CUADTM615 — Teach high level cultural dance techniques

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What an assessment for CUADTM615 must cover

71 assessable components: 3 elements (21 performance criteria), 9 performance evidence and 34 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 risk factors in the teaching of classical ballet classes and determine preventative strategies
1.6Confirm that learners are wearing required practice clothing and footwear for high level cultural dance technique
1.7Teach required warm-up techniques

2 Deliver learning outcomes

2.1Teach posture and body alignment required for high level cultural 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
2.5Explain importance of using presentation, rhythm and style required for the particular dynamics of the cultural dance
2.6Teach the timing and phrasing relationship between high level cultural dance movement and accompanying music
2.7Manage and minimise risk of injuries using safe dance practices in teaching activities
2.8Teach required cool-down techniques
2.9Manage class dynamics and learner behaviour,
2.10Provide all learners with equal opportunity to participate
2.11Identify and assess problems that arise, judging when to seek assistance from required personnel

3 Improve teaching practice for high level cultural 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
3.3Source and participate in professional development activities as required

Performance evidence

teach at least four dance classes of high level cultural dance techniques, in at least two cultural dance styles.
teach warm-up and cool-down techniques required for high level cultural dance techniques
follow safe dance practices in teaching activities
deliver class according to identified learning outcomes
develop teaching resources from identified resource gaps
teach highly complex steps, combinations and sentences
teach musicality, expression, phrasing and correct timing, and tempo 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 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
geographical origins, social aspects, dance customs, costume and cultural influences of selected dance style
cultural dance principles and techniques
features of commonly performed cultural dance repertoire
issues and challenges that arise when teaching cultural dance
key aspects of safe dance practice
protocols associated with teaching dance
cultural dance techniques taught at a highly competent level, including those relating to:
movement techniques and complex steps for a minimum of two cultural dance styles
balance
body alignment
exercises and sequences incorporating air work
floor work
focusing eyes and mind while performing
improvisation techniques
locomotor movements
maintaining rhythm and tempo
non-locomotor movements
placement and coordination of body parts
strength and stability
transference of weight
working at differing tempos
working on centre and off centre

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 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 environment by building rapport 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 CUADTM615

What does an assessment tool for CUADTM615 need to cover?

To satisfy the Principles of Assessment and Rules of Evidence, an assessment for CUADTM615 needs to address all 71 unit components: 3 elements with 21 performance criteria, 9 performance evidence requirements, 34 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 CUADTM615?

Auditori pulls the current release of CUADTM615 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 CUADTM615 — with no card and no subscription required. After that it's pay-as-you-go per unit.

Can I check my existing CUADTM615 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 CUADTM615, showing exactly what's covered and what's missing. Mapping costs a quarter of a credit.

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