Unit of competency Outline
Date retreived
22/07/2026 1:05 AM AWST
22/07/2026 1:05 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Teach basic jazz dance technique
Teach basic jazz dance technique
Unit of competency
National Code
CUADTM404A
CUADTM404A
State Code
S7508
S7508
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
Field of Education
100105 - Dance
Original Release Date
Nominal Hours
40
Description
This unit describes the performance outcomes, skills and knowledge required to incorporate safe dance practice into the teaching of basic jazz dance techniques.
Notes
Elements and Performance Criteria
1. Prepare for dance classes
- 1.1. Ensure dance elements or movements for classes are safely sequenced
- 1.2. Identify and minimise the effect of risk factors relevant to the teaching of jazz dance classes
- 1.3. Check that learners are wearing appropriate practice clothing and footwear
- 1.4. Demonstrate appropriate warm-up techniques
2. Demonstrate basic jazz dance techniques
- 2.1. Demonstrate to learners correct posture and body alignment appropriate to jazz dance technique and movement
- 2.2. Demonstrate isolation and coordination of the upper and lower body in simple movement sequences
- 2.3. Demonstrate balance, flexibility, stamina, coordination, weight transfer and control and articulation of individual body parts in an integrated manner in a range of techniques
- 2.4. Emphasise the importance of control, attention to detail and memory when demonstrating simple series of steps or enchaînements
- 2.5. Demonstrate the timing and phrasing relationship between jazz dance movement and the accompanying music
- 2.6. Follow safe dance practice in teaching activities
- 2.7. Demonstrate appropriate cool-down techniques
3. Maintain expertise
- 3.1. Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved
- 3.2. Use a range of sources to stay abreast of current industry issues and trends
- 3.3. Identify and participate in professional development activities as required
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Risk factors may include:
inappropriate or worn-out footwear
trip hazards in the venue or facility, such as power cords
unsafe flooring.
Warm-up techniques may include:
barre and floor exercises
exercises for areas, such as:
body conditioning and strength development
flexibility
isometric control
coordination improvement and enhancement exercises
muscle contraction and release
isolation and mobility of body parts
slow stretching
slow and deep breathing.
Body alignment refers to:
proper alignment of the torso, limbs, spine and shoulders, such as:
ear over the shoulder over the hips
knee over the ankle.
Techniques taught at a basic level must relate to:
air work, such as:
adage
rolls
correct body alignment
floor work, such as:
stretches
abdominal strengthening
focusing eyes and mind while performing
isocentric and polycentric isolations
locomotor exercises and sequences, such as:
pirouettes
kicks
jumps and leaps
maintaining rhythm and tempo
non-locomotor exercises and sequences, such as:
pliés
tendus
using arm lines appropriately and extensively
working at differing tempos
working on centre and off centre.
Safe dance practicemay include:
correct execution of dance steps
appropriate clothing and footwear
doing exercises and performing routines on flooring appropriate to genre and style of dance, including:
sprung softwood
tarkett
sprung parquet
tongue and groove hardwood
resined
non-slip
wood
nutrition and diet
understanding the body’s capabilities and limitations, including:
alignment
flexibility (mobility)
strength (stability)
cardiorespiratory endurance
muscular endurance
warm-up and cool-down procedures, such as:
gentle stretch
aerobic exercises
anaerobic exercises
breathing exercises.
Cool-down techniques may include:
barre and floor exercises
exercises for areas, such as:
body conditioning and strength development
flexibility
isometric control
coordination improvement and enhancement exercises
muscle contraction and release
isolation and mobility of body parts
slow stretching
slow and deep breathing.
Relevant personnel may include:
colleagues
dance school director
mentors
other teachers
parents
people with different access requirements
students.
Sourcesmay include:
print publications
resources available through dance societies
television shows
websites.
Industry issues and trendsmay relate to:
Australian Guidelines for Dance Teachers
dance teaching methodologies
emerging trends in different dance disciplines and genres
employment opportunities for dancers
safe dance practice.
Professional development activities may include:
industry events, such as:
conferences
expositions
festivals
workshops or seminars organised by dance societies or industry associations.
Risk factors may include:
inappropriate or worn-out footwear
trip hazards in the venue or facility, such as power cords
unsafe flooring.
Warm-up techniques may include:
barre and floor exercises
exercises for areas, such as:
body conditioning and strength development
flexibility
isometric control
coordination improvement and enhancement exercises
muscle contraction and release
isolation and mobility of body parts
slow stretching
slow and deep breathing.
Body alignment refers to:
proper alignment of the torso, limbs, spine and shoulders, such as:
ear over the shoulder over the hips
knee over the ankle.
Techniques taught at a basic level must relate to:
air work, such as:
adage
rolls
correct body alignment
floor work, such as:
stretches
abdominal strengthening
focusing eyes and mind while performing
isocentric and polycentric isolations
locomotor exercises and sequences, such as:
pirouettes
kicks
jumps and leaps
maintaining rhythm and tempo
non-locomotor exercises and sequences, such as:
pliés
tendus
using arm lines appropriately and extensively
working at differing tempos
working on centre and off centre.
Safe dance practicemay include:
correct execution of dance steps
appropriate clothing and footwear
doing exercises and performing routines on flooring appropriate to genre and style of dance, including:
sprung softwood
tarkett
sprung parquet
tongue and groove hardwood
resined
non-slip
wood
nutrition and diet
understanding the body’s capabilities and limitations, including:
alignment
flexibility (mobility)
strength (stability)
cardiorespiratory endurance
muscular endurance
warm-up and cool-down procedures, such as:
gentle stretch
aerobic exercises
anaerobic exercises
breathing exercises.
Cool-down techniques may include:
barre and floor exercises
exercises for areas, such as:
body conditioning and strength development
flexibility
isometric control
coordination improvement and enhancement exercises
muscle contraction and release
isolation and mobility of body parts
slow stretching
slow and deep breathing.
Relevant personnel may include:
colleagues
dance school director
mentors
other teachers
parents
people with different access requirements
students.
Sourcesmay include:
print publications
resources available through dance societies
television shows
websites.
Industry issues and trendsmay relate to:
Australian Guidelines for Dance Teachers
dance teaching methodologies
emerging trends in different dance disciplines and genres
employment opportunities for dancers
safe dance practice.
Professional development activities may include:
industry events, such as:
conferences
expositions
festivals
workshops or seminars organised by dance societies or industry associations.
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
demonstrate basic jazz dance technique
apply safe dance practice in teaching activities, including correct warm-up and cool-down techniques
demonstrate short and simple enchaînements within specified exercises
demonstrate musicality, expression, phrasing and correct timing, and sensitivity in a movement sequence
interact effectively and constructively with learners
maintain expertise.
Context of and specific resources for assessment
Assessment must ensure access to:
resources and equipment
opportunities for teaching basic jazz dance in either a real or simulated situation
a venue with adequate space and appropriate flooring, such as a sprung or tarkett floor.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
direct questioning combined with review of portfolios of evidence
third-party workplace reports of on-the-job performance
verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit
direct observation, or video recordings, of candidate teaching a jazz dance class
case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and teaching a jazz dance class.
Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUADTM403A Apply safe dance teaching methods.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
demonstrate basic jazz dance technique
apply safe dance practice in teaching activities, including correct warm-up and cool-down techniques
demonstrate short and simple enchaînements within specified exercises
demonstrate musicality, expression, phrasing and correct timing, and sensitivity in a movement sequence
interact effectively and constructively with learners
maintain expertise.
Context of and specific resources for assessment
Assessment must ensure access to:
resources and equipment
opportunities for teaching basic jazz dance in either a real or simulated situation
a venue with adequate space and appropriate flooring, such as a sprung or tarkett floor.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
direct questioning combined with review of portfolios of evidence
third-party workplace reports of on-the-job performance
verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit
direct observation, or video recordings, of candidate teaching a jazz dance class
case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and teaching a jazz dance class.
Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUADTM403A Apply safe dance teaching methods.
No information