CUADTM515 — Teach medium level tap dance techniques

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What an assessment for CUADTM515 must cover

45 assessable components: 3 elements (17 performance criteria), 8 performance evidence and 13 knowledge evidence requirements, plus 7 foundation skills. An audit-defensible tool maps every question and task back to these — that mapping is the coverage matrix Auditori generates alongside the assessment.

Elements & performance criteria

1 Prepare for dance classes

1.1Sequence dance elements and movements for classes according to class purpose and dance safety practices
1.2Formulate class plan according to learning outcome progress requirements
1.3Identify risk factors in the teaching of tap dance classes and determine preventative strategies
1.4Confirm that learners are wearing required practice clothing and footwear for medium level tap dance
1.5Teach required warm-up techniques

2 Deliver learning outcomes

2.1Teach posture and body alignment required for medium level tap dance technique and movement
2.2Teach isolation and coordination of the upper and lower body in simple movement sequences
2.3Teach techniques that integrate balance, flexibility, stamina, coordination, weight transfer and control of individual body parts
2.4Teach simple steps and discuss importance of control, attention to detail and memory in their completion
2.5Teach the timing and phrasing relationship between tap dance movement and accompanying music
2.6Manage and minimise risk of injuries using safe dance practice in teaching activities
2.7Teach required cool-down techniques
2.8Manage class dynamics and learner behaviour

3 Improve teaching practice for medium level tap dance technique

3.1Seek and evaluate feedback from required personnel, and identify and revise areas of improvement in quality of own teaching practice
3.2Research, identify and utilise sources outlining current industry issues, trends and codes of practice
3.3Develop plan to refine and adapt to improve own teaching practice and incorporate research findings as required
3.4Participate in professional development activities as required

Performance evidence

teach at least four dance classes medium level tap dance technique.
teach warm-up and cool-down techniques required for medium level tap dance techniques
follow safe dance practices in teaching activities
deliver classes according to identified learning outcomes
teach simple steps
teach musicality, expression, phrasing and correct timing in movement sequences
interact constructively with learners and demonstrate respect for individual learning needs
evaluate own teaching practice and identify opportunities for improvement.

Knowledge evidence

significance of the following anatomical foundations in the context of teaching dance techniques: spine articulation, foot engagement, bases of support, including feet, legs, hands, arms, and torso, joint range of motion, differentiation of legs and pelvis
key principles in the Australian Guidelines for Dance Teachers and Dance Industry Code of Ethics
processes for formulating class plans according to learning outcomes
strategies to evaluate feedback and develop plan to improve teaching practice
processes for participating in professional development activities
techniques for researching, sourcing and using current industry issues, trends and codes of practice
tap dance principles and techniques
features of commonly performed tap dance repertoire
issues and challenges that arise when teaching tap dance
key aspects of safe dance practice
protocols associated with teaching dance
impacts of managing class dynamics and learner behaviour on creating a positive learning environment
classical ballet principles and techniques taught at a medium level, including those relating to: posture and alignment, dancing in time with music, controlled looseness of ankle and knee joints, body awareness, safe dance practice in jumping and fast travelling steps, executing wings with clean individual sounds for the required number of wing beats, clean, clear beats when performing close work, performing in time without music, performing complex turns while maintaining a high level of technique, production of clean, clear, high quality tap sound.

Foundation skills

Oral communication: Obtains information by listening and questioning Contributes information and expresses requirements using clear language and industry terminology
Reading: Obtains information from written sources
Planning and organising: Adopts a methodical and logical approach to the process of preparing for and conducting dance classes
Problem solving: Monitors and adjusts teaching to meet group or individual requirements
Self-management: Identifies and follows procedures and expectations associated with own role Takes responsibility for following accepted industry practices in relation to safe dance practices and injury-prevention strategies Takes responsibility for own professional development
Teamwork: Provides all learners with opportunities for participation and input during classes Interprets different verbal and non-verbal signals in student behaviour Interprets and addresses learner behaviour that puts others at risk Demonstrates respect for diversity, disability, culture, gender and ethnic backgrounds
Technology: Uses the internet as a source of information

Unit content sourced from training.gov.au — © Commonwealth of Australia, licensed under CC BY 4.0. Auditori is not affiliated with the Department of Employment and Workplace Relations.

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Questions about assessing CUADTM515

What does an assessment tool for CUADTM515 need to cover?

To satisfy the Principles of Assessment and Rules of Evidence, an assessment for CUADTM515 needs to address all 45 unit components: 3 elements with 17 performance criteria, 8 performance evidence requirements, 13 knowledge evidence requirements, and the foundation skills. A coverage matrix mapping each question and task to these components is what an auditor looks for.

How does Auditori generate an assessment tool for CUADTM515?

Auditori pulls the current release of CUADTM515 from training.gov.au and generates a complete package: candidate assessment, assessor guide with model answers and observation criteria, and a coverage matrix mapping every component. A suitably qualified person then reviews and approves the draft in a built-in workflow — consistent with ASQA's guidance on AI use in VET — before export as branded PDF and editable Word.

Is the first assessment tool really free?

Yes. Every new account includes one free credit — enough to generate the complete assessment tool for CUADTM515 — with no card and no subscription required. After that it's pay-as-you-go per unit.

Can I check my existing CUADTM515 assessment instead of generating a new one?

Yes — upload your existing assessment or learner guide and Auditori maps it against every element, performance criterion, PE and KE of CUADTM515, showing exactly what's covered and what's missing. Mapping costs a quarter of a credit.

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