CUADTM612 — Teach high level jazz dance techniques

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What an assessment for CUADTM612 must cover

68 assessable components: 3 elements (20 performance criteria), 9 performance evidence and 32 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

1.1Identify available resource material and resource gaps for informing class structure
1.2Develop teaching resources that address identified gaps in available material
1.3Sequence dance elements and movements for classes according to class purpose and dance safety practices
1.4Formulate class plan according to learning outcome progress requirements
1.5Identify and determine mitigation strategies for risk factors in the teaching of jazz dance classes, including strategies for injury prevention
1.6Confirm that students are wearing required practice clothing and footwear for high level jazz dance technique
1.7Teach required warm-up techniques

2 Deliver learning outcomes

2.1Teach posture and body alignment for high level jazz dance technique and movement
2.2Teach isolation and coordination of the upper and lower body in highly complex movement sequences
2.3Teach techniques that integrate balance, flexibility, coordination, stamina and control of individual body parts
2.4Teach highly complex steps and discuss importance of control, attention to detail and memory in their completion
2.5Teach the timing and phrasing relationship between high level jazz dance movement and accompanying music
2.6Manage and minimise risk of injuries using safe dance practices in teaching activities
2.7Teach required cool-down techniques
2.8Manage class dynamics and learner behaviour
2.9Provide all learners with equal opportunity to participate
2.10Identify and assess problems that arise, judging when to seek assistance from required personnel

3 Improve teaching practice for teaching high level jazz techniques

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
3.3Source and participate in professional development activities as required

Performance evidence

teach at least four dance classes of high level jazz dance techniques.
teach warm-up and cool-down techniques required for high level jazz dance techniques
follow safe dance practices in teaching activities
deliver class according to identified learning outcomes as required
develop teaching resources
teach highly complex 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
feet engagement
bases of support, including feet, legs, hands, arms, and torso
range of motion of the joints
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 for developing teaching resources that address identified gaps in material
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
jazz dance principles and techniques
features of commonly performed jazz dance repertoire
key aspects of safe dance practice
jazz dance techniques taught at a highly competent jazz dance level, including those relating to:
adage
awareness of personal and general space when travelling and stationary
fluid control of pirouettes with directional change
fouettés
grand battement
isocentric and polycentric isolations
interpreting rhythm to movement
jumps and leaps
knee spins
pliés
posés piqués and châinés box style
steady balance on supporting leg, working towards a 90-degree angle
stretches
tendu lifts
using arm lines appropriately
working in a cohesive partnership with a peer, interpreting a dance style

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 as required
Problem solving: Monitors and adjusts teaching to meet group or individual requirements Addresses some unfamiliar problems of increasing complexity within scope of own role, and seeks the expertise of others as required
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: Creates effective learning environments by building rapport with students Interprets verbal and non-verbal signals in student behaviour 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 CUADTM612

What does an assessment tool for CUADTM612 need to cover?

To satisfy the Principles of Assessment and Rules of Evidence, an assessment for CUADTM612 needs to address all 68 unit components: 3 elements with 20 performance criteria, 9 performance evidence requirements, 32 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 CUADTM612?

Auditori pulls the current release of CUADTM612 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 CUADTM612 — with no card and no subscription required. After that it's pay-as-you-go per unit.

Can I check my existing CUADTM612 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 CUADTM612, showing exactly what's covered and what's missing. Mapping costs a quarter of a credit.

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