I S T D L E V E L 6 S Y L L A B U S I S T D L e v LEVEL 6 DDP SYLLABUS

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2 I S T D L E V E L 6 S Y L L A B U S I S T D L e v LEVEL 6 DDP SYLLABUS 2

3 Contents Introduction... 4 Qualified Teaching Learning and Skills (QTLS) status... 4 Qualification and Assessment overview... 4 Entry Conditions... 7 Application process... 7 Recognition of prior accreditation and achievement... 8 Studying for the qualification... 8 Duration and Venue... 8 Cost of the programme... 8 Genres available... 9 Languages available... 9 Unit 1: Planning and Evaluating Programmes of Learning Unit 2: The Practice of Dance Teaching and Learning in a Chosen Genre Unit 3: Certificate in Vocational Graded Examination in Dance: Advanced Unit 4: Principles and Practice of Dance and Choreography in a Chosen Genre Unit 5: Health and Safety in Dance Unit 6: Lifespan Development and Learning in Dance Unit 7: Reflective Practice and Continuing Personal & Professional Development Appendix Frequently asked questions Protection of children and vulnerable adults Policies and Procedures Glossary and list of abbreviation Equivalence of levels on the Qualifications and Credit Framework Contact details and information

4 I S T D L E V E L 6 S Y L L A B U S I S T D L e v Introduction LEVEL 6 DDP SYLLABUS LEVEL 6 DIPLOMA IN DANCE PEDAGOGY The key objective of Level 6 Diploma in Dance Pedagogy (DDP) is to provide experienced dance teachers and ex-professional dancers with a regulated qualification that builds on their previous training, knowledge and experience through a personally tailored training package. The qualification assesses an advanced level of dance pedagogy throughout the lifespan and is underpinned by an indepth knowledge of the teaching of a chosen ISTD genre. The qualification is regulated at Level 6 of the Qualifications and Credit Framework (QCF). This is equivalent in level of demand to the final year of a degree. The total credit value is 213 and the qualification accreditation number is 600/4269/2. Successful completion of the qualification will allow you to apply for Licentiate membership status of the ISTD in the relevant genre. The qualification consists of seven units. Four are non-genre specific and therefore are completed only once. Three are contextualised within the ISTD genre you choose and may be completed for as many genres as you wish to qualify in. Qualified Teaching Learning and Skills (QTLS) status It has been confirmed that the qualification fully covers the current requirements of the Level 5 Diploma in Education and Training. Units 1, 2 and 7 in particular are underpinned by the Professional Standards for Teachers, Tutors and Trainers in England. The statutory requirement to obtain QTLS and ATLS was removed in September 2012, but QTLS is still commonly regarded as being a recognisable status for employment of teachers to practice in the further education sector. Since 1 April 2012, further education teachers who have been awarded QTLS and are members of the Society for Education and Training (SET) are recognised as qualified teachers in schools. This will allow them to be appointed to permanent posts in state maintained schools in England and they will be paid on the qualified teachers pay scale. They will continue to be recognised as qualified school teachers providing they remain a member of the SET. The process for gaining QTLS, is called professional formation. For further information, please visit the Society for Education and Training website at Qualification and Assessment overview While the qualification is expressed in unitised form, it is fully interlinked with the learning and knowledge acquired in one unit feeding into all others. Reflective practice, described in full in Unit 7, underpins all units as it is key to developing personal and professional practice. Full details of all units may be found in the relevant unit descriptions that follow. An overview of the ways of assessing your work throughout the qualification is listed below. You will notice that each unit has a weighting percentage allocated. This is given as guidance to help you plan your study. Please Note; all assessments within the unit must be successfully achieved in order to pass the unit as a whole. Each assessment is marked on a pass/fail basis. Full details of all assessment may be found in the relevant unit descriptions that follow. 4

5 Unit 1: Planning and Evaluating Programme of Learning 30 credits at Level 6 This Unit covers the structure and planning of dance learning within a curriculum. It also looks at assessment as part of the Assessment 1 - Presentation of Teaching Portfolio Assesment 2 - Curriculum Development for Inclusive Practice teaching/learning process and evaluation as a tool in the planning of effective learning experiences to meet specific learning outcomes. The Unit embraces the concept of inclusion enabling learners to explore ways of achieving this through effective planning, use of appropriate learning resources and transparent assessment procedures. The study includes understanding curriculum design, evaluating its impact on planning and assessment. The learner also explores the role of the dance teacher in terms of the wider context of legislation, professional standards in teaching and learning and professional codes of conduct. Accountability and the inclusion agenda are critically appraised in relation to dance teaching in the genre. A study of relationships with other professionals in order to meet students needs is also undertaken. Unit 2: The Practice of Dance Teaching and Learning in a Chosen Genre 30 credits at Level 6 This Unit is concerned with both the generic Assessment 1 - Demonstration of Teaching and genre-specific Portfolio 30% knowledge and skills required for excellence in teaching, which is Assesment 2 - Final Viva Voce and Submission of Evaluative Questionnaire 70% contextualised within the learner s chosen genre. This requires an in-depth knowledge of the developmental structure of dance learning within the genre. The learner is required to apply their understanding of learning theory and theories of communication to teaching practice and develop strategies which meet the needs of dance learners. The learner also applies assessment methods to the teaching/learning process. The importance of feedback in improving the learner s own teaching practice and accountability to students and, where appropriate, employers is also explored in this Unit. Unit 3: Certificate in Vocational Graded Examination in Dance: Advanced 1 33 credits at Level 4 This Unit aims to build on the skills, knowledge and understanding 100% Assessment 1 - Practical Examination gained at Intermediate level as part of the progressive mastery of a particular dance genre. Learners will demonstrate an extensive and increasingly sophisticated vocabulary of movement as well as assured musicality and artistry through which they will show the discipline necessary for a dance professional. Unit 4: Principles and Practice of Dance and Choreography in a Chosen Genre 30 credits at Level 6 This Unit is concerned with the study of the Assessment 1 - Practical Examination teaching of a specific 30% dance genre chosen Assesment 2 - Presentation of Contextual Study by the learner. An indepth knowledge and Assesment 3 - Presentation of Original Choreography 10% 60% critical understanding of the principles and approaches to the teaching of the chosen genre as well as the inherent artistic and stylistic implications are assessed. The learner understands of the role of music as it relates to the practice 5 30% 70%

6 I S T D L E V E L 6 S Y L L A B U S I S T D L e v LEVEL 6 DDP SYLLABUS and artistic expression of the genre is refined and developed, as is the crafting of choreographic devices appropriate to the particular genre. Through this study the learner gains a full understanding of an advanced level of teaching in a specific genre as well as the contextualization of the genre in performance and through choreography. This Unit is an essential element in the successful delivery of programmes of dance teaching and learning. It covers general health and safety requirements and additionally, the specific knowledge and skills required Unit 5: Health and Safety in Dance 30 credits at Level 5 for safe dance practice. The study includes understanding of health issues and their impact on dance teaching and learning. Unit 6: Lifespan Development and Learning in Dance 30 credits at Level 5 This Unit requires the learner to undertake an in-depth study of the science of Lifespan Development. It covers a wide range of topics which inform the practice of dance teaching in the context of human development from infancy to late adulthood. The knowledge gained through this Unit gives the learner a powerful tool in understanding how to organise dance learning activities which are within the capacity of a particular age group. Also, by studying the recognised norms in human developmental theory and exploring the variations which are so often evident, the learner can use dance activities to meet individual developmental learning needs. The role of dance learning in the promotion of transferable skills is explored in the context of the broader educational practice. Unit 7: Reflective Practice and Continuing Personal and Professional Development 30 credits at Level 6 This Unit is designed to give dance teachers increasing autonomy in the process of improving and developing their professional practice. It concerns reflective practice, which is based not only on reviewing the impact of practical learning experiences, Assessment 1 - Six short-answer questions Assesment 2 - Health & Safety Policy and Risk Assessment Assesment 3 - Lesson Plan Assessment 1 - Seven short-answer questions Assesment 2 - Lesson Plan Assessment 1 - Reflective Journal Assesment 2 - CPPD Action Plan Assesment 3 - Action Research Project but also evaluating them in the wider context of learning theory and models of best practice through the creation of a reflective journal. As well as being concerned with the generic aspects of teaching and learning, it is directed at achieving excellence in dance teaching. Reflective practice also informs the planning and implementation of appropriate Continuing Personal and Professional Development (CPPD) activities. This ensures that teachers remain current with trends in education and in their own specialism and are able to critically appraise new thinking and new perspectives. The role of teacher as researcher is also studied in this Unit and learners are encouraged to explore issues relating to their own pedagogy with a view to undertaking a programme of Action Research to promote quality improvement and innovation. 40% 30% 20% 30% 10% 70% 50% 50% 6

7 Entry Conditions There are two routes to gain entry to the programme. These are the experienced teacher route and the professional dancer route. It should be noted that as this is a teaching qualification for experienced dance teachers or professional dancers, who will be required to teach a group of students during the programme, the minimum age for entry to the programme of study is 18. If you don t meet the requirements of 1 or 2 below, you will have your applications assessed on an individual basis to ascertain your suitability for the qualification. 1. Experienced teacher route You should have the following: Experience of regular dance teaching over three years (this is approximately 1,800 hours in total based on an average of 20 hours per week over 30 weeks per year) The Intermediate examination in the relevant genre. Only regulated Intermediate examinations from the ISTD, or other recognised dance awarding bodies (BBO British Ballet Organization, BTDA British Theatre Dance Association, RAD Royal Academy of Dance, or the IDTA International Dance Teachers Association since January 2013) will be accepted. And hold one of the following qualifications: Level 4 Diploma in Dance Education in the relevant genre, or Certificate in Dance Education in the relevant genre, or Associate Diploma in the relevant genre, or a recognised dance teaching qualification at the same level or higher with another awarding body in the relevant genre 2. Professional Dancer route You should have a highly developed level of technique in the relevant genre and have at least five years regular recent employment as a professional dancer. Experience in coaching or teaching classes is also beneficial and a teaching placement would be required for the course. You should also hold the Intermediate examination in the relevant genre (from the ISTD, BBO, BTDA, RAD or IDTA since January 2013). If you don t meet this requirement, your knowledge will be assessed by the selection panel and the relevant Faculty by means of a DVD. A broad understanding of the ISTD syllabi in the relevant genre is also desirable. Application process To apply for the programme of study, you should complete the Level 6 Diploma in Dance Pedagogy application form and your Teaching DVD along with all additional documentation. The purpose of the Teaching DVD is to provide the selection panel with an insight into your teaching; its purpose is not to demonstrate the standard of your students. Full requirements of the DVD submission are available with the Education & Training Department. This must be submitted to the Education & Training Department of the ISTD in time for the relevant closing date as stated on the ISTD website In the instance where you do not currently hold your Advanced 1 examination in your chosen genre from the ISTD, or other recognised dance awarding bodies (BBO, BTDA, RAD or IDTA since January 2013), you are required to provide evidence of your current level of dance skill in your chosen genre. The short DVD demonstration will allow the selection panel to ascertain through your personal performance that your knowledge and understanding of the relevant dance technique and vocabulary is sufficient to enable you to reach Advanced 1 level. Full requirements of the DVD 7

8 I S T D L E V E L 6 S Y L L A B U S I S T D L e v LEVEL 6 DDP SYLLABUS submission are available from the ISTD website Please note that this is not applicable to those applying for Classical Greek Dance and National Dance. Once your application pack is received by the Education & Training Department, it will be reviewed by both genre specific and administrative faculty staff. A key focus of the review process is the assessment of where you are now in your professional development in order to assess whether the programme is right for you at this time; this is based on pre-existing qualifications, teaching experience and professional background. If your application is successful, you will be invited to an interview. If you are unsuccessful you will be notified by the Education & Training Department. Unsuccessful applicants will receive feedback for their future development. Recognition of prior accreditation and achievement Each successful applicant will also go through a process of recognition of prior accreditation and achievement. This is to ensure that, where possible, you will not duplicate relevant learning and assessment that you have already attained. This process takes account of certificated achievements; as long as they are of the relevant level for the unit, or above, and maps to the learning outcomes and assessment criteria for that unit, they will be taken into account through exemption of the unit. Studying for the qualification The programme of study will be personally tailored to meet your programme requirements as closely as possible. It has been designed to be varied in its delivery and includes intensive training courses, workshop weekends, group tutorials, personal study and peer learning. Each unit of the qualification also has its own learner study guide to give additional support and guidance. These are essential reading if you need to complete the unit. Part of the guide may also include recommended or suggested reading to allow for a more rounded study of the subject. All learners will also be assigned two mentors I. A Personal mentor with allocated mentoring contact time as part of the programme of study. This is to support learning Units 1, 2 and Unit 7 Assessment 1 Reflective Journals and may be by face to face contact in the dance school environment, by telephone or by . II. An Action Research mentor with allocated mentoring contact time to support learning in Unit 7 Assessment 3 Action Research Project and may be by face to face contact, telephone or by . Further support may also be arranged at an additional cost as requested. Duration and Venue The programme is delivered part-time over a two year period starting in January every year only at weekends. Delivery will take place at ISTD2 Dance Studios (London). The timetable of delivery will be given to all successful applicants prior to the commencement of the programme. All training will be carried out by specifically appointed lecturers who are experts in the unit they teach. Cost of the programme Tuition fees vary according to the individual needs of the candidate, their recognised prior learning, and the entry route for which they are accepted onto the programme. The fees range between 5000 to 6500 and the exact fees for each candidate are decided as part of the programme interview process. Payment plans are available for payment of fees. This will allow you to spread the cost of their tuition over the 2 year period. Discounts will apply for upfront payments. 8

9 Genres available This programme will be available in the following genres: Cecchetti Classical Ballet; Classical Greek Dance; Classical Indian Dance (Bharatanatyam and Kathak); Imperial Classical Ballet; Modern Theatre Dance; National Dance; Tap Dance. Languages available At this time the qualification and programme of study is available in English only. 9

10 I S T D L E V E L 6 S Y L L A B U S I S T D L e v Introduction LEVEL 6 DDP SYLLABUS Unit 1: Planning and Evaluating Programmes of Learning This Unit covers the structure and planning of dance learning within a curriculum. It also looks at assessment as part of the teaching/learning process and evaluation as a tool in the planning of effective learning experiences to meet specific learning outcomes. The Unit embraces the concept of inclusion enabling learners to explore ways of achieving this through effective planning, use of appropriate learning resources and transparent assessment procedures. The study includes understanding curriculum design, evaluating its impact on planning and assessment. The learner also explores the role of the dance teacher in terms of the wider context of legislation, professional standards in teaching and learning and professional codes of conduct. Accountability and the inclusion agenda are critically appraised in relation to dance teaching in the genre. A study of relationships with other professionals in order to meet students needs is also undertaken. Content The Unit covers a wide range of elements which contribute to the effective planning of dance learning experiences and assessment processes. On the basis of the planning developed in this Unit, the learner implements teaching and learning strategies which promote effective dance learning and meet individual learning needs within the dance class in Unit 2. The learner gains skills in the practical application of planning techniques, learning resources and assessment methods. This development is underpinned by an in-depth study of theories of learning and curriculum development. The learner also explores models of good practice in dance teaching and assessment theory. Most importantly, the learner gains understanding of the role of critical evaluation as a tool for quality improvement in lesson by lesson planning, assessment processes and curriculum development. The role of the teacher is explored more generally in terms of Government legislation which impacts on the teaching profession. The learner adopts and applies the professional standards and codes of conduct prescribed by funding bodies, awarding organisations and organisations involved in the delivery of programmes of dance teaching and learning. The learner recognises and responds to issues of accountability to a wide range of stakeholders. The learner also applies safeguarding strategies for both teachers and learners. The learner is made aware of the requirement for inclusive practice, including promoting access to and progression in dance. At this level learners will be given a considerable degree of autonomy in using private study hours to research all aspects of the Unit content to achieve a well informed approach to critical thinking and evaluation. Learning Objectives By successfully completing Unit 1, the learner will: Demonstrate knowledge of current legislation applicable to the role of the teacher Understand prescribed professional standards of practice and codes of conduct relevant to dance teaching and learning Be able to explain the professional role and responsibilities of the dance teacher Be able to devise schemes of work, lesson plans and assessment activities Be able to apply learning theories to the planning of teaching/learning activities Be able to identify strategies which promote inclusion in the practice of dance teaching Be able to present a clear rationale for choices made in the planning of teaching, learning and assessment activities Be able to critically analyse and evaluate a programme of learning, identifying the elements which impact on its ability to successfully meet its aims and objectives 10

11 Apply the principles of effective evaluation to the planning and implementing of dance learning experiences Total Qualification Time The Total Qualification Time in terms of learning hours for this Unit is 300 hours. This time includes personal mentoring, guided learning, taught sessions, private study and research. Assessment Please note - Weighting is used as a guide for the learner when planning their study time; All assessments within the unit must be successfully achieved in order to pass the unit as a whole. Assessment 1 (weighting 70%) A Teaching Portfolio will form the major assessment for this Unit. This will include the following: A contextual description of the work place Schemes of work, lesson plans and evaluations with a rationale for choices made within the planning process Evidence of assessment activities as part of the learning process along with the rationale for the methods of assessment used Quality assurance policies, risk assessments and other supporting documentation which are relevant to the role of the teacher in the particular work place Evidence of compliance with prescribed professional standards and government legislation Please note - two lesson plans will also form part of the evidence for other units; one for Unit 5 and one for Unit 6. These will be assessed here under the required learning outcomes and criteria specified in Unit 1 and will also be assessed in order to meet the relevant learning outcomes and assessment criteria of Units 5 and 6 where relevant. Assessment 2 (weighting 30%) The learner will present a written assignment about curriculum development for inclusive practice in dance. This assignment critically evaluates access to dance, progression and achievement through curricular structures and student outcomes. It will be based on an existing dance curriculum which the learner has studied in depth. The word count should be between 1,500 to 2,000 words. Both assessments will be marked by the relevant lecturer and will be externally verified by trained ISTD External Verifiers. Further guidance on the programme s learning objectives are provided below. At the end of the programme, learners will be able to: Understand the role of the teacher in the light of current legislation Recognise the significance of current legislation to teaching roles and responsibilities Comply with the demands of current legislation Understand the role of the dance teacher in the light of professional standards and codes of conduct Recognise the significance of professional values and standards to the role of the dance teacher Observe prescribed codes of conduct appropriate to the dance teaching situation Recognise the contribution of other relevant professionals in relation to own practice Understand the key issues that support professional practice Locate policies and procedures which underpin professional practice in dance teaching Review the implications of the wider context of professional practice on planning and assessment Prepare risk assessments and other supporting documentation required in the planning process 11

12 I S T D L E V E L 6 S Y L L A B U S I S T D L e v LEVEL 6 DDP SYLLABUS Be able to apply learning theory to planning, evaluation and assessment in the design of a curriculum Devise a scheme of work within a curriculum that meets the developmental needs of the students Devise lesson plans within a scheme of work with clearly identified, relevant learning outcomes Evaluate the effectiveness of the planned activities Structure learning experiences on the basis of theoretical knowledge Identify a range of theoretical approaches to assessment suitable for the practice of dance Identify assessment processes with a clear rationale for the selection of methods Justify approaches to planning and assessment which are based on sound theoretical knowledge and understanding Be able to plan learning activities which promote inclusion Plan teaching/learning strategies which promote inclusion Identify learning resources which meet a variety of learning styles and needs Identify individual learning needs and ensure they are met in the planning process Be able to justify approaches to planning and assessment strategies relating to concepts of good practice of teaching and learning and the theories that underpin them Apply understanding of concepts of good practice to planning activities and the theories that underpin them Give a clear rationale for the selection and implementation of particular assessment strategies Recognise the impact of curriculum development theory on the structure of dance learning experiences to meet the needs of learners Be able to critically evaluate a programme of dance learning Review and evaluate the aims and objectives of a programme of dance learning Critically analyse a programme of learning in terms of access, progression and achievement Identify the elements which relate to inclusive practice within the programme Be able to evaluate processes to promote improvement Critically evaluate schemes of work and lesson plans to promote responsive planning processes Use evaluation as a tool for improvement for all aspects of planning and implementing dance learning activities Unit Accreditation Details Reference number K/503/6557 Level 6 Credit value 30 Grading system Pass/Fail 12

13 Unit 2: The Practice of Dance Teaching and Learning in a Chosen Genre Introduction This Unit is concerned with both the generic and genre- specific knowledge and skills required for excellence in teaching, which is contextualised within the learner s chosen genre. This requires an indepth knowledge of the developmental structure of dance learning within the genre. The learner is required to apply their understanding of learning theory and theories of communication to teaching practice and develop strategies which meet the needs of dance learners. The learner also applies assessment methods to the teaching/learning process. The importance of feedback in improving the learner s own teaching practice and accountability to students and, where appropriate, employers is also explored in this Unit. Content As this Unit is specific to the dance genre chosen by the learner, it may be studied multiple times if the learner wishes to qualify in more than one genre. The genres available are as follows: Cecchetti Classical Ballet; Classical Greek Dance; Classical Indian Dance (Bharatanatyam and Kathak); Imperial Classical Ballet; Modern Theatre Dance; National Dance; Tap Dance. In Unit 2 the learner refines and develops teaching skills which are both generic and genre-specific. On the basis of the planning developed in Unit 1 the learner implements teaching and learning strategies that promote effective dance learning and meet individual learning needs within the dance class. The learner demonstrates knowledge, understanding and the ability to practically apply a broad range of teaching methods on the basis of an awareness of current developments and perspectives in teaching and on the underpinning knowledge of their genre specialism. Within the teaching/learning situation, the learner applies assessment methods and procedures, which may be formal or informal depending on the working context and the requirements of the programme that is being taught. A commitment to quality improvement and quality assurance processes, both within the learner s own practice and at Institutional level, requires the learner to implement student surveys and peer observations. In this Unit, the learner undertakes teaching practice at a chosen level of ISTD Graded or Vocational Graded Examinations in Dance between Grade 5 and Advanced 2 inclusive. During the course of the programme, the learner is required to undertake 100 hours of teaching practice, which is evidenced and formatively assessed in the teaching portfolio in Unit 1. Of those 100 hours, the learner is required to complete formally assessed teaching practice of one particular group of students over a minimum of 10 lessons lasting a minimum of 10 hours over a period of about 1 term (approximately 10 weeks). The group taught must have a minimum of 4 students. The assessment will include a minimum of 3 visits for live observation by the personal mentor, which must be recorded on DVD and with the balance of 7 sessions also required on DVD as further observed teaching. Learning Objectives By successfully completing Unit 2, the learner will: Demonstrate the ability to design and implement planned programmes of learning Be able to apply teaching and learning strategies that meet the developmental needs of dance learners Develop teaching methods that take into account current developments and perspectives in teaching and learning Be able to assess individual learning needs and apply strategies which promote inclusion and progression 13

14 I S T D L E V E L 6 S Y L L A B U S I S T D L e v LEVEL 6 DDP SYLLABUS Be able to implement assessment procedures as part of the teaching/learning process Be able to use effective forms of communication for dance teaching and learning Undertake quality improvement processes related to own practice Be able to critically evaluate teaching and learning informed by the principles of good practice Total Qualification Time The Total Qualification Time in terms of learning hours for this Unit is 300. This time includes personal mentoring, practical class work, lectures, guided learning, work-based learning, private study and research. Assessment Please note - Weighting is used as a guide for the learner when planning their study time; All assessments within the unit must be successfully achieved in order to pass the unit as a whole. Assessment 1 (weighting 70%) The learner will present a DVD of a series of dance classes evidenced in Unit 1. Both the learner and his/ her students must be filmed throughout. The DVD will demonstrate progress of a particular group of students over a programme of learning by showing the initial lesson, the medial lessons and the final lesson. Following the final lesson, a viva voce with the learner s personal mentor will also be undertaken, which will discuss the learner s development throughout the unit as well as his/ her understanding of the concepts underpinning good practice. It will be accompanied by the planning materials related to it, which should include a scheme of work and a detailed lesson plan supported by a rationale for the selection of teaching strategies and content. This may include lesson plans from previous sessions that have informed the work in the lesson presented. Attention will be given to effective use of learning resources including music and the application of Safe Dance Practice (The planning materials will be assessed in Unit 1 and provide supporting information for the practical assessment in Unit 2). A written evaluation of the sessions will be presented with the DVD covering: The effectiveness of the teaching and learning process in the context of professional practice Student progression and achievement in relation to intended learning outcome Feedback and assessment processes Assessment 2 (weighting 30%) This is in the form of a final Viva Voce which will cover all aspects of the student s learning experience through the practical teaching and the application of the underpinning theory. The learner will also create and present a questionnaire suitable for a student evaluation of teaching and learning. The questionnaire should give the opportunity to collect both quantitative and qualitative information. The learner will seek to gain a student response to his/her own practice through implementing the survey with a group of students s/he teaches. The learner will then undertake an analysis of the data received through the survey and evaluate it and make recommendations for future practice arising from the results. The learner will submit the information and discuss how the results of the survey have influenced his/ her teaching practice as part of a viva voce. Assessment 1 will be marked by the learner s personal mentor and Assessment 2 will be undertaken by the relevant lecturer. Both the assessments will be externally verified by trained ISTD External Verifiers. 14

15 Further guidance on the programme s learning objectives are provided below. At the end of the programme, learners will be able to: Be able to implement planned programmes of learning Implement a prepared programme of learning Implement teaching activities to meet the intended learning outcomes of the programme Adopt a responsive approach to enabling students to meet the requirements of planned learning outcomes Implement strategies which give students the opportunity to have ownership of their learning and progression Be able to apply teaching strategies which meet the learning needs of dance learners Develop and apply a variety of teaching strategies to meet students needs Apply understanding of the developmental process of dance learning to teaching and learning activities Be able to develop teaching methods which take account of current developments and perspectives in teaching and learning Review current trends in teaching and learning Apply teaching methods that prove effective for current students needs and attitudes Be able to assess individual learning needs and apply strategies which promote inclusion and progression Diagnose individual student s needs and learning style in order to negotiate individual learning plans Apply teaching strategies which effectively meet a variety of learning styles Use differentiation of tasks to promote inclusive learning Formatively assess student progress to inform future strategies Be able to implement assessment procedures as part of the teaching/learning process Implement informal and formal assessment procedures Apply diagnostic, formative and summative assessment at relevant stages of the learning process Ensure that the application of assessment processes is fair, transparent and inclusive Conduct and record assessment through robust and transparent processes and communicate outcomes to students in a supportive manner Be able to use effective forms of communication for dance teaching and learning Understand a variety of communication theories, principles and methods and how they apply to teaching and learning Develop and apply communication methods that prove effective Use clear verbal communication including the use of imagery to promote dance learning and aid understanding Use demonstration as an effective teaching strategy Communicate effectively with other professionals promoting collaboration to support learning Understand processes of quality improvement and how they can apply to own practice Devise and implement a student survey as a tool to evaluate own practice Use peer observation of own teaching and peer feedback to improve practice Use observation and evaluation of other dance practitioners to improve practice 15

16 I S T D L E V E L 6 S Y L L A B U S I S T D L e v Unit Accreditation Details LEVEL 6 DDP SYLLABUS Genre Cecchetti Classical Ballet Classical Greek Dance Classical Indian Dance Imperial Classical Ballet Modern Theatre Dance National Dance Tap Dance Reference Number H/503/6573 K/503/6574 J/507/8749 M/503/6575 T/503/6576 A/503/6577 J/503/6579 Level 6 Credit value 30 Grading system Pass/Fail 16

17 Unit 3: Certificate in Vocational Graded Examination in Dance: Advanced 1 Introduction This Unit aims to build on the skills, knowledge and understanding gained at Intermediate level as part of the progressive mastery of a particular dance genre. Learners will demonstrate an extensive and increasingly sophisticated vocabulary of movement as well as assured musicality and artistry through which they will show the discipline necessary for a dance professional. Content As this Unit is specific to the dance genre chosen by the learner, it may be studied multiple times if the learner wishes to qualify in more than one genre. The genres available are as follows: Cecchetti Classical Ballet; Classical Greek Dance; Classical Indian Dance (Bharatanatyam and Kathak); Imperial Classical Ballet; Modern Theatre Dance; National Dance; Tap Dance. Further details of the overview of the content for each genre may be found on the ISTD website in the individual Faculty section. Full details are available in the genre specific technical specifications that may be purchased from the ISTD s Sales Department. Learning Objectives By successfully completing Unit 3 the learner will: Demonstrate a thorough knowledge and understanding of the technique and vocabulary of the chosen genre Demonstrate advanced technical skills with strength, stamina and a sound understanding of safe dance practice Demonstrate a highly developed understanding of music appropriate to the chosen genre leading to a sensitive and personal interpretation in performance Demonstrate a range of advanced performance skills to an audience with assurance and maturity Demonstrate self-awareness and self-motivation in terms of their personal development Total Qualification Time The Total Qualification Time in terms of learning hours for this unit is 330. This time includes tutoring, guided learning and class work as well as private study. Assessment The assessment of this unit is in the form of a practical examination, which is assessed by a trained ISTD Examiner. The pass mark for the unit is 50%. Learners will however be unsuccessful if 20% of the marks or below are given for any one component or 40% of the marks or below are given for any three components regardless of the overall percentage achieved. The assessment of the unit will be carried out by a trained ISTD Examiner and the Unit itself must be achieved prior to the Unit 4 examination being taken. Further guidance on the programme s learning objectives are provided below. At the end of the programme, learners will be able to: Apply and demonstrate through performance a thorough knowledge and understanding of the fundamental and relevant technique and vocabulary in the relevant genre Apply and demonstrate a thorough knowledge and understanding of the mechanics and purpose of the required vocabulary 17

18 I S T D L E V E L 6 S Y L L A B U S I S T D L e v LEVEL 6 DDP SYLLABUS Demonstrate a mature and professional approach in responding to and interpreting direction Perform a range of complex and physically demanding movement sequences showing highly developed technical skills in the relevant genre Demonstrate advanced technical skills showing appropriate physical awareness, strength and stamina Demonstrate a disciplined, mature and professional approach in a range of advanced technical skills including: a) Spatial awareness b) Control c) Co-ordination Perform a range of complex movement sequences showing a highly developed understanding of musicality in the relevant genre Demonstrate a highly developed understanding of a more complex range of rhythmical sounds, accents and timings Demonstrate a highly developed understanding of musical interpretation within more complex sequences including: a) Phrasing b) Dynamics c) Atmosphere Apply and demonstrate mature and appropriate range of performance skills with assurance in the relevant genre Demonstrate the ability to engage with an audience in a mature, appropriate and professional way Demonstrate an appreciation and understanding of the subtleties of performance including: a) Expression b) Communication c) Projection Unit Accreditation Details Genre Cecchetti Classical Ballet Classical Greek Dance Classical Indian Dance Bharatanatyam Classical Indian Dance Kathak Imperial Classical Ballet Modern Theatre Dance National Dance Tap Dance Reference Number M/602/0113 D/602/0253 L/505/5537 R/505/5538 K/602/0143 R/602/0377 K/602/0269 T/602/0193 Level 4 Credit value 33 Grading system Distinction / Merit / Pass / Not Attained 18

19 Unit 4: Principles and Practice of Dance and Choreography in a Chosen Genre Introduction This Unit is concerned with the study of the teaching of a specific dance genre chosen by the learner. An in-depth knowledge and critical understanding of the principles and approaches to the teaching of the chosen genre as well as the inherent artistic and stylistic implications are assessed. The learner understands of the role of music as it relates to the practice and artistic expression of the genre is refined and developed as is the crafting of choreographic devices appropriate to the particular genre. Through this study the learner gains a full understanding of an advanced level of teaching in a specific genre as well as the contextualization of the genre in performance and through choreography. Content As this Unit is specific to the dance genre chosen, it may be studied multiple times if the learner wishes to qualify in more than one genre. Please be aware, Unit 3 must be achieved before this Unit may be examined. The genres available are as follows: Cecchetti Classical Ballet; Classical Greek Dance; Classical Indian Dance (Bharatanatyam and Kathak); Imperial Classical Ballet; Modern Theatre Dance; National Dance; Tap Dance. The teaching of technique at a refined level is underpinned by an in-depth knowledge of the ISTD syllabus and vocabulary in the chosen genre. The learner will focus on the syllabus knowledge of the chosen genre up to and including Advanced 1 for the female and the vocabulary of the male from Grade 1 to Advanced 1. This is supported by a practical and conceptual understanding of bio-mechanics and movement principles in relation to the chosen genre. The value and use of movements and steps in the acquisition of specific technical skills, for example, strength, co-ordination and precision are studied. In the same way the learner uses sequences of movements and steps to fulfill the development of thematic material and choreographic intentions. The critical analysis of music and its relationship to dance is also developed. Within this Unit the performance aspect of the genre is explored both practically and contextually. This gives the learner an in-depth understanding of the expressive language of the chosen dance genre both practically and in its wider context. Learning Objectives By successfully completing Unit 4 the learner will: Understand the technical and anatomical implications of the teaching of a chosen genre to a refined level of technique Understand specific developments in the teaching of a chosen genre and the perspectives and theories that underpin them Be able to analyse and demonstrate in own performance advanced level sequences and steps relevant to the genre Be able to devise and apply sequences of movement to enable the development of technical skills, artistry and expression Be able to select musical accompaniment that is appropriate to the chosen genre to enhance movement quality and expression Demonstrate refined choreographic skills and understanding in the chosen genre Be able to present a researched contextual study of the genre Make effective use of IT and visual aids to present an imaginative, informative and engaging lecture demonstration 19

20 I S T D L E V E L 6 S Y L L A B U S I S T D L e v Total Qualification Time LEVEL 6 DDP SYLLABUS The Total Qualification Time in terms of learning hours for this Unit is 300. This time includes tutoring, practical classes, guided learning, work based learning, private study and research. Assessment Please note - Weighting is used as a guide for the learner when planning their study time; All assessments within the unit must be successfully achieved in order to pass the unit as a whole. Assessment 1 (weighting 60%) The learner will be assessed on his/her in-depth understanding of the technique of the chosen genre through his/her knowledge and critical analysis of the syllabus and vocabulary. The learner will demonstrate his/her ability to devise exercises that develop specific skills and to use refined and appropriate musical accompaniment to enhance the expressive content of the dance material. His/her understanding of the bio-mechanics of movement in relation to differing physiques and Safe Dance Practice will be assessed, as well as current developments in perspectives, approaches and schools of thought in teaching methods relevant to the dance genre. Assessment 2 (weighting 10%) The learner will present a contextual study that will demonstrate an understanding of the genre in performance and include an analysis of the research undertaken. The learner will select a particular work or choreographer and critically analyse their contribution to the development of the genre artistically, historically, culturally and choreographically. Assessment 3 (weighting 30%) The learner will present a DVD containing a piece of original choreography which he/she has created for a specific group. The dance piece should make an effective use of a full range of crafting and choreographic devices to fulfill the choreographic intention. This should be presented alongside a rationale explaining the choreographic intention of the dance piece and an evaluation of its effectiveness. Assessment 1 will take the form of a practical examination that will be assessed by one ISTD trained Examiners while Assessments 2 & 3 will be presented to the learner s peers and be marked by the relevant lecturer and an assessor. All assessments will be externally verified by trained ISTD External Verifiers. Further guidance on the programme s learning objectives are provided below. At the end of the programme, learners will be able to: Understand the technical and anatomical implications of dance practice in a chosen genre Demonstrate an in-depth analytical understanding of dance technique in a chosen genre Demonstrate an understanding of anatomy and particularly bio-mechanics in relation to dance practice Apply knowledge and skills in the areas of Safe Dance Practice to the practice of dance technique Understand specific developments in the teaching of a chosen genre and the perspectives and theories that underpin them Discuss current trends relevant to the genre Demonstrate a knowledge and understanding of current underpinning theories Be able to analyse and demonstrate in own performance advanced level sequences and steps in a chosen genre Deconstruct sequences and steps into their component parts Justify methods of teaching specific steps or sequences 20

21 Apply communication methods and approaches that prove effective in motivating and engaging students up to an advanced level of learning in the genre Be able to devise and apply sequences of movement to meet specific learning aims Use particular combinations of movements or steps to promote greater technical articulation in the chosen genre Use particular combinations of movements or steps to promote greater artistry and expression Understand the role of musical accompaniment in enhancing timing, movement quality and expression Select musical accompaniment appropriate to the chosen genre Use musical accompaniment to establish rhythm and timing in the chosen genre Use musical accompaniment to enhance the expressive content of dance material in the chosen genre Demonstrate refined choreographic skills and understanding through study and practice Choreograph an original piece of choreography for a specific group Recognise dance movement as a tool of artistic expression Describe how imagination and feeling impulses have been used as a creative resource in the development of the choreography Demonstrate a clear understanding of own choreographic intention Make effective use of crafting and choreographic devices to fulfill own choreographic intention Be able to undertake a contextual study of the chosen genre Use relevant sources to demonstrate understanding of the context Apply systematic research processes to gain knowledge and understanding Keep a record of sources of information to enable efficient referencing Develop a clear, informed and well structured presentation of the study Be able to use variety of media to produce an effective lecture demonstration Use contextual understanding of the genre and imagination to create an engaging and informative lecture demonstration Use visual aids to enhance presentation of evidence Use IT to support the presentation of evidence Unit Accreditation Details Genre Cecchetti Classical Ballet Classical Greek Dance Classical Indian Dance Imperial Classical Ballet Modern Theatre Dance National Dance Tap Dance Reference Number D/503/6586 Y/503/6585 F/507/8751 R/503/6584 L/503/6583 J/503/6582 A/503/6580 Level 6 Credit value 30 Grading system Pass/Not Attained 21

22 I S T D L E V E L 6 S Y L L A B U S I S T D L e v Unit 5: Health and Safety in Dance LEVEL 6 DDP SYLLABUS Introduction This Unit is an essential element in the successful delivery of programmes of dance teaching and learning. It covers general health and safety requirements and additionally, the specific knowledge and skills required for safe dance practice. The study includes understanding of health issues and their impact on dance teaching and learning. Content This Unit covers a wide range of topics, which include a study of: Health and safety regulations and the development of a Health and Safety Policy The components of physical fitness The principles of physical training in relation to the practice of dance The prevention of dance injuries The impact of common clinical conditions on dance learners Working with people with physical and learning disabilities The psychological health of dancers All the topics covered are related to their application to dance teaching and learning. The areas of study will be supported by learning resources and lectures. The knowledge and understanding gained should be evident as theoretical underpinning for all the other Units in the qualification. The required reading includes topic based learning activities and tasks as additional support in the learning process. The requirement to complete each of these is determined by the learner, in conjunction with their lecturer, based on the learner s own prior knowledge and experience. As a result, they are not formally assessed. Learning Objectives By successfully completing Unit 5, the learner will: Be able to apply understanding of Health and Safety regulations to the development of a health and safety policy Recognise the components of physical fitness and apply them to dance learning Understand the principles of physical training in relation to dance learning Understand the causes of different types of dance injury and apply effective preventative measures Understand how to manage common clinical conditions which may be encountered in students Employ effective teaching methods and strategies to meet the needs of dancers with disabilities Employ strategies which promote the psychological health of dancers Understand and apply theoretical and practical knowledge of health and safety in dance Total Qualification Time The Total Qualification Time in terms of learning hours for this Unit is 300. This time includes tutoring, lectures, guided learning and private study. Assessment Please note - Weighting is used as a guide for the learner when planning their study time; All assessments within the unit must be successfully achieved in order to pass the unit as a whole. 22

23 Assessment 1 (weighting 50%) The learner will be given six questions relating to the topics covered in the course content. These should be answered as short answer questions, of approximately 1000 words per question, showing how the knowledge and understanding in the course content has been, or could be, applied in the studio. Assessment 2 (weighting 20%) The learner will develop and present: a. A Health and Safety Policy suitable for their dance school environment, b. A risk assessment relating to a specific dance activity in their own context. Assessment 3 (weighting 30%) The learner will demonstrate how they have used their understanding of a chosen health and safety topic to inform teaching strategies to meet the learning needs of the particular group of students taught in Unit 2. This assessment will be presented in the form of a rationale, lesson plan and evaluation and should form one of the official lesson plans developed in Unit 1 and used in Unit 2. The lesson plan should indicate how the learning strategies will be implemented. All assessments will be marked by the relevant lecturer and will be externally verified by trained ISTD External Verifiers. Further guidance on the programme s learning objectives are provided below. At the end of the programme, learners will be able to: Understand and apply Health and Safety regulations to the development of a health and safety policy Evidence understanding of current Health and Safety regulations in relation to the specific learning environment Implement a risk assessment relating to a specific dance activity Recognise the components of physical fitness and apply them to dance learning Explain the components of physical fitness including: i. Aerobic ii. Anaerobic iii. Muscle strength and power iv. Muscle flexibility v. Body composition Recognise the importance of physical fitness in dance teaching activities Understand the principles of physical training in relation to dance learning Explain how the principles of physical training apply to dance teaching and learning Identify the symptoms of over-training and physical stress (burnout) Evidence understanding of preventative measures and the application of appropriate treatment to the effects of over-training Understand the causes of different types of dance injury and apply effective preventative measures Analyse the causes of dance injury, their prevention and their treatment Recognise the importance of adopting measures that are effective in preventing injury in the dance teaching and learning situation Understand how to manage common clinical conditions which may be encountered in students Identify and explain the common clinical conditions that may be present in members of a learning group Demonstrate the importance of adapting teaching approaches for students who have common clinical conditions 23

24 I S T D L E V E L 6 S Y L L A B U S I S T D L e v LEVEL 6 DDP SYLLABUS Be able to employ effective teaching methods and strategies to meet the needs of dancers with disabilities Explain the significance of disability legislation to the dance teaching and learning context Demonstrate knowledge and understanding of areas of disability including: i. Physical ii. Learning iii. Emotional and Behavioral Apply knowledge and understanding of disability areas to development of teaching and learning strategies to meet the needs of learners with disabilities Understand and employ strategies that promote the psychological health of dancers Discuss the psychological issues that are particular to dance training and dance performance Demonstrate an understanding of the symptoms of eating disorders in dancers Develop approaches to teaching and learning which take into account the psychological needs of dancers Understand and apply theoretical and practical knowledge of health and safety in dance Identify the needs of a particular group of students in relation to a specific aspect of health and safety in dance Structure a lesson for the particular group of students focusing on a specified topic Evaluate the effectiveness of the teaching and learning strategies employed to meet the needs of the students Unit Accreditation Details Reference number R/503/6553 Level 5 Credit value 30 Grading system Pass/Fail 24

25 Unit 6: Lifespan Development and Learning in Dance Introduction This Unit requires the learner to undertake an in-depth study of the science of Lifespan Development. It covers a wide range of topics which inform the practice of dance teaching in the context of human development from infancy to late adulthood. The knowledge gained through this Unit gives the learner a powerful tool in understanding how to organise dance learning activities which are within the capacity of a particular age group. By studying the recognised norms in human developmental theory and exploring the variations which are so often evident, the learner can use dance activities to meet individual developmental learning needs. The role of dance learning in the promotion of transferable skills is explored in the context of the broader educational practice. Content This Unit covers a wide range of topics which include a study of: The prevalent theories in Lifespan Development Key features of development from conception to infancy and then throughout childhood to adulthood The growth of the brain and the nervous system across the Lifespan Learning theory relating to memory and motivation The nature of creativity and its relationship to Lifespan Development Issues of disability and difference The contribution of dance learning to life skills and transferable skills across the age ranges The areas of study will be supported by learning resources and lectures. The knowledge and understanding gained should be evident as theoretical underpinning for all the other Units in the qualification. The required reading includes topic based learning activities and tasks as additional support in the learning process. The requirement to complete each of these is determined by the learner, in conjunction with their lecturer, based on the learner s own prior knowledge and experience. As a result they are not formally assessed. Learning Objectives By successfully completing Unit 6, the learner will: Understand the prevalent theories of Human Lifespan Development Understand the key features of development from conception to infancy Understand the key features of development in early childhood Understand physical, cognitive, social, emotional and personality development from middle childhood, through adolescence and into adulthood Understand how the growth and development of the brain impacts on dance learning Understand learning theory in relation to memory Understand learning theory in relation to motivation Be able to explain how issues relating to difference affect development and impact on dance learning Be able to explain the contribution dance learning makes to creativity and the development of transferable skills across the age ranges Understand and apply theoretical and practical knowledge of lifespan development and learning in dance Total Qualification Time 25

26 I S T D L E V E L 6 S Y L L A B U S I S T D L e v LEVEL 6 DDP SYLLABUS The Total Qualification Time in terms of learning hours for this Unit are 300. This time includes tutoring, lectures, guided learning and private study. Assessment Please note - Weighting is used as a guide for the learner when planning their study time; All assessments within the unit must be successfully achieved in order to pass the unit as a whole. Assessment 1 (weighting 70%) The learner will be given seven questions relating to the topics covered in the course content. These should be answered as short answer questions, of approximately words per question, showing how the knowledge and understanding in the course content has been, or could be, applied in the studio. Assessment 2 (weighting 30%) The learner will demonstrate how they have used their understanding of a chosen Lifespan topic to inform teaching strategies to meet the learning needs of a particular group of students taught in Unit 2. This assessment will be presented in the form of a rationale, lesson plan and evaluation. The lesson plan should indicate how the learning strategies will be implemented. Both the assessments will be marked by the relevant lecturer and will be externally verified by trained ISTD External Verifiers. Further guidance on the programme s learning objectives are provided below At the end of the programme, learners will be able to: Understand the prevalent theories of Lifespan Development Research the work of the principle protagonists of human development theory Critically evaluate the significance of human development theory to dance teaching and learning Understand the key features of development from conception to infancy Explain the principle stages of development from conception to infancy Understand the key features of development in early childhood and apply them to dance teaching and learning Explain the principle stages of development in early childhood including motor and cognitive development, language acquisition and development, and social and emotional development Apply knowledge of motor skills development to dance teaching and learning activities Apply knowledge of language acquisition and development to dance teaching and learning Understand physical, cognitive, social, emotional and personality development from middle childhood, through adolescence and into adulthood Explain the stages of physical growth and motor development in: i. Middle childhood ii. Adolescence iii. Adulthood Explain the stages of cognitive development in: i. Middle childhood ii. Adolescence iii. Adulthood Explain the stages of social and emotional development in: i. Middle childhood 26

27 ii. Adolescence iii. Adulthood Explain the stages of development in personality in: i. Middle childhood ii. Adolescence iii. Adulthood Explain the influences of nature and nurture on human development Understand how the growth and development of the brain impacts on dance learning Analyse and interpret the impact of brain growth on stages of motor, cognitive, linguistic, social and emotional development Understand learning theory in relation to memory Explain the scientific theory related to memory Recognise and explain the link between memory and learning Apply understanding of how memory functions most effectively to approaches to teaching and learning Understand learning theory in relation to motivation Explain theories of motivation as they relate to dance teaching and learning Apply understanding of motivation to dance teaching and learning Be aware of how issues relating to difference impact on dance learning Recognise and explain how the following affect learner responses in dance teaching and learning: i. Gender differences ii. Learners with disabilities iii. Cultural differences iv. Gifted and talented dance learners Understand the contribution dance learning makes to creativity and to the development of life skills and transferable skills across the age ranges Explain the development of creativity across the lifespan Employ teaching strategies which promote creativity in dance learning Identify and analyse the role of dance in the development of transferable skills Include awareness of transferable skills development in planning and evaluating dance teaching and learning Advocate dance learning as part of a balanced education for all age groups Understand and apply theoretical and practical knowledge of lifespan development and learning in dance Identify the needs of a particular group of students in relation to a specific aspect of lifespan development and learning in dance Structure a lesson for the particular group of students focusing on a specified topic Evaluate the effectiveness of the teaching and learning strategies employed to meet the needs of the students Unit Accreditation Details Reference number Level 5 Credit value 30 Grading system H/503/6556 Pass/Fail 27

28 I S T D L E V E L 6 S Y L L A B U S I S T D L e v LEVEL 6 DDP SYLLABUS Unit 7: Reflective Practice and Continuing Personal & Professional Development Introduction This Unit is designed to give dance teachers increasing autonomy in the process of improving and developing their professional practice. It concerns reflective practice, which is based not only on reviewing the impact of practical learning experiences, but also evaluating them in the wider context of learning theory and models of best practice through the creation of a reflective journal. As well as being concerned with the generic aspects of teaching and learning, it is directed at achieving excellence in dance teaching. Reflective practice also informs the planning and implementation of appropriate Continuing Personal and Professional Development (CPPD) activities. This ensures that teachers remain current with trends in education and in their own specialism and are able to critically appraise new thinking and new perspectives. The role of teacher as researcher is also studied in this Unit and learners are encouraged to explore issues relating to their own pedagogy with a view to undertaking a programme of Action Research to promote quality improvement and innovation. Content The learner will use understanding of professional reflective practice to enable him/her to record and evaluate his/her own learning experiences in the teaching situation. Through increasing selfawareness the learner will challenge assumptions and habitual approaches to find new and improved ways to deliver teaching and promote learning. Learners will also develop a programme of CPPD and critically evaluate the impact of the activities on their own practice and understanding. The role of work-based Action Research will be explored with particular reference to its contribution to quality improvement and innovation in teaching and learning in dance. Action Research can be defined as a self-reflective enquiry into the teacher s own professional practice in order to bring about improvement. Learning Objectives By successfully completing Unit 7, the learner will: Analyse and employ models of reflective practice in the teaching and learning situation Apply an understanding of professional reflective practice to the writing of a reflective journal Use professional reflective practice to inform understanding of own personal and professional development needs Develop and implement a CPPD action plan Understand the role of teacher as researcher in the process of quality improvement in teaching and learning Demonstrate the ability to undertake an action research project which is relevant to own work place and the wider context of dance pedagogy Total Qualification Time The Total Qualification Time in terms of learning hours for this Unit is 300. This time includes mentoring, guided learning, taught sessions and private study and research. Assessment Please note - Weighting is used as a guide for the learner when planning their study time; All assessments within the unit must be successfully achieved in order to pass the unit as a whole. 28

29 Assessment 1 (weighting 50%) The learner will develop a reflective journal that will be assessed by the learner s personal mentor. The dialogue between the learner and the personal mentor will promote professional development and improvement of work-based practice. Assessment 2 (weighting 10%) The learner will develop an action plan of CPPD drawn from areas for further development identified through reflective practice. The learner will select an area of CPPD that they have undertaken and critically evaluate its contribution to their practice. Assessment 3 (weighting 40%) The learner will prepare a written proposal for an Action Research project including a rationale for the choice of the area of enquiry, a literature search and a proposal for the research methodology to be applied. This constitutes a thorough preparation for undertaking a practical research programme. The learner will undertake one cycle of the research and produce a report which evaluates the outcome. Assessment 1 will be marked by the learner s personal mentor; Assessments 2 will be marked by relevant lecturer and Assessment 3 will be marked by an action research mentor. All the assessments will be externally verified by trained ISTD External Verifiers. Further guidance on the programme s learning objectives are provided below. At the end of the programme, learners will be able to: Be able to analyse and apply models of professional reflective practice to the teaching/learning situation Critically analyse the effectiveness of a variety of models of reflective practice to dance teaching and learning Apply models of professional reflective practice to enhance development of understanding of teaching and learning processes Be able to record significant learning and personal and professional development Record and reflect on learning experiences through keeping a reflective journal Use the reflective journal as a source of evidence of personal and professional development Through the reflective journal, identify ways in which learning in dance can motivate and develop student confidence in learning, benefiting the student emotionally, intellectually and socially, making a difference to communities as a whole Understand how professional reflective practice can inform CPPD needs Reflect on the impact of own teaching and communication practice on students learning Identify areas of personal and professional development which require further training Be able to prepare and implement a relevant programme of CPPD Identify and prioritise areas of CPPD Provide a rationale for the selection of particular CPPD activities Implement a programme of CPPD Evaluate the impact of CPPD activities on own professional practice Understand the role of the teacher as researcher Recognise the opportunities for the individual teacher to undertake action research in the work place Identify areas where a process of action research could contribute to teacher development and/or student improvement Explore new approaches which may contribute to quality improvement in individual practice 29

30 I S T D L E V E L 6 S Y L L A B U S I S T D L e v LEVEL 6 DDP SYLLABUS Explore new approaches which may contribute to the body of knowledge in dance pedagogy in general Be able to undertake a process of action research Demonstrate understanding of the cyclical nature of action research Structure an action research project using a recognised model Identify the context and rationale for the choice of research question Use literature and other relevant sources to support the enquiry Identify research methods which will best serve the area of enquiry Implement the methodology and analyse evaluate the results in a final report Unit Accreditation Details Reference number Level 6 Credit value 30 Grading system H/503/6587 Pass/Fail 30

31 Appendix Frequently asked questions 1. How much will the qualification cost? The entire cost of the programme will vary depending on your prior accreditation and experience and on the personalisation of your programme of study done in conjunction with your personal mentor. However, if you would like a generic estimate of costs, please contact the Education & Training Department. There are opportunities for financial assistance for those studying on this programme: To see if you are eligible for a Professional and Career Development Loan, please visit the Gov.UK website Professional dancers retraining on this programme may also be eligible for a Bursary through the Dancers Career Development ( please contact the DCD directly for guidelines, eligibility and application forms. 2. Is there an upper age limit for the qualification? There is no upper age limit the ISTD welcomes learners of all ages. 3. I can t find my Advanced 1 certificate. How do I apply? If you achieved your Advanced 1 with the ISTD, contact the Education & Training Department. Depending on when you achieved the qualification, they may be able to trace your records. If you achieved the qualification with one of the other Ofqual recognised Awarding Bodies, contact them directly to see if they can trace your records and provide you with proof of achievement. If, due to the length of time since achievement, you are unable to provide proof of achievement through the Awarding Body you took the examination with, you should contact the teacher or school you took the qualification with to see if they hold a record of your achievement. If not, you should ask them to write a letter to the ISTD to advise they are able to confirm your qualification was achieved with as much information as possible i.e. the date of the qualification, the examiner, other candidates in the same session etc. Once completed, this letter should be sent to the Education & Training Department along with your application pack where your case will be assessed individually. If you are unable to obtain any evidence of the successful completion of your Advanced 1 examination, please contact the Education & Training Department. 4. I don t hold the Advanced 1 but I am a mature student and do not feel that it is possible to achieve it now. Can I be exempted? Everyone undertaking the qualification must meet the stipulated standard in their dance practice in order to pass the qualification. However, learners who have physical limitations may use the reasonable adjustments process by completing an Application for Reasonable Adjustments form detailing their difficulty and asking for appropriate adjustments to be made to the assessment to enable you to demonstrate the knowledge to the required standard. This should be discussed in detail with your personal mentor who, if necessary, will contact the Customer Services & Quality Assurance Department who handle the whole process and can give guidance. 5. How long do I have to complete my qualification? The programme of study is delivered over two years. If at any point during your agreed programme you believe you will not be able to complete the qualification in the agreed timeframe, you should discuss the options with the Education & Training Department. 31

32 I S T D L E V E L 6 S Y L L A B U S I S T D L e v LEVEL 6 DDP SYLLABUS 6. Can I teach my current classes to meet the requirements of the qualification? Absolutely. As long as one of the classes you teach meets the requirements stipulated in Unit 2. If you do not currently teach classes that meet the requirements in Unit 2, and are unable to arrange this for the time of your programme of study, please discuss this with your personal mentor. It is essential that you have regular teaching for at least a term to be able to complete the learning and assessments for Units 1 and Do I have to complete the units in a particular order? The units will be delivered in a particular order and there are set assessment dates that all learners will be aware of. Within these defined timeframes, it is your decision how you choose to arrange your private study. It is worth bearing in mind the following requirements during the programme of study: you must achieve your Advanced 1 prior to being entered for the first assessment in Unit 4, and while you should start Unit 7 s reflective journal at the beginning of your programme of study, you will not be able to complete the unit until all other units have been passed. 8. What if I move my permanent residence? Please contact the Education & Training Department so that your records can be adjusted and any implications can be discussed. 9. What if I have special needs? If you believe you may require adjustments to the assessment criteria for any of the units, you should discuss this with your personal mentor. They will then be able to support you accordingly throughout your programme and ensure the relevant paperwork is completed and sent to ISTD as required. Further guidance can be obtained from the Customer Services & Quality Assurance Department. 10. I am dyslexic, how do I complete the work? You should discuss this with your personal mentor regarding support throughout the programme and ask them to complete an Application for Reasonable Adjustments form for each examination you take so that the relevant support can be given, and so that any adjustments can be granted for all written work. 11. What happens if I m not happy with my examination results? Can I appeal? If you are unhappy with the result you have received for a unit you must discuss this with your personal mentor in the first instance. If you wish to appeal after this discussion, your personal mentor will send the appeal on your behalf to the ISTD, using the ISTD Enquiries and Appeal Procedure which can be found on the ISTD website, Once I have completed my qualification, how can I continue my professional development with the ISTD? Once you have completed the qualification in all the genres you wish to qualify in, what happens next really depends on you. You can apply for Qualified Teacher Learning and Skills (QTLS) You can apply for Licentiate membership of the ISTD. After becoming a member, you will be eligible to enter candidates for any ISTD examinations and will enable you to use the abbreviation LISTD after your name. As this qualification is equivalent to a Licentiate, you can progress onto the Fellowship qualification, which is the highest teaching qualification offered by the ISTD. You can apply for the BA in Professional Practice programme offered in conjunction with Middlesex University. 32

33 You can apply for the MA in Professional Practice: Dance Technique Pedagogy programme offered in conjunction with Middlesex University. You can consider becoming an Approved Tutor and teach learners on the ISTD s initial teacher training qualifications (the Level 3 Diploma in Dance Instruction and the Level 4 Diploma in Dance Education). For detailed information about these possibilities, please contact the Education & Training Department. Protection of children and vulnerable adults As you will be teaching classes throughout the programme of study you are expected to have a valid, clear, enhanced Disclosure and Barring Service (DBS) disclosure, or a disclosure relevant to your country. This must be sent to the Education & Training Department prior to the start of your programme of study and must be updated every two years. The ISTD has partnered with Due Diligence Checking (DDC), a DBS Registered Umbrella Body, to provide the ISTD Disclosure and Barring Service Vetting Scheme for ISTD members. For further details on the scheme or to see the ISTD s Children and Vulnerable Persons Protection Policy please see the ISTD website, Policies and Procedures The ISTD has published policies and/or procedures regarding the following areas: reasonable adjustments complaints children and vulnerable persons protection enquiries and appeals malpractice equal opportunities The ISTD also expects its teachers to abide by its Code of Professional Standards and Practice. This and all the above named policies and procedures may be found on the ISTD website, Glossary and list of abbreviation BBO BTDA CDET IDTA ISTD Ofqual RAD QCF QTS British Ballet Organization British Theatre Dance Association Council for Dance Education and Training International Dance Teachers Association Imperial Society of Teachers of Dancing The Office of the Qualifications and Examinations Regulation Regulatory Body for England Royal Academy of Dance The Qualifications and Credit Framework is the unified national qualifications system for England, Wales and Northern Ireland. Only qualifications on this framework will be recognised on the European Qualifications Framework. Qualified Teacher Status is the accreditation that enables the holder to be paid as a fully qualified teacher in state-maintained and special schools in England and Wales. 33

34 I S T D L E V E L 6 S Y L L A B U S I S T D L e v LEVEL 6 DDP SYLLABUS QTLS Qualified Teacher Learning and Skills is the status required by teachers wishing to practice in the lifelong learning sector in England and Wales. This status is awarded by the Society for Education and Training after their process of Professional Formation. Work- based Work-based learning is learning that provides a flexible learning experience that learning is delivered through work, in work, for work. It provides individuals with an alternative to conventional study and allows them to design their programme based on their interests and needs. Equivalence of levels on the Qualifications and Credit Framework Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Equivalent to A Level standard Equivalent to the first year of a degree or a Certificate of Higher Education Equivalent to the second year of a degree, a Diploma of Higher Education, a Foundation Degree or a Higher National Diploma Equivalent to a Bachelor s degree with or without Honours Equivalent to a Master s degree Equivalent to a Doctoral degree Contact details and information For information and enquiries regarding any of the information contained in this syllabus, please contact the Education & Training Department at ISTD HQ: ISTD Dance Examinations Board higherqualifications@istd.org Imperial House Tel: +44 (0) /26 Paul Street Fax: +44 (0) London EC2A 4QE United Kingdom DANCE Magazine This magazine is published at set times throughout the year and is available to both members and subscribers. It is informative and interesting reading for dancers, teachers and student teachers alike. The magazine has details of current dance events, examination successes, and information on UK and International courses. It also gives updates on the latest news from HQ, examination dates and forthcoming events. ISTD Website Full information on ISTD activities, latest news and updates are available on the ISTD website The website also has sections that deal in-depth with training and education including downloadable documents, advice and support for learners. 34

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