Cert IV MANUAL 2011 - Cecchetti · PDF fileClassical Ballet TAADEL401B Plan and organise group-based delivery 33 ... with the operation of a dance studio, ... 3.7 Choose appropriate

Certificate IV in teaching the Cecchetti Method of Classical Ballet 21727VIC - 1 -

Cecchetti Ballet Australia RTO 21211

Certificate IV in teaching

the Cecchetti Method of Classical Ballet. 21727VIC

Course pack

for trainers and students.

July 2011 March 2010 October 2009

May 2008 January 2008 October 2007

June 2007 January 2006



Contents

Page # Section 1. Ausdance Australian Guidelines for Teachers 5 Section 2. Glossary of terms 32 Section 3. Essential Standards for Registration 2007. 44 Section 4. Request for Recognition of Prior Learning form 47 Principles of Assessment 48 Rules of Evidence – direct, indirect, supplementary. 48 Dimensions of competency 49 Occupational Health and Safety – OH&S 49 Resources available to candidates 50 - Cecchetti Head office Library - Web site - Mentors - External Trainers - Childhood Development - Anatomy - Music - Business Studies - Health & Safety Document submission checklist 51 Teacher Induction Checklist 53 Student Induction Checklist 54 Section 5. Skills Recognition Interview questions 56 Organisation Policy & Procedures (Document storage & retention) 62 Progress Assessment Program 63 Associate Diploma Course Description 64 - Preliminary Assessment - Recording and Reporting of Assessment Program - Teachers - Students - Quarterly Assessments 66 - Practical Teaching Requirements 66 - Half yearly assessments 67 - Outline of Internal Studies 68 - Guidelines for External Studies 68 - Music - Anatomy - Childhood Development - Health & Safety - Business Studies Record of Studies 70 Standard Item Checklist for the Appropriate Delivery of a Ballet Class 73 Assessment Task Templates 74



Page # Assessment Task - Pre Examination Checklist 79 - Pre Primary - Primary - Grade 1 - Grades 2, 3 & 4 - Grades 5 & 6 Lesson Plans 88 - Year 1 - Year 2 - Year 3 Assessment Forms 93 - ¼ly Assessment - ½ yearly Assessment Section 6. Personnel Evaluation form 106 Appeals processes 107 Additional resources. 108 Section 7. Marking Criteria 112 Sample Report forms 120 - Associate Diploma Part 1 - Associate Diploma Part 2 End of Course Assessment Papers 125 - Anatomy and Physiology - Childhood Development Appendix 1 CD Rom Certificate IV in Teaching Cecchetti Classical Ballet units of Competency Cecchetti Specific Units of Competency VBQU040 Teach Cecchetti Ballet at Introductory Level 4 VBQU041 Teach Cecchetti Ballet at Junior Level 10 VBQU042 Teach Cecchetti Ballet at Intermediate Level 18 VBQU043 Develop a teaching program for the Advanced 1 Level of the Cecchetti Ballet Syllabus

26

TAA04 Training and Assessment Training Package Units embedded in The Certificate IV in Teaching the Cecchetti Method of Classical Ballet

TAADEL401B Plan and organise group-based delivery 33 TAADEL402B Facilitate group-based learning 46 TAAENV402B Foster and promote an inclusive learning culture 62 TAADES402B Design and develop learning programs 80 TAAASS401C Plan and organise assessment 90 TAAASS402C Assess competence 106 TAAASS403B Develop assessment tools 124 TAAASS404B Participate in assessment validation 140 Appendix 2 CD Rom VBQU066 Develop basic dance techniques 3 VBQU068 Refine basic dance techniques 8 SRCDAN002A Maintain safe dance practice when teaching in a community, social and/or recreational dance context

13

SRCCAP005A Perform basic warm-up stretching and cool-down techniques before and after participation in an activity.

25



Section 1.

Ausdance Guidelines for Dance Teachers



Australian guidelines for dance teachers Introduction The Australian Guidelines for Dance Teachers outlines codes of ethical and professional behaviour

and emphasises the importance of safe dance practice and teaching methodology.

It has been designed to assist teachers and students of dance by providing minimum standards,

and by suggesting ways in which teachers may maintain and/or upgrade their teaching skills.

Parents will find the Guidelines useful in helping to choose a reputable dancing school or group for

their children.

This document concentrates on the core activities of dance teaching, i.e. teaching methodology,

health and safety issues, business principles and ethical behaviour. Further activities associated

with the operation of a dance studio, e.g. managing, marketing and production skills, are not

directly addressed here.

Artistic expression and dance as an art form are also issues which are not directly addressed in

these guidelines. However, it is emphasised that it is the teacher's responsibility to instill in

students a love of dance and an awareness of dance as an art form, both as a powerful means of

self-expression and as a way of interpreting their world. A 'parents' code of behaviour' is included

as Appendix C.

The Australian Guidelines for Dance Teachers is based on draft competency standards developed in

1994 and 1995 by Arts Training ACT and Ausdance ACT in response to community demand. They

support the Code of Ethics developed by the teaching profession in 1986 and 1987 and the Safe

Dance Project Report 1990, which increased community awareness of the need for dance teachers

to maintain and upgrade their qualifications in injury prevention and management. The original

draft competencies have been revised for publication by representatives of the dance teaching

profession, with assistance from CREATE Australia and the Australian Dance Council (Ausdance).

There has been wide consultation throughout the process, which has also informed the suggested

reading section, compiled from lists of favourite references supplied by practising teachers.

This is Stage One in developing National Dance Industry Competency Standards, a process which

will eventually provide accreditation for dance teachers, with recognition given to prior learning and

qualifications. In the meantime it is hoped that this document will be used by teachers to self-

assess their expertise and training needs. It is also suggested that teachers and choreographers

working with professional dance companies adhere to these guidelines. The guidelines have been

divided into two levels of competence:



Guidelines for Teachers of Dance—General This level incorporates all recreational, community and social dance; that is, the teacher is not

aiming to train students for a career in dance.

Guidelines for Teachers of Dance—Vocational This level subsumes Level One, and incorporates teaching aimed at pre-professional training, i.e.

preparing a student for a career in dance.

Through the implementation of these guidelines, Australian dance teachers are being invited to

participate in a self-assessment process to enhance their professional standing in the community.

Robina Beard, Chairperson Australian Guidelines for Dance Teachers Steering Committee, 1997



Stage One In Developing National Dance Industry Competency Standards

The Australian Guidelines for Dance Teachers represent Stage One in developing national dance

industry competency standards. The following process has been agreed to by dance teaching

organisations in Australia:

Stage Two

Develop submission and apply to the Australian National Training Authority for funding.

Stage Three

Develop training packages which will include

· nationally endorsed competencies

· the identification of national qualifications

· guidelines for assessment

· guidelines for assessment and levels of prior learning and awards which will apply

· learning strategies and resources for dance education

Stage Four

Commence accreditation process.

© This document is copyright.

Published in 1997 by CREATE Australia and the Australian Dance Council (Ausdance) on behalf of

Australian dance teaching and training organisations (see back appendix D).

The Australian Guidelines for Dance Teachers is based on original research conducted on behalf of

the management committee of the ACT Dance Teacher Registration Pilot Project 1995 (see

Appendix D).

PO Box 45, Braddon, ACT 2612. Tel (06) 248-8992, fax (06) 247-4701



Description of levels

LEVEL ONE

Guidelines for teachers of dance - General

This level incorporates all recreational, community and social dance that is, the teacher is not

aiming to train students for a career in dance.

LEVEL TWO

Guidelines for teachers of dance - Vocational (also subsumes Level One)

This level incorporates all teaching aimed at preparing a student for a career in dance, all pre-

professional training, etc.

These guidelines should also be considered by professional choreographers and dance company

teachers.



OVERVIEW OF LEVEL ONE This level is divided into three sections to assist dance teachers to recognise and implement:

1. EFFECTIVE TEACHING METHODS

Teachers should -

1.1 Use appropriate teaching methods.

1.2 Use effective assessment and reporting procedures (where assessment is appropriate).

1.3 Maintain expertise.

1.4 Encourage artistic endeavour.

Suggested reading

2. SAFE DANCE PRACTICE

Teachers should -

2.1 Encourage healthy lifestyles for dance students.

2.2 Use knowledge of basic principles of anatomy and physiology to enhance safe dance practice.

2.3 Employ effective injury prevention and management strategies.

Suggested reading

3. PROFESSIONAL PRACTICE

Teachers should -

3.1 Adhere consistently to the Dance Industry Code of Ethics (see Appendix B).

3.2 Demonstrate professional business practice.

3.3 Demonstrate professional integrity.

3.4 Maintain confidentiality.

3.5 Avoid conflict of interest.

3.6 Demonstrate ethical standards in publicity and advertising.

3.7 Choose appropriate business or teaching names.




Teachers should -

1.1 Use appropriate teaching methods.

1.2 Use effective assessment and reporting procedures (where assessment is appropriate).

1.3 Maintain expertise.

1.4 Encourage artistic endeavour.

1.1 Use appropriate teaching methods:

1.1.1 Use effective and safe teaching methods appropriate to:

o The type of class

o The age, stage, and individual needs of students

o The type of movement or task

1.1.2 Lesson planning should incorporate

o Logical, suitable and safe progression

o Awareness of students’ emotional, physical, and intellectual development

o Consideration of level of skill

o Graduated workload, i.e. frequency, intensity, duration and type of dance

o Methods which enhance safe skill development

o Appropriate and effective assessment.

1.1.3 Establish a learning/teaching environment in which:

Goals are clearly stated

Class sizes appropriate to the age of the students, the sytle of dance, the safe use of space, and the

level of the class are maintained

Teaching is supportive, encouraging and non-threatening, and students help rather than compete

with each other

Assistant teachers are effectively and professionally trained, monitored, assessed and supervised

A fear of failure and its accompanying tension are avoided and mistakes are treated as learning

opportunities

Effective group dynamics are used and equal opportunities are offered to all students

Sensitivity to cross-cultural, gender and physical issues is maintained.

1.1.4 Demonstrate positive communication skills by:

Giving clear instructions, explanations and demonstrations in verbal, non-verbal, audiovisual and

written forms.



1.1.5 Provide positive role models. Attributes may include the following:

Love of dance; inspiration; sense of humour and sense of fun, energy and enthusiasm; non-

judgmental attitudes; responsibility; self-discipline; articulation of ideas, goals, needs and

concerns; respect for others; objectivity; self-esteem; positive self-assessment; positive body

image; negotiation skills; problem solving; flexibility, resourcefulness; punctuality and adherence to

time schedules.

1.1.6 Implement and maintain appropriate and effective self-evaluation.

1.1.7 Exercise caution in the appropriate use of physical contact with students.

1.1.8 Choose music and choreography appropriate to the content, context, style of dance, and

age and ability of students.

1.1.9 Maintain an awareness of technological developments for teaching, e.g. videos, CD-Rom,

Internet etc.

1.2 Use effective assessment and reporting procedures (where assessment is

appropriate):

1.2.1 Assess individual students objectively against clearly stated criteria

1.2.2 Ensure that selection/rejection procedures are handled sensitively and fairly (for

examinations, concerts, etc), with the physical and emotional well-being of the student a

priority.

1.3 Maintain expertise:

1.3.1 Maintain knowledge and expertise in the chosen genre and style of dance.

1.3.2 Aim to develop a broad knowledge of dance

1.3.3 Ensure that professional knowledge is current and qualifications are upgraded as

appropriate.

1.4 Encourage artistic endeavour:

1.4.1 Ensure that students understand that dance is an artistic endeavour and an art form

which provides a means of self expression and creativity.

1.4.2 Clearly articulate the studio or school’s policy on performance opportunities.

1.4.3 Ensure that any presentations/performance opportunities are provided at an appropriate

level, in an appropriate form and in an encouraging environment with adequate

preparation and support.

1.4.4 Be aware of other technical skills in the areas of lighting, design, music etc.




Teachers should -

2.1 Encourage healthy lifestyles for dance students.

2.2 Use knowledge of basic principles of anatomy and physiology to enhance safe dance practice.

2.3 Employ effective injury prevention and management strategies.

2.1 Encourage healthy life styles for dance students:

2.1.1. Encourage physical and emotional health through advice or referral to counselling where

appropriate and necessary.

2.2 Use of knowledge of basic principles of anatomy and physiology to

enhance safe dance practice:

2.2.1 Apply knowledge of the basic structure of the body (i.e. skeletal system, major bones, joints

muscles).

2.2.2 Correctly apply alignment principles (appropriate to the genre or style).

2.2.3 Apply fitness requirements for particular styles of dance or dance roles being taught.

2.3 Employ effective injury prevention and management strategies:

2.3.1. Practice safe warm-up/cool-down procedures appropriate to the style of dance as an integral

part of lesson planning.

2.3.2. Be aware of the various types of stretching (appropriate to the style or genre) and be able

to identify their advantages and disadvantages.

2.3.3. Sequence dance exercises effectively and safely.

2.3.4. Identify risk factors in dance exercises and technique relevant to the style of dance and to

individual students.

2.3.5. Provide a safe dance environment, e.g. venue, floors, facilities.

2.3.6. Should out-of-class practice be necessary, advise use of safe environment.

2.3.7. Be aware of common dance injuries as relevant ot the style or genre.

2.3.8. Implement current injury recovery and rehabilitation procedures when necessary.

2.3.9. Correctly use basic First Aid procedures. An appropriate First Aid kit should be available and

readily accessible.

2.3.10. In case of injury employ CERI (compression, Elevation, Rest, Ice) (See appendix A)

2.3.11. Have knowledge of sources of information/resources on dance safety.




Teachers should -








3.1 Consistently adhere to the Dance Industry Code of Ethics (see Appendix B)

3.1.1. Adhere to the Dance Industry Code of Ethics in all interaction with students and members of

the public (see Appendix B)

3.1.2. Ensure that this Code of Ethics is clearly displayed/distributed for the information of parents

and students.

3.1.3. Ensure that fee structures are made available

3.1.4. Communicate with staff, parents and students in a professional and accountable manner.

3.2 Demonstrate professional business practice:

3.2.1 Consistently fulfil all statutory and legal requirements which may include –

o Registration of business name

o Adherence to staff and business contracts

o Payments of wages, sick pay, holiday pay

o Payment of income tax, group tax (if applicable), superannuation

o Payment of insurances including public liability, professional indemnity, personal, property,

workers compensation

o Payment of music copyright licence fees.

3.2 Demonstrate professional integrity:

3.3.1 Uphold and enhance the good standing and reputation of the profession.

3.3.2 Do not seek by any means to influence or intimidate any examiner at an examination or

judge at a competition.

3.3.3 Conversely, when acting in the capacity of examiner or adjudicator, avoid intimidation of

teachers and candidates.



3.4 Maintain confidentiality:

3.4.1. Ensure that confidential information acquired in the course of teaching is not disclosed or

used, except where consent has been obtained from the pupil, parent or other proper source

or where there is a legal right or duty to disclose.

3.4 Avoid conflict of interest:

3.5.1 Avoid instigating direct communication with pupils of other studios who have not first

actively sought contact with you.

3.5.2 Provide parents and students with an honest assessment of the student’s potential

3.5.3 Avoid disparaging references and/or comparisons with the services of others.

3.5.4 Avoid provocation of colleagues by setting up a school in the same premises/area without

due consideration to the teacher concerned.

3.6 Demonstrate ethical standards in publicity and advertising:

3.6.1 Advertise services and achievements consistent with the dignity of the profession.

3.6.2 Publish only promotional material which contains factual statements, the truth of which can

be verified.

3.7 Choose appropriate business or teaching names:

3.7.1 Avoid business or teaching names which are misleading or conflict with any existing dance

studio’s name.

3.7.2 Avoid the use of any title, description or designatory letters to which there is no entitlement



OVERVIEW OF LEVEL TWO N.B. Level Two subsumes Level One

This level is divided into three sections to assist dance teachers to recognise and implement:


Teachers should

1.1 Use appropriate teaching methods

1.2 Use effective assessment and reporting procedures (where assessment is appropriate)

1.3 Maintain expertise

1.4 Provide support for students' decisions on training and careers


Teachers should

2.1 Encourage healthy lifestyles for dance students

2.2 Use knowledge of basic principles of anatomy and physiology to enhance safe dance practice

2.3 Employ effective injury prevention and management strategies


See Level One




Teachers should

1.1 Use appropriate teaching methods

1.2 Use effective assessment and reporting procedures (where assessment is appropriate)

1.3 Maintain expertise

1.4 Provide support for students' decisions on training and careers

1.1. Use appropriate teaching methods:

1.1.1 Be aware of the major stages of social, psychological and physiological development, and

apply that knowledge to the teaching of dance

1.1.2 Demonstrate the connection between theory and practice.

1.1.3 Offer problem-solving strategies for conflict resolution.

1.1.4 Use flexible approaches to teaching (appropriate to genre) to encourage creativity, self-

confidence and self-expression.

1.1.5 Encourage and support students to pace their training

1.1.6 Provide opportunities for students to develop skills in working both individually and

collaboratively.

1.2 Use effective assessment and reporting procedures (where assessment is

appropriate);

1.2.1 Provide progress reports to parents and/or students.

1.2.2 Ensure that assessment allows for the full range of a student’s personal development,

especially in intensive training situations or during long-term training.

1.3 Maintain expertise:

1.3.1. Provide timely and effective functional analysis of individual students’ physique and

movement skills by applying principles of anatomy, physiology and injury prevention. Use

this analysis for the purposes of correction, guidance or referral to rehabilitation

professionals, where appropriate.

1.3.2. Ensure that dance as an art form is placed in its historical, social and cultural contexts

appropriate to the genre and style of dance taught and the level of training undertaken.

1.3.3. Maintain professional development and upgrade professional qualifications where

appropriate.

1.4 Provide support for students’ decisions on training and careers:

1.4.1 Encourage students to develop independence and decision-making skills

1.4.2 Where appropriate, encourage students to give a high priority to their general education and

schooling, and to develop a broad range of interests both within and outside dance.

1.4.3 In planning training and rehearsal schedules, take into account the students’ educational

commitments outside the studio.



1.4.4 Provide student guidance and support and, if necessary, referral to appropriate counselling

or other resources in consultation with parents,.

1.4.5 Where appropriate, explore and encourage additional or alternative genres, e.g. music

theatre, contemporary dance, ballet, etc and alternative careers in dance (such as

administration, production, choreography).

1.4.6 Avoid prediction but give students a realistic and objective evaluation of their progress,

upon which they may base their own decisions about possible career options.


Teachers should

2.1 Encourage healthy lifestyles for dance students

2.2 Use knowledge of basic principles of anatomy and physiology to enhance safe dance practice

2.3 Employ effective injury prevention and management strategies

2.1 Encourage healthy lifestyles for dance students;

2.1.1. Give correct information about nutrition and its value in relation to dance training and

performance

2.1.2. Be aware of the effects of substance abuse on general health, especially with regard to

susceptibility to dance injury. If necessary, refer parents to appropriate health

professionals.

2.1.3. Demonstrate effective motivational strategies for maintaining a dancer through injury and

rehabilitation.

2.1.4. Provide a balanced approach to the training of the dancer through appropriate assistance

with realistic goal-setting, stress management, relaxation techniques etc.

2.1.5. Recognise problems in students’ and refer to appropriate counselling/referral resources for

given situations, in consultation with parents.

2.2 Use knowledge of basic principles of anatomy and physiology in relation to safe dance

practice:

2.2.1 Correctly use and explain specific injury terminology.

2.2.2 Teach the mechanics of movement (i.e. balance, weight transfer, weight-taking, elevation

etc.) specific to dance.

2.2.3 Identify and describe common skeletal and muscular variations and their implications for

dance training.

2.2.4 Understand aspects of metabolism, physiology, the nervous, digestive, cardiovascular and

respiratory systems related to the function of the dancer’s body and to physical training.

2.2.5 Understand the effects of gender, age and developmental factors on physical training

strategies (as relevant to the style or genre) for each age/stage.

2.3 Employ effective injury prevention and management strategies:

2.3.1 Implement effective strategies for injury prevention.

2.3.2 Plan dance training to include a limited number of “peaks” and sufficient rest periods.



2.3.3 Demonstrate strategies specific to weight transfer, lifting techniques and partnering

(appropriate to the style or genre being taught)

2.3.4 Recognise appropriate body type for intensive training in specific genre or style of dance.

2.3.5 Where students wish to pursue intensive training for a career in dance, use safe and

relevant screening or pre-testing and auditioning procedures, and respond appropriately.

2.3.6 Understand types of injuries and issues specific to phases in a students’ physical, social and

psychological development.

2.3.7 In case of injury employ CERI (Compression, Elevation, Rest, Ice) (See Appendix A)


Teachers should -








These key units are the same as Level One.



Suggested Reading

This list is by no means comprehensive, but was compiled from titles suggested by practising

teachers of dance throughout Australia. Teachers are encouraged to read beyond this list if

possible. Books published by Ausdance and Dance UK are available from the Ausdance National

Secretariat, those published by teaching organisations are available direct from those offices. Many

organisations publish comprehensive lists of syllabi, audio and video tapes, theory and anatomy

books for their members.

EFFECTIVE TEACHING METHODS BALLET

Kostrovitskaya, V.

1987. 100 Lessons in Classical Dance: The Eight Year Program of Leningrad's Vaganova

Choreographic School. Limelight editions, New York, N.Y.

Lawson, Joan,

1980. The Principles of Classical Dance.

Alfred A.

Knopf, New York

Warren, G.W.

1986: The Art of Teaching Ballet: Ten Twentieth Century Masters. Gainesville, Florida USA:

University Press of Florida

Warren, G.W.

1989: Classical Ballet Technique. Gainesville, Florida USA: University of South Florida Press

Woolliams, A.

1978: Ballet Studio. New York, USA: Mereweather Press, Inc.

CONTEMPORARY DANCE

Cohan, R.,

1986. The Dance Workshop. Gaia Books, London

Kostelane,

1993. Merce Cunningham: Dancing in Space and Time. Dance Books, NY

Lewis, D.,

1984. The Illustrated Dance Technique of Jose Limon. Harper & Row, New York

FOLK DANCE

Walker, Margaret, Nicky lo Bianco, ed.,

1992. Opening the Door to Dance. Ausdance, Canberra

Weikart, Phyllis S.,

1989. Teaching Movement and Dance. The High Scope Press, Michigan

TAP DANCE

Rees, Heather,

2004. Tap Dancing Rhythm in Their Feet. The Crowood Press,



JAZZ DANCE

Giordano, Gus.

1992. Jazz Dance Class Beginning Thru Advanced. Princeton Book Company, New Jersey

Stearns, Marshall & Jean,

1966. Jazz Dance. The Story of American Vernacular Dance. The Macmillan Company, London

CHILD DEVELOPMENT

Arnheim, Daniel, D.

1973. Developing Motor Behaviour in Children: a balanced approach. Mosby, St Louis

Donaldson, Margaret.

1987. Children's Minds. Fontana Press, London

Fontana, David,

1986. Teaching and Personality. Blackwell, Oxford; New York

Holt, John,

1982. How Children Fail. Delacorte Press/Seymour Lawrence, New York

Kagan, Jerome,

1984. The Nature of the Child. Harper & Row, New York

Piaget, J.,

1976. The Psychology of the Child. Basic Books, New York

Thomas, B.,

1993. Psychology, Child Development and Learning. Royal Academy of Dancing, London

Williams, Linda VerLee.

1986. Teaching for the Two-Sided Mind: A guide to right brain/left brain education. Touchstone ed.,

Simon & Schuster, New York

CAREER DEVELOPMENT

Tertiary Dance Council of Australia,

2003. Further Studies in Dance: A Guide for Australian Students. Australian Dance Council

Ausdance, Canberra

Whitley, Ann.

1995. Look Before you Leap. An Advice and Rights Guide for Choreographers. Dance UK, London

HISTORY - AUSTRALIAN

Andrews, Shirley

1979. Take Your Partners - Traditional Dancing in Australia. Griffin Press Ltd, Netley, South

Australia

Bellew, Peter, ed.,

1945. Pioneering Ballet in Australia. Craftsman Bookshop, Sydney

Brisbane, Katharine, ed.,

1991. Entertaining Australia: an illustrated history. Currency Press, Sydney

Brown, Ian F.

1967. The Australian Ballet. Longmans of Australia Pty Ltd



Challingsworth, Nell

1994. Australia's Dancing Heritage - Stories of the19th Century. Go Dancing Publications,

Ringwood, Victoria

Challingsworth, Nell,

1978. Dancing down the Years. The Romantic Century in Australia. The Craftsman Press, Melbourne

Dunlop MacTavish, Shona,

1987. An Ecstasy of Purpose The Life and Art of Gertrud Bodenwieser. Published by S. Dunlop

MacTavish and Les Humphrey & Associates

Dyson, C.

1994. The Ausdance Guide to Australian Dance Companies. AGPS Canberra, ACT for the Australian

Dance Council Ausdance National Secretariat

Hollinshed, Marjorie,

1987. In Search of Ballet in Australia. Boolarong Publications, Brisbane

Lisner, Charles,

1979. My Journey through Dance. University of Queensland Press

Pask, Edward H.,

1979. Enter the Colonies Dancing. A History of Dance in Australia 1835-1940. Oxford University

Press, Melbourne

Pask, Edward H.,

1982. Ballet in Australia. The Second Act 1940-1980. Oxford University Press, Melbourne

Salter, Frank.

1980. Borovansky The Man Who Made Australian Ballet. Wildcat Press, Sydney

HISTORY - GENERAL

Banes, Sally,

1980. Terpsichore in Sneakers. Houghton Mifflin

Clarke, Mary and Crisp, Clement,

1974. Ballet. An Illustrated History. A & C Black, London

Cohen, Selma Jean, ed.,

1965. Seven Statements of Belief. Wesleyan University Press

De Mille, A.

1963. The Book of the Dance. Golden Press, New York

Ellfeldt, M.

1979. Dance from Magic to Art. William C. Brown Publishers

Kreemer, Connie,

1987. Further Steps Fifteen Choreographers of Modern Dance. Harper & Row, New York

Mazzo, Joseph H.

1977. Prime Movers The Makers of Modern Dance in America. Princeton Books

Macdonald, Nesta,

1975. Diaghilev Observed by Critics in England and the US 1911-1929. Dance Horizons and Dance

Books Ltd

Schonberg, B & C,

1989. World Ballet and Dance 1989-1990. Dance Books, London



Sorell, Walter,

1967. The Dance through the ages. Thames and Hudson, London

Sorell, Walter,

1981. Dance in its time the emergence of an art form. Amber Press/Doubleday, New York

PRODUCTION

CREATE Australia,

1994. National Live Theatre Technology Competency Standards

Schlaich, Joan, & DuPont, Betty,

1988. Dance: The Art of Production. Princeton Book Company, New Jersey

TEACHING METHOD

Australian Teaching Council.

National Competency Framework for Beginning Teachers and Case Studies Illustrating National

Competency Framework. (ATC, PO Box 321 Leichhardt, NSW 2040)

Department of Education, Queensland,

1994. Principles of Effective Learning and Teaching. Publishing Services for Studies Directorate,

Queensland

Dickson-Place, G.

1988. Music in the Dance Studio. Royal Academy of Dancing, London

Gray, Judith A.

1989. Dance Instruction Science Applied to the Art of Movement. Human Kinetics Books,

Champaign, Illinois

Hawkins, Alma M.,

1988. Creating Through Movement. Princeton Book Company, New Jersey

Martyn, Laurel,

1985. Let them Dance. A Preparation for Dance and Life. Dance Books Ltd, London

Sherbon, Elizabeth,

1990. On the Count of One. A capella books, Pennington, New Jersey

SAFE DANCE PRACTICE Association of Relatives and Friends of the Mentally Ill,

About Anorexia and Bulimia. Pamphlet. Perth, WA, 1994. (Also contains an excellent reading list.)

Arnheim, Daniel D.

1991. Dance Injuries, Their Prevention and Care. Third edition, Princeton Book Company, Princeton

New Jersey

Australian Red Cross,

1995. First Aid Responding to Emergencies. Times Mirror International Publishers Pty Ltd,

Artarmon, NSW

Brinson, Peter, and Dick, Fiona,

1996. Fit to Dance? The Reportof the National Inquiry into Dancers' Health and Injury. Dance UK

Byrne, John; Hancock, Shirley; McCormack, Moira,



1993. Body Basics. The Principles and Practice of Classical Technique. Royal Academy of Dancing,

London

Calais, Blandine,

1996. Anatomy of Movement Exercises. Eastlands Press, Seattle, USA

Clarkson, M. & Skrinar, M.,

1988. The Science of Dance Training. Human Kinetic Books, Champaign, Illinois, USA

Como, William,

1966, Volumes 1 & 2. Raoul Gelabert's Anatomy for the Dancer, with exercises to improve

technique and prevent injuries. Dance Magazine Inc., New York

Egger, G. & Champion, N.

1990: The Fitness Leaders Handbook. Kenthurst, NSW, Australia: Kangaroo Press Pty Ltd

Fitt, Sally. S.

1988. Dance Kinesiology. New York, N.Y., USA: Schirmer Books

Foley, Mark,

1991. A Handbook for Dance Floors. Dance UK

Geeves, Tony, ed. Trotter, H.,

1990. The Safe Dance Project Report. The Australian Dance Council Ausdance, Canberra

Geeves, Tony, ed. Trotter, H.,

1997. Safe Dance II. The Australian Dance Council Ausdance, Canberra

Grieg, V.

1994: Inside Ballet Technique: Separating anatomical fact from fiction in the ballet class.

Pennington, N.J., USA: Princeton Book Co.

Garrick, James G. & Radetsky, Peter,

1986. Peak Condition. Crown Publishers, Inc. New York

Gerber, Kim,

1997. Warm-up/Cool-down (Safe Dance) Manual, Junior Level. Australian Dance Assessment

Program, Sydney

Gray, H. & Goss, C.

1973. Gray's Anatomy. Lea & Lebiger, Philadelphia

Howse, J. & Hancock, S.

1992. Dance Technique and Injury Prevention. A & C Black, London

Kapit/Elson,

1993. The Anatomy Colouring Book. Harper & Collins, New York

Kendall, F. & McCreary, E.

1979. Muscles, Testing and Function. Williams and Wilkins Baltimore, USA

Nagrin, D.,

1988. How to Dance Forever Surviving Against the Odds. William Morrow Publishers, New York

Oakden-Patch, Phillippa,

1997. ADAP (Safe Dance) Manual for Dance Teachers. Australian Dance Assessment Program,

Sydney

Sparger, C.,

1949. Anatomy and Ballet. A & C Black, London

Spilken, Terry L,



1990. The Dancers Foot Book A Complete Guide to Footcare. Dance Horizons, Princeton Book Co.

Thompson, C.

1977: Manual of Structural Kinesiology. C.V. Mosby, St Louis, Mo., USA

Vincent, L.M.

1980. The Dancer's Book of Health. Dance Books Ltd., London

Watkins, Andrea,

1990. Dancing Longer Dancing Stronger. Princeton Book Company, New Jersey

Videos

Smart Dance, video & poster.

Ausdance NSW

Ballet Floor Barre.

Nicole Vass, PO Box 425, Neutral Bay, NSW 2089

PROFESSIONAL PRACTICE

PROFESSIONAL PRACTICE

Banks and the Small Business Advisory Service in each State provide very practical and useful

resource material on specific areas of interest, e.g. setting up, preparation of business plan, etc.

Generally, Government publications are good because they are cheap and easy to obtain. Text

books can be expensive and often contain irrelevant material for small businesses. The books listed

here have been recommended because they are not too technical and are very 'user friendly'.

Australian Taxation Office,

1994. The Small Business Kit A Tax Guide for New Small Businesses: helping you get it right the

first time. AGPS, Canberra

Australian Taxation Office,

1995. A Guide to Keeping Your Business Records: helping you get it right the first time. AGPS,

Canberra, ACT

English, J.W.

1995. How to Organise and Operate a Small Business in Australia. Allen & Unwin, St Leonards, NSW

McMahon, R.G.P.

1986. Financial Management for Small Business. CCH Australia, North Ryde, NSW

NIESS Better Business.

Preparing a Business Plan. AGPS Press, Canberra, ACT

Reynolds, W., Savagh, W., Williams, A.

1994. Your Own Business A Practical Guide to Success. Nelson, South Melbourne, Victoria

Williams, S., Sims, B.,

1993. The Australian Small Business Guide. Penguin Books, Ringwood, Victoria



Appendix A Remember Rice: Rest Ice Compression Elevation

For Soft Tissue Injuries

Injuries to muscles, ligaments and other soft tissues can occur with or without a fracture. If you do

not suspect a fracture, control bleeding with compression, elevation and rest. Apply ice after

bleeding is controlled and seek an accurate diagnosis from a qualified medical practitioner as soon

as possible. Rest Avoid any movements or activities which cause pain. Help the patient into the most comfortable

position. If you suspect head, neck or back injuries, leave the patient lying flat. Ice Once any bleeding has been controlled, apply a wrapped ice pack or cold compress. Cold helps

reduce swelling and eases pain and discomfort. Compression Apply a firm supporting bandage to give an even pressure over the injured area. Use light padding

under the bandage if the pain is severe. Elevation Elevating the injured area helps slow the flow of blood and reduces swelling. If possible, raise the

injured area above the level of the heart. Remember, do not attempt to elevate a part you suspect

is fractured until it has been splinted or fully immobilised.

This is the latest (2007) information from the Australian Red Cross publication First Aid Responding

to Emergencies. This excellent manual has been prepared for use in connection with First Aid

training courses, and it is strongly recommended that all teachers of dance undertake one of the

courses offered in their city or region by the Australian Red Cross or other authorised First Aid

training organisation.

For further information refer to the Australian Red Cross ‘First Aid Handbook (2007 edition)’.



Appendix B 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. 1. 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. 2. Studio principals should ensure that their school is capable of providing any services claimed. 3. 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. 4. Studio principals should provide appropriate assessment procedures and should ensure that students and parents receive or have access to advice when necessary. 5. Studio principals should conform to sound business practice. 6. 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. 7. 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. 8. Individual teachers should use adequate and flexible teaching skills to create a productive learning environment. Individual teachers should:

o strive to foster a love of dance o demonstrate professional attitudes, including punctuality, reliability and responsible

care of students o strive to develop self-discipline and self-motivation in the students o encourage and support the individual in class and performance o transmit general concepts of movement in addition to those of a particular

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

9. Individual teachers should recognise the role of dance in the development of the whole person. They should also seek to recognise and develop each student's potential, whether it lies in dance or in related fields, and offer appropriate guidance for further progress. 10. Individual teachers should endeavour to recognise physical anomalies, modifying the teaching and seeking medical advice when necessary. The teaching and choreography must be anatomically safe, and teachers must be prepared to deal with medical emergencies. 11. Individual teachers should take responsibility for seeking further knowledge in all aspects of their work. * Note: Some Organisations currently adhere to their own codes of ethics which address specific organisational needs



Appendix C Parents' Code of Behaviour

The Parents' Code of Behaviour is reproduced from Safe Dance II by Tony Geeves, published by

Ausdance in 1997. It is reprinted with the permission of the author.

In the area of vocational dance where the student is often a high achiever, perceived pressure to

please parenting figures can add to the stress, both positive and negative, of daily living and

growing. The following suggestion for a code of behaviour for parents is intended to support them in

their efforts to reassure their offspring that dance is for the child's own enjoyment and that they are

loved for themselves rather than for their achievements.

If children are interested, encourage them to dance. However, if children are not willing to dance, do not force them.

Encourage dance students to see live professional performances as often as possible.

Focus upon the child's efforts and performance rather than the overall outcome of the examination, performance or audition. This assists children in setting realistic goals related to their ability by reducing the emphasis on winning.

Teach children that an honest effort is as important as a victory, so that the results of each examination or performance are accepted without undue disappointment.

Encourage children to always participate according to the rules.

Never ridicule or yell at a child for making a mistake or not passing an examination.

Remember, children are involved in dance for their enjoyment, not yours.

Remember, children learn best from example. Applaud good performances by all of the performers.

If you disagree with an examiner, adjudicator or critic, raise the issue through the appropriate channels rather than question the official's judgment in public.

Support all efforts to remove verbal and physical abuse from dance activities. Adapted from National Aussie Sport Program coaching manual—Australian Sports Commission, Bruce, ACT



Appendix D Background The concept of some form of accreditation process for teachers of dance has been discussed within

the dance community for many years. Following an extensive survey of Australian dance teachers

by Ausdance (then the Australian Association for Dance Education) in 1986, a Code of Ethics was

formulated, and Ausdance then commissioned and published the Dancers' Transition Report

(Catherine Beall) and the Safe Dance Project Report 1990 (Tony Geeves), all of which pointed to a

need for national standards. The Code of Ethics and recommendations from these reports were also

incorporated into the Box Hill College of TAFE course for studio teachers.

Following an approach by Ausdance ACT in 1994, Arts Training ACT received funding from the ACT

Vocational Training Authority to investigate the accreditation of dance teachers. A management

committee commenced work in 1994, and in February 1995 a consultant, Kris Newton of Cervelle

Consulting, was employed. Ms Newton had had considerable experience with Arts Training and with

other education and training matters.

The task of the consultant was to set up an initial industry reference group to put together a

working paper as the basis for wider industry consultation. The management committee held open

forums to discuss the competencies being developed and papers were circulated widely. An industry

advisory group was brought together in June 1995 to further refine the competencies and

recommend a national meeting of dance teaching organisations.

The first national meeting of teaching organisations was convened by Ausdance in Canberra on 25

September 1995 at which participants agreed to proceed with the project at a national level. They

met again in Canberra on 9 April 1996 and elected a steering committee to:

a) Consult nationally to further develop the ACT draft competencies for teachers of dance in order

to have the competencies endorsed nationally.

b) Identify existing industry teacher registration systems and then consult nationally to develop

processes whereby present registration systems would be harmonised on a national level without

taking away the independence of the individual teaching societies.

c) Develop a Teacher's Guide or Handbook based on the competencies and include detailed

information elaborating on and underpinning the competencies and detailing further resources, e.g.

reading materials, videos or tapes, modules of training available, etc.

d) Consult nationally on the implications for the school sector; the outcome would be to distribute

material to departments of education on the dance industry's requirements for the provision of

dance teaching in schools.

This is a long-term project. A process was agreed to in April 1997 by teaching organisations for the

development of competencies and training packages, and it is hoped that by 2000 a form of

national accreditation will be in place. In the meantime, this document, the Australian Guidelines for



Dance Teachers, based on the draft guidelines developed during the wide consultation process

undertaken by the ACT management committee in 1995, has been published in 1997 for use by

teachers, students and parents.

List of Project Management committees in previous related projects Australian Guidelines for Dance Teachers Steering Committee (1996/97) Robina Beard (President, Cecchetti Society of Australia) (Chair) Christine Battisson (Folk Dance Australia) Ralph Buck (Queensland Department of Education) Fiona Campbell-Hicks (International Dancers Tinytots Syllabus) Paul Costigan (Arts and Recreation Training ACT) Penelope Lancaster (Australian Dance Assessment Program) Janine McGrath (Southern Federation of Dance) Priscilla Ruffell (Co-opted. Freelance dance teacher) Bronwyn Watkins (Administrator, Royal Academy of Dancing) Julie Dyson (Ausdance National Secretariat) (Facilitator) [Note: Steering Committee members did not represent their societies, but were elected on behalf of all dance teaching organisations] The ACT Dance Teacher Registration Pilot Project (1994/95) Project Management: Jennifer Kingma (Ausdance ACT Executive Officer) (Chair) Paul Costigan (Arts Training ACT) Julie Dyson (Ausdance National Secretariat) Jane Haigh (Ausdance ACT) Glenys Harris (Ausdance ACT) Paige Gordon (Independent artist) Kris Newton (Cervelle Consulting, Research Officer) Safety Issues for Studio Teachers (Tasmania, 1992) Project Management: Penny Driessen (Tasmanian Arts Industry Training Board Executive Officer) (Chair) Lesley Graham (TAITB and Ausdance Tas) Michelle Walters (Ausdance Tas) Rosemary Bennett (University of Tasmania at Launceston) Marie Burridge (Studio Teacher) Kim Roe (Studio Teacher) Sharon Shirley (Studio Teacher) Faye Wilson (TASFAC representative) Melina Henderson (TAITB research officer) Safe Dance Project Report by Tony Geeves (1990) Project Management: Hilary Trotter (Ausdance National Secretariat) Julie Dyson (Ausdance National Secretariat) Janet Karin (National Capital Ballet School) Dancers' Transition Report by Catherine Beall (1989) Project Management: Marion Jacka (Media, Entertainment and Arts Alliance) Hilary Trotter (Ausdance National Secretariat) Julie Dyson (Ausdance National Secretariat) Industry Code of Ethics (1986/87) Project Management: Janet Karin (National Capital Ballet School) Hilary Trotter (Ausdance National Secretariat) Julie Dyson (Ausdance National Secretariat)



AUSTRALIAN GUIDELINES FOR DANCE TEACHERS ARE ENDORSED BY THE FOLLOWING ORGANISATIONS

ACT Regional Committee of Highland Dancing Australian Dance Assessment Program (Australian Dance Vision) Australian Dance Council - Ausdance Australian Dancing Society Australian Institute of Classical Dance Australian Teachers of Dancing Ltd Ballet Australasia & National Dancing Association Borovansky Memorial Australian Academy of Dancing British Ballet Organisation British Dancing Association, Modern Branch British Dancing Association, Stage Branch Cecchetti Society of Australia Commonwealth Society of Teachers of Dancing Contemporary Dance Association CREATE Australia Dance Corp Dance Studios Dance Therapy Association of Australia Federal Association of Teachers of Dancing Folk Dance Australia Gold Coast Combined Dance Teachers Association Ltd Imperial Society of Teachers of Dancing International Dance Teachers Association International Dancers Tinytots Syllabus Middle Eastern Dance School National Capital Ballet School Royal Academy of Dancing Society of Australian Teachers of Dancing, Stage Branch Southern Federation of Dance Spanish Dance Institute The Dance Factory The Desert Flowers

Tertiary Dance Council Australia: Australian Ballet School Box Hill Institute - Centre for Performing Arts Adelaide Institute of Performing Arts TAFE Deakin University, Melbourne Campus National Aboriginal and Islander Skills Development Association, NAISDA College of

Dance Queensland University of Technology, Kelvin Grove Campus University of Adelaide* University of Melbourne - Institute of Education* University of NSW University of Tasmania at Launceston* University of Western Sydney - Nepean Victorian College of the Arts, School of Dance Victoria University of Technology, Footscray Campus Wesley Institute Western Australian Academy of Performing Arts, Edith Cowan University

* Studies in dance have ceased at these institutions and they are no longer members of the Tertiary Dance Council of Australia



Section 2.

Glossary of Terms



Glossary of Terms This glossary may be helpful in both your studies and in explaining aspects of the assessment process. Accreditation Accreditation means the process of formal recognition of a course by the State

or Territory course accrediting body in line with the AQTF Standards for State and Territory Registering/Course Accrediting Bodies.

From AQTF Standards for RTO’s

Accredited course

Accredited course means a structured sequence of vocational education and training that leads to an Australian Qualifications Framework qualification or Statement of Attainment.


Appeal process A process whereby the person being assessed, or other interested party, such as an employer, may dispute the outcome of an assessment and seed reassessment

From Training Package for Assessment and Workplace Training

Assessment Assessment means the process of collecting evidence and making judgements on whether competency has been achieved to confirm that an individual can perform to the standard expected in the workplace as expressed in the relevant endorsed industry/enterprise competency standards or the learning outcomes of an accredited course.


Assessment context

The environment in which the assessment will be carried out. This will include physical and operational factors, the assessment system within which assessment is carried out, opportunities for gathering evidence in a number of situations, the purpose of the assessment, who carries out the assessment and the period of time during which it takes place.


Assessment guidelines

Assessment guidelines are an endorsed component of a Training Package which underpins assessment and which sets out the industry approach to valid, reliable, flexible and fair assessment. Assessment guidelines include the assessment system overview, assessor requirements, designing assessment resources, conducting assessment and sources of information on assessment.


Assessment judgement

Assessment judgement involves the assessor evaluating whether the evidence gathered is current, valid, authentic and sufficient to make the assessment decision. The assessment judgement will involve the assessor in using professional judgement in evaluating the evidence available.

Assessment materials

Assessment materials are any resources that assist in any part of the assessment process. They may include information for the candidate or assessor, assessment tools or resources for the quality assurance arrangements of the assessment system.



Assessment method

Assessment method means the particular technique used to gather different types of evidence. This may include methods or techniques such as questioning, observation, third party reports, interviews, simulations and portfolios. Also see Evidence gathering technique.

Assessment Plan An assessment plan is a document developed by an assessor that includes the elements and units of competency to be assessed, when the assessment will occur, how the assessment will occur, the assessment methods to be used and the criteria for the assessment decision. Also see Evidence plan.


Assessment process

The assessment process is the agreed series of steps that the candidate undertakes within the enrolment, assessment, recording and reporting cycle. The process must best suit the needs of all stakeholders and be both efficient and cost-effective. The agreed assessment process is often expressed as a flow chart.

Assessment strategy

Assessment strategy means the approach to assessment and evidence gathering used by the assessor or Registered Training Organisation. It encompasses the assessment process, methods and assessment tools.

Assessment system

An assessment system is a controlled and ordered process designed to ensure that assessment decisions made in relation to many individuals, by many assessors, in many situations are consistent, fair, valid and reliable.


Assessment Tools An assessment tool contains both the instrument and the instructions for gathering and interpreting evidence:

• Instrument(s) – the specific questions or activity developed from the selected assessment method(s) to be used for the assessment. (A profile of acceptable performance and the decision making rules for the assessor may also be included)

• Procedures – the information/instructions given to the candidate and /or the assessor regarding conditions under which the assessment should be conducted and recorded.

Also see Evidence gathering tool.

Audit Audit means a systematic, independent and documented process for obtaining evidence to determine whether the activities and related outcomes of a training organisation comply with the AQTF Standards for Registered Training Organisations.


Auspicing See Collaborative assessment arrangements and Partnerships.

Attitudes The approach taken by a candidate to performing a task. Includes elements such as consideration for safety, teamwork, communication etc.



Australian Qualifications Framework (AQF)

Australian Qualifications Framework (AQF) means the policy framework that defines all qualifications recognised nationally in post-compulsory education and training with Australia. The AQF comprises titles and guidelines, which define each qualification, together with principles and protocols covering articulation and issuance of qualifications and Statements of Attainment.


Australian Quality Training Framework (AQTF)

Australian Quality Training Framework (AQTF) means the nationally agreed recognition arrangements for the vocational education and training sector.


Authentic evidence

Evidence that is clearly of work done by the candidate

Candidate

A candidate is any person presenting for assessment. The candidate may be:

• A learner undertaking training in an institutional setting • A learner/worker undertaking training in the workplace • A learner/worker wanting their skills recognised • Or any combination of the above. •

Client

Client means learner, enterprise or organisation, which uses or purchases the services provided by the Registered Training Organisation


Clustering

The process of grouping competencies into combinations which have meaning and purpose related to work functions and needs in an industry or enterprise.

Adapted from Training Package for Assessment and Workplace Training

Collaborative assessment arrangements

Formal collaborative assessment arrangements are the written agreements that are undertaken between a Registered Training Organisation (RTO) and other Organisations or RTO’s. These arrangements enable the partners to share for mutual benefit their resources, effort, time, cost, responsibility and expertise. These arrangements are regulated by the AQTF Standards for Registered Training Organisations. See also Partnerships and Auspicing. Informal collaborative arrangements refer to assessors and candidates working together, in partnership, in the assessment process.

Competency

The specification of knowledge and skill and the application of that knowledge and skill to the standards of performance required in the workplace.

From AQTF Standards for RTO’s Competency Based Training

An approach to learning which is concerned with obtaining and recognising skills and knowledge to meet specific standards

Competency Standards

Competency standards define the competencies required for effective performance in the workplace. Standards are expressed in outcome terms and have a standard format comprising unit title, unit descriptor, elements, performance criteria, range statements and evidence guide. Also see Unit(s) of competency.




Contextualisation

Refers to the addition of industry or organisation specific information to a unit of competency to tailor the standard to reflect the immediate operating context and thereby increase its relevance within the organisation.

Credit Transfer

The direct transfer of an accredited unit or course in full.

Customisation

Customisation is the addition of industry or enterprise information to endorsed national competency standards to reflect the work of a particular industry or workplace or to improve the standards’ relevance to industry

Current evidence

Evidence relevant to the current requirements of a competency standard and the current levels of skill and knowledge of the candidate

Delivery and assessment strategies

Delivery and assessment strategies means delivery and assessment strategies for each qualification, or part thereof, within the Registered Training Organisation’s scope of registration.


Dimensions of competency

The concept of competency includes all aspects of work performance and not only narrow task skills. The four dimensions of competency are:

• Task skills • Task management skills • Contingency management skills • Job/role environment skills

From Training Package Developers’ Handbook Direct evidence

Evidence gathered by the assessor in person through observing or questioning the candidate

Element

An element is the basic building block of the unit of competency. Elements describe the tasks that make up the broader function or job, described by the unit.


Endorsement

Endorsement means the formal process of recognition of Training Packages undertaken by the National Training Quality Council.


Evaluation

Evaluation includes all the activities related to the registration of a training organisation to determine whether it meets, or continues to meet, all the requirements of the AQTF Standards for Registered Training Organisations necessary for registration. Evaluation may include review of past performance, review of complaints and other feedback, risk assessment, examination of documentation, conduct of audit, consideration of audit reports and other relevant activities in relation to the organisation.




Evidence and ‘quality’ evidence

Evidence is information gathered which, when matched against the performance criteria, provides proof of competency. Evidence can take many forms and be gathered from a number of sources. Assessors often categorise evidence in different ways, for example: • direct, indirect and supplementary sources of evidence • evidence collected by the candidate or evidence collected by the assessor • historical and recent evidence collected by the candidate and current evidence collected by the assessor. Quality evidence is valid, authentic, sufficient and current evidence that enables the assessor to make the assessment judgement.

Evidence gathering techniques

Evidence gathering technique means the particular technique or method used to gather different types of evidence. This may include methods or techniques such as questioning, observation, third party reports, interviews, simulations and portfolios. Also see Assessment method.

Evidence gathering tool

An evidence gathering tool contains both the instrument and the instructions for gathering and interpreting evidence in an assessment process: • instrument(s) – the specific questions or activity developed from the selected assessment method(s) to be used for the assessment (a profile of acceptable performance and the decision making rules for the assessor may also be included) • procedures – the information/instructions given to the candidate and/or the assessor regarding conditions under which the assessment should be conductedand recorded. Also see Assessment tool.

Evidence plan An evidence plan is a document developed by an assessor, often in collaboration with the candidate and the supervisor or technical expert. It includes the units of competency to be assessed, details of the type of evidence to be collected, information regarding who is to collect the evidence and the time period for doing so. Also see Assessment plan.

Evidence Guide

The evidence guide is part of a unit of competency. Its purpose is to guide assessment of the unit of competency in the workplace and/or a training environment. The evidence guide specifies the context of assessment, the critical aspects of evidence and the required or underpinning knowledge and skills. The evidence guide relates directly to the performance criteria and range statement defined in the unit of competency.


Fair Assessment

No-one is disadvantaged by the methods used. The assessment methods and evidence required match with the level of the competency standard

Flexible assessment

The methods of assessment reflect the needs and circumstances of the person being assessed and the workplace.



Flexible learning and assessment

Flexible learning and assessment means an approach to vocational education and training which allows for the adoption of a range of learning strategies in a variety of learning environments to cater for differences in learning styles, learning interests and needs, and variations in learning opportunities (including online).

From AQTF Standards for RTOs Formative Assessment

Ongoing assessment and feedback, usually during a learning or training process

Graded Assessment

A method of recording the results of assessment as a score or grade. Not commonly in use in competency based assessment

Holistic /integrated Assessment

An approach to assessment that covers the clustering of multiple units/elements from relevant competency standards. This approach focuses on the assessment of a ‘whole of job’ role or function that draws on a number of units of competency. This assessment approach also integrates the assessment of the application of knowledge, technical skills, problem solving and demonstration of attitudes and ethics.

Adapted from Training Package for Assessment and Workplace Training Inclusivity

This is a term used to define teaching practices that actively acknowledge, respect and build on individual differences, and needs to create a positive learning culture and environment.

Indirect evidence

Evidence gathered from someone other than the candidate who has observed the candidate’s skills knowledge or attitudes i.e. signing off of external studies.

Industry Training Advisory Bodies (ITABs)

National and State/Territory bodies comprising representation from the industry parties responsible for the development, review and implementation of competency standards in given industries.


Internal Audit Internal audit means audits conducted by or on behalf of the organisation itself for internal purposes.

From AQTF Standards for RTOs

Key competency

Employment related general competencies that are essential for effective participation in the workplace.


Knowledge

Refers to 2 aspects: Understanding of factual information Cognitive skills such as judgement, thinking and reasoning

Learning Principles

The principles by which individuals learn e.g. audio, visual, sensory, practical

Methods of Assessment

The means used to collect evidence



Moderation Moderation is a process which involves assessors in discussing and reaching

agreement about assessment processes and outcomes in a particular industry or industry sector. This enables assessors to develop a shared understanding of the requirements of specific Training Packages, including the relevant competency standards and assessment guidelines, the nature of evidence, how evidence is collected and the basis on which assessment decisions are made.

Mutual recognition

Mutual recognition applies nationally and means: 1. The acceptance and application of the decisions of a registering body that has registered a training organisation, or a course accrediting body that has accredited a course, by another registering body or course accrediting body, without there being any further requirement for a process beyond the initial process, including:

• The recognition and application by the registering body of each State or Territory of the decisions of the registering body of other States and

Territories in relation to the registration of, imposition of sanctions on, including the cancellation of registration of training organisations; and • The recognition and application by the course accrediting body of each

State or Territory of the decisions of the course accrediting body of other States and Territories in relation to the accreditation of courses where no relevant Training Package exists;

2. The recognition by State and Territory registering bodies of the decisions of the National Training Quality Council in endorsing Training Packages. 3. The recognition and acceptance by a Registered Training Organisation of Australian Qualifications Framework qualifications and Statements of Attainment issued by other Registered Training Organisations, enabling individuals to receive national recognition of their achievements.


Nationally recognised training

Nationally recognised training means training and assessment, delivered by a Registered Training Organisation, which meets the requirements specified in national industry/enterprise Training Packages or accredited courses where no relevant Training Package exists.


National training framework

National Training Framework means the system of vocational education and training that: • applies nationally • is endorsed by the ANTA Ministerial Council • is made up of the Australian Quality Training Framework and endorsed Training Packages.


Nationally Recognised Training (NRT) logo

Nationally Recognised Training logo means the logo used to signify that training and assessment products and services meet the requirements agreed under the National Training Framework.




National Training Information Service (NTIS)

National Training Information Service (NTIS) means the National Register for recording information about Registered Training Organisations (RTOs), Training Packages and accredited courses. Information held on the NTIS is searchable and publicly accessible via the Internet. The NTIS contains comprehensive information on endorsed Training Packages which have been approved by Ministers and includes full details of competency standards; a listing of National Training Quality Council noted support materials with contact source; details of Australian Qualifications Framework (AQF) accredited courses/qualifications; and contact details and scope of registration of all RTOs.


National Training Quality Council (NTQC)

National Training Quality Council (NTQC) means the body established by the ANTA Ministerial Council as a Committee of the ANTA Board. In relation to quality assurance arrangements in the vocational education and training system the NTQC has a role in: • providing advice on the operation of, and any necessary change to, the Australian Quality Training Framework (AQTF); • providing information and advice to State and Territory recognition authorities on the implementation of the AQTF; and • providing to the ANTA Board, for incorporation in the Board’s reports to the ANTA Ministerial Council (including the Annual National Report), information and advice on the operation of the AQTF in each State and Territory, including by providing such independent advice on State/Territory registration, audit and related processes and related Commonwealth processes as deemed necessary by the NTQC.


Partnerships Formal partnership assessment arrangements are the written agreements that are undertaken between a Registered Training Organisation (RTO) and other organisations or RTOs. These arrangements enable the partners to share for mutual benefit their resources, effort, time, cost, responsibility and expertise. These arrangements are regulated by the AQTF Standards for Registered Training Organisations. See also Collaborative assessment arrangements and Auspicing. Informal partnership arrangements refer to assessors and candidates working together in the assessment process.

Period of registration

Period of registration means the period for which a Registered Training Organisation is registered. The period of registration is five years (unless cancelled or suspended).

From AQTF Standards for RTOs Performance criteria

Evaluative statements which specify what is to be assessed and the required level of performance. The performance criteria specify the activities, skills, knowledge and understanding that provide evidence of competent performance for each element.




Qualification Qualification means, in the vocational education and training sector, the

formal certification, issued by a Registered Training Organisation under the Australian Qualifications Framework (AQF), that a person has achieved all the requirements for a qualification as specified in an endorsed national Training Package or in an accredited course.

From AQTF Standards for RTOs Quality Quality means the ability of a set of inherent characteristics of a product,

system or process to fulfil requirements of customers and other interested parties.

From AS/NZS ISO 9000: 2000 in the AQTF Standards for RTOs Range Statements

Part of a competency standard, which sets out a range of contexts in which performance can take place. The range helps the assessor to identify the specific industry or enterprise application of the unit of competency.

From Training Package for Assessment and Workplace Training. Reasonable adjustment

The nature and range of adjustment to an assessment tool or assessment method which will ensure valid and reliable assessment decisions but also meet the characteristics of the person(s) being assessed.

Adapted from Training Package for Assessment and Workplace Training

Reassessment An assessment activity initiated as a result of an appeal against the outcome of a previous assessment.


Recognition process

Recognition process is a term that covers Recognition of Prior Learning, Recognition of Current Competency and Skills Recognition. All terms refer to recognition of competencies currently held, regardless of how, when or where the learning occurred. Under the Australian Quality Training Framework, competencies may be attained in a number of ways. This includes through any combination of formal or informal training and education, work experience or general life experience. In order to grant recognition of prior learning/current competency the assessor must be confident that the candidate is currently competent against the endorsed industry or enterprise competency standards or outcomes specified in Australian Qualification Framework (AQF) accredited courses. The evidence may take a variety of forms and could include certification, references from past employers, testimonials from clients and work samples. The assessor must ensure that the evidence is authentic, valid, reliable, current and sufficient.


Recognition of Current Competency

See Recognition process.

Recognition of Prior Learning

See Recognition process.

Records of assessment

The information of assessment outcomes that is retained by the organisation responsible for issuing the nationally recognised Statement of Attainment or qualification.




Registration

Registration means the process of formal approval and recognition of a training organisation, by a State or Territory registering body, in accordance with the AQTF Standards for Registered Training Organisations and the AQTF Standards for Registering/Course Accrediting Bodies.


Registered Training Organisation (RTO)

Registered Training Organisation (RTO) means a training organisation registered in accordance with the Australian Quality Training Framework, within a defined scope of registration.


Registering body

State or Territory registering body means the body responsible under the State or Territory vocational education and training legislation and decision making framework for all decisions relating to the administration of the registration of training organisations.


Renewal of registration

Renewal of registration means the subsequent registration of a Registered Training Organisation following an evaluation, conducted prior to the expiry of a registration period, of a Registered Training Organisation against the requirements of the AQTF Standards for Registered Training Organisations.


Reporting assessment outcomes

The different ways in which the outcomes of assessment processes are reported to the person being assessed, employers and other appropriate personnel or stakeholders. Assessment outcomes may be reported in a variety of ways including graded, non–graded, statistical or descriptive reporting systems.


Risk management

Risk management means the systematic application of management policies, procedures and practices to the tasks of identifying, analysing, evaluating, treating and monitoring risk.


Self-assessment

Self-assessment is a process that allows candidates being assessed to collect and provide evidence on their own performances against the competency standards. Self-assessment is often used as a pre–assessment tool to help the candidate and assessor to determine what evidence is available and where the gaps may be.

Statement of Attainment

Statement of Attainment means a record of recognised learning which, although falling short of an Australian Qualifications Framework (AQF), may contribute towards a qualification outcome, either as attainment of competencies within a Training Package, partial completion of a course leading to a qualification or completion of a nationally accredited short course which may accumulate towards a qualification through Recognition processes.


Skill

The ability to do something competently.



Sufficient evidence

Enough evidence to be confident that the candidate can demonstrate competence more than once in a situation or in a range of situations

Summative assessment

Measurement of performance at the end of learning process or a period of practice

Supplementary evidence

Information that is recorded either by the workplace or some other organisation which is relevant to the candidate’s competence i.e. Students examination results

Unit of competence

Unit of competency means the specification of knowledge and skill and the application of that knowledge and skill to the standard of performance expected in the workplace.

From AQTF Standards for RTOs Valid assessment

A valid assessment assesses what it says it assesses and is undertaken in a situation that matches the workplace requirement

Valid evidence

Evidence that relates directly to the performance criteria of the competency unit being assessed.

Validation Validation involves reviewing, comparing and evaluating assessment processes, tools and evidence contributing to judgements made by a range of assessors against the same standards. Validation strategies may be internal processes with stakeholder involvement or external validations with other providers and/or stakeholders.



Section 3.

Essential Standards for Registration 2007



Essential Standards for Registration – 2007

Standard 1 The Registered Training Organisation provides quality training and assessment across all of its operations. Elements 1.1 The RTO collects, analyses and acts on relevant data for continuous

improvement of training and assessment. 1.2 Strategies for training and assessment meet the requirements of the relevant

Training Package or accredited course and are developed in consultation with industry stakeholders.

1.3 Staff, facilities, equipment, and training and assessment materials used by the RTO are consistent with the requirements of the Training Package or accredited course and the RTO’s own training and assessment strategies.

1.4 Training and assessment are conducted by trainers and assessors who: (a) have the necessary training and assessment competencies as

determined by the National Quality Council or its successors (b) have the relevant vocational competencies at least to the level

being delivered or assessed. (c) continue developing their vocational and training and assessment

competencies to support continuous improvements in delivery of the RTO’s services.

1.5 Assessment, including Recognition of Prior Learning (RPL): (a) meets the requirements of the relevant Training Package or

accredited course (b) is conducted in accordance with the principles of assessment and

the rules of evidence (c) meets workplace and, where relevant, regulatory requirements.



Essential Standards for Registration – 2007 Standard 2 The Registered Training Organisation adheres to principles of access and equity and maximises outcomes for its clients. Elements 2.1 The RTO continuously improves client services by collecting, analysing and

acting on relevant data. 2.2 Before clients enrol or enter into a contract, the RTO informs them about the

training, assessment and support services to be provided, and about their rights and obligations.

2.3 Employers and other parties who contribute to each learner’s training and assessment are engaged in the development, delivery and monitoring of training and assessment.

2.4 Learners receive training, assessment and support services that meet their individual needs.

2.5 Learners have timely access to current and accurate records of their participation and progress.

2.6 Complaints and appeals are addressed efficiently and effectively. Standard 3 Management systems are responsive to the needs of clients, staff and stakeholders, and the environment in which the Registered Training Organisation operates. Elements 3.1 The RTO uses systematic and continuous improvement approach to the

management of operations. 3.2 The RTO monitors training and/or assessment services provided on its behalf

to ensure that they comply with all aspects of the AQTF 2007 Essential Standards for Registration.

3.3 The RTO manages records to ensure their accuracy and integrity.



Section 4.

Request for Recognition of Prior Learning

Principles of Assessment

Rules of Evidence

Dimensions of Competency

Occupational Health and Safety

Resources

Document Submission Checklist

Teacher Induction Checklist

Student Induction Checklist



CECCHETTI BALLET AUSTRALIA INC.

Registration No.: 21211

RECOGNITION OF PRIOR LEARNING Candidate Name:

Address:

Contact No: Email address:

Certificate IV in teaching the Cecchetti Method of Classical Ballet 21727VIC Request for RPL RPL Granted

(Attach relevant documentation) (National Office to complete) Analysis of Classical technique

Study of syllabi – knowledge of vocabulary

Arrangement of enchaînements and dances

Teaching Methodology

Music

Applied Anatomy

Child Development

Health and Safety

Business Studies

Certificate IV in Training and Assessment Training Package units of competency embedded within the Certificate IV in Teaching the Cecchetti Method of Classical Ballet 21727VIC

Request for RPL RPL Granted (Attach relevant documentation) (National Office to complete)

TAADEL401B Plan and organise group delivery

TAAENV402B Foster and promote an inclusive learning culture

TAADES402B Design and organise group-based delivery

TAAASS401C Plan and organise assessment

TAAASS402C Assess competence

TAAASS403B Develop assessment tools

TAAASS404B Participate in assessment validation

TAADEL402B Facilitate group-based learning

When submitting documentation for RPL, please ensure that information submitted is concise and pertinent to your RPL request. (To be completed by National Office) Date received:

Checked by:



Principles of Assessment.

The four principles of assessment fit together like a jigsaw, no one principle is more important than any other. Principle 1. Your assessment must be valid A valid assessment assesses what it says it assesses and is undertaken in a situation that matches the workplace requirement. i.e. if it is a practical task that you are assessing then you would request that they simulate the task for assessment not write about it. Principle 2. The assessment is reliable The methods of assessment clearly show whether the learner has achieved competence. The evidence is real, not opinions or thoughts. Another assessor would also make the same decision. Principle 3. The assessment is flexible The methods of assessment reflect the needs and circumstances of the person being assessed and the workplace. Principle 4. You are fair to all those seeking assessment No-one is disadvantaged by the methods used. The assessment methods and evidence required match with the level of the competency standard.

Principles of Assessment

Valid Reliable Flexible Fair

Practical and cost-effective

Judgement based on Criteria and Evidence Sources of Evidence – direct, indirect, supplementary. Rules of Evidence 1. The evidence gathered must be valid. i.e. if you were assessing a verbal communications competency for example, you may want to see the candidate communicating with a range of different people in a variety of situations and for a number of purposes. 2. There must be sufficient evidence You need to gather enough evidence to be confident of the candidate’s ability to demonstrate competence; this will also help to ensure that the assessment is reliable (i.e. it can be replicated by another assessor). 3. The evidence must be authentic Ensure that the work is that of the candidate’s. Direct evidence is the easiest to authenticate though not always possible. 4. The evidence needs to be current. It is important that any supplementary or indirect evidence is recent enough to :

• Reflect the candidate’s current skills, and • Reflect the requirements of the current standards.

Remember that some skills are lost or significantly diminished if not practiced.



Examples of evidence directly relating to the Associate Diploma qualification: Direct: Practical Part 1 and Part 2 examinations Indirect: Lesson plans Pre exam checklist External studies diary Supplementary RPL, CV, Examination results. Dimensions of competency

• Task skills • Management skills • Contingency management skills • Job/role environment skills • Transfer skills

Occupational Health and Safety – OH&S

• Ensure that OHS procedures and policies are followed appropriately • Assessors/employers have a duty of care to ensure that learners or trainees are aware of

OHS regulations • Trainees must work and train in a safe environment.



Resources available to candidates Cecchetti Head Office Library

- Code of conduct - Policy & procedures - Appeals process - Guidelines for dance teachers - Standards for dance teachers - One on one mentoring with Cert IV trainer - Reference books

Web site Mentors – senior teaches/examiners – teaching methodology One dedicated in each state to assist candidates SA – Carole Hall VIC – Anne Butler NSW – Robyn Ross QLD – Janice Heale WA – Helene Gowers Nationally – Wendy Cliff External trainers – Childhood development – end of course assessment SA – Anne Moore, University of SA email [email protected] WA – Emily Harper, University of Western Australia NSW – Jennifer Bowes, Institute of Early Childhood, Macquarie University 02 9850 9852 QLD – TBA - Please contact the National Office. VIC – Paulette Mifsud. Anatomy – Physio who specialises in Dance Injuries – end of course assessment. VIC – Rebecca Harding [email protected] WA – Lisa Hutchinson [email protected] NSW – Debra Crookshanks [email protected] SA – Anita Bruce kwbruce@senet QLD - Jan Smith [email protected] Music – examination pianists in each state – contact names and numbers on application to the National Office. Business studies – short business course which includes marketing strategies and bookkeeping. Health and Safety - First Aid – St Johns Level 2 or equivalent in your state.



Document submission checklist: The submission of all required documentation relevant to the Certificate IV in Teaching the Cecchetti Method of Classical Ballet is the responsibility of the Candidate. The following documents to be submitted; to the National Office on commencement of Certificate IV in teaching the Cecchetti Method of Classical Ballet training. 21727VIC. Document: To be completed by: Date of submission:

Request for RPL and all relevant supporting documentation.

Candidate

Candidate Induction Checklist Candidate

Trainer Induction Checklist Trainer

Progress Assessment Program Trainer

The following documentation to be submitted: Intention to complete Part 1 of Associate Diploma practical examination. Documents to be submitted to the State Secretary by examination entry closing date. Document To be completed by: Date of submission:

Examination application form & payment Candidate/Trainer

Copy of the timetable and results of 2 examination sessions

Candidate

Intention to complete Part 1 of Associate Diploma practical examination. Documents to be submitted to the National Office 2 weeks prior to the examination entry closing date. Document To be completed by: Date of submission:

COPY of Examination application form Candidate/Trainer

COPY of the timetable and results of 2 examination sessions

Candidate

Intention to take Part 2 of Associate Diploma practical examination. Documents to be submitted to the State Secretary by examination entry closing date. Document To be completed by: Date of submission:

Examination application form & payment Candidate/Trainer COPY of the timetable and results of the 3rd examination session

Candidate

Continued next page….



Document submission checklist continued. Documents to be submitted to the National Office 2 weeks prior to the examination entry closing date. Candidates must also have completed the End of Course Assessments for Anatomy and Childhood Development prior to taking the Part 2 Associate Diploma Practical examination. Document To be completed by: Date of submission:

COPY of the Examination application form

Candidate/Trainer

COPY of the timetable and results of the 3rd examination session

Candidate

Record of Studies Qualified Practitioners

Standard Item Checklist for the appropriate delivery of a Ballet class

Candidate

Assessment Task 1 Pre Examination Checklist – minimum of 3 levels for each year of training for all students entered for examination

Candidate

Lesson Plans – a total of 12 per year of training period (training period is 3 years)

Candidate

Skills Recognition Interview Questions Candidate

Assessment Task 2 Candidate

Assessment Task 3 Candidate

Teaching Methodology – ¼ly assessment overview form 3rd Party Evidence

Trainer

Session Running Plan for Trainers ¼ly assessments – Intermediate Syllabus knowledge 3rd Party Evidence

Trainer

Session Running Plan for Trainers ¼ly assessments – Analysis of Classical Technique 3rd Party Evidence

Trainer

Session Running Plan for Trainers ¼ly assessments – Arrangement of enchaînements and dance 3rd Party Evidence

Trainer

Session Running Plan for Trainers ¼ly assessments – Teaching Methodology 3rd Party Evidence

Trainer

Session Running Plan for Trainers ½ yearly assessments – Music studies 3rd Party Evidence

Trainer – external Qualified Practitioners

Session Running Plan for Trainers ½ yearly assessments – Applied Anatomy 3rd Party Evidence


Continued next page….



Document submission checklist continued. Documents to be submitted to the National Office 2 weeks prior to the examination entry closing date. Candidates must also have completed the End of Course Assessments for Anatomy and Childhood Development prior to taking the Part 2 Associate Diploma Practical examination. Document To be completed by: Date of submission:

Session Running Plan for Trainers ½ yearly assessments – Child development 3rd Party Evidence


Session Running Plan for Trainers ½ yearly assessments – Health & Safety 3rd Party Evidence


Session Running Plan for Trainers ½ yearly assessments – Business Studies 3rd Party Evidence


Personal Evaluation Sheet Candidate



TAAASS401C Plan and organise assessment, TAAASS402C Assess competence,

TAADES402B Design and develop learning programs Trainer Induction Checklist I ,…………………………………………………..(Teacher’s name), holder of the Certificate IV in Training & Assessment, will be delivering/assessing the course through out 20….. In order to maintain a high standard of course delivery/assessment, I agree to attend, a minimum of 3 Professional Development sessions throughout the year (any 2 of the set Cecchetti Focused sessions –i.e. State refresher, Post exam session with examiner & Conference & 1 further session which may be Cecchetti specific or external = total of 3 sessions) and complete all necessary paperwork associated with the Associate Diploma/Certificate IV course delivery contained within the Associate Diploma/Certificate IV Information Package for candidates and teachers and conform to audit requirements as determined by the RTO. (Please tick appropriate boxes)

Training Sessions Yes No

State Refresher Course Annual Congress Guest Lectures

Progress Assessment Forms Preliminary Assessment Teaching Methodology – ¼ Assessment form Session Running Plans for Teachers – ¼ly Assessment forms.

Handbooks Received and Understood Code of Conduct Policy & Procedures Ausdance Guidelines for Dance Teachers Appeals Process Signed: …………………………………………………………………………… Dated: …………………………………



TAAASS401C Plan and organise assessment,

TAAASS402C Assess competence, TAADES402B Design and develop learning programs

Candidate Induction Checklist I ,…………………………………………………..(Candidate’s name), will commence training in the Associate Diploma/ Certificate IV in Training & Assessment Course in 20….. under the guidance of …………………….(Trainer’s name) In order to maintain a high standard of course delivery/assessment, I agree to attend, a minimum of 3 Professional Development sessions throughout the year (any 2 of the set Cecchetti Focused sessions –i.e. State refresher, Post exam session with examiner & Conference & 1 further session which may be Cecchetti specific or external = total of 3 sessions) and complete all necessary paperwork associated with the Associate Diploma/Certificate IV course delivery contained within the Associate Diploma/Certificate IV Information Package for candidates and teachers and conform to audit requirements as determined by the RTO. All requests for Recognition of Prior Learning (RPL)/Credit Transfer should be directed to the National Office with relevant paperwork attached to this checklist. (Please tick appropriate boxes)

Training Sessions Yes No

State Refresher Course Annual Congress Guest Lectures

Progress Assessment Forms Preliminary Assessment Teaching Methodology – ¼ Assessment form Lesson Plans Session Running Plans – ¼ly and ½yearly. Record of Studies End of Course Assessment – Childhood Development

End of Course Assessment - Anatomy Pre Examination Checklist Personal Evaluation Sheet Handbooks Received and Understood Code of Conduct Policy & Procedures Ausdance Guidelines for Dance Teachers Appeals Process Signed: …………………………………………………………………………… Dated: …………………………………



Section 5

Skills Recognition Interview Questions

Progress Assessment Program

Associate Diploma Course Description

Record of Studies

Standard Item Checklist

Assessment Tool Templates

Lesson Plans

1/4ly Assessments

1/2yearly Assessments



TAAASS401C Plan and organise assessment, TAAASS402C Assess competence

TAAASS403B Develop assessment tools TAAASS404B Participate in assessment validation

TAADES402B Design and develop learning programs TAADEL401B Plan and organise group based delivery

TAADEL402B Facilitate group-based learning TAAENV402B Foster and promote an inclusive learning environment

Skills Recognition Interview Questions Candidates will find on the following pages, Skills recognition Interview Questions that directly relate to the 8 units embedded from of the TAA04 Training and Assessment Training Package. Knowledge of these units is required for a competent outcome to be achieved in the Certificate IV in Teaching the Cecchetti Method of Classical Ballet 21727VIC.

TAAASS401C Plan and organise assessment, TAAASS402C Assess competence


TAADES402B Design and develop learning programs TAADEL401B Plan and organise group based delivery

TAADEL402B Facilitate group-based learning TAAENV402B Foster and promote an inclusive learning environment

When answering the Skills Recognition Interview questions, it is important to remember that we are training teachers to hold specific Certificate IV in Training and Assessment units, so when

responding to your questions remember – you are the trainer/assessor in your dance studio.



TAAENV402A Foster and promote an inclusive learning environment

1. What individual differences and learning needs have you encountered at your studio?

2. How have you dealt with these?

3. How do you ensure inclusiveness in your studio/learning environment?

4. What principles do you follow when working with learners from diverse backgrounds?

5. What ground rules could you suggest for a diverse group to follow in a learning situation?

6. What verbal and body language would you avoid using in your studio training and why?

7. What national, state and organisational policies relating to inclusiveness do you operate under?

8. What support personnel are you aware of or have you employed to work with learners with special needs?

9. List a range of reasonable adjustment strategies you have used in training/assessing.

TAAASS401C Plan and organise assessment

1. Have you developed/helped to develop an assessment plan? Can you provide an example?

2. How do your assessments take into account the characteristics of your candidates?

3. Does your assessment plan address the issue of recognition of current competence/prior learning? How?

4. Explain what is meant by ‘making reasonable adjustments’.

5. What is an example of making an adjustment to an assessment that is not reasonable?

6. List the type of specialist support you could use in an assessment process.

7. What is meant by ‘contextualising assessments’?

8. What are the ‘rules of evidence”?

9. What are the ‘principles of assessment’?

10. Explain the RTO’s arrangements for the keeping of assessment records and reporting on assessments.



TAAASS402C Assess competence

1. What is meant by ‘mutual/national recognition’?

2. What are the ‘rules of evidence’?

3. What are the ‘principles of assessment’?

4. What is the difference between ‘direct’ and ‘indirect’ evidence?

5. What reasonable adjustments have you made to support candidates? Why were these made?

6. What is ‘credit transfer’?

7. What range assessment methods have you used? Why were these chosen?

8. Do you negotiate the assessment process with your candidates? Give examples.

9. Do you integrate assessment activities? Give examples.

10 How do you support your candidates during assessment?

11 When conducting assessments what do you base your judgements on?

12. If a candidate is considered ‘not yet competent’ what follow up action do you take?

13. Have you contextualised assessments? How?

14. How do you review the assessment process?

15. What is your knowledge of Cecchetti Ballet Australia’s organisational assessment policies and procedures regarding:

• Storage

• Retrieval

• Version control

• Confidentiality



TAAASS403 Develop assessment tools

1. Explain the following:

• Performance criteria

• Range statement

• Underpinning language, literacy and numeracy requirements

• Dimensions of competency

• Third party report

2. How do you determine the focus of the assessment tool?

3. What range assessment methods have you used? Why were these chosen?

4. What types of assessment tools have you developed?

5. Have you contextualised assessments? How?

6. What processes have you followed to trial assessment tools? Who would you seek feedback from about assessment tools you use?

7. What reasonable adjustments have you made to support candidates using your assessment tools?

8. What processes do you use for recognition of current competence/recognition of prior learning?

9. What OHS considerations to take into account when developing assessment tools?

TAAASS404A Participate in assessment validation

1. Outline the purpose(s) of validation.

2. How often does your training organisation hold validation meetings?

3. In your training organisation who participates in validation? Why is it appropriate that they participate?

4. What validation approaches have you used?

5. What aspects of the assessment system do you examine during validation?

6. What validation activities have you participated in? Can you supply evidence of these?

7. What materials were needed/used in validation meetings?

8. How are the rules of evidence and the principles of assessment incorporated in validation sessions?

9. How are your validation decisions recorded and communicated?

10. Describe how your assessment practice has changed/improved as a result of participating in validation?



TAADEL401 Plan and organise group based delivery

1. How do you identify the training needs of your target groups?

2. How do you identify the learning goals/outcomes of your programs?

3. How do you incorporate learning principles into your training?

4. How do you ensure that your programs cater for a wide range of learning styles?

5. Have you developed the content of learning programs? Can you elaborate?

6. Have you customised aspects of existing learning programs, resources, learning materials into your programs? How?

7. Have you developed new learning activities or materials as part of your programs? What?

8. What sorts of delivery techniques do you incorporate into your learning programs?

9. What evaluation procedures do you follow to ensure that your learning programs are up to date?

10. How do you ensure that your training programs comply with the Australian Quality Training Framework (AQTF)?

TAADES402A Design and develop learning programs

1. Think about two learning programs you have developed, in each case describe:

• Who the target group is

• The aim of the program

• The program content

• When the program was delivered

• Where the program was delivered

• How the program was delivered/ the teaching approach used

2. How are your learning programs reviewed/evaluated?

3. What changes have you made to learning programs as a result of evaluation/review?

4. How are learning principles incorporated into your learning programs?

5. How do your learning programs cater for a variety of learning styles?

6. List the resources/ you have found most useful in developing your learning programs.

7. List some of the learning materials/activities you have incorporated into your learning program.

8. What constraints and considerations have impacted on the programs you have developed?



TAADEL402B Facilitate group-based learning

1. How do you establish a learning environment in your studio?

2. What strategies do your use to ensure that all resource are available for your class?

3. How do you assess learner needs and incorporate these in the training session? 4. How do you introduce your class to ensure that candidates understand the

objectives, expectations and requirements? What occupational health and safety (OHS) issues may need to be discussed and agreed?

5. Describe strategies that you use to develop an inclusive relationship with your class

members. 6. How do you accommodate different learning styles in your teaching? 7. What generic skills do you address in your teaching? 8. Explain the range of teaching methods and communication skills you use in your

class. 9. How do you monitor and adjust your training to the needs of the group? 10. What process do you use to review and evaluate the effectiveness of your

teaching?



Organisational assessment policies and procedures of Cecchetti Ballet Australia Inc. RTO 21211: Storage - All hard copy records pertaining to Certificate IV Holders are stored in files, colour coded to distinguish between ‘Trainers’ and ‘Assessors’ – bearing in mind that Assessors may also be Trainers. An electronic record is also kept on the Access Database of ALL Members including Cert IV Holders

Retrieval – Paper based records are currently kept on site. Electronic versions are on current computer system available continuously. Version control - Where syllabi/instruction manuals/information booklets etc are printed, version control in the form of ‘JUNE 2004’ etc must be published on either the covering page or in a footer. Subsequent versions must carry all previous version notations along with the current version notation in ascending order.

Confidentiality - Student records are closed files for viewing by the National Council in its official capacity and the individual member, upon identification being presented unless written consent is granted by the member for disclosure to a third party



PROGRESS ASSESSMENT PROGRAM for teachers of Cecchetti Associate Diploma

Preliminary Assessment Prior to commencing training, the teacher will confirm the candidate has undertaken and passed the prior learning requirements for this level:

Intermediate (old Ele) classical ballet examination…… Date passed…………………..

Level of pass………………….

Advanced 1 (old Inter) classical ballet examination … Date passed ………………… (this is no longer a prerequisite of the Associate ) Level of pass…………………

Associate Syllabus………………………. Date passed………………… The Candidate will supply a copy of the report received for their Associate Examination.

Associate report viewed…………… History of teaching experience (if any)……………………………………………. ………………………………………………………………………………………. ………………………………………………………………………………………. ………………………………………………………………………………………. Comments/notes for future reference………………………………………………… ………………………………………………………………………………………



The Associate Diploma is a three-year course: If you have gained your Associate status and wish to teach and enter candidates for examinations, you can apply for provisional registration and you will then embark on a three-year programme as set out hereunder. Embedded in this qualification are units contained in the Government Accredited Certificate IV in Training & Assessment. Entry into the Associate Diploma Course gives you automatic entry into the Certificate IV Course. Certificate IV in Training & Assessment is the qualification that will enable you to deliver Competency based training. The Certificate IV is made up of 12 Core Units and 2 Elective Units. Of the following 12 core units of competency, the 7 units marked ‘*’ are contained within and form an integral part of the Cecchetti Associate Diploma qualification along with the similarly marked elective unit.

TAAENV401B Work effectively in vocational education and training *TAAENV402B Foster and promote an inclusive learning culture TAAENV403B Ensure a healthy and safe learning environment TAADES401B Use Training Packages to meet client needs *TAADES402B Design and organise group-based delivery *TAADEL401B Plan and organise group delivery TAADEL404B Facilitate work-based delivery TAADEL403B Facilitate individual learning *TAAASS401C Plan and organise assessment *TAAASS402C Assess competence *TAAASS403B Develop assessment tools *TAAASS404B Participate in assessment validation

Elective units: *TAADEL402B Facilitate group-based learning TAADEL301B Provide training through instruction and demonstration of work

skills TAADEL405B Coordinate and facilitate distance-based learning TAAENV404B Develop innovative ideas at work TAATAS401B Maintain information requirements of training and/or

assessment organisation TAALLN401B Address language, literacy and numeracy issues within learning

and assessment practice BSBMKG406B Build client relationships BSBCMN404B Develop teams and individuals BSBCMN405B Analyse and present research information BSBCMN409B Promote products and services BSBAUD402B Participate in a quality audit

At the end of the three years you will take the final 2 Part Examination, the Associate Diploma, which upon successful completion, will allow you to become a fully registered Cecchetti teacher and you will hold the 8 units of competency as noted above from the Certificate IV in Training & Assessment. Preliminary assessment will assess candidate’s eligibility and attainment of prior learning requirements.



Recording and Reporting of Assessment Program: The provider (Trainer) and the candidate (student) will follow the procedure set out, for the efficient assessing and reporting of the progress of the course. Trainers are required to keep records of student’s progress and achievements on a regular basis, keeping written chronological records in a diary or other accessible document. Assessments should be recorded at 3 month and 6 month intervals as set out in “Progress Assessment Program” Discussions with students should take place at these times to provide feedback and interaction regarding progress and/or difficulties. Candidates are required to keep comprehensive written records of their studies – a diary method is suggested Records of numbers of students, ages, and all relevant comments should be kept, including lesson plans and the results. Any difficulties in communications or problems should be discussed with teacher, and solutions recorded. This diary should be a record of the student’s 3 years of training, and will serve as blueprints/guidelines for their future teaching.



"Progress Assessment Program" Quarterly assessments will record students’ progress of the four areas of study, which will be taught at studio level:

1) A thorough knowledge of the Advanced 1 (old Intermediate) syllabi – for both female and male - study of set Cecchetti syllabi – knowledge and understanding of content - understanding of progression from previous levels – understanding and pronouncing of French terms

2) Analysis of “Classical Technique” (classical ballet principles)

These are generic principles, which apply to all methods of classical ballet The Cecchetti method has these clearly explained in “The Manual” which is the main textbook for this study.

3) Arrangement of enchaînements and dances (Ability to create short combinations of steps and dances, choose music and, communicate artistic intent in choreography)

4) Teaching methodology- (thorough understanding of specific learning requirements for age and ability, both intellectual and physical. The Society will provide an assessment form with guidelines to be filled in.**

These four areas will be taught at studio level – one to one – the teacher and student recording study achieved, and assessments on a 3 monthly basis.

Practical Teaching Requirements The student is expected to teach under supervision for a minimum of 3 hours per week for the first year, and then progress to solo teaching with assessment for the next two years. Teacher will assess and record progress. The student’s work as a teacher is also independently assessed by official Cecchetti Examiners during these three years, as they must submit candidates for at least two sessions of examinations during this time. The results and the written reports of the student’s exam candidates from the Cecchetti Examiners will be assessed and discussed by the teacher and the student. These results and the following assessments will be noted in the diaries.



Half Yearly Assessments which will record students progress in the

following areas.

5) Music Studies (minimum of 8 hours external lectures ) Lecturer signs off on lectures – Teacher assesses and records knowledge and comprehension in practical class situation

6) Applied Anatomy - (minimum of 10 hours – recommended 20 hours of study from qualified lecturer)

Lecturer signs off on lectures – Student completes end of course assessment Teacher assesses and records knowledge and comprehension in practical class situation.

7) Child Development (minimum 6 hours) Lectures are signed off in diaries Student completes end of course assessment Teacher assesses and records knowledge in practical class situation and

reports

8) Health and Safety (minimum of 6 hours) St. John’s ambulance course/Red Cross course is recommended Additional knowledge as set out in Cecchetti requirement Student completes end of course assessment. Validity of certificate must be maintained for the duration of teaching career.

9) Business Studies (minimum of 6 hours)

Lecturer signs off in diary Knowledge tested as set out in Cecchetti requirements



OUTLINE OF INTERNAL STUDIES to be studied and signed off with qualified Cecchetti teachers - Licentiates or Fellows

1) Teaching Methodology 12 hours 2) Analysis of classical technique 6 hours 3) Study of Syllabi - knowledge of vocabulary 9 hours 4) Arrangement of enchaînements and dances 6 hours

GUIDELINES FOR EXTERNAL STUDIES The following five areas will be studied with external lecturers - qualified practitioners acceptable to the Cecchetti Society of Australia Inc. and will be assessed on a six monthly basis as studies progress

5) MUSIC STUDIES: Suggested practitioners will include qualified pianist employed by the state for Examination sessions. Studies should include:

1. Comprehension of musical terms, 2. Knowledge of rhythm and tempo 3. Broad understanding of music styles and types, and their suitability for various dances and

dance steps 4. Clear instruction to pianists 5. Ability to communicate with students, to encourage their listening skills 6. Musical interpretation skills – musical themes, contrast in mood and tempo

6) APPLIED ANATOMY: Short course such as ‘Vic Fit’ or lectures by a Physio who specialises in Dance Injuries with end of course assessment*. Studies should include:

1) Knowledge of basic principles of anatomy and physiology to ensure “Safe Dance” practice including

i) Warm up/cool down strategies ii) Effective and safe stretching iii) Safe dance environment – flooring, ventilation iv) Knowledge of common physical faults in students of classical ballet, and

strategies for correction in training

2) Understanding and employment of effective injury prevention strategies i) Measures to prevent common dance injuries ii) Basic injury treatment (R.I.C.E.D.) iii) Basic injury recovery and rehabilitation

Health and safety issues are address in No. 8) 7) CHILD DEVELOPMENT: Covers both physical and psychological aspects of child development. Suggested qualified practitioners in individual states include:

SA - Anne Moore, University. of SA, email: [email protected] WA – Emily Harper, University of Western Australia NSW – Jennifer Bowes, Institute of Early Childhood, Macquarie University. 02 9850 9852 QLD – TBA VIC - Paulette Mifsud

An end of course assessment will be completed by the Student.* Studies should include:



1) Use of appropriate teaching methods including i) Knowledge and understanding of age, and stages of physical,

Intellectual and emotional development of students ii) Judgement on numbers of students in classes iii) Lesson planning to ensure structured progress iv) Number of classes per week according to age and ability of students v) Positive communication skills to students and parents vi) Varied ‘delivery’ styles to maintain interest vii) Contemporary appropriate strategies for positive correction and help. viii) Ability to self reflect on a day to day basis and over a length of time.

8) HEALTH AND SAFETY: Health and Safety. Short course such as St. Johns Ambulance with end of course assessment. The validity of this certificate must be maintained by all Cert IV holders. Studies should include:

1) A course of study with St. John’s Ambulance or the Red Cross is recommended for basic first aid and the presence of a first aid kit

2) Knowledge of specific health professionals for referral of students with specific problems, both physical and emotional

9) BUSINESS STUDIES : TAFE short courses including Marketing strategies and book-keeping courses. Letters of recommendations from the candidates own Business Accountant with evidence supplied by the candidate of Marketing strategies. In the instance where the candidate has not managed a business, a business course with an end of course assessment would be required, and with the candidate suppling suggested marketing strategies for a ballet school/business. Courses should include:

1) Knowledge of business practice, fee structures, management of income and Expenses, as they pertain to a dance school.

2) Knowledge of, and adherence to the Dance Industry Code of Ethics (As set out in attachment)

Information on the competencies 5 to 9 are included in the Ausdance publication entitled “Australian Standards for Dance Teachers”. This book includes explanations of the requirement set out above, lists of resources and reference books, the Dance Industry Code of Ethics, and the suggested “Parents Code of Ethics” * End of course assessments are included in this Pack. Candidates must contact their State Secretary for annual dates of state run sessions designed specifically for the completion of these ‘End of Course Assessments’. End of Course Assessment papers are completed under examination conditions and must be submitted to the invigilator at the end of the session.



Cecchetti Ballet Australia Inc. A Member of Cecchetti International-Classical Ballet

RECORD OF STUDIES

for Associate Diploma. Name.................................................................................................................... Membership No................................................................................................... Please list below the date and results of previous Cecchetti examinations taken Date Result INTERMEDIATE (old Elementary).................................................................................................. ADVANCED 1 (old Intermediate)............................................................................................…… ADVANCED 2 (old Advanced) (if taken)....................................................................................... ASSOCIATE................................................................................................……………………….. Please give details of your teaching experience as an assistant teacher and/or in a responsible position. ............................................................................................................................................ ........................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Courses and hours to be attended at any time prior to sitting for Associate Diploma a) to be studied and signed off with qualified Cecchetti teachers - Licentiates or Fellows Analysis of classical technique 6 hours Study of Syllabi - knowledge of vocabulary 9 hours Arrangement of enchaînements and dances 6 hours Teaching methodology 12 hours

b) to be studied with and signed off by qualified practitioners accepted by the Cecchetti Society* Music 8 hours Applied Anatomy 10 hours Child Development 6 hours Health and Safety 6 hours Business Studies 6 hours

*check with State Representatives or Organisers regarding practitioners and courses which will be accepted.



Name of Course................................................... .Dates of attendance....................................... Number of hours......................................Name of lecturer.......................................................... Qualification............................................................... Signature............................................................................................... Name of Course................................................................Dates of attendance............................. Number of hours......................................Name of lecturer.......................................................... Qualification............................................................... Signature............................................................................................... Name of Course................................................................Dates of attendance………………… Number of hours......................................Name of lecturer.......................................................... Qualification............................................................... Signature............................................................................................... Name of Course................................................................Dates of attendance……………….... Number of hours......................................Name of lecturer.......................................................... Qualification............................................................... Signature............................................................................................... Name of Course................................................................Dates of attendance.………………... Number of hours......................................Name of lecturer.......................................................... Qualification............................................................... Signature............................................................................................... Name of Course................................................................Dates of attendance……………….



Number of hours......................................Name of lecturer…………………………….……. Qualification............................................................... Signature............................................................................................... Name of Course................................................................Dates of attendance.………………... Number of hours......................................Name of lecturer.......................................................... Qualification............................................................... Signature............................................................................................... Name of Course................................................................Dates of attendance.………………... Number of hours......................................Name of lecturer.......................................................... Qualification............................................................... Signature............................................................................................... Name of Course................................................................Dates of attendance.………………... Number of hours......................................Name of lecturer.......................................................... Qualification............................................................... Signature............................................................................................... Name of Course................................................................Dates of attendance.………………... Number of hours......................................Name of lecturer.......................................................... Qualification............................................................... Signature...............................................................................................



TAADES402B Design and develop learning programs

Standard Item Checklist for the Appropriate Delivery of a Ballet Class. I ,…………………………………………………..(Student’s name), do hereby agree that the following Checklist is correct and that I will endeavour to ensure that all items listed below are available during all ballet classes conduct by me. (Please tick appropriate boxes)

Standard Items Available Yes No

Appropriate Studio Space Pianist/Compact Disc Player/Cassette Player Appropriate height Bar Syllabus Piano Manuscript/Compact Disc’s/Cassettes Australian Dance Teachers Standard Handbooks First Aid Kit

Signed: …………………………………………………………………………… Dated: …………………………………



TAAASS403B Develop assessment tools

Assessment Task Templates Previously the National Office has provided the Certificate candidates with an assessment tool in the form of the Pre Exam Checklist. This tool was used as a ‘dry run’ for the candidates to take their students through, prior to the students’ syllabus examinations. During our recent audit process it was deemed that we were making their life too easy. As a result it now falls on the Certificate IV candidate to ‘create’ his or her own Assessment tasks in addition to the Pre Exam Checklist. Yes another 2 of them. The TAAASS403 Develop assessment tools unit, states that the candidate must develop an assessment strategy for an additional 2 units of competency, from different levels, and from different Accredited units from those found within this qualification. We have provided 4 Assessment Plans from which the Certificate IV candidate must chose 2 and customise them to suit their individual assessments. They should also design assessment tools to support this assessment. For example the Pre-Exam Checklist. The 4 templates provided reflect the following courses and units: The 4 units below are contained in full in Appendix 2. Course Code Course Title Unit of Competency 21764VIC Certificate II in Dance VBQU066 21764VIC Certificate II in Dance VBQU068 SRC04 Certificate III in Community Recreation SRCDAN002A SRC04 Certificate III in Community Recreation SRCCAP005A Unit Code Unit Title VBQU066 Develop basic dance techniques VBQU068 Refine basic dance techniques SRCDAN002A Maintain safe dance practice when teaching in a community, social and/or recreational

dance context. SRCCAP005A Perform basic warm-up stretching and cool-down techniques before and after

participation in an activity. The Certificate IV Candidate will be expected to conduct an assessment of his or her students (imaginary or real) based on 2 of the above units. The assessment task must clearly show:

The expected outcome – what level of development you expect to see Specific resources required – studio, music, barres, students etc Critical aspects for assessment – exactly what you are looking for e.g. artistic expression, suitable warm up, transition

between movements, cool down. Method of assessment – questioning, observation, demonstration. Tools to support the Assessment – checklist for demonstration and observation, list of questions, sections from

previous exams. Assessment evaluation – were expectations met, did the tools assist in assessing unit outcomes, how could they be

improved



Assessment: Refine basic dance technique

Unit Code/s and Title/s: VBQU068 Refine basic dance techniques

Assessment Task/s:

Date:

Tasks: The assessment will take place in the dance studio.

Students will be required to perform a short expressive dance.

You will need to:

• Schedule a suitable time for the task

• Prepare the students for task

• Develop a warm-up

• Have students choreograph and perform an enchainment accompanied by appropriate music

• Ensure the incorporation of artistic expression into basic dance technique

• Seek student feedback either orally or in the form of a feedback form

• Develop a safe cool down for students

Resources Required:

To complete this task you will need to: • provide a studio • ensure music player in available • follow basic OHS requirements in regard to appropriate flooring

etc. • Develop a set of assessment tools • An assistant to take the class whilst you complete the checklist

(these roles may be reversed

Preparation: Review the documents to be used for this assessment: • performance criteria • evidence guide • appropriate enchaînements for this level class • method of assessment to be used

Evaluation • were expectations met,

• did the tools assist in assessing unit outcomes, • how could they be improved



Assessment: Develop basic dance technique

Unit Code/s and Title/s: VBQU066 Develop basic dance technique

Assessment Task/s:

Date:

Tasks: Students will be required to perform a short expressive dance.

You will need to:



• Develop a warm-up

• Ensure that students have explored the basic principles and characteristics of the technique

• Ensure that students are familiar with the relationship between the dance technique and the accompanying music

• Ensure alignment

• Ensure that candidates are able to combine and execute basic enchaînements as applicable to the level

• Develop a series of safe cool down exercises

Resources Required:


etc. • Develop a set of assessment tools • An assistant to take the class whilst you complete the checklist


Preparation: Review the documents to be used for this assessment: • performance criteria • evidence guide • appropriate enchaînements for this level class • method of assessment to be used

Evaluation • were expectations met, • did the tools assist in assessing unit outcomes, • how could they be improved



Assessment: Maintain safe dance practice when teaching in a community, social and/or recreational dance context.

Unit Code/s and Title/s: SRCDAN002 Maintain safe dance practice when teaching in a community, social and/or recreational dance context. Assessment Task/s:

Date:

Tasks: Students will be required to perform a series of warm up exercises, centre work and cool down exercises whilst maintaining safe dance practice.

You will need to:



• Ensure that the students are familiar with safe dance practice and your studios expectations.

• Develop a suitable series of warm-up exercises appropriate to the age and development level of the students

•

Resources Required:

To complete this task you will need to: • provide a studio • ensure music player/pianist/CD player is available • follow basic OHS requirements in regard to appropriate flooring

etc • Develop a set of assessment tools • An assistant to take the class whilst you complete the checklist

(these roles may be reversed).

Preparation: Review the documents to be used for this assessment: • evidence guide • appropriate enchaînements for this level class • method of assessment to be used •




Assessment: Perform a basic warm-up stretching and cool-down techniques before and after participation in an activity

Unit Code/s and Title/s: SRCCAP005A Perform a basic warm-up stretching and cool-down techniques before and after participation in an activity

Assessment Task/s:

Date:

Tasks: The salon environment will simulate the real workplace in its function and operation.

Students will be required to perform a series of warm up exercises, centre work and cool down exercises whilst maintaining safe dance practice.

You will need to:



Resources Required:


etc • Develop a set of assessment tools • An assistant to take the class whilst you complete the checklist


Preparation: Review the documents to be used for this assessment: • evidence guide • appropriate enchaînements for this level class • method of assessment to be used •




TAAASS401C Plan and organise assessment TAAASS402C Assess competence


TAAENV402B Foster and promote an inclusive learning environment

Assessment Task - Pre Examination Checklist These checklists may be altered by the Associate Diploma Candidate if necessary, to better suit their teaching environment. This Assessment tool is to be used during your students ‘examination dry runs’ and on receipt of their examination results. On receipt of the students results you will be required to fill in the examination results column, compare your expected results and complete a review of either or both of your training practices or your own assessment strategies. This tool should be used prior to entering students for each examination session during your training. It is hoped that by your Associate Diploma examination, your training practices and assessment strategies will be in line with those expected at your level. The Associate Diploma candidate may feel the necessity to have another teacher conduct the ‘dry run’ in order for the candidate to gain a better evaluation of his/her students’ performance. Pre Examination Checklists on a minimum of 3 candidates, at 3 different levels must be completed during each year of training.

Pre Examination Checklist Key

‘C’ Competent ‘SNYA’ Standard Not Yet Attained Expected Results

The numerical mark you are expecting your students to receive

Exam Result The numerical mark they received from the Examiner Review Your thoughts on any discrepancies between the

‘Expected Results’ and the ‘Exam Result’.



Pre Examination Checklist Examination Candidate #…….. VBQU040 Teach Cecchetti Ballet at Introductory Level

Pre Primary each section below is marked out of 20

‘c’ or ‘snya’

Expected Result

Exam Result

Review

Sense of performance and enjoyment – Focus (eye and body) – Sense of occasion – Comfortable in presentation – Pleasure in movement

Musicality, sense of timing and improvisation – Awareness of accompanying music – Ability to move freely in improvisation with

awareness of the dynamic qualities in the accompanying music

Use of technical ability and use of arms – Awareness to hold body erect – Awareness of foot articulation – Ability to make and maintain a natural first position

of the feet – Awareness of demi-plie when taking off and

landing in sautés – Awareness of eye and hand focus – Ability to make appropriate shapes and move the

arms freely

Dance – Preparedness and ability to complete the selected

dance with an appropriate degree of accuracy and enjoyment

Response, spatial awareness and knowledge of syllabus – Appropriately groomed – Ability to listen and respond to teacher’s directions – Appropriate knowledge of all sections of the

syllabus – Ability to sustain own position in the performing

space and to be able to use the space as instructed by the teacher eg: in diagonal, circular patterns.

Signed: …………………………………………………………………………… Dated: …………………………………

Marks Standard Attained Mark Standard Attained 17 - 20 Excellent 15 - 16 Very Good

13 - 14 Good 11 - 12 Medium

9 - 10 Basic 7 - 8 Limited

5 - 6 Very Limited 3 - 4 Some of the above shown 1 - 2 Few of the above shown 0 Not shown




Primary each section below is marked out of 20


Expected Result

Exam Result

Review

Sense of performance and enjoyment – Focus (eye and body) – Sense of occasion – Comfortable in presentation – Pleasure in movement

Musicality, sense of timing and improvisation – Awareness of accompanying music – Ability to move freely in improvisation with

awareness of the dynamic qualities in the accompanying music

Use of technical ability and use of arms – Awareness to establish appropriate posture – Awareness of foot articulation – Awareness of the rotation of the leg from the hip – Ability to transfer weight from one foot to the other – Awareness and ability to show demi-plie when taking

off and landing in sautés – Ability to make appropriate shapes and move the

arms freely – An awareness of flow – An awareness of breadth

Dance – Preparedness and ability to complete the selected

dance with accuracy and an appropriate degree of technique and enjoyment

– Where a prop is used, appropriate management

Response, spatial awareness and knowledge of syllabus – Appropriately groomed – Ability to listen and respond to teacher’s directions – Appropriate knowledge of all sections of the syllabus – Ability to sustain own position in the performing

space and to be able to use the space as instructed by the teacher eg: Linear, circular patterns.

Signed: …………………………………………………………………………… Dated: …………………………………

Marks Standard Attained Mark Standard Attained 17 - 20 Excellent 15 - 16 Very Good

13 - 14 Good 11 - 12 Medium

9 - 10 Basic 7 - 8 Limited

5 - 6 Very Limited 3 - 4 Some of the above shown 1 - 2 Few of the above shown 0 Not shown




Grade 1 each section below is marked out of 10


Expected Result

Exam Result

Review

Stance and Placement – posture established & maintained – establish and sustain appropriate degree of turnout – sustain stretched legs & feet

Line and quality of port de bras – Position & shapes shown – Flow – Breadth – Extension of extremities to create line – Poise

Control through body & legs – Establishment, placement and maintenance of body

parts – Ability to demonstrate line

Quality of ballon & footwork – Articulated feet – Ability to take off & land with the correct use of demi

plie – Maintenance of turnout with well stretched legs &

feet – Ability to demonstrate spatial awareness – Ability to demonstrate diverse movement qualities

Dance – Preparedness and technical aspects maintained – Expressive qualities demonstrated

Sense of Performance – focus – sense of occasion – confidence in presentation

Quality and co-ordination of movement – Harmonious use of body parts in movement – Sustained demonstration of the basic movements in

dance

Rhythm, sense of timing & musicality – Awareness of meter, tempo, phrasing, accent,

dynamic qualities in the accompanying music

Syllabus knowledge and theory – Understanding of principles – Ability to communicate verbally – Ability to demonstrate accurately

Response and enjoyment – Grooming – Confident approach to the examination – Pleasure in movement demonstrated – Vitality/energy levels sustained – Overall sense of occasion

‘c’ = competent, ‘snya’ = standard not yet attained Signed: …………………………………………………………………………… Dated: …………………………………



Pre Examination Checklist

Grade 1

Marks Standard Attained Mark Standard Attained 9-10 Excellent 8 Very Good 7 Good 6 Medium 5 Basic 4 Limited 3 Very Limited 2 Some of the above shown 1 Few of the above shown 0 Not shown



Pre Examination Checklist Examination Candidate #…….. VBQU041 Teach Cecchetti Ballet at Junior Level

Grades 2, 3, 4 each section below is marked out of 10


Expected Result

Exam Result

Review

Barre – Posture establish and maintained – Establish and sustain appropriate degree of turnout – Sustain stretched legs and feet

Port de bras throughout the examination – Position & shapes shown – Flow – Breadth – Extension of extremities to create line – Poise

Adage – Establishment, placement and maintenance of body

parts – Ability to demonstrate line – Stability demonstrated

Pirouettes – Use of head and eyes – Centering of the body – Accuracy in demonstration

Allegro – Articulated feet – Ability to take off & land with the correct use of demi


feet – Ability to demonstrate spatial awareness – Ability to demonstrate diverse movement qualities

Dance – Preparedness and technical aspects maintained – Expressive qualities demonstrated – Freedom of movement

Sense of Performance – focus – sense of occasion – confidence in presentation


dance



Syllabus knowledge and theory – Understanding of principles – Ability to communicate verbally – Ability to demonstrate accurately – Ability to understand and reproduce the unseen

enchaînement accurately and expressively



Pre Examination Checklist Examination Candidate #…….. Grades 2, 3, 4 each section below is marked out of 10


Expected Result

Exam Result

Review

Response and enjoyment – Grooming – Confident approach to the examination – Pleasure in movement demonstrated – Vitality/energy levels sustained – Overall sense of occasion





Pre Examination Checklist Examination Candidate #…….. VBQU041 Teach Cecchetti Ballet at Junior Level

Grades 5 and 6 each section below is marked out of 10


Expected Result

Exam Result

Review

Barre and Centre Practice – posture established & maintained with appropriate

strength developing – ability to sustain appropriate degree of turnout – ability to sustain stretched legs & feet – transfer of weight shown with ease – centering of the body to be sustained

Port de bras throughout the examination – Position & shapes shown – Flow – Breadth – Extension of extremities to create line – Poise and expressive qualities developing

Adage – Establishment and placement of body parts – Ability to demonstrate line – Maintenance of stability – Strength and control shown – Transfer of weight with ease shown

Pirouettes – Use of the head and eyes – Centering of the body – Accuracy in demonstration

Petit Allegro and Petite Batterie – Articulated feet – Ability to take off & land with the correct use of demi


feet – Precision of footwork – Well defined beats

Allegro – Articulated feet – Ability to take off & land with the correct use of demi


feet – Ability to demonstrate spatial awareness – Ability to demonstrate diverse movement qualities – Co-ordination of the upper body including the use of

head and arms – Elevation shown – Joy of movement shown



Pre Examination Checklist Examination Candidate #……..

Grades 5 and 6 ‘c’ or ‘snya’

Expected Result

Exam Result

Review

Dance – Preparedness and technical aspects maintained – Expressive qualities demonstrated – Freedom of movement shown and appreciation

demonstrated of the relationship between the music and the movement

– Smooth movement transitions shown

Sense of Performance – Focus – use of head and eye-lines – Sense of occasion – Confidence in presentation – A sensitive interpretation of the dynamic qualities in

the music and movement


dance



Response to free work, syllabus knowledge and theory – Understanding of principles – Ability to communicate verbally – Ability to demonstrate accurately – Ability to understand and reproduce the unseen

enchaînement accurately and expressively





TAADEL401B Plan and organise group based delivery TAADEL402B Facilitate group-based learning

TAADES402 Design and develop learning programs TAAENV402B Foster and promote an inclusive learning environment

- Lesson Plans -

Term 1

Lesson plans must be submitted for terms 1, 2 & 3 for 4 classes at different levels. Those who do not teach 4 different levels will be required to present imaginary lesson plans for the remaining number of classes. This means all candidates must submit a total of 12 lesson plans for each year of training, broken down into 4 lesson plans per term. Please include the number of students at each level and their ages along with detailed notes of lesson plans, all relevant comments, problems encountered, solutions to the problems and results. Lesson Plans should cover the following performance criteria: VBQU040 Teach Cecchetti Ballet at Introductory level Pre Primary, Primary & Grade 1. Design warm-up exercises – demonstrate a range of stretches appropriate for the class. Identify faults and suggest corrective exercises Give structured guidelines for improvisation appropriate to these levels Encourage freedom of mind and movement VBQU041 Teach Cecchetti Ballet at Junior level Grades 2 – 6. Demonstrate a range of stretches appropriate for the specific Grade level Identify faults and suggest corrective exercises Demonstrate a combination of exercises to create an enchaînements specific to the Grade level Encourage a sense of performance, musicality and artistry Explain the requirements of the examination to the students VBQU042 Teach Cecchetti Ballet at Intermediate level Intermediate (old Elementary). Design exercises that stretch and flex the feet Identify faults and suggest corrective exercises Give structured guidelines for improvisation appropriate to the Intermediate level Encourage a sense of performance, musicality and artistry




TAADES402B Design and develop learning programs TAAENV402B Foster and promote an inclusive learning environment

- Lesson Plans -

Term 2 Please include the number of students at each level and their ages along with detailed notes of lesson plans, all relevant comments, problems/solutions encountered and exam results. Plans should be included for all terms.




TAADES402B Design and develop learning programs

TAAENV402B Foster and promote an inclusive learning environment

- Lesson Plans -

Term 3 Please include the number of students at each level and their ages along with detailed notes of lesson plans, all relevant comments, problems/solutions encountered and exam results. Plans should be included for all terms.



CECCHETTI BALLET ACCREDITATION PROCESS Associate Diploma information: The holder of the Cecchetti Associate Diploma is qualified as a “fully registered’ teach in the Cecchetti method of classical ballet technique. Requirements for Associate Diploma Candidate must:

(1) have reached 2l years of age (2) hold the ‘Associate’ qualification in the Cecchetti method (3) have successfully completed the Advanced 1 examination – either Cat A or B (4) have completed three years of teaching in a responsible position

(2) “Associate” certificate requires the following:

• must have reached 18 years of age • must have passed the “Intermediate” (old Elementary) level of Cecchetti practical dance

examination, in either category A or B (further information can be supplied on this if necessary) (3)‘Responsible teaching position’

• teaching the Cecchetti preliminary syllabi up to grade 6 (equivalent to primary school age levels) on a regular basis

• teaching the MAJOR syllabi –( Intermediate – old Elementary) in a supervised situation with a senior teacher Basic minimum of teaching hours – 3 hours per week for three years.

Cecchetti Associate Diploma Holders are expected to have:

• Extensive knowledge of the set syllabi of Cecchetti grade and major examination

syllabi • In depth comprehension of the progress of work, of how the preliminary work

informs and trains for the major work • The ability to ‘break down’ exercises into components to assist learning and

understanding • Knowledge and understanding of musical terms, knowledge of the music set by the

examinations, and flexibility to utilise various styles and forms of music other than the set work, to enhance the students musical education and comprehension.

• Ability to analyse and impart understanding of the historical aspects of the art form of classical ballet, and its place in the social structure

• Knowledge of basic principles of anatomy and physiology to enhance “Safe Dance Practice” in students

• Ability to recognise and impart the health benefits of dance training, and encourage healthy lifestyles in students.

• Recognition of common physical faults and the ability to provide safe and proper exercises to correct such faults.

• Knowledge of effective injury prevention strategies Safe warm-up/cool-down procedures appropriate to classical ballet training)

• Knowledge of effective and safe stretching and flexibility techniques • Understanding of effective injury management strategies • Knowledge base of specialist referrals for recurrent injuries



• Knowledge of basic first aid procedures and its application • Knowledge of Teaching Methodology – awareness should be demonstrated of the

major stages of social, physiological and psychological development and its application to the teaching of dance.

• Knowledge of effective injury management strategies • Ability to asses progress and report of students/parents in sensitive and fair

manner • A basic understanding of professional business practice

The Associate Diploma holder is expected to demonstrate personal integrity, and ethical behaviour and to adhere to the Dance Industry Code Ethics

E:\Cecchetti\National Accreditation\Associate Diploma 2006\Cert IV Manual\Cert IV MANUAL 2011.doc 17-Aug-11

94

Accredited units – 3rd Party evidence Quarterly assessments


95

3rd Party Evidence Teaching Methodology Quarterly Assessment Form. – This form is to be completed on a quarterly basis by the Associate Diploma Students’ Teacher. Please tick appropriate grading Poor Good Excellent Understanding of different physiological aspects of students

Understanding of differing levels of flexibility and strengths

Understanding of motor skill development

Understanding of necessity for the amount of repetition in class

Understanding of retention abilities at different ages

Ability to create an interesting and musical class

Ability to create a class to suit technical and intellectual level of students

Understanding and knowledge of music

Ability to converse with pianist successfully

Signed by Associate Diploma / Certificate IV Student : …………………………………………. Signed by Associate Diploma / Certificate IV Teacher : …………………………………………


96

Cecchetti Ballet Australia Inc. 3rd Party Evidence

Certificate IV in Teaching the Cecchetti Method of Classical Ballet

ASSESSMENT PLAN FOR TRAINERS QUARTERLY ASSESSMENTS 1. A thorough knowledge of the Advanced 1 (old Intermediate) Syllabi - for both female and male.

(22028VIC) Course in Teaching the Licentiate Qualification in Cecchetti Classical Ballet VU20017 Apply knowledge of the traditional Cecchetti Advanced 1 Syllabus to the teaching of Classical Ballet.

3 Months 6 Months 9 Months 12 Months


97



ASSESSMENT PLAN FOR TRAINERS QUARTERLY ASSESSMENTS 2. Analysis of "Classical Technique". (22028VIC) Course in Teaching the Licentiate Qualification in Cecchetti Classical Ballet

VBP478 Design a Ballet Class – Performance Criteria 2.4



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ASSESSMENT PLAN FOR TRAINERS QUARTERLY ASSESSMENTS 3. Arrangement of enchaînements and dance. (22028VIC) Course in Teaching the Licentiate Qualification in Cecchetti Classical Ballet

VBP480 Design arrangements of Classical enchaînements to in corporate musicality.



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Cecchetti Ballet Australia Inc.

Certificate IV in Teaching the Cecchetti Method of Classical Ballet 3rd Party Evidence

ASSESSMENT PLAN FOR TRAINERS QUARTERLY ASSESSMENTS 4. Teaching methodology. (22028VIC) Course in Teaching the Licentiate Qualification in Cecchetti Classical Ballet

VBP478 Design a Ballet Class



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ASSOCIATE DIPLOMA - CERTIFICATE IV

3rd Party Evidence ASSESSMENT PLAN FOR TRAINER

HALF YEARLY ASSESSMENTS 6. Applied Anatomy. (22028VIC) Course in Teaching the Licentiate Qualification in Cecchetti Classical Ballet VBP483 Anatomy and Physiology of a classical dancer

6 Months 12 Months


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ASSOCIATE DIPLOMA - CERTIFICATE IV 3rd Party Evidence

LESSON PLANS/STRATEGIES FOR CORRECTION OF INDIVIDUAL NEEDS HALF YEARLY ASSESSMENTS 7. Child Development TAAENV & TAADEL402

6 Months 12 Months


102

Non-Accredited units – 3rd Party evidence Quarterly assessments


103


ASSOCIATE DIPLOMA - CERTIFICATE IV

SESSION RUNNING PLAN FOR TRAINER HALF YEARLY ASSESSMENTS 5. Music Studies.

6 Months 12 Months


104



HALF YEARLY ASSESSMENTS 8. Health and Safety.

6 Months 12 Months


105



HALF YEARLY ASSESSMENTS 9. Business Studies.

6 Months 12 Months


106

Section 6

Personnel Evaluation Form

Appeals Process

Additional Resources


107


ASSOCIATE DIPLOMA – CERTIFICATE IV EXAMINATION EVALUATION INSTRUMENT

PERSONAL EVALUATION SHEET

Name……………………………………….. Date………………………. Strongly

Agree Agree Disagree Strongly

Disagree Part 1. 1. My class contained all requirements of syllabus.

2. I showed imaginative use of syllabus in my prepared enchaînements.

3. I answered questions correctly as requested by examiner.

Part 2. 1. I taught individual exercises as requested, up to and including Grade 5.

2.Sucessfully conducted a one to one coaching session.

3. Successfully discussed approach to teaching.

4. Showed an understanding of basic anatomy.

5. Demonstrated and discussed any aspect of Male/Female Advanced 1 (old Intermediate).

Overview 1. I fulfilled the requirements of this syllabus.

2. My examination was conducted in a comfortable and professional manner

3. I was satisfied with this examination session.

4. My training was adequate for this assessment. Additional Comments.


108

APPEALS PROCESS REGARDING ASSOCIATE DIPLOMA, LICENTIATE & LICENTIATE DIPLOMA EXAMINATIONS.

The process for appealing the results of an Associate Diploma, Licentiate or Licentiate Diploma examination is as follows: Stage 1. Cost for Stage 1 $300.00

• The Candidate will write a letter setting out any queries, or questions they may have regarding the result of their Accredited examination. This letter should be forwarded to the National Secretary, Cecchetti head office, and be received no later than the 30th November in the year in which the examination was taken A Copy of the report in question must be attached. It will be necessary for State Secretaries to record date of posting of all Status examination results

• Examiners will be expected to keep all notes pertaining to Accredited examinations for a period of 12 months.

• National Secretary will circulate copies of this letter as well as copies of the report, to Appeals Panel Members (National Council).

• This appeal will then be tabled and discussed by the Appeals Panel at the January Meeting. If the

grievance is considered to be justified then the result may be re-evaluated. The cost of the re evaluation is at the expense of the organisation.

Of the six Appeals Panel Members, at least four (75%) must agree to this reversal If the complainant wishes to further pursue the complaint then they must advance to Stage 2. Lodgment of Stage 2 must be made within 12 months of the original examination. Stage 2. Cost for Stage 2 $500.00

• In the event of the original result being upheld, the National Secretary will arrange a meeting with the candidate and the Appeals Panel at a time and place which will be most economical for all concerned – any travel necessary by the complainant will be at the complainants expense At this meeting, the complainant will be given the opportunity to set out their grievance in full.

• At this point the Assessors must also be invited to present their case to the Appeals Panel if this is

desired. Assessors travel costs at the expense of the organisation

• In the event of the Appeals Panel reaching a decision to allow for re assessment, 2 new Assessors will be allocated.

• No further correspondence will be entered into.

The Appeals Panel must ensure confidentiality to ensure that the candidate is fairly assessed on the re evaluation by 2 new assessors if this is deemed necessary. Revised April 2008


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Essential Information for Vocational Education and Training Practitioners Recent research undertaken by the Department of Employment and Training in Queensland found that many people working in them vocational education and training sector find it difficult to access current and reliable information about the system. The common refrain was “there’s plenty of information if you know where to find it”. To assist you keep up-to-date, the following websites/ publications are worthwhile checking on a regular basis. National information Australian National Training Authority (ANTA) www.anta.gov.au The ANTA website is a good starting point for any information about the national training system, and includes an excellent links page. It is regularly updated and you can gain access to various publications via the Publications link button (left hand side of screen) and ‘find ANTA publications’ function. Many publications can be downloaded from the ANTA site. AustralianTraining A free quarterly magazine published in March, June, September and December by the Australian National Training Authority. ANTA Fast Facts A free fortnightly newsletter by the Australian National Training Authority with updates and alerts on key issues. It is available by email or fax. You can subscribe to ANTA Fast Facts and Australian Training at www.anta.gov.au/subscribe.asp AE Sharenet www.aesharenet. com.au AE Sharenet is a national collaborative system to allow vocational education and training professionals to share and adapt training materials. You can licence training materials developed for the Australian context on-line, and adapt them for your own purpose. Australian Qualifications Framework (AQF) www.aqf.edu.au The national qualifications described by the AQF are a key element of the ational training system. This site will not only help you understand how vocational education and training fits into the big picture, but is useful for your clients as well.


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Australian Training Products Ltd (ATP) www.atpl.net.au ATP publishes and distributes endorsed Training Packages and Training Package support materials and is the national clearinghouse for publicly funded materials developed for vocational education and training. The ATP site allows you to search the catalogue, view samples of products and register to receive their newsletter, Train E-sier. The 2003 catalogue is now available and can be downloaded free from the site. Commonwealth Department of Education Science and Training (DEST) www.dest.gov.au/train/index.htm The training section of the DEST site opens with plenty of links, including details of Commonwealth Training Incentives. Flexible Learning Australia www.flexiblelearning.net.au A ‘must see’ for anyone interested in flexible learning. The site houses projects and activities developed within the Australian Flexible Learning Framework and is a repository for all resources developed under the framework. For direct access to Australian Flexible Learning Framework products and services go to www.discover.flexiblelearning.net.au Licensing Line News This nationally-focused monthly newsletter covers issues that relate to occupational licensing and the vocational education and training system. You can subscribe at www.training.qld.gov.au/subscribeonline. New Apprenticeships Centres www.nacinfo.com.au This information service for New Apprenticeships Centres has extensive resources that are useful for all vocational education and training professionals, including pathway charts for almost all Training Packages. There are also links to State and Territory sites. National Training Information Service www.ntis.gov.au This is an online database on vocational education and training in Australia. It contains detailed information on courses, qualifications, Training Packages, competency standards and training organisations. National Purchasing Guides www.tpguides.gov.au National Purchasing Guides provide information to assist Registered Training Organisations, teachers, trainers and assessors to use nationally endorsed industry Training Packages. On this new national site you can view, download or print your own copy of a Purchasing Guide tailored to the State or Territory in which you wish to deliver. At present only a few National Purchasing Guides are available, but more will be added progressively.


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Training.com.au www.training.com.au This is a new training website. This is a federal and state government initiative which provides a one-stop web entry point to vocational education and training information, products, services and organisations. It contains practical information on: - how to employ an apprentice/ trainee - how to upskill your existing staff - government funding for your business - adopting a learning culture in your organisation - how much will the training cost - how to provide training to your staff - how to assess the return on your training investment. State-specific information Each State and Territory Training Authority produces information about delivery of vocational education and training in that jurisdiction. If you are planning to deliver training in any State or Territory, the Training Authority should be your first stop. Victoria www.otte.vic.gov.au/provider/index.htm or trainingsupport.ette.vic.gov.au Training Packages @ Work an electronic publication available via the OTTE web site - www.otfe.vic.gov.au/publications/trainingpackages/index.htm Australian Capital Territory www.decs.act.gov.au/services/training New South Wales www.vetab.nsw.gov.au orwww.det.nsw.edu.au/trainingindustry/index.htm Northern Territory www.deet.nt.gov.au/ Queensland www.training.qld.gov.au/sub_training.htm?training South Australia www.training.sa.gov.au/OVETorgs/ Tasmania www.opcet.tas.gov.au/ Western Australia www.training.wa.gov.au/ This site contains the up to date versions of Victorian Legislation: http://www.dms.dpc.vic.gov.au/


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Section 7

Marking Criteria

Sample Report Forms

End of Course Assessment Papers - Anatomy and Physiology - - Childhood Development


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Guide to interpreting the criteria for examination marking

ASSOCIATE DIPLOMA PART 1

Class content and balance 20 Marks

• An excellent selection of appropriate class work both from syllabus and unset to demonstrate knowledge and technical understanding of selected grade with an imaginative and creative approach

• A very good selection of appropriate class work both from syllabus and unset to demonstrate knowledge and technical understanding of selected grade with an imaginative, musical and creative approach

• A good selection of appropriate class work both from syllabus and unset to demonstrate knowledge and technical understanding of selected grade with an imaginative, musical and creative approach

• A satisfactory selection of appropriate class work both from syllabus and unset to demonstrate knowledge and technical understanding of selected grade with an imaginative, musical and creative approach

• A fundamental selection of appropriate class work both from syllabus and unset to demonstrate knowledge and technical understanding of selected grade with an imaginative, musical and creative approach

• A limited selection of appropriate class work both from syllabus and unset to demonstrate knowledge and technical understanding of selected grade with an imaginative, musical and creative approach

• A very limited selection of appropriate class work both from syllabus and unset to demonstrate knowledge and technical understanding of selected grade with an imaginative, musical and creative approach

• Not shown Observation of general and individual faults 20 Marks

• An excellent ability to recognise faults in the technical demonstration throughout the class • A very good ability to recognise correct faults using imagery and other appropriate

strategies • A good ability to recognise correct faults using imagery and other appropriate strategies • A satisfactory ability to recognise correct faults using imagery and other appropriate

strategies • A fundamental ability to recognise correct faults using imagery and other appropriate

strategies • A limited ability to recognise correct faults using imagery and other appropriate strategies • A very limited ability to recognise correct faults using imagery and other appropriate

strategies • Not shown


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Effectiveness of correction 20 Marks

• An excellent ability to communicate correction to the student clearly and effectively using

imagery and appropriate strategies • A very good ability to communicate the correction to the student clearly and effectively • A good ability to communicate the correction to the student clearly and effectively • A satisfactory ability to communicate the correction to the student clearly and effectively • A fundamental ability to communicate the correction to the student clearly and effectively • A limited ability to communicate the correction to the student clearly and effectively • A very limited ability to communicate the correction to the student clearly and effectively • Not shown

Awareness of musical quality 10 Marks

• Excellent awareness of musical elements – meter, tempo, accent, phrasing and awareness and ability to communicate movement and music ability to the students in the music selection throughout the class

• A very good awareness of musical elements – meter, tempo, accent, phrasing and awareness and ability to communicate movement and music ability to the students in the music selection throughout the class

• A good awareness of musical elements – meter, tempo, accent, phrasing and awareness and ability to communicate movement and music ability to the students in the music selection throughout the class

• A satisfactory awareness of musical elements – meter, tempo, accent, phrasing and awareness and ability to communicate movement and music ability to the students in the music selection throughout the class

• A fundamental awareness of musical elements – meter, tempo, accent, phrasing and awareness and ability to communicate movement and music ability to the students in the music selection throughout the class

• A limited awareness of musical elements – meter, tempo, accent, phrasing and awareness and ability to communicate movement and music ability to the students in the music selection throughout the class

• A very limited awareness of musical elements – meter, tempo, accent, phrasing and awareness and ability to communicate movement and music ability to the students in the music selection throughout the class

• Not shown Rapport with the students and pianist, and use of voice 10 Marks

• An excellent clear, sensitive and encouraging approach demonstrating good tonal quality and ability to communicate the joy of dance. Clear instruction to the pianist in basic music terminology in regard to music introduction and tempo and the ability to count any sequence

• A very good clear, sensitive and encouraging approach demonstrating good tonal quality and ability to communicate the joy of dance. Clear instruction to the pianist in basic music terminology in regard to music introduction and tempo and the ability to count any sequence


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• A good clear, sensitive and encouraging approach demonstrating good tonal quality and ability to communicate the joy of dance. Clear instruction to the pianist in basic music terminology in regard to music introduction and tempo and the ability to count any sequence

• A satisfactory clear, sensitive and encouraging approach demonstrating good tonal quality and ability to communicate the joy of dance. Clear instruction to the pianist in basic music terminology in regard to music introduction and tempo and the ability to count any sequence

• A fundamental clear, sensitive and encouraging approach demonstrating good tonal quality and ability to communicate the joy of dance. Clear instruction to the pianist in basic music terminology in regard to music introduction and tempo and the ability to count any sequence

• A limited clear, sensitive and encouraging approach demonstrating good tonal quality and ability to communicate the joy of dance. Clear instruction to the pianist in basic music terminology in regard to music introduction and tempo and the ability to count any sequence

• A very limited clear, sensitive and encouraging approach demonstrating good tonal quality and ability to communicate the joy of dance. Clear instruction to the pianist in basic music terminology in regard to music introduction and tempo and the ability to count any sequence

• Not shown Standard of work seen during the day 10 Marks

• An excellent awareness of the students basic technique and appropriateness of selected level • A very good awareness of the students basic technique and appropriateness of selected level • A good awareness of the students basic technique and appropriateness of selected level • A satisfactory awareness of the students basic technique and appropriateness of selected

level • A fundamental awareness of the students basic technique and appropriateness of selected

level • A limited awareness of the students basic technique and appropriateness of selected level • A very limited • Not shown

Group arrangement 10 Marks

• An excellent choice of the selected music to the choreographic content of the group arrangement and the ability to develop expressiveness, musicality, spatial awareness and performance quality in group environment

• A very good choice of the selected music to the choreographic content of the group arrangement and the ability to develop expressiveness, musicality, spatial awareness and performance quality in group environment

• A good choice of the selected music to the choreographic content of the group arrangement and the ability to develop expressiveness, musicality, spatial awareness and performance quality in group environment

• A satisfactory choice of the selected music to the choreographic content of the group arrangement and the ability to develop expressiveness, musicality, spatial awareness and performance quality in group environment

• A fundamental choice of the selected music to the choreographic content of the group arrangement and the ability to develop expressiveness, musicality, spatial awareness and performance quality in group environment


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• A limited choice of the selected music to the choreographic content of the group arrangement and the ability to develop expressiveness, musicality, spatial awareness and performance quality in group environment

• A very limited choice of the selected music to the choreographic content of the group arrangement and the ability to develop expressiveness, musicality, spatial awareness and performance quality in group environment

• Not shown


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Marking Scale for Status Examinations

Where marks are out of 30:

Mark Standard Attained 29 – 30 Excellent 26 – 28 Very Good 23 – 25 Good 20 - 22 Satisfactory 17 – 19 Fundamental 11 – 16 Limited 7 – 11 Very limited 0 - 6 Not shown


Mark Standard Attained 19 – 20 Excellent 18 Very Good 16 – 17 Good 14 – 15 Satisfactory 11 – 13 Fundamental 8 – 10 Limited 5 – 7 Very limited 0 - 4 Not shown

Where marks are Out of 10:

Mark Standard Attained 10 Excellent 9 Very Good 8 Good 7 Satisfactory 6 Fundamental 4 – 5 Limited 2 - 3 Very Limited 0 - 1 Not shown

Revised October 2007.


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Guide to interpreting the criteria for examination marking

ASSOCIATE DIPLOMA PART 2

Observation of general and individual faults 20 Marks

• An excellent ability to recognise faults in the technical demonstration throughout the class • A very good ability to recognise faults in the technical demonstration throughout the class • A good ability to recognise faults in the technical demonstration throughout the class • A satisfactory ability to recognise faults in the technical demonstration throughout the class • A fundamental ability to recognise faults in the technical demonstration throughout the class • A limited ability to recognise faults in the technical demonstration throughout the class • A very limited ability to recognise faults in the technical demonstration throughout the class • Not shown

Effectiveness of correction 20 Marks

• An excellent ability to communicate the correction to the student clearly and effectively

using imagery and other appropriate strategies • A very good ability to communicate the correction to the student clearly and effectively

using imagery and other appropriate strategies • A good ability to communicate the correction to the student clearly and effectively using

imagery and other appropriate strategies • A satisfactory ability to communicate the correction to the student clearly and effectively

using imagery and other appropriate strategies • A fundamental ability to communicate the correction to the student clearly and effectively

using imagery and other appropriate strategies • A limited ability to communicate the correction to the student clearly and effectively using

imagery and other appropriate strategies • A very limited ability to communicate the correction to the student clearly and effectively

using imagery and other appropriate strategies • Not shown

Methods of teaching and awareness of adaptation to differing 20 Marks Physique and gender

• An excellent knowledge and thorough understanding of teaching principles with consideration to diversity of physique and gender

• A very good knowledge and thorough understanding of teaching principles with consideration to diversity of physique and gender

• A good knowledge and thorough understanding of teaching principles with consideration to diversity of physique and gender

• A satisfactory knowledge and thorough understanding of teaching principles with consideration to diversity of physique and gender

• A fundamental knowledge and thorough understanding of teaching principles with consideration to diversity of physique and gender


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• A limited knowledge and thorough understanding of teaching principles with consideration to diversity of physique and gender

• A very limited knowledge and thorough understanding of teaching principles with consideration to diversity of physique and gender

• Not shown Clarity and rhythm of instruction when setting enchaînements 10 Marks

• An excellent music selection appropriate to the choreographic content and the ability to develop expressiveness, musicality, spatial awareness and performance quality in group environment

• A very good music selection appropriate to the choreographic content and the ability to develop expressiveness, musicality, spatial awareness and performance quality in group environment

• A good music selection appropriate to the choreographic content and the ability to develop expressiveness, musicality, spatial awareness and performance quality in group environment

• A satisfactory music selection appropriate to the choreographic content and the ability to develop expressiveness, musicality, spatial awareness and performance quality in group environment

• A fundamental music selection appropriate to the choreographic content and the ability to develop expressiveness, musicality, spatial awareness and performance quality in group environment

• A limited music selection appropriate to the choreographic content and the ability to develop expressiveness, musicality, spatial awareness and performance quality in group environment

• A very limited music selection appropriate to the choreographic content and the ability to develop expressiveness, musicality, spatial awareness and performance quality in group environment

• Not shown Musical instructions, rapport with the pianist, and use of voice 10 Marks

• Excellent and clear instruction to the pianist in basic music terminology in regard to music introduction and tempo and the ability to count any sequence with good tonal quality

• Very good and clear instruction to the pianist in basic music terminology in regard to music introduction and tempo and the ability to count any sequence with good tonal quality

• Good and clear instruction to the pianist in basic music terminology in regard to music introduction and tempo and the ability to count any sequence with good tonal quality

• Satisfactory and clear instruction to the pianist in basic music terminology in regard to music introduction and tempo and the ability to count any sequence with good tonal quality

• Fundamental and clear instruction to the pianist in basic music terminology in regard to music introduction and tempo and the ability to count any sequence with good tonal quality

• Limited and clear instruction to the pianist in basic music terminology in regard to music introduction and tempo and the ability to count any sequence with good tonal quality

• Very limited and clear instruction to the pianist in basic music terminology in regard to music introduction and tempo and the ability to count any sequence with good tonal quality

• Not shown


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Rapport with students 10 Marks

• An excellent and clear, sensitive and encouraging approach demonstrating good tonal quality and ability to communicate the joy of dance.

• A very good and clear, sensitive and encouraging approach demonstrating good tonal quality and ability to communicate the joy of dance.

• A good and clear, sensitive and encouraging approach demonstrating good tonal quality and ability to communicate the joy of dance.

• A satisfactory and clear, sensitive and encouraging approach demonstrating good tonal quality and ability to communicate the joy of dance.

• A fundamental and clear, sensitive and encouraging approach demonstrating good tonal quality and ability to communicate the joy of dance.

• A limited and clear, sensitive and encouraging approach demonstrating good tonal quality and ability to communicate the joy of dance.

• A very limited and clear, sensitive and encouraging approach demonstrating good tonal quality and ability to communicate the joy of dance.

• Not shown

Knowledge of the Intermediate Syllabi 10 Marks

• An excellent ability to present a verbal and/or physical demonstration of all syllabus requirements

• A very good ability to present a verbal and/or physical demonstration of all syllabus requirements

• A good ability to present a verbal and/or physical demonstration of all syllabus requirements • A satisfactory ability to present a verbal and/or physical demonstration of all syllabus

requirements • A fundamental ability to present a verbal and/or physical demonstration of all syllabus

requirements • A limited ability to present a verbal and/or physical demonstration of all syllabus

requirements • A very limited ability to present a verbal and/or physical demonstration of all syllabus

requirements • Not shown


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Marking Scale for Status Examinations


Mark Standard Attained 29 – 30 Excellent 26 – 28 Very Good 23 – 25 Good 20 - 22 Satisfactory 17 – 19 Fundamental 11 – 16 Limited 7 – 11 Very limited 0 - 6 Not shown


Mark Standard Attained 19 – 20 Excellent 18 Very Good 16 – 17 Good 14 – 15 Satisfactory 11 – 13 Fundamental 8 – 10 Limited 5 – 7 Very limited 0 - 4 Not shown

Where marks are Out of 10:

Mark Standard Attained 10 Excellent 9 Very Good 8 Good 7 Satisfactory 6 Fundamental 4 – 5 Limited 2 - 3 Very Limited 0 - 1 Not shown

Revised October 2007.


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C E C C H E T T I C L A S S I C A L B A L L E T A Member of Cecchetti International - Classical Ballet

PROFESSIONAL EXAMINATION

Associate Diploma Part 1

NAME OF CANDIDATE

MEMBERSHIP NUMBER

DATE OF EXAMINATION VENUE

MARKS ATTAINABLE

MARKS GIVEN

2,8,10 Class content and balance 20

1,3,4,5,7,9,10,11,12

Observation of general and individual faults 20

1,4,5,7,10 Effectiveness of correction 20

2,10 Awareness of musical quality 10

2,10 Rapport with the students and pianist, and use of voice 10

3,10 Standard of work seen during the day 10 1,3,10 Group arrangement 10

COMMENT

PART 1 EXAMINERS

Copy of the Part 1 Report Form to be presented to the Part 2 Examiner by the State Secretary, prior

to the Part 2 Examination.


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C E C C H E T T I C L A S S I C A L B A L L E T A Member of Cecchetti International - Classical Ballet

PROFESSIONAL EXAMINATION

Associate Diploma Part 2.

NAME OF CANDIDATE

MEMBERSHIP NUMBER

DATE OF EXAMINATION VENUE

MARKS

ATTAINABLE

MARKS GIVEN

1,3,4,5,7,9,10,11,12 Observation of general and individual faults 20

1,4,5,7,9,10,11,12 Effectiveness of correction 20

1,2,9,10,11,

12

Methods of teaching and awareness of adaptation to differing physique and gender

20

1,3,8,9,10,11,12 Clarity and rhythm of instruction when setting

enchaînements10

2,9,10,11,12 Musical instructions, rapport with the pianist and use of voice

10

2,9,10,11,12 Rapport with the students 10 12 Knowledge of the Intermediate Syllabi 10

Total 100

COMMENT

OVERALL

RESULT /200

Part 2 EXAMINERS


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Explanatory Notes - Associate Diploma

The marks given for each component of the Associate Diploma are aggregated and the overall mark is given out of 200 as below: The result of the examination is then given as below:

Awarded 130+ marks Not Awarded 0-129 marks

Unit Key

1 TAADEL401B Plan and organise group delivery 2 TAAENV402B Foster and promote an inclusive learning culture 3 TAADES402B Design and organise group-based delivery 4 TAAASS401C Plan and organise assessment 5 TAAASS402C Assess competence 6 TAAASS403B Develop assessment tools 7 TAAASS404B Participate in assessment validation 8 TAADEL402B Facilitate group-based learning 9 VBQU040 Teach Cecchetti Ballet Syllabus at Introductory level 10 VBQU041 Teach Cecchetti Ballet Syllabus at Junior level 11 VBQU042 Teach Cecchetti Ballet Syllabus at Intermediate level 12 VBQU043 Develop a teaching program for the Advanced 1 level

of the Cecchetti Ballet Syllabus


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CERTIFICATE IV in Teaching the Cecchetti Method of Classical Ballet Candidate Name: ____________________________________________ Examination Date: _____________________________

TAAASS401C Plan and organise assessment C / SNYA TAAASS402C Assess competence C / SNYA TAAASS404B Participate in assessment validation C / SNYA TAADEL401B Plan and organise group delivery C / SNYA TAADES402B Design and organise group-based delivery C / SNYA TAAENV402B Foster and promote an inclusive learning

culture C / SNYA

TAADEL402B Facilitate group-based learning C / SNYA VBQU041 Deliver Grades 2 – 6 of the Cecchetti

Ballet Syllabus C / SNYA

VBQU042 Deliver Intermediate (old Elementary) level of the Cecchetti Ballet Syllabus

C / SNYA

‘C’ = Competent ‘SNYA’ = Standard Not Yet Attained Examiner Name: _____________________ Signature:______________ Examiner Name: _____________________ Signature:______________ Dated: ________________________ To be completed in conjunction with the Cecchetti Ballet Australia Inc. Associate Diploma Part 1 Report form


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CERTIFICATE IV in Teaching the Cecchetti Method of Classical Ballet. Candidate Name: ______________________________________________ Examination Date: _____________________________

TAADEL401B Plan and organise group delivery C / SNYA TAAENV402B Foster and promote an inclusive learning

culture C / SNYA

TAADES402B Design and organise group-based delivery C / SNYA TAADEL402B Facilitate group-based learning C / SNYA VBQU040 Deliver Pre Primary, Primary & Grade 1

levels of Cecchetti Ballet Syllabus C / SNYA

VBQU041 Deliver Grades 2 – 6 of the Cecchetti Ballet Syllabus

C / SNYA

VBQU042 Deliver Intermediate (old Elementary) level of the Cecchetti Ballet Syllabus

C / SNYA

VBQU043 Acquire an in-depth knowledge of the Advanced 1 (old Intermediate) level of the Cecchetti Ballet Syllabus

C / SNYA

‘C’ = Competent ‘SNYA’ = Standard Not Yet Attained Examiner Name: _____________________ Signature:______________ Examiner Name: _____________________ Signature:______________ Dated: ________________________ To be completed in conjunction with the Cecchetti Ballet Australia Inc. Associate Diploma Part 2 Report form


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End of Course Assessments for both ANATOMY AND PHYSIOLOGY OF A CLASSICAL DANCER

And CHILDHOOD DEVELOPMENT

must be completed under examination conditions within your State.

One-hour will be allotted for the completion of each paper.

Whilst the papers are included in this Manual for candidates to study, candidates will not be permitted to bring the papers into the

examination. This is no longer an ‘open-book’ examination. Effective January 1st 2009.

Please contact your State Secretary for allotted examination days

and venues.


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ANATOMY AND PHYSIOLOGY OF A CLASSICAL DANCER: ASSOCIATE DIPLOMA

End of course assessment paper.

Associate Diploma Candidate Name: Signature: Candidate’s Teachers Name: Dated:


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ANATOMY AND PHYSIOLOGY OF A CLASSICAL DANCER: ASSOCIATE DIPLOMA

Candidates are required to undertake a learning module in Anatomy and Physiology for a Classical Dancer. Studies should include: 1. Knowledge of basic principles of anatomy and physiology to ensure “Safe Dance” practice, including: i) Warm up/cool down strategies ii) Effective and safe stretching iii) Safe dance environment – flooring, ventilation iv) Knowledge of common physical faults in students of classical ballet, and strategies for correction in

training. 2. Understanding and employment of effective injury prevention strategies: i) Measures to prevent common dance injuries ii) Basic injury treatment (R.I.C.E.D.) iii) Basic injury recovery and rehabilitation


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ANATOMY AND PHYSIOLOGY OF A CLASSICAL DANCER

ASSOCIATE DIPLOMA: EXAM PAPER

Each question is worth 10 marks. All questions must be answered.

Answer the questions as fully as possible to demonstrate your knowledge of the topic.


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1. Dance teachers must understand the principles of injury prevention in order to maintain a safe environment for their students. List and discuss five elements of dance training that may help prevent the development of injuries in your dancers.

2. What do you understand by the term R.I.C.E.D.? 3. A dancer sprained her ankle 3 weeks ago and is seeking treatment from a physiotherapist who does not specialize

in the treatment of dance injuries. She has been allowed to return to class, but has not been given any guidelines as to how much of the class she can participate in. She is still unable to fully rise to demipointe or use a full demiplié due to pain, weakness and poor balance. In her first class back following this injury:

A. What wouldn’t you allow her to do? B. What would you allow her to do? C. What would be your instructions to her after the class regarding the care of her injury?

4. The purpose of a warm up is to prepare the body for classwork, rehearsal or performance. List and briefly discuss

five ways a dancer can benefit from a warm-up. 5. Discuss the format of a cool-down session you would give to a class of 11 year olds. 6. Flexibility in the hamstring muscle group is essential in dance so that the dancer can achieve high elevation of the

leg devant and à la seconde. Describe how you would teach an effective hamstring stretch to a dancer. 7. Poor floor construction can lead to the development of bad technique and the onset of injuries. Discuss the

qualities of an ideal dance studio floor with respect to the following elements of floor design:

A. Surface friction B. Shock absorption C. Resilience D. Raked

Stage floors may also possess “traps”. How might these affect the floor construction?

8. Describe the correct alignment of the leg in plié. 9. If a dancer does not have an adequate range of turnout, they will compensate by altering their alignment. Discuss

five ways a dancer may alter their alignment. 10. Referring to the food pyramid, discuss the basic elements of a healthy diet.


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CHILDHOOD DEVELOPMENT: ASSOCIATE DIPLOMA

End of course assessment paper.

Associate Diploma Candidate Name: Signature: Candidate’s Teachers Name: Dated:


133

Childhood Development Questions Cecchetti Associate Diploma

1) What factors do you have to consider in the allocation of a particular student to a particular class 2) What factors would you take into consideration when setting a class? 3) Provide a rationale for the number of classes needed per week. List 3 essential factors. 4) What would you communicate to a parent upon enrolment/enquires?


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5) How would your method of communication differ with various age groups? 6) How does the manner of correction affect the student? 7) What is reflective practice and why should we use it?