dance style or genre• making sure space and floorsurface are suitable for the style orgenre being taught• managing space use to reduceaccidents• encouraging individuals to takeresponsibility for their safety andthe safety of others• structuring classes so thatexercises progress• making sure that exercises aresuitable in type, intensity andduration for the group’s age,development and level of controlSISCDAN301A• Element 2:Plan arecreationaldanceprogram• Element 3:Conduct therecreationaldanceprogram• RequiredknowledgeSISCDAN301A• Element 2:Plan arecreationaldanceprogram• Element 3:Conduct therecreationaldanceprogram• Requiredknowledge9 Source: Ausdance, Safe dance practice, accessed from © 2012 Commonwealth of <strong>Australia</strong> Page 45 of 108


Appendix 5: Sample questions to assess underpinning knowledgeQuestion48. Name at least threethings you need tocheck to ensure thatdance classes are beingconducted in a safeenvironment/ space.49. Briefly explain why it isimportant to evaluatedance programs andhow you would go aboutthis.What to look for in answer• including preventative conditioningexercises in classes and trainingprograms• structuring teaching to avoidexcessive repetition and over-useof body parts – varying theintensity, volume and activity.In the answer look for things, such as:• size of floor area• ventilation• unobstructed space• appropriate heating, cooling andlighting• flooring appropriate to genre andstyle of dance• security.In the answer look for things, such as:• evaluation is important to:o make sure stated objectivesare being meto identify and come up withsolutions to problems thathave arisen duringprogramso identify new areas thatcould be covered in futureprogramso identify potential areas forimprovement in futureprograms• ways to evaluate programsinclude:o seeking and acknowledgingfeedback from participants,staff, colleagues andcommunity organisationsinvolved in programso reflecting on ownperformance as teacherand noting areas forimprovement.Link to units ofcompetencySISCDAN301A• Element 2:Plan arecreationaldanceprogram• RequiredknowledgeSISCDAN301A• Element 5:Evaluate theprogram• RequiredknowledgePage 46 of 108 1 st edition version: 1


A guide to RPL for assessorsQuestionWhat to look for in answerLink to units ofcompetency50. Name at least six areasof the body at risk ofinjury through dance ormovement activity.51. Name at least fivecauses of commondance or movementrelatedinjuries.52. Briefly describe at leastthree principles thatunderpin effectivecommunitydevelopment.In the answer look for areas of the body,such as:• lower back• ankles• feet• knees• muscles and tendons• ligaments• joints• abdomen• stress fractures.In the answer look for things, such as:• bad posture and body alignment• overstretching• compressing body tissues, suchas:o muscleso boneso joints• incorrect technique• insufficient conditioning andtraining• fatigue• inappropriate environmentalconditions• unhealthy nutrition• emotional or psychological stress.In the answer look for principles,such as:• inclusiveness, e.g. involving thecommunity in the planning ofactivities• collaboration, e.g. setting uppartnerships to achievecommunity goals• capacity building, e.g. providingeducational programs andresources• equity – making sure thatresources and programs areavailable to everyone in thecommunity• responsiveness –adjustingprograms and activities to takeaccount of changes incircumstances or the environment.SISCDAN301A• Element 3:Conduct therecreationaldanceprogram• RequiredknowledgeSISCDAN301A• RequiredknowledgeSISCDAN301A• Requiredknowledge© 2012 Commonwealth of <strong>Australia</strong> Page 47 of 108


Appendix 5: Sample questions to assess underpinning knowledgeQuestion53. How could participantsin recreational danceclasses contribute tothe quality ofcommunity life? Whatsort of role could adance teacher play inthis?54. How would youdemonstrate andexplain the principles ofcorrect posture fordance styles or genresfor which this isimportant?55. Body alignment is animportant factor toconsider when teachingpeople safe dancepractices. Brieflydescribe what is meantby body alignment inyour dance style(s).What to look for in answerIn the answer look for things, such as:• providing free performances atcommunity events, aged carefacilities, and so on• the role of the dance teachercould involve:o identifying performanceopportunitieso selecting participants toperformo conducting rehearsalso identifying ways in whichbroader community couldbe involved in theperformanceo seeking local mediacoverage of the communityperformance.In the answer look for things, such as:• head upright• eyes straight ahead• chin parallel to the floor• shoulders wide and relaxed• neck stretching upward• chest vertically aligned with thehips• body weight distributed evenlybetween the feet, and kept slightlyforward• description of anatomical neutral(whole body/upper body/lowerbody)• challenge of dynamic and staticalignment.In the answer look for things, such as:• alignment of the body's loadbearingjoints in a standingposition, that is:o shoulderso hipso kneeso ankles• muscles being in balance:o front to backo side to sideo top to bottom• other elements, such as:o feet pointing straight aheado knees pointing straightaheado level pelvis.Link to units ofcompetencySISCDAN301A• Element 4:IdentifycommunityperformanceopportunitiesSISCDAN301A• Element 3:Conduct therecreationaldanceprogram• RequiredknowledgeSISCDAN301A• RequiredknowledgePage 48 of 108 1 st edition version: 1


A guide to RPL for assessorsQuestion56. How would you explainthe purpose of warm-upand cool-down routinesto dance classparticipants?57. Describe at least twoaspects of skeletal andmuscular componentsof the body that youbelieve a teachershould be able toexplain simply to danceclass participants.58. Briefly describe at leastthree principles and/ortechniques you couldapply to build cohesionin the class andencourage participation.What to look for in answerIn the answer look for things, such as:• warm-up:o to stimulate heart and lungsmoderately andprogressivelyo to increase body andmuscle temperaturegraduallyo to increase the metabolismof skeletal muscleo to prevent joint injuryo to psychologically prepareparticipants forperformance• cool-down:o to return respiration andheart rate to normalo to help prevent musclesorenesso to unwind and relax.In the answer look for aspects, such as:• location and function of majorbones of the body in relation tobody movement• structure and function of majorjoints of the body in relation tomovement• relationship of major muscles andmuscle groups, bones and jointsto movement• neural feedback involved inmuscle and bone movement, e.g.how an action should feel, staticand dynamic alignment.In the answer look for things, such as:• organising some activities in pairsor small groups and giving eachperson an active role to play in thegroup• seeking opinions from everyoneduring group discussions• setting goals that involveeveryone, e.g. preparing for aperformance• taking action promptly anddecisively to minimise disruptionto classes caused by disruptivebehaviour of individuals within thegroup• facilitating a group discussionabout expectations about thedance program – from teacher’sperspective and from participants’perspective.Link to units ofcompetencySISCDAN301A• Element 3:Conduct therecreationaldanceprogram• RequiredknowledgeSISCDAN301A• RequiredknowledgeSISCDAN301A• Element 3:Conduct therecreationaldanceprogram• Requiredknowledge© 2012 Commonwealth of <strong>Australia</strong> Page 49 of 108


Appendix 5: Sample questions to assess underpinning knowledgeQuestion59. Helping students tocorrect aspects of theirtechnique is animportant part of ateacher’s role. Provideat least six aspects ofmovements that youneed to analyse so thatyou can provide adviceon how to improvetechnique.60. Briefly describe five keyelements of dance thatinform choreography,performance andappreciation.What to look for in answerIn the answer look for aspects, such as:• body alignment• maintaining balance on supportingleg• maintaining control in turningbalances• maintaining rhythm and tempo• using arm lines appropriately andextensively• fluid control of rolls• working at differing tempos• focusing eyes and mind whileperforming• isocentric and polycentricisolations• jumps, including:o adageo rolls• floor work, including:o stretcheso strengthening activitieso rolls• locomotor exercises andsequences• non-locomotor exercises andsequences.In the answer look for elements, such as:• time• space• energy• musicality and musical form• spatial arrangement• body actions• movement dynamics• choreographic devices, such asrepetition, use of motifs, canon,unison, and contrast• choreographic forms, such asnarrative, binary, ternary, themeand variation, rondo form• artistic and or choreographicintent• historical and cultural influences.Link to units ofcompetencySISCDAN301A• Element 3:Conduct therecreationaldanceprogram• RequiredknowledgeSISCDAN301A• RequiredknowledgePage 50 of 108 1 st edition version: 1


A guide to RPL for assessorsAppendix 6: Sample assessment summary andfeedback sheetAssessors should:• complete this form for each unit of competency• attach evidence provided by candidates• submit forms and attachments in line with RTO procedures.[Insert name of RTO] will forward copies of the summary sheet to candidates forsignature.RPL candidateAssessment dateAssessor nameUnit of competencyEvidence providedAssessmentdecisionAssessor commentsCandidate’s agreement:I agree with the outcome of the assessmentYES NO DateCandidate signature© 2012 Commonwealth of <strong>Australia</strong> Page 51 of 108


A guide to RPL for assessorsAppendix 7: Sample participant feedback onRPL processRPL candidateDateWas the RPL process adequatelyexplained? For example, was theCandidate Guide you received whenyou first enquired about RPLuseful? Was the initial briefing fromthe assessor adequate?Yes No CommentsWere you given adequateinformation on the criteria you werebeing assessed against?Were your rights and the appealsystem adequately explained?Did the process take adequateaccount of any specialcircumstances that affected yourability to gather the requiredevidence?In your view, were the evidencerequirements appropriate for theunits?© 2012 Commonwealth of <strong>Australia</strong> Page 53 of 108


Appendix 7: Sample participant feedback onRPL processAny other comments on the process:Candidate’ssignaturePage 54 of 108 1 st edition version: 1


A guide to RPL for assessorsAppendix 8: CUADTM401 Plan and organisedance classesUnit descriptorEmployability skillsApplication of the unitUnit sectorELEMENTElements describethe essentialoutcomes of a unit ofcompetency.1 Interpret learningenvironment andlessonrequirementsThis unit describes the performance outcomes, skills andknowledge required to plan and organise classes to teachdance and movement skills to a range of target groups.No licensing, legislative, regulatory or certificationrequirements apply to this unit at the time of endorsement.This unit contains employability skills.This unit applies to a person working as a teacher or instructorin a private dance studio or school. It also applies to peopleresponsible for teaching movement skills for recreational orremedial purposes.At this level, teachers and instructors may be working fromlearning programs developed by others, and structuring lessonplans around those programs. Alternatively, they may bedevising and conducting classes which are not based on anyparticular syllabus.Performing arts – <strong>Dance</strong> teaching and managementPERFORMANCE CRITERIAPerformance criteria describe the performance needed todemonstrate achievement of the element. Where bolditalicised text is used, further information is detailed in therequired skills and knowledge section and the rangestatement. Assessment of performance is to be consistent withthe evidence guide.1.1 Establish learning context and organisationalarrangements1.2 Access, read and interpret learning programdocumentation to determine delivery requirements1.3 Use available information and documentation to identifygroup and individual learner needs and learnercharacteristics1.4 Follow processes to identify learner support requirements1.5 Identify and assess constraints and risks to delivery1.6 Confirm personal role and responsibilities in planning anddelivering training with relevant personnel© 2012 Commonwealth of <strong>Australia</strong> Page 55 of 108


Appendix 8: CUADTM401 Plan and organise dance classes2 Prepare lessonplans3 Prepare resourcesfor lessons2.1 Refine specific learning objectives and assessmentactivities according to learning program requirements andspecific needs of individual learners or target group2.2 Generate ideas for teaching strategies using knowledge oflearning principles and learning theories that reflect therequirements of classes2.3 Evaluate existing learning resources and documentedlearning activities identified in learning programs andselected for use in the specific teaching context2.4 Develop and document lesson plans for each segment oflearning programs to be addressed3.1 Modify and contextualise existing learning resources andlearning activities to cater for particular groups3.2 Develop and document additional learning activities tomeet specific lesson requirements based on theapplication of learning principles and learner styles ofindividuals and classes in general3.3 Organise and finalise learning materials required bylearners in time for delivery3.4 Identify and organise specific facility, technology andequipment needed in time for classes3.5 Identify and organise additional resourcing to meetidentified learner support as required3.6 Confirm overall teaching plan with relevant personnelREQUIRED SKILLS AND KNOWLEDGEThis section describes the skills and knowledge required for this unit.Required skills• communication skills to:o recognise and be sensitive to individual difference and diversity, forexample:• literacy skills to:−−−being sensitive to and valuing the cultural background of studentsand colleaguesacting without bias or discriminationresponding appropriately to individuals with particular needso document lesson plans and prepare learning activitieso prepare learning materials, such as handouts and information sheetso read and interpret learner informationPage 56 of 108 1 st edition version: 1


A guide to RPL for assessors• planning and organisational skills to:o reflect the group and individual learning needs and learner characteristicswithin lesson planso incorporate relevant or modified learning objectives and assessmentmethods (where required) in lesson planso determine the structure and time requirements for each sessiono identify specific facility, technology and equipment needs for each sessiono organise music for dance style or movement skills being taught• self-management skills to:o identify areas for improvemento maintain own skill development• technology skills to:o use sound equipment to play music in dance or movement classeso use computers to produce documents and communicate through emailand the web• time-management skills to:o determine time allocations within lesson planso determine overall class timeo determine how many classes may be requiredo schedule classesRequired knowledge© 2012 Commonwealth of <strong>Australia</strong> Page 57 of 108


Appendix 8: CUADTM401 Plan and organise dance classes• well-developed knowledge of:o learning principles, such as:−−−−learner-centred approaches to teachingincreasing learner independenceuse of modelling and demonstrationlearning process needing to reflect individual circumstanceso learning styles, such as:−−−−−−−−−auditoryvisualkinaestheticleft or right brainanalyticaltheoreticalactivistpragmatistreflectiveo learner profiles, including characteristics and needs of learner groupo learning program design and structure and contento how to structure and develop lesson planso availability, types and content of learning resources and learning materialsPage 58 of 108 1 st edition version: 1


A guide to RPL for assessorso dance or movement technique requirementso basic instructional lesson design principles, for example:−−sequencing informationproviding opportunities for practiceo different teaching methods and techniques appropriate to teaching danceor movemento organisational records management system and reporting requirementso OHS relating to teaching role, including:−−−−−duty of care under common lawsafe dance practicesreporting requirements for hazardssafe use and maintenance of equipmentemergency procedureso sources of OHS information• overview knowledge of:o learning theories, such as:−−−−−cognitive learning theoryandragogypedagogyinformation processingbehavioural learning theoryo relevant policy, legal requirements, codes of practice and nationalstandards, including commonwealth and state or territory requirements:−−OHSrecording information and confidentiality requirementso anti-discrimination, including equal opportunity, racial vilification anddisability discriminationRANGE STATEMENTThe range statement relates to the unit of competency as a whole. It allows for differentwork environments and situations that may affect performance. Bold italicised wording,if used in the performance criteria, is detailed below. Essential operating conditionsthat may be present with training and assessment (depending on the work situation,needs of the candidate, accessibility of the item, and local industry and regionalcontexts) may also be included.© 2012 Commonwealth of <strong>Australia</strong> Page 59 of 108


Appendix 8: CUADTM401 Plan and organise dance classesLearning contextrelates to:Organisationalarrangements mayinclude:Learning programdocumentation mayrelate to:• in a dance studio or similar• in a community setting.• 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, assessand control OHS risks• allowable teaching time• management expectations• people to be involved• reporting requirements• access issues, e.g. to work or practice environment.• dance syllabi or curricula associated with dancesocieties specialising in specific dance genres• competencies to be achieved• specific learning outcomes for each chunk or segment oflearning programs• overview of content to be covered in each chunk orsegment of learning programs• learning resources, learning materials and activities foreach chunk or segment of learning programs• number and duration of classes and overall time lines• teaching methods for each chunk or segment of learningprograms• OHS issues to be addressed in class lessons, includingsafe dance practice• specification of assessment points to measure learnerprogress• assessment methods and tools to be used to collectevidence of competency, where assessment is required• enrolment information• student records (confidentiality protected)• outcomes of previous assessments• communication with individual learners.Page 60 of 108 1 st edition version: 1


A guide to RPL for assessorsLearner needs mayinclude:Learnercharacteristics mayrelate to:Processes may beformal or informal,and may include:Learner supportrequirements mayinclude arrangementsfor:Constraints mayinclude:• dance or movement competencies• aspects of competency, such as skills, knowledge andtechnical applications• generic skills development• personal development and growth• English language, literacy and numeracy• underpinning knowledge.• 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 <strong>Australia</strong> or overseas.• analysing learner information on enrolment forms• discussions with learners and parents or carers toidentify learning support needs• observation of learners.• people with different access requirements• meeting disability needs• meeting cultural needs• meeting language, literacy and numeracy needs.• access to practice opportunities• cost of attending classes• time required or available for lesson• scheduling difficulties• consideration of appropriate groupings of learners andmeeting 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.© 2012 Commonwealth of <strong>Australia</strong> Page 61 of 108


Appendix 8: CUADTM401 Plan and organise dance classesPersonal role andresponsibilities mayinclude:Learning objectivesmay relate to:Target group mayrelate to:<strong>Teaching</strong> strategiesmay include:• responsibility for planning and organising provision ofparts of learning strategy or learning program• responsibility for planning and organising provision of aspecific number of classes• planning and organising the availability of learningmaterials• relationships with other dance or movement teachers• arrangements for assessment• reporting arrangements• supervisor• manager• venue personnel• other teachers• OHS representative• representatives of dance societies.• skills, knowledge or competencies to be achieved bystudents• learning outcomes• individual and group learning objectives• generic skills.• age of students• physical abilities• cultural background• gender• level of expertise.• allowing students to experiment with differenttechniques• 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 accessrequirements• written exercises.Page 62 of 108 1 st edition version: 1


A guide to RPL for assessorsLearning principlesmay relate to:Learning theoriesmay relate to:• engaging learners through a learner-centred approach• increasing learner independence• use of modelling and demonstration.• 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:o bendingo kickso stretcheso hopso jumpso landingo rollingo skippingo turningo twisting• techniques related to movement philosophies,such as:o Alexander techniqueo Bartenieff fundamentalso Feldenkrais methodo Ideokinesiso Pilateso yogao Thera-Band.© 2012 Commonwealth of <strong>Australia</strong> Page 63 of 108


Appendix 8: CUADTM401 Plan and organise dance classesLearning resourcesmay include:Learning activitiesmay include:Lesson plans mayinclude:• 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:o handouts for learnerso learning resources produced in languages otherthan Englisho worksheets and workbookso prepared activity sheetso prepared topic, unit or subject information sheetso prepared scenarios, projects, assignmentso prepared research tasks.• 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.• 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.Page 64 of 108 1 st edition version: 1


A guide to RPL for assessorsLearner styles mayinclude:Facility, technologyand equipment needsmay include:• auditory• visual• kinaesthetic• left and right brain• analytical• theoretical• activist• pragmatist• reflective.• 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.© 2012 Commonwealth of <strong>Australia</strong> Page 65 of 108


Appendix 8: CUADTM401 Plan and organise dance classesAdditional resourcingmay relate to:<strong>Teaching</strong> plan mayinclude:• providing referrals to external services, such as medical• incorporating techniques, such as:o modelling or demonstratingo chunkingo visual or diagrammatico opportunities to practice dance skillso peer supporto repetition• drawing on range of resources from first language,including peer support• ensuring appropriate physical and communicationsupports are available• listening to problems and helping within own area ofresponsibility and knowledgebuilding requiredknowledge and skills using support materials• individual and group learning objectives or outcomes• number of learners and their specific supportrequirements• content of lessons as specified in lesson plans• time lines or duration of activities within sessions• learning resources, learning materials and learningactivities to be used in sessions• other resource and equipment requirements• OHS considerations, including:o incident or hazard reportingo emergency procedureso safe dance practice.• individual and class learning objectives or outcomes foreach segment of learning programs• number of learners and their specific supportrequirements• 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:o incident or hazard reportingo emergency procedureso safe dance practiceo warm-up and cool-down activities.Page 66 of 108 1 st edition version: 1


A guide to RPL for assessorsEVIDENCE GUIDEThe evidence guide provides advice on assessment and must be read in conjunctionwith the performance criteria, required skills and knowledge, range statement and theAssessment Guidelines for the Training Package.Critical aspects forassessment andevidence required todemonstratecompetency in this unitContext of and specificresources forassessmentMethod of assessmentEvidence of the ability to develop lesson plans that:• cover the teaching of at least one dance ormovement technique• include consideration of the learning environmentand teaching requirements• include the required resources• cater for individual learner needs and characteristics• show that constraints and risks have been identifiedand assessed.Assessment must ensure:• access to training products, such as TrainingPackages, documented courses or dance societysyllabi and curricula.A range of assessment methods should be used to assesspractical skills and knowledge. The following examples areappropriate for this unit:• direct questioning combined with review of portfoliosof evidence• third-party workplace reports of on-the-jobperformance• evaluation of lesson plans developed• verbal or written questioning to test knowledge aslisted in the required skills and knowledge section ofthis unit• case studies and scenarios as a basis for discussionof issues and challenges that arise in the context ofplanning and organising dance or movement trainingprograms• direct observation or video recording of candidateparticipating in discussions about developing lessonplans to support learning programs.Assessment methods should closely reflect workplacedemands (e.g. literacy) and the needs of particular groups(e.g. people with disabilities and people who may haveliteracy or numeracy difficulties, such as speakers oflanguages other than English, remote communities andthose with interrupted schooling).© 2012 Commonwealth of <strong>Australia</strong> Page 67 of 108


Appendix 8: CUADTM401 Plan and organise dance classesGuidance information forassessmentHolistic assessment with other units relevant to the industrysector, workplace and job role is recommended, forexample:• any units from the Live Performance TrainingPackage that relate to teaching a specific dance style• CUADTM403 Apply safe dance teaching methods.Page 68 of 108 1 st edition version: 1


A guide to RPL for assessorsAppendix 9: CUADTM403 Apply safe danceteaching methodsUnit descriptorEmployability skillsApplication of the unitUnit sectorELEMENTElements describe theessential outcomes of aunit of competency.1 Establish anenvironment conduciveto learningThis unit describes the performance outcomes, skills andknowledge required to establish an environment conduciveto learning and to employ safe and effective dance andmovement teaching methods.No licensing, legislative, regulatory or certificationrequirements apply to this unit at the time of endorsement.This unit contains employability skills.This unit applies to a person working as a teacher orinstructor in a private dance studio or school. It also appliesto people responsible for teaching movement skills forrecreational or remedial purposes.At this level, teachers and instructors are responsible for theoutput of others and usually work without supervision. Theymay be delivering lessons based on a specific syllabus,learning program or set of teaching resources prepared byothers. Alternatively, they may be conducting classes whichare not based on any particular syllabus.Performing arts – <strong>Dance</strong> teaching and managementPERFORMANCE CRITERIAPerformance criteria describe the performance needed todemonstrate achievement of the element. Where bolditalicised text is used, further information is detailed in therequired skills and knowledge section and the rangestatement. Assessment of performance is to be consistentwith the evidence guide.1.1 Ensure that resources required for teaching areavailable and that venues are ready for classes1.2 At commencement of learning programs discuss andclarify objectives, expectations and requirements withstudents1.3 Use appropriate verbal and interpersonal skills toestablish a positive relationship with students2 Teach classes 2.1 Apply learning principles to interactions with students2.2 Conduct classes according to lesson plans but modifiedwhere appropriate to meet the needs of the students2.3 Adjust expectations of individual class members toperform exercises or routines in line with their level offitness© 2012 Commonwealth of <strong>Australia</strong> Page 69 of 108


Appendix 9: CUADTM403 Apply safe dance teaching methods2.4 Use the diversity of class members as a resource tosupport learning2.5 Employ a range of teaching methods and appropriatetechnology and equipment as teaching aids to optimiselearner experience2.6 Build opportunities for practice into lessons3 Employ effectiveteaching techniques4 Incorporate safe danceor movement practiceinto classes3.1 Ensure that teaching is engaging and relevant througheffective teaching skills3.2 Ensure effective participation and class engagementthough effective group facilitation skills3.3 Use effective oral communication and language skillsto motivate students and to transfer knowledge andskills3.4 Maintain appropriate relationships and ensureinclusivity through effective interpersonal skills3.5 Ensure that sensitivities in relation to human contactand touch are incorporated into teaching techniques3.6 Use observation skills to monitor individual and classprogress4.1 Encourage healthy lifestyles and physical andemotional health for students through advice or referralto experts4.2 Incorporate knowledge of the basic structure of thebody into explanations and demonstrations ofmovement techniques4.3 Include safe warm-up and cool-down procedures as anintegral part of session planning and delivery4.4 Demonstrate the various types of stretching forflexibility and discuss their advantages anddisadvantages with students4.5 Sequence movements effectively and safely4.6 Provide a teaching environment that complies with safedance and movement practice and provide advice tostudents about the use of a safe environment whereout of class practice is necessary4.7 Take measures to prevent common injuries4.8 Employ effective injury management strategiesPage 70 of 108 1 st edition version: 1


A guide to RPL for assessors5 Support and monitorlearning6 Review and evaluateeffectiveness ofteaching5.1 Monitor and document student progress and ensureoutcomes are being achieved and student needsare met5.2 Adjust lesson plans to reflect specific needs andcircumstances and unanticipated situations5.3 Encourage students to reflect on personal learningprogress5.4 Manage class dynamics to ensure effectiveparticipation by students and to maintain effectiverelationships5.5 Manage inappropriate behaviour to ensure learningcan take place5.6 Maintain, store and secure student records accordingto legal and organisational requirements6.1 Evaluate lesson plans to determine their effectivenessas tools to guide the learning process6.2 Provide feedback on lesson plans to writers as required6.3 Seek feedback from management and peers on thequality of own teaching and note areas forimprovement6.4 Reflect on own performance in teaching delivery6.5 Consider and implement new ideas to improve thequality of teaching and to enhance learningexperiences for studentsREQUIRED SKILLS AND KNOWLEDGEThis section describes the skills and knowledge required for this unit.© 2012 Commonwealth of <strong>Australia</strong> Page 71 of 108


Appendix 9: CUADTM403 Apply safe dance teaching methodsRequired skills• communication, teamwork and organisational skills to:o respond appropriately to constructive feedback on own performance as adance teachero present confidently in teaching situations, using an appropriate tone andlevel of voiceo seek assistance from others as requiredo use industry terminology and languageo interpret verbal messageso invite learners to paraphrase advice or instructionso ensure language, literacy and numeracy (LLN) used is appropriate tostudents’ needso build and maintain rapporto demonstrate sensitivity to diversity, disability, culture, gender and ethnicbackgroundso interpret non-verbal messagesPage 72 of 108 1 st edition version: 1


A guide to RPL for assessors• group facilitation skills to ensure that:o every learner has an opportunity for participation and inputo group cohesion is maintainedo behaviour that puts others at risk is observed, interpreted and addressedo expertise and background of learners are respected• learning skills to:o provide feedback to learners by identifying areas of weaknesso assist learners to plan their practice timeo maintain own expertise by taking advantage of ongoing professionaldevelopment opportunitieso facilitate the learning of others through competent delivery of learningprograms, such as modelling learning behaviours and dance techniques• listening skills to:o monitor and adjust teaching as requiredo maintain correct tempo and phrasing in movement sequences• literacy skills to write or interpret instructions and feedback for the learners• observation skills to:o use formative evaluation to monitor student progresso monitor:−−−−• problem-solving skills to:group and individual interactionsconflict or behavioural difficultieslearner cues about concerns or difficulties in learninglearner readiness for assessment or new areas of learningo memorise basic exercises and routineso respond appropriately to the unexpected in a teaching situation• self-management and planning skills to:o plan teaching sessionso manage timeo maintain an appropriate standard of personal presentation in a teachingcontexto follow OHS requirements as they relate to the teaching of dance ormovement• technical skills to operate equipment required for teaching purposes© 2012 Commonwealth of <strong>Australia</strong> Page 73 of 108


Appendix 9: CUADTM403 Apply safe dance teaching methodsRequired knowledge• well-developed knowledge of:o anatomical foundations, including:−−−−−articulation of the spineengagement of the feetbases of support, including feet, legs, hands, arms and torsorange of motion of the jointsdifferentiation of the legs and pelviso <strong>Australia</strong>n Guidelines for <strong>Dance</strong> Teacherso <strong>Dance</strong> Industry Code of Ethicso dance teaching terminologyo graded progress requirements according to dance society levelso issues and challenges that arise in the context of teaching dance ormovemento OHS principles relevant to a teaching context:−−−−−−−−reporting requirements for hazardsprevention and management of dance injuriessafe use and maintenance of equipmentemergency proceduressources of OHS informationrole of key workplace personspolicy and procedures relevant to the teaching environmentsafe dance and movement practiceo techniques relevant to chosen genreo teaching principles and techniqueso teaching and performance protocols• sound knowledge of childhood development, including:o characteristics of stages of psychological developmento stages that affect psychological development and their implications forteaching programso characteristics of stages of physiological developmento factors that affect physical growth and motor development and theirimplications for teaching programso characteristics of stages of motor developmento learning principles and theories that relate to different age groups from 5years to adultPage 74 of 108 1 st edition version: 1


A guide to RPL for assessorsRANGE STATEMENTThe range statement relates to the unit of competency as a whole. It allows for differentwork environments and situations that may affect performance. Bold italicised wording, ifused in the performance criteria, is detailed below. Essential operating conditions thatmay be present with training and assessment (depending on the work situation, needs ofthe candidate, accessibility of the item, and local industry and regional contexts) mayalso be included.Objectives may include: • specified learning outcomes• class learning needs• individual learning needs• specific learning activities• practice opportunities e.g. practicum or supervisedteaching• formative assessment opportunities.Expectations mayrelate to:• those of the teacher in relation to students andclasses• those of students and classes in relation to teachers• individual and group behaviour, including:o mutual respecto sensitivity to needs of otherso sensitivity to culture, ethics and gendero practising inclusivity in group worko 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.© 2012 Commonwealth of <strong>Australia</strong> Page 75 of 108


Appendix 9: CUADTM403 Apply safe dance teaching methodsRequirements mayinclude:Learning principles mustinclude:• a safe, secure learning environment• appropriate behaviour• maintaining progress• attendance• assessment, including:o points at which assessments will occuro identified assessment activities as part oflearning experience• OHS, such as:o reporting requirements for hazardso safe use and maintenance of equipmento emergency procedureso sources of OHS informationo names of key workplace persons with OHS rolesand responsibilitieso OHS policy and procedures relevant to thelearning environmento safe dance or movement practice.• those associated with teaching different age groups,such as:o 5 to 10 year oldso 11 to 14 year oldso 15 to 18 year oldso people aged over 19.Page 76 of 108 1 st edition version: 1


A guide to RPL for assessorsLearning principles mayrelate to:• interpreting non-verbal messages and use ofmodelling• learner-centred approaches to teaching• increasing learner independence• supportive and productive learning environment• reflecting students’ needs, backgrounds, perspectivesand interests in learning programs• challenging students and supporting them to developdeep levels of thinking and application• making assessment practices an integral part ofteaching and learning• learning connecting strongly with communities andpractice beyond the classroom• student characteristics, such as:o language, literacy and numeracy requirementso specific needs, such as:−−−people with different accessrequirementsphysicalpsychologicalo past learning experienceso level of maturityo cultural background and needs.Classes may relate to: • any style of dance• physical coordination• creative body movements in response to music• movements, such as:o bendingo kickso stretcheso hopso jumpso landingo rollingo skippingo turningo twisting© 2012 Commonwealth of <strong>Australia</strong> Page 77 of 108


Appendix 9: CUADTM403 Apply safe dance teaching methods• techniques related to movement philosophies,such as:o Alexander techniqueo Bartenieff fundamentalso Feldenkrais methodo Ideokinesiso Pilateso yogao Thera-Band.Page 78 of 108 1 st edition version: 1


A guide to RPL for assessorsDiversity may include: • age• gender• culture• ethnicity• disability• attitudes and reasons for learning• people with different access requirements.<strong>Teaching</strong> methods mayinclude:Technology andequipment may include:• explaining• lock step• learner-paced• learning by teaching• mixed pace• questioning• taking into account people with different accessrequirements• teacher-centred and student-centred, such as:o demonstration or modellingo instructiono practice opportunitieso enabling and supporting effective learnerparticipation.• CD player• DVD or video equipment• television or screen• data projector and computer• whiteboard or blackboard• butcher’s paper• technical equipment relevant to specific technicalareas.© 2012 Commonwealth of <strong>Australia</strong> Page 79 of 108


Appendix 9: CUADTM403 Apply safe dance teaching methods<strong>Teaching</strong> skills mayinclude:Group facilitation skillsmay include:Basic structure of thebody includes:Warm-up and cool-downprocedures 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 pathwaybetween students and self (may be culturallyinappropriate for some groups)• demonstrating confidence• supporting learners to enable progress from simple tomore complex tasks and concepts.• ensuring that every individual has an opportunity forparticipation and input• maintaining group cohesion• encouraging rapport between class members• managing group dynamics• observing and interpreting behaviour that puts othersat risk• facilitating group interaction.• systems, such as:o skeletalo articularo muscularo circulatoryo nervous.• stretching• joint-mobility exercises• flexibility exercises• aerobic activities• anaerobic exercises• coordinated breathing activities• floor work.Page 80 of 108 1 st edition version: 1


A guide to RPL for assessorsSafe dance andmovement practices mayinclude:Common injuries mayrelate to:• correct execution of dance or movement steps• appropriate clothing and footwear• doing exercises and performing routines on flooringappropriate to genre and style of dance, including:o sprung softwoodo tarketto sprung parqueto tongue and groove hardwoodo resined for ballroom and Latin danceo non-slip for balleto wood for tap and Spanish• healthy nutrition and diet• understanding the body’s capabilities and limitations,including:o alignmento flexibility (mobility)o strength (stability)o cardiorespiratory enduranceo muscular endurance• warm-up and cool-down procedures, such as:o gentle stretcho aerobic exerciseso anaerobic exerciseso breathing exercises.• lower back• ankles• feet• knees• muscles and tendons• ligaments• joints• stress fractures.© 2012 Commonwealth of <strong>Australia</strong> Page 81 of 108


Appendix 9: CUADTM403 Apply safe dance teaching methodsInjury managementstrategies may relate to:Unanticipated situationsmay include:Inappropriate behaviourmay include:Reflecting on ownperformance may include:• injury recovery and rehabilitation procedures• correct use of basic first aid procedures• use of compression, elevation, rest and ice (CERI) incase of soft tissue injury• referral to sources of professional assistance,such as:o general and specialist practitionerso rehabilitation therapists, such as:−−−−−−−PilatesAlexander techniquechiropractorsyogaosteopathsphysiotherapistsmassage.• equipment malfunction• accommodating the needs of students experiencingdifficulties with learning for reasons, such as:o English language, literacy and numeracydifficultieso physical or sensory difficultieso socioemotional difficulties.• violent or inappropriate language• verbal or physical abuse• bullying• insensitive verbal or physical behaviour towards otherstudents or teachers, such as:o culturalo racialo disabilityo gender• dominant or overbearing behaviour• disruptive behaviour• non-compliance with safety instructions.• thinking through lesson requirements• asking key questions• reviewing achievements• analysing difficulties.Page 82 of 108 1 st edition version: 1


A guide to RPL for assessorsEVIDENCE GUIDEThe evidence guide provides advice on assessment and must be read in conjunction withthe performance criteria, required skills and knowledge, range statement and theAssessment Guidelines for the Training Package.Critical aspects forassessment and evidencerequired to demonstratecompetency in this unitContext of and specificresources for assessmentMethod of assessmentEvidence of the ability to:orand• teach classes that cover at least one dance style• teach movement technique• teach a minimum of three consecutive sessions to thesame group• teach a complete program under the supervision ofan approved teacher or instructor• monitor student learning with reference to specificperformance criteria• review and evaluate effectiveness of teaching withreference to specific performance criteria• demonstrate knowledge and skill to the requiredstandard in the chosen technique with reference tospecific performance criteria.Assessment must ensure access to safe dance ormovement teaching spaces.A range of assessment methods should be used to assesspractical skills and knowledge. The following examples areappropriate for this unit:• direct questioning combined with review of portfoliosof evidence• third-party workplace reports of on-the-jobperformance• verbal or written questioning to test knowledge aslisted in the required skills and knowledge section ofthis unit• case studies and scenarios as a basis for discussionof issues and challenges that arise in the context ofteaching dance or movement safely• review of candidate’s diaries or logbooks recordingstudent progress• review of candidate’s self-assessment of their ownteaching skills• direct observation or video recording of candidateteaching classes.© 2012 Commonwealth of <strong>Australia</strong> Page 83 of 108


Appendix 9: CUADTM403 Apply safe dance teaching methodsAssessment methods should closely reflect workplacedemands (e.g. literacy) and the needs of particular groups(e.g. people with disabilities and people who may haveliteracy or numeracy difficulties, such as speakers oflanguages other than English, remote communities andthose with interrupted schooling).Guidance information forassessmentHolistic assessment with other units relevant to the industrysector, workplace and job role is recommended, forexample:• any units from the Live Performance Training Packagethat relate to teaching a dance style• CUADTM401 Plan and organise dance classes• CUAOHS403 Incorporate anatomy and nutritionprinciples into skill development• CUSOHS301 Follow occupational health and safetyprocedures.Page 84 of 108 1 st edition version: 1


A guide to RPL for assessorsAppendix 10: HLTFA311A Apply first aidModification HistoryHLT07 Version 4 HLT07 Version 5 CommentsHLTFA301C Apply firstaidHLTFA311A Apply firstaidUpdated in V5 - changes to competencyoutcomes of first aid unitsUnit DescriptorDescriptorThis unit of competency describes the skills andknowledge required to provide first aid response, lifesupport, management of casualty(s), the incident andother first aiders, until the arrival of medical or otherassistanceApplication of the UnitApplicationThese skills and knowledge may be applied in a range ofsituations, including community and workplace settingsTraining Package users should ensure implementationis consistent with any specific workplace and/orrelevant legislative requirements in relation to first aid,including State/Territory requirements for currencyApplication of these skills and knowledge should becontextualised as required to address specific industry,enterprise or workplace requirements and to addressspecific risks and hazards and associated injuriesA current Senior First Aid, Workplace Level 2 or Level 2qualification may provide evidence of skills andknowledge required by this competency unit. However,as with all evidence of competence, evidence must beassessed against the requirements specified in the unitof competencyLicensing/Regulatory InformationNot ApplicablePre-RequisitesNot ApplicableEmployability <strong>Skill</strong>s InformationEmployability <strong>Skill</strong>sThis unit contains Employability <strong>Skill</strong>s© 2012 Commonwealth of <strong>Australia</strong> Page 85 of 108


Appendix 10: HLTFA311A Apply first aidElements and Performance Criteria Pre-ContentElements define the essentialoutcomes of a unit of competency.The Performance Criteria specify the level of performancerequired to demonstrate achievement of the Element.Terms in italics are elaborated in the Range Statement.Elements and Performance CriteriaELEMENTPERFORMANCE CRITERIA1. Assess the situation 1.1 Identify assess and minimise hazards in the situationthat may pose a risk of injury or illness to self andothers1.2 Minimise immediate risk to self and casualty's healthand safety by controlling any hazard in accordancewith work health and safety requirements1.3 Assess casualty and identify injuries, illnesses andconditions2. Apply first aid procedures 2.1 Adopt a communication style to match the casualty’slevel of consciousness2.2 Use available resources and equipment to make thecasualty as comfortable as possible2.3 Respond to the casualty in a culturally aware, sensitiveand respectful manner2.4 Determine and explain relevant first aid procedures toprovide comfort2.5 Seek consent from casualty prior to applying first aidmanagement2.6 Provide first aid management in accordance withestablished first aid principles and procedures2.7 Seek first aid assistance from others in a timelymanner and as appropriate2.8 Correctly operate first aid equipment for first aidmanagement according to manufacturer/supplier’sinstructions and procedures2.9 Use safe manual handling techniques2.10 Monitor casualty's condition and respond inaccordance with established first aid principles andprocedures2.11 Finalise casualty management according tocasualty’s needs and first aid principlesPage 86 of 108 1 st edition version: 1


A guide to RPL for assessorsELEMENT3. Communicate details of theincidentPERFORMANCE CRITERIA3.1 Request ambulance support and/or appropriatemedical assistance according to relevant circumstance3.2 Accurately convey observation of casualty’s conditionand management activities to ambulance services /relieving personnel3.3 Accurately assess and report details of casualty’sphysical condition, changes in conditions,management and response to management in linewith established procedures3.4 Maintain confidentiality of records and information inline with privacy principles and statutory and/ororganisation policies4. Evaluate own performance 4.1 Seek feedback from appropriate clinical expertRequired <strong>Skill</strong>s and Knowledge4.2 Recognise the possible psychological impacts onrescuers involved in critical incidents4.3 Participate in debriefing/evaluation to improve futureresponse and address individual needsThis 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 thetask outlined in elements and performance criteria of this unit, manage the task and managecontingencies in the context of the identified work roleThis includes a demonstrated understanding of:• Awareness of stress management techniques and available support• First aid management, based on a risk assessment relevant to the workplace orcommunity setting of:o abdominal injurieso allergic reactionso altered and loss of consciousnesso asthmao anaphylaxiso bleedingo burns – thermal, chemical, friction, electricalo cardiac arresto chest paino choking/airway obstruction© 2012 Commonwealth of <strong>Australia</strong> Page 87 of 108


Appendix 10: HLTFA311A Apply first aido drowningo envenomation – snake, spider, insect and marine bites and stingso environmental impact, such as hypothermia, hyperthermia, dehydration, heatstrokeo injuries- cold and crush injuries; eye and ear injuries; head, neck and spinalinjuries; minor skin injuries; needle stick injuries; soft tissue injuries includingsprains, strains, dislocations, fractureso medical conditions, including cardiac conditions, epilepsy, diabetes, asthma andother respiratory conditionso poisoning and toxic substances (including chemical contamination)o respiratory distresso seizureso shocko strokeo substance misuse – common drugs and alcohol, including illicit drugso unconsciousness, not breathing or not breathing normally• Guidelines for provision of first aid as outlined in <strong>Australia</strong>n Resuscitation Council (ARC)Guidelines and guidelines of <strong>Australia</strong>n national peak clinical bodies and State / Territorylegislation and regulations• Social/legal issues including:o duty of careo confidentialityo importance of debriefingo need to be culturally aware, sensitive and respectfulo own skills and limitations• Understanding of:o basic work health and safety requirements in the provision of first aido basic principles and concepts underlying the practice of first aido chain of survivalo infection control principles and procedures, including use of standard precautionso priorities of management in first aid when dealing with life threatening conditionso procedures for dealing with major and minor injury and illness• Understanding of the use of an Automated External Defibrillator (AED), including when touse and when not to• Understanding the causes of asphyxia due to body positionPage 88 of 108 1 st edition version: 1


A guide to RPL for assessorsEssential skills:It is critical that the candidate demonstrate the ability to effectively do the task outlined inelements and performance criteria of this unit, manage the task and manage contingencies inthe context of the identified work roleThis includes the ability to:• Apply first aid principles• Call an ambulance and/or medical assistance according to relevant circumstances andreport casualty(s) condition• Communicate effectively and assertively in an incident• Conduct an initial casualty assessment• Management of:o Anaphylaxis using adrenalin auto-injectoro Avoiding asphyxia due to body positiono Bronchospasm using bronchodilator and spacer deviceo Cardiac arrest using single rescuer procedure, including the demonstration of aseamless changeover between operatorso External haemorrhageo Fractures, sprains and strains using arm slings, roller bandages and otherappropriate immobilisation techniqueso Unconscious casualty including using a recovery position• Demonstrate:o ability to call an ambulanceo consideration of the welfare of the casualtyo safe manual handlingo site management to prevent further injuryo understanding of causes contributing to asphyxia due to body position• Demonstrate correct procedures for performing CPR using a manikin, including standardprecautions (i.e. as per unit HLTCPR211A PERFORM CPR)• Demonstrate infection control, including use of standard precautions• Evaluate own response and identify appropriate improvements where required• Follow State and Territory work health and safety legislative requirements• Make prompt and appropriate decisions relating to managing an incident in theworkplace• Plan an appropriate first aid response in line with established first aid principles, ARCGuidelines and guidelines of <strong>Australia</strong>n national peak clinical bodies, industry standardsand State / Territory legislation and regulations and respond to contingencies in line withown skills• Prepare a written incident report or provide information to enable preparation of anincident report• Provide assistance with self-medication as per subject’s own medication regime and/oradminister medication in line with State/Territory legislation and regulations,organisation policies and any available medical/pharmaceutical instructions• Unpack, activate and follow prompts of an AED© 2012 Commonwealth of <strong>Australia</strong> Page 89 of 108


Appendix 10: HLTFA311A Apply first aidEvidence GuideThe evidence guide provides advice on assessment and must be read in conjunction with thePerformance Criteria, Required <strong>Skill</strong>s and Knowledge, the Range Statement and theAssessment Guidelines for this Training Package. The evidence guide supplementsassessment requirements that apply to all units in this Training Package. Users of this evidenceguide should first read the package’s assessment guidelines.Critical aspects of assessment: • The individual being assessed must provide evidenceof essential knowledge and essential skills• Competence should be demonstrated workingindividually and as part of a first aid team• Consistency of performance should be demonstratedover the required range of situations relevant to theworkplace or community setting• Currency of first aid knowledge and skills is to bedemonstrated in line with ARC Guidelines andguidelines of <strong>Australia</strong>n national peak clinical bodiesand State / Territory legislation and regulationsContext and resources requiredfor assessment:• <strong>Skill</strong>s in performing first aid procedures are to beassessed through demonstration, with questioning toconfirm essential knowledge• Demonstration of first aid procedures over therequired range of situations relevant to the workplacesetting must be demonstrated using standardprecautions and first aid equipment including rollerbandages, triangular bandages, other traumadressings, bronchodilator and spacer device,adrenalin auto-injectors and AED• For assessment purposes, demonstration of skills inCPR procedures requires using a model of the humanbody (resuscitation manikin) in line with ARCGuidelinesAccess and equity considerations: • All workers in the health industry should be aware ofaccess and equity issues in relation to their own areaof work• All workers should develop their ability to work in aculturally diverse environment• In recognition of particular health issues facingAboriginal and Torres Strait Islander communities,workers should be aware of cultural, historical andcurrent issues impacting on health of Aboriginal andTorres Strait Islander people• Assessors and trainers must take into accountrelevant access and equity issues, in particularrelating to factors impacting on health of Aboriginaland/or Torres Strait Islander clients and communitiesRelated units:This unit incorporates the content of units:• HLTCPR211A Perform CPR• HLTFA211A Provide basic emergency life supportPage 90 of 108 1 st edition version: 1


A guide to RPL for assessorsRange StatementThe Range Statement relates to the unit of competency as a whole. It allows for different workenvironments and situations that may affect performance. Add any essential operatingconditions that may be 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 toaddress specificrequirements mayinclude:Established first aidprinciples andprocedures include:Hazards mayinclude:• First aid provision under specific constraints or circumstances (e.g.in confined spaces, in maritime work environment or in workenvironment involving identified risks/hazards)• Focus on first aid management of specific types of injury• <strong>Australia</strong>n Resuscitation Council Guidelines• Guidelines of <strong>Australia</strong>n national peak clinical bodies• Primary First Aid Principles to:o Preserve lifeo Prevent illness, injury and condition(s) becoming worseo Promote recoveryo Protect the unconscious casualty• State/Territory legislation and regulations• A source or situation with the potential for harm in terms of humaninjury or ill-health, damage to property, the environment, or acombination of these• Relevant hazards may be classified under the headings:o Biological hazardso Chemical hazardso Hazards associated with manual handling Physical hazardsRisks may include: • Environmental risks• Exposure to blood and other body substances• Risks associated with the proximity of other workers andbystanders• Risks from body position• Risks from equipment, machinery and substances• Risks from vehicles• Risks from first aid equipment• Risk of further injury to the casualty© 2012 Commonwealth of <strong>Australia</strong> Page 91 of 108


Appendix 10: HLTFA311A Apply first aidCasualty’s conditionis managed for:First aidmanagement musttake into account:• Abdominal injuries• Airway obstruction• Allergic reactions• Altered and loss of consciousness• Bleeding• Body position• Burns – thermal, chemical, friction, electrical• Cardiac arrest• Chest pain• Choking/airway obstruction• Drowning• Envenomation – snake, spider, insect and marine bites and stings• Environmental impact, such as hypothermia, hyperthermia,dehydration, heat stroke• Injuries: cold and crush injuries; eye and ear injuries; head, neckand spinal injuries; minor skin injuries; needle stick injuries; softtissue injuries including sprains, strains, dislocations, fractures• Medical conditions, including cardiac conditions, epilepsy,diabetes, asthma and other respiratory conditions• Poisoning and toxic substances (including chemical contamination)• Respiratory distress• Seizures• Shock• Stroke• Substance misuse – common drugs and alcohol, including illicitdrugs• Unconsciousness, not breathing or not breathing normally• Infection control• Legal and social responsibilities of first aider• The setting in which first aid is provided, including:o industry/site specific regulations, codes etc.o location and nature of the incidento location of emergency services personnel situational risksassociated with, for example, electrical and biologicalhazards, weather, motor vehicle accidentso State and Territory work health and safety legislativerequirementso workplace policies and procedureso WHS requirements• The use and availability of first aid equipment and resourcesPage 92 of 108 1 st edition version: 1


A guide to RPL for assessorsResources andequipment are usedappropriate to therisk to be met andmay include:Appropriate clinicalexpert may include:Report detailsshould include:Report details mayinclude:• AED• Auto-injector• Bronchodilator and spacer device• First aid kit• Puffer/inhaler• Resuscitation mask or barrier• Ambulance officer/paramedic• Appropriately qualified health care professional• Time• Description of injury/illness• First aid management• Incident details• Location• Vital signs• Administration of medication including:o dateo doseo person administeringo time• Fluid intake/output, including fluid loss via:o bloodo faeceso urineo vomito Injury report forms• Workplace documents as per organisation requirements© 2012 Commonwealth of <strong>Australia</strong> Page 93 of 108


A guide to RPL for assessorsAppendix 11: SISCCRO302A Apply legal andethical instructional skillsModification HistoryNot ApplicableUnit DescriptorUnit descriptorThis unit describes the performance outcomes, skills andknowledge required to develop and apply legal and ethicalinstructional skills that comply with activity-specific bestpractice principles.No licensing, legislative, regulatory or certificationrequirements apply to this unit at the time of endorsement.Application of the UnitApplication of the unitThis unit applies to those instructing or coordinating sessionsfor a range of activities, such as swimming, recreationaldance and self-defence in a range of facilities, such asleisure centres, swimming pools and community recreationfacilities.Licensing/Regulatory InformationRefer to Unit DescriptorPre-RequisitesPrerequisite unitsNilEmployability <strong>Skill</strong>s InformationEmployability skillsThis unit contains employability skills.Elements and Performance Criteria Pre-ContentElements describe theessential outcomes of aunit of competency.Performance criteria describe the performance needed todemonstrate achievement of the element. Where bolditalicised text is used, further information is detailed in therequired skills and knowledge section and the rangestatement. Assessment of performance is to be consistentwith the evidence guide.© 2012 Commonwealth of <strong>Australia</strong> Page 95 of 108


Appendix 11: SISCCRO302A Apply legal and ethical instructional skillsElements and Performance CriteriaELEMENT1. Apply legalresponsibilities.2. Apply ethicalresponsibilities.3. Develop instructionalpractices.PERFORMANCE CRITERIA1.1 Identify legal responsibilities according to activity-specificrequirements, clients and organisational policies andprocedures.1.2 Analyse how activity-specific legal responsibilities apply toown role.1.3 Develop strategies to address possible or likely difficultiesor issues that can arise during instruction.2.1 Identify ethical responsibilities according to activityspecificrequirements, clients and organisational policiesand procedures.2.2 Analyse how activity-specific ethical responsibilities applyto own role.2.3 Develop strategies to address possible or likely ethicaldifficulties or issues that can arise during instruction.3.1 Identify the role of the instructor according to therequired activity-specific skills and best practiceprinciples of the activity or organisation.3.2 Identify appropriate activity-specific instructional stylesaccording to activity-specific skills and best practiceprinciples of the activity or organisation.3.3 Access relevant information according to organisationalpolicies and procedures.3.4 Prepare activity-specific session plans according to therequirements of specific skill development, client needsand learning styles.Required <strong>Skill</strong>s and KnowledgeREQUIRED SKILLS AND KNOWLEDGEThis section describes the skills and knowledge required for this unit.Required skills• communication skills to enable effective non-judgemental instruction andcooperation 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 stylesappropriate to the activity and the work rolePage 96 of 108 1 st edition version: 1


A guide to RPL for assessorsRequired knowledge• legal responsibilities and organisational policies and procedures that enable:o the safe conduct of all activitieso 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 skillsdevelopment requirements• learning styles to enable the use of a variety of activities to cater for different clientlearning preferences• principles of growth and development to select and sequence appropriate tasks andactivitiesEvidence GuideEVIDENCE GUIDEThe evidence guide provides advice on assessment and must be read in conjunction withthe performance criteria, required skills and knowledge, range statement and theAssessment Guidelines for the Training Package.Overview of assessmentCritical aspects for assessment andevidence required to demonstratecompetency in this unitContext of and specific resources forassessmentEvidence of the following is essential:• accesses and interprets legal and ethicalinformation relevant to the activity toanticipate possible legal and ethical issuesand develop appropriate managementstrategies• determines instructional styles appropriate tothe needs of clients and the skills• develops session plans for activity-specificskills according to the needs of clients, bestpractice principles of the activity and theorganisation.Assessment must ensure the candidate applieslegal and ethical responsibilities to owninstructional role according to activity-specificrequirements and the needs of clients on multipleoccasions to demonstrate competency andconsistency of performance.Assessment must also ensure access to:• sources of legal and ethical information• relevant information for real or simulatedclient groups relevant to the candidate'sintended work role.© 2012 Commonwealth of <strong>Australia</strong> Page 97 of 108


Appendix 11: SISCCRO302A Apply legal and ethical instructional skillsMethod of assessmentA range of assessment methods should be used toassess practical skills and knowledge. The followingexamples are appropriate for this unit:• oral or written questioning to assessknowledge of activity-specific legal andethical information• portfolio of session plans• third-party reports from a supervisor detailingcandidate's work performance.Holistic assessment with other units relevant to theindustry sector, workplace and job role isrecommended, for example:oror• SISCAQU309A Instruct clients in water safetyand survival skills• SISCCRO304A Plan and conduct disabilityrecreation programs• SISCSDF301A Instruct the basic skills ofunarmed self-defence.Guidance information forassessmentRange StatementRANGE STATEMENTThe range statement relates to the unit of competency as a whole. It allows for differentwork environments and situations that may affect performance. Bold italicised wording, ifused in the performance criteria, is detailed below. Essential operating conditions thatmay be present with training and assessment (depending on the work situation, needs ofthe candidate, accessibility of the item, and local industry and regional contexts) may alsobe 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.Page 98 of 108 1 st edition version: 1


A guide to RPL for assessorsRANGE STATEMENTActivity-specific requirements mayinclude:• equipment• ratio of staff to clients• provision of first aid• security.Clients may include: • experienced• inexperienced• adults• children• groups.Organisational policies andprocedures 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 breachesActivity-specific skills may include: • motor skills• maintaining professional standards ofbehaviour• responding to clients, colleagues and parentsor guardians.• physical skills• sequencing of skills.© 2012 Commonwealth of <strong>Australia</strong> Page 99 of 108


Appendix 11: SISCCRO302A Apply legal and ethical instructional skillsBest practice principles mayinclude:Activity-specific instructional stylesmay include:• activity-specific codes of conduct• <strong>Australia</strong>n Coaching Council's Coaches Codeof Conduct• national activity organisation regulations andguidelines• relevant national, state, territory or localgovernment regulations and guidelines• the culture of the activity• preventative practices adopted by self orpeers to minimise safety hazards and risks.• friendly and approachable• directive regarding not-negotiable issues• casual• critical friend• motivational• disciplinarian.Relevant information may include: • expectations and aspirations of clients• numbers of clientsLearning styles may include: • auditory• client background, experience anddevelopmental 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 safetyinformation.• kinaesthetic• visual• sensory.Page 100 of 108 1 st edition version: 1


A guide to RPL for assessorsAppendix 12: SISCDAN301A Teach recreationaldanceModification HistoryNot ApplicableUnit DescriptorThis unit describes the performance outcomes, skills and knowledge required to plan andteach recreational dance classes. It focuses on using methods for teaching dance in acommunity, social or recreational context and implementing injury prevention strategies.Application of the UnitThis unit applies to those working as community dance instructors in a communityrecreation environment with responsibility for teaching recreational dance programs.Work would be undertaken in locations, such as community recreation centres, indoor oroutdoor recreation facilities or dance studios with a focus on community development.Licensing/Regulatory InformationNo licensing, legislative, regulatory or certification requirements apply to this unit at thetime of endorsement.Pre-RequisitesNilEmployability <strong>Skill</strong>s InformationThis unit contains employability skills.Elements and Performance Criteria Pre-ContentElements describe theessential outcomes of aunit of competency.Performance criteria describe the performance needed todemonstrate achievement of the element. Where bolditalicised text is used, further information is detailed in therequired skills and knowledge section and the rangestatement. Assessment of performance is to be consistentwith the evidence guide.© 2012 Commonwealth of <strong>Australia</strong> Page 101 of 108


Appendix 12: SISCDAN301A Teach recreational danceElements and Performance CriteriaELEMENT1. Identify participantneeds andexpectations.2. Plan a recreationaldance program.3. Conduct therecreational danceprogram.PERFORMANCE CRITERIA1.1 Identify the characteristics, needs and expectations ofparticipants according to organisational policies andprocedures and the roles and functions of dance.1.2 Identify any special requirements according toparticipants' needs.1.3 Advise participants of any reasons why they should notparticipate in the recreational dance program.2.1 Identify and access equipment and resources appropriatefor the program according to organisational policies andprocedures.2.2 Design and document a recreational dance program tomeet the identified needs and abilities of participantsaccording to relevant legislation and organisationalpolicies and procedures.2.3 Identify effective and safe teaching strategies appropriateto the teaching context.2.4 Select music and choreography appropriate to theteaching context.2.5 Identify risks to participant safety and take action tominimise these according to relevant legislation andorganisational policies and procedures.2.6 Identify injury prevention strategies according toorganisational policies and procedures.2.7 Identify and provide a safe dance environment accordingto organisational policies and procedures.3.1 Communicate instructions and relevant information toparticipants in a suitable manner.3.2 Monitor participants' progress against program aims.3.3 Implement identified teaching methods and strategiesand modify as required.3.4 Assist participants to perform dance moves and makeappropriate corrections according to organisationalpolicies and procedures.3.5 Encourage participants to seek and provide feedbackregarding their progress during the program, according toorganisational policies and procedures.3.6 Implement injury prevention strategies according toorganisational policies and procedures.Page 102 of 108 1 st edition version: 1


A guide to RPL for assessorsELEMENT4. Identify communityperformanceopportunities.PERFORMANCE CRITERIA4.1 Identify appropriate community performanceopportunities for participants according to organisationalpolicies and procedures.4.2 Apply selection procedures for performance rolesaccording to organisational policies and procedures.4.3 Assist participants to prepare for community recreationaldance performances.5. Evaluate the program. 5.1 Seek and acknowledge feedback from relevantstakeholders involved in the program.5.2 Evaluate all relevant components of the programaccording to organisational policies and procedures.5.3 Identify potential areas of improvement for futureprograms.5.4 Review own performance and identify potentialimprovements.Required <strong>Skill</strong>s and KnowledgeThis section describes the skills and knowledge required for this unit.Required skills• communication skills to:o consult with participants and elicit the information required to design arecreational dance program to meet participant needso convey information and instructions about safe participation in the programo seek and provide feedback about the recreational dance program• problem-solving skills to:o plan program according to participants' needs, abilities and risk factorso identify and implement effective teaching strategies to promote selfexpressionand self-confidenceo evaluate and modify the program as required• planning and organisational skills to source, access and coordinate resources andequipment 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 facilitatingpersonal development and self-confidence in participants• skills in the chosen genre and style of dance© 2012 Commonwealth of <strong>Australia</strong> Page 103 of 108


Appendix 12: SISCDAN301A Teach recreational danceRequired knowledge• legislation and organisational policies and procedures that enable safe and nondiscriminatoryconduct of the recreational dance program• philosophies and principles of community development, to enable inclusive clientcentredpractices• health and other factors affecting ability to participate in dance classes, to enabledesign 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 preventionstrategies• sources of information and resources on dance safety• basic first aid procedures to enable effective management of injuries that may occurduring the program• risk analysis processes to enable assessment of the potential impact of planneddance program on participant safety• genre and style of dance to instruct the participants the skills or movements duringsessions• teaching methods to promote self-expression and self-confidence• factors affecting group dynamics and conflict resolution strategies to enableconstructive 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 encourageparticipation• fundamental principles of dance analysis to enable accurate corrections to be madeto technique• fundamental principles of dance, such as choreography, performance andappreciationPage 104 of 108 1 st edition version: 1


A guide to RPL for assessorsEvidence GuideThe evidence guide provides advice on assessment and must be read in conjunction withthe performance criteria, required skills and knowledge, range statement and theAssessment Guidelines for the Training Package.Overview of assessmentCritical aspects for assessmentand evidence required todemonstrate competency in thisunitContext of and specific resourcesfor assessmentEvidence of the following is essential:• plans and conducts recreational dance programsin response to the needs and capabilities ofparticipants• uses teaching methods and strategies that aresafe and supportive, monitors the progress ofparticipants and makes adjustments in responseto changing situations• applies contingency management techniques todeal with a range of problems and issues thatmay arise during program implementation• provides positive feedback to encouragemotivation, self-esteem and self-expression• evaluates and reflects on own performance toidentify ways in which program outcomes can beimproved.Assessment must ensure candidate plans andconducts multiple recreational dance programs of asufficient duration to enable demonstration oftechniques that balance individual and group needsand ensure consistency of performance.Assessment must also ensure access to:• range of participants to participate in theprogram• an environment or facility appropriate forrecreational dance sessions• equipment, resources and support staff requiredfor the delivery of the dance program• relevant legislation and organisational policiesand procedures in relation to personaldevelopment.© 2012 Commonwealth of <strong>Australia</strong> Page 105 of 108


Appendix 12: SISCDAN301A Teach recreational danceMethod of assessmentA range of assessment methods should be usedto assess practical skills and knowledge. Thefollowing examples are appropriate for this unit:• observation of candidate preparing for andconducting a recreational dance program• observation of candidate interacting with arange of participants, including conveyinginformation for safe participation inprograms, and monitoring and evaluatingprograms• observation of candidate dealing withcontingencies, such as the changingavailability of equipment or venues• oral or written questioning to assesscandidate's knowledge of dance formsand techniques• portfolio containing evidence of danceprogram planning and modification• third-party reports from a supervisordetailing appropriate work performed bythe candidate.Holistic assessment with other units relevant tothe industry sector, workplace and job role isrecommended, for example:• SISCCRD301A Facilitate communitydevelopment through recreationalactivities.Range StatementThe range statement relates to the unit of competency as a whole. It allows for differentwork environments and situations that may affect performance. Bold italicised wording, ifused in the performance criteria, is detailed below. Essential operating conditions thatmay be present with training and assessment (depending on the work situation, needs ofthe candidate, accessibility of the item, and local industry and regional contexts) may alsobe included.Characteristics may include: • age• skill level• fitness• emotional, physical and intellectualdevelopment• existing injuries.Page 106 of 108 1 st edition version: 1


A guide to RPL for assessorsOrganisational policies andprocedures may include:Roles and functions of dance mayinclude:• occupational health and safety• reporting of hazards and risks• risk minimisation• selection of participants for performances• scheduling requirements• communication protocols• budget allocation.• artistic• social• ritual or ceremonial• spiritual• self-expression and creativity.<strong>Dance</strong> 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 mayinclude:• 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.© 2012 Commonwealth of <strong>Australia</strong> Page 107 of 108


Appendix 12: SISCDAN301A Teach recreational dance<strong>Teaching</strong> strategies may include: • whole skill• progressive• demonstration• command and response• directive approaches through specific settasks• experiential or problem-solving.Risks may include: • level of challenge and difficulty• behaviour of other participants.Injury prevention strategies mayinclude:Safe dance environment mayinclude:Community performanceopportunities may include:• warm-up and cool-down• stretching for flexibility• suitable footwear and clothing.• size of floor area• ventilation• unobstructed space• appropriate heating, cooling and lighting• appropriate floor coverings• security.• community concerts• class performances.Relevant stakeholders may include: • participants• staff• colleagues• community organisations.Page 108 of 108 1 st edition version: 1

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