Elements and Performance Criteria

The Range Statements provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. The Range Statements relate to the unit as a whole and helps facilitate holistic assessment. In addition, the following variables may be present for this particular unit of competency:

Communication

in a style appropriate to

the students age

preferred method of communication

physical or cultural factors

sensory or intellectual impairment, eg, sight loss or hearing loss

Confidential information

includes

legal rights/duties, eg, mandatory reporting of abuse under police instruction

examination results

addresses/phone numbers

personal information disclosed in confidence, eg, by parent/carer/student, colleague

Dance Industry Code of Ethics

this code has been devised by leading representatives of Australia's studio teachers to inform the public of the ethical standards expected by the profession of its practitioners

it should be prominently displayed in the studio

clearly defined aims should be stated by studio principals, setting out the broad goals to be achieved by the school. A similar set of objectives should be stated which outlines the benefits a pupil can expect to receive through the teaching staff's conscientious implementation of them

studio principals should ensure that their school is capable of providing any services claimed

studio principals should employ teaching staff with the experience, knowledge and/or qualifications required by the levels and techniques to be taught. Student teachers should be trained and supervised to ensure maintenance of the school's teaching standards

studio principals should provide appropriate assessment procedures and should ensure that students and parents receive or have access to advice when necessary

studio principals should conform to sound business practice

studio principals and individual teachers should ensure that classes are of a size appropriate to the levels and techniques being taught. Students in each class should be of a compatible age and standard if possible

studio principals and individual teachers should ensure that facilities provided

conform with minimum safety and space requirements

have suitable flooring, with a safe surface designed and constructed to minimise risk of injury

individual teachers should use adequate and flexible teaching skills to create a productive learning environment. Individual teachers should

strive to foster a love of dance

demonstrate professional attitudes, including punctuality, reliability and responsible care of students

strive to develop self-discipline and self-motivation in the students

encourage and support the individual in class and performance

transmit general concepts of movement in addition to those of a particular dance style

strive to develop in the students an appreciation of the characteristic style of each specific technique taught

Examiner/judge/assessor

person other than teacher undertaking role

can also include

teacher undertaking that role

Factual statements

include

statements about results in examinations/competitions

statements in publicity

number of former students now dancing professionally with 'company x'

qualifications held by teacher(s)

advertising a particular teaching method only where legitimate teaching qualifications in that method/syllabus are held

Fee structures

includes where appropriate

displayed in studio

published in prospectus

given verbally over the phone

in person through individual consultation

Misleading business or teaching names

includes

name change to insinuate or infer experience or knowledge through ethnicity

terms such as 'principal instructor' when school/studio has only one

advertise 'examiner' in a particular style, although actually registered in another form/style

Schools/studios

refers to any institution, organisation or location where dance tuition and/or instruction is facilitated on either a free or fee for service basis and in a community, social or recreational context including but not limited to

students taught by independent teacher/s

privately owner enterprises whether trading as a company, partnership or sole trader

dance company

nightclubs and/or restaurants

dance clubs and/or groups

social clubs and/or groups

Statutory and legal requirements

includes

registration of business name

adherence to staff and business contracts

payment of wages, sick pay, holiday pay

payment of income tax, group tax (if applicable), group tax(if applicable), superannuation

payment of music copyright licence fees

payment of insurances including public liability, professional indemnity, personal, property, workers' compensation

keeping regular books of accounts

observance of legislative requirements, eg, mandatory reporting and privacy legislation

Work environment

varies with respect to

size of the organisation

location

organisational structure

nature of the session/s provided

availability of resources and technology

The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statements.
Critical aspects of evidence to be considered
Assessment must confirm the ability integrated demonstration of all elements of competency and their performance criteria, in particular the ability to
to demonstrate
show that personal style and aims are consistent with the Code of Ethics
explain/describe a professional course of action in a given situation; and, if necessary, demonstrate such behaviour eg, simulation or role-play
ensure the Code of Ethics is clearly and prominently displayed wherever possible
the teacher can also, for example
as appropriate, relate examples of actual situations and the manner in which they were handled
show that the Code of Ethics is incorporated in materials distributed to parents/carers and students, eg, prospectus, aims of studio
to demonstrate
outline fee structure accurately or can refer to delegated person/publication
to demonstrate
show that, as appropriate, all staff are clearly informed of studio/school's policies and procedures, eg, regular meetings, distribution of Handbook or Procedures Manual
demonstrate civil and courteous behaviour at all times
clearly describe their level responsibility, as a teacher, employer/ studio owner
use appropriate language and communication skills when dealing with students at all times
explain/describe clear and appropriate arrangements regarding legal responsibility, eg, late collection of children after class; persons authorised to pick up children
the teacher can also, for example
show that the school's/studio's prospectus clearly outlines the aims, objectives, policies, etc, so that students/parent/carers can make an informed choice
describe/explain how any problems/complaints are discussed and a solution sought, eg, referred to employer/professional association/employee at an appropriate time and place
to demonstrate
describe/explain which, and how, all statutory and legal requirements should be/have been fulfilled
to demonstrate
describe plans to ensure the confidentiality of students personal information and prevent access to that information by unauthorised persons
outline current practices for keeping personal information confidential eg, record-keeping and security
the teacher can also, for example
outline legal responsibilities and obligations regarding personal information
to demonstrate
use those names where entitlement can be clearly supported, and which are relevant to the dance form
use titles, description or designatory letters only where entitlement can be clearly supported
to demonstrate
use appropriate remarks, terminology or tone at all times
describe how they plan to effectively handle issues of integrity; ie, articulate personal principles and methods of checking for the demonstration of stated outcomes and standards
to demonstrate
articulate strategies to deal effectively and professionally with any attempt to influence or intimidate a judge/examiner, eg, a parent/carer who attempts to influence a judge in a competition
articulate strategies to avoid putting self in a potential conflict of interest situation
describe/explain guidelines on acceptable behaviour and realistic expectations when participating in activities, eg, when preparing students for competitions or examinations
to demonstrate
use appropriate and constructive criticism in verbal and non-verbal judgments and written reports
describe/explain guidelines to ensure that all participants are treated fairly and without bias
In the role of assessor, examiner or judge the teacher can also, for example
demonstrate diplomacy when dealing with other teachers, students, parents or carers
to demonstrate
describe/explain guidelines to ensure courteous behaviour regarding recruitment/enrolment of students from other schools/studios/clubs, including previous place of employment
describe/explain guidelines which ensure positive communication and courteous behaviour between teachers/schools/studios/clubs, eg, encouraging courteous behaviour if student of long-standing decides to change studio/school/club
ensure that any description/explanation of the benefits of other studios, dance societies, dance forms, etc, is fair and balanced
describe/explain guidelines which ensure
consideration of other teachers/schools/studios/clubs, eg, setting up a school in the same premises (or in close proximity) or class at the same time without due consideration
avoiding, where possible, scheduling events/ performances which knowingly conflict with those of colleagues
ensuring that contracts regarding leaving school/studio/club/employment are adhered to
avoiding using the role of judge/ examiner to entice students to join a own school/studio/club
to demonstrate
use accurate information for communicating with students/parents/carers, eg, the wide variety of benefits of dance for the individual; accurate assessment of a student's potential and physical abilities
outline the standards required at an audition/exam/assessment
the teacher can also, for example
design/write a prospectus/advertising, which stresses positive 'life skills' and other benefits that can be derived from dance
demonstrate that positive attributes and benefits are stressed during classes
explicitly state the outcome of a course/class
plan a range of activities for specific classes and period of teaching, eg, term rather than focusing on a single goal, eg, assessment, next exam or competition
to demonstrate
display advertisements which ensure that achievements are not misleading or exaggerated
display advertisements with a 'tone' which reflects the form of dance being represented
utilise accurate title, description or designatory letters
the teacher can also, for example
display advertisements avoiding 'enticements' which are not applicable/relevant to the dance form, eg, 'giveaways'
display advertisements which avoid any denigrating or misleading innuendos regarding the dance form or class, eg, small girls asked to imitate 'vamping' behaviour to sexually suggestive lyrics; 'entice your man with erotic dance'

Interdependent assessment of units
This unit must be assessed after attainment of competency in the following unit(s)
Nil
This unit must be assessed in conjunction with the following unit(s)
SRCCRO007B Operate in accordance with accepted instructional practices, styles and legal and ethical responsibilities
SRXFAD001A Provide first aid
For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s)
SRCDAN001A Utilise effective teaching methods in a community, social and/or recreational dance context
SRCDAN002A Maintain safe dance practice when teaching in a community, social and/or recreational dance context

Required knowledge and skills
Required knowledge
Relevant dance specific knowledge to instruct the skills/movements being included in the session
Fundamental principles of group management
Fundamental principles of growth and development
Fundamental principles of dance
Choreography
Performance
Appreciation
Required skills
Ability to communicate effectively in order to pass on appropriate information to students in regard to responsibilities as an teacher
Ability to convey and interpret information in order to effectively receive information and pass this on to students in a manner that is correct and applicable
Adequate numeracy and literacy skills in order to effectively and efficiently receive and convey information relevant to students
Expertise in the chosen genre and style of dance

Resource implications
Physical resources - assessment of this competency requires access to
a real or simulated work environment
appropriate documentation and resources normally used in the workplace
genuine clients, ie, not the peers of the learner, dance equipment and dance facilities in a teaching setting
Human resources - assessment of this competency will require human resources consistent with those outlined in the Assessment Guidelines. That is, assessors (or persons within the assessment team) should
be competent in this unit
be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area
have attained the National Competency Standards for Assessment: BSZ401A, BSZ402A and BSZ403A

Consistency in performance
Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over the Range Statements and contexts applicable to the work environment

Context for assessment
This unit of competency must be assessed in the context of community recreation in Australia. For valid and reliable assessment the sport or recreation activity should closely replicate the work environment. The environment should be safe, with the hazards, circumstances and equipment likely to be encountered in a real workplace
This unit of competence should be assessed through the observation of processes and procedures, oral and/or written questioning on required knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a "period of time" and/or in a "number of locations", any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.
Communicating ideas and information
(2)

Collecting analysing and organising information
(3)

Planning and organising activities
(2)

Working with others and in teams
(2)

Using mathematical ideas and techniques
(1)

Solving problems
(1)

Using technology
(1)