DDE level4 syllabus - Liverpool Dance · Level 4 DDE Syllabus © ISTD October 2010 1 Introduction...

ISTD Level 4 Diploma in Dance Education

SYLLABUS

DDE

ISTD Level 4 Diploma in Dance Education

SyLLabuS

DDE

Level 4 DDE Syllabus © ISTD October 2010

ContentsIntroduction 1

TargetLearners 1

EntryConditions 1

MethodofStudy 1

PriorAccreditationandAchievement 1

GeneralStructure 2

AssessmentMethods 2

AwardingandCertification 2

AdditionalSupport 2

Unit 1: Planning Techniques and Evaluation of Dance TeachingIntroduction 3

Content 3

Assessment 3

LearningOutcomes 3

NotionalLearningHours 3

UnitAccreditationDetails 4

Unit 2: Dance Teaching PracticeIntroduction 5

Content 5

Assessment 5

LearningOutcomes 5



Unit 3: Lifespan Development and Learning in DanceIntroduction 7

Content 7

Assessment 7

LearningOutcomes 7



Unit 4: Dance Practice and the Relationship between Music and Dance in a Chosen Dance GenreIntroduction 10

Content 10

Assessment 10

LearningOutcomes 11



Unit 5: Contextual Study of DanceIntroduction 13

Content 13

Structure 13

Format 13

Referencing 13

SuggestedReading 14

Assessment 15

LearningOutcomes 15



AppendixGlossaryandListofAbbreviations 16

1Level 4 DDE Syllabus © ISTD October 2010

IntroductionThisqualificationdevelopstheskills,knowledgeand

understandingneededtoteachdanceespecially

focussingonaknowledgeofpedagogy,includingother

unitsessentialforanappreciationofteachingdanceto

childrenandadults.Itconsistsoffivemandatoryunits.

Twounitsrelatetogenericteachingskills;onetochildand

adultphysicalandcognitivedevelopment;onetodance

practicewitharelationshiptomusic,focussingonthe

danceknowledgerequiredofpupilsuptothebeginning

ofvocationallevels;andafinalcontextualunitonatopic

relatedtodance.Itdevelopstheskills,knowledgeand

understandingneededtoteachdance,primarilyinthe

contextofgradeddanceexaminationswithintheprivate

sector.

TheobservationtechniqueslearntintheLevel3

DiplomainDanceInstruction(DDI),alongwiththe

learner’sincreasedknowledgeofsafedancepractice

andstronggroundingintheperformanceandteaching

ofthechosengenreleadtoagreaterunderstandingof

teachingmethods,bothgenericanddancegenrespecific.

Thisunderstandingshouldbecomeincreasinglyevident

throughoutthelearner’scourseofstudyatDDElevel.

Manylearnersarebasedinvocationaldancecolleges,but

thesyllabusisdesignedalsotoallowtheparticipation

oflearnersinsmallerschools,outsidetheformalcollege

network.Units3and5inparticularmaybestudied

bydistancelearningwiththesupportofthelearner’s

ApprovedDanceCentre(ADC)oraDistanceLearningTutor.

ThequalificationhasaQualificationsandCredit

Framework(QCF)creditvalueof92anditsQualification

AccreditationNumberis501/0750/1.

Target LearnersTheDDEisprimarilyaimedatlearnerswhohavegained

knowledgeofthefundamentalprinciplesofdance

teachingthroughtheDDIandwhowishtobecome

fullyqualifiedandaccreditedISTDdanceteachers.

Successfullearnersareabletoteachandenterstudents

forallISTDexaminationsexcepttheaccreditedteaching

qualifications.

TheDDEhasbeenaccreditedbyOfqualatLevel4on

theQCF,whichisroughlyequivalenttothelevelattained

atfirstyeardegreelevel.

Entry conditionsLearnersmustbeatleast18yearsofagebeforetheend

oftheacademicyearinwhichtheyregisterandmusthold

eithertheFoundationinDanceInstructionortheDDIin

thegenreinwhichtheywishtoregister.

Method of StudyThequalificationiscurrentlyofferedbyADCsandis

availablethroughouttheEuropeanUnion.Trainingmay

taketheformofclassseminars,longorshortcourses,

classandindividualtutorials,distancelearningandprivate

studyaswellasotherformsoflearning;thereforeitis

recommendedthatinterestedstudentscontactanumber

oftheADCsintheirareatoascertaintheformofstudy

thatsuitsthembest.Anup-to-datelistofADCsmaybe

foundonwww.dance-teachers.orgorintheISTD’sDance

ExtramagazinewhichisavailablefromtheProfessional

DevelopmentAssistantintheEducationandTraining

DepartmentoftheISTD.

LearnerswishingtoembarkontheDDEmustcomplete

aLearnerRegistrationForm,availablefromtheADCorthe

TeachingModulesAssistantintheEducationandTraining

Department.

Prior Accreditation and AchievementTheDDEallowslearnerstobuildontheircurrent

qualificationsandexperiences.Wherelearnershave

achievedcertificatedqualificationswithinoroutsideof

theQCFthatmeetthelearningoutcomesandassessment

criteriaofaunit(s),theymayapplytoclaimexemption

fromtherelevantunit(s)ofthequalificationthrough

theexemptionroute.Wherelearnersfeeltheycan

demonstratewheretheirpreviouslyachievedknowledge,

understandingorskillsmeetthelearningoutcomes

andassessmentrequirementsforaunit(s)withinthe

qualification,theymayapplytoclaimcreditsforthe

relevantunit(s)throughtherecognitionofpriorlearning.

Allapplicationsmustbemadethroughthelearner’sADC.

Level 4 Diploma in Dance Education (DDE)


General StructureThequalificationisdividedintofiveunits,asshownbelow.

Unit 1 PlanningTechniquesandEvaluationofDance

Teaching

Unit 2 DanceTeachingPractice

Unit 3 LifespanDevelopmentandLearninginDance

Unit 4 DancePracticeandtheRelationshipbetween

MusicandDanceinaChosenDanceGenre

Unit 5 ContextualStudyofDance

Units1,2,3and5arecommontoalldancegenresand

onceattaineddonothavetoberetakenwhenqualifying

inanothergenre.Unit4isspecifictoeachdancegenre

andthelearnermaychoosetotakethisunitmorethan

oncetopursuethestudyofdifferentdancegenres.

Learnersmustcompleteallunitsofthequalification

inamaximumoffiveyears.Learnersreturningafter

morethanfiveyearsmayberequiredtoattendrefresher

coursestobringthemselvesup-to-datewithcurrent

practice.Thiswillbeatthediscretionofthelearner’sADC

whowillassesstheirskills,knowledgeandunderstanding

ofthepreviouslyattainedunits.

Assessment MethodsAssessmenttechniquesaredesignedtoassesseachunitof

thequalificationinanappropriatemanner.Thedifferent

assessmentmethodsusedare:

n Tutor-assessedportfolioevidence(Unit1)

n ExternalfinalassessmentofportfolioevidencebyISTD

Assessor(Unit1)

n Tutor-assessedteachingpractice(Unit2)

n ExternalfinalassessmentofteachingpracticebyISTD

Assessor(Unit2)

n Tutor-assessedtaskcompletion(Unit3)

n ExternalassessmentbyISTDMarkersorExaminers

(Units3,4and5)

Throughoutthecourseofstudythelearnerbuilds

aportfolioofevidence.Thisallowsthelearnertime

forreflection,self-evaluationandself-improvement.

AllportfoliosaresubjecttomoderationbyanISTD

AssessortoensurethattheADC’sassessmentisvalid,

fair,reliableandconsistentwithrequiredstandards.The

ISTDAssessoralsoconfirmsthattheportfoliocontains

sufficientevidenceofadequatequalitytojustifytheADC’s

assessmentofthelearner’sprogress.

Furtherinformationaboutspecificassessment

methodsandcriteriaaregiveninthedescriptionofeach

unitinthefollowingpages.

Awarding and CertificationOnsuccessfulcompletionofallunitsofthequalification

eachlearner’sportfolioisstandardisedbytheISTD.This

meansthatastandardisationpanelofISTDAssessors

confirmsthatevidenceacrossallADCsandalldance

genresissatisfactoryandofasimilarlevel.Wherethere

isevidenceofdisparity,oneormoreportfoliosmaybe

rejectedandfurtherassessmentrequiredofthelearner(s).

Certificatesforthequalificationareissuedwhenall

unitshavebeenachievedandstandardisationhastaken

place.Unitcertificationisavailableonrequestfromthe

TeachingModulesAssistantintheEducationandTraining

Departmentatafee.

Additional SupportFurtherinformationregardingadministrativeprocedures

thatrelatetothiscourseofstudymaybefoundinthe

LearnerHandbook,whichisprovidedtolearnerson

registration,andtheApprovedTutorHandbook,which

isavailabletotheADCaspartofTutorTraining.Afull

glossaryoftermsmaybefoundintheappendixofthis

syllabusandalistofcontactdetailsontheinsideback

cover.


IntroductionBuildingontheknowledgeandskillsgainedintheDDI,

thisunitfocusesthelearnertostudycurrentpractice

ineducationandtolearnhowtoproduce,manageand

evaluatelessonplansand/orschemesofworkappropriate

totheirpersonaldanceteachingpracticeinteachinga

rangeofstudents.

Thelearneralsolearnstoformulateeffective

differentiation,motivationandassessmentstrategiesin

thesupportofteachingandlearningindance.

ContentInUnit1thelearnerfocusesonthelessonplanningand

selfevaluativecyclethatenablesthedevelopmentof

thelearner’steachingpracticeandthedevelopmentof

theirstudents’learningthroughouttheUnit2teaching

practice.Theseprinciplesofplanningandself-evaluation

arecrucialtothedevelopmentofteachingskillsand

thislearninganddevelopmentisevidencedthroughthe

learnerportfolio.

AssessmentThedevelopingskillsandunderstandingofthelearner

aredocumentedbytheaccumulationofevidencein

theportfolio.Thelearner’sApprovedTutormakesa

seriesofjudgments,recordedintheportfolio,relating

totheadequacyofthelearner’sdevelopmentand

understanding.If,atthepointformalassessmenttakes

place,theApprovedTutorjudgesthelearnernotto

havesatisfiedthecriteriarequiredtopasstheunit,a

furtherperiodofstudyandformalteachingpracticewill

benecessarytoallowthelearnertoreachthelevelof

knowledgeandunderstandingrequired.

Thefinalassessmentoftheunitiscarriedout

byanISTDAssessoraspartofthemoderationand

standardisationprocess.Inordertopass,thelearner

mustachieveaminimumof11outofthe15assessment

criteriaforthisunitaslistedinthePlanningTechniques

andEvaluationofDanceTeachingAssessmentpaperwork.

Itshouldbenotedthatwhileanumberofteaching

practicesmaybecompletedaspartofUnit2and

thereforetheplanningandself-evaluationevidenced

aspartofUnit1,onlythelast10consecutivehoursof

evidencewillbeformallyassessedbytheApprovedTutor

andtheISTDAssessor.

Learning OutcomesBysuccessfullycompletingUnit1ofthecourseofstudy

thelearnerwillhave:

n preparedclearandsuitablelessonplansthatmeetthe

aimandrequirementsofstudents;

n assessedandevaluatedthedifferingneedsofstudents

andpreparedappropriateresponses;

n identifiedandevaluatedteachingandlearning

strategiesthatmotivatestudents;

n identifiedandevaluatedmethodsofassessinglearning

indanceteaching;

n identifiedarangeofresourcestosupportteaching.

Inordertoachievetheabovethelearnermustfulfilthe

learningoutcomesandassociatedassessmentcriteriaas

setoutinFig. 1overleaf.

Notional Learning HoursThenotionallearninghoursforthisunit,whichinclude

tutoring,guidedlearningandclassworkaswellas

privatestudy,are200.Oftheseitissuggestedthat,for

mostlearners,around150hourswillbeguidedlearning

directedbytheirApprovedTutor.

Unit 1: Planning Techniques and Evaluation of Dance Teaching


Learning Outcome Assessment Criteria

1. Beabletoplanandevaluatea

lessontomeettheaimandneeds

oftheindividualstudentsand

groups

1.1 Developaclearandsuitablelessonplantomeettheaimandneedsof

students

1.2 Identifyandevaluateopportunitiesforstudentstofeedbackand

informlessonplanning

1.3 Analysetheeffectivenessofplannedlearningactivities,including

contributionofownroleinlessonplanning

1.4 Evaluateandjustifynecessarymodificationstofuturelessonplanning

2. Understandhowtoidentifyand

implementarangeofteachingand

learningmethodsthatengageand

motivatestudents

2.1 Identifyarangeoftechniquestoengage,motivateandencourage

activeparticipation

2.2 Implementteachingandlearningmethodswhichdevelopand

progressstudents

2.3 Implementaselectionofteachingandlearningmethodsappropriate

forthelessoncontent

2.4 Evaluatethesuitabilityandeffectivenessofteachingandlearning

methodsused,includingconsiderationofstudentfeedback,toinform

ownpractice

3. Understandhowtoidentify

andevaluatedifferingneedsof

studentsandprovideappropriate

teacherresponses

3.1 Identifyandimplementopportunitiesforteacher/studentinteraction

3.2 Evaluateeffectivenessofstudent/teacherinteractions

3.3 Implementandevaluatedifferentiationstrategies/responsestomeet

theneedsofstudents

4. Beabletoidentifyandevaluate

methodsofassessinglearningin

danceteaching

4.1 Analyse,justifyandevaluatedifferentmethodsofassessinglearning

forusewithstudents

4.2 Evaluateownapproaches,strengthsanddevelopmentneedsin

relationtoassessmenttoinformownpractice

5. Beabletoidentifyandusearange

ofresourcestoenhancelearning

5.1 Select/adaptandjustifyappropriateresourcesforuseinthelesson(s)

5.2 Evaluatetheuseofresourcesasameansforenhancinglearningand

informingfuturepractice

Fig. 1

Unit Accreditation Details

Reference Number R/602/2016

Level 5

Credit value 20

Grading system Pass/Fail


IntroductionBuildingontheknowledgeandskillsgainedintheDDI,

thisunitfocusesthelearnertodeveloptheirpersonal

teachingpracticeandenablesthemtodeliverprogressive

teachingandlearningstrategiesindancethatencompass

motivationanddifferentiationtoenabledevelopmentin

theirrangeofstudents.

WherethesyllabusreferstoGradedExaminations,

DancesportlearnersmaysubstituteMedalTests.

ContentInUnit2thelearnerundertakesteachingpracticeat

two different ISTD levelsofISTDGradedExaminationsin

Dance;onebetweenPrimaryandGrade3,andtheother

betweenGrade4andIntermediateinclusive.Dancesport

learnersmaychoosetosubstituteDancesportMedalTests

uptoGold,oneofeitherPre-BronzeorBronzeandoneof

eitherSilverorGold.Thisformalisedteachingpracticewill

lastaminimumof10hours.

AssessmentThedevelopingskillsandunderstandingofthelearner

aredocumentedbytheaccumulationofevidencein

theportfolio.Thelearner’sApprovedTutormakesa

seriesofjudgments,recordedintheportfolio,relating

totheadequacyofthelearner’sdevelopmentand

understanding.Thisisformalisedatthepointofthe

interimassessment,afteratleastfivehoursofsupervised

practice.AtthispointtheApprovedTutormayrecommend

anextensiontotheteachingpracticeiftheybelieveit

isnecessarytoallowthelearnertoreachthelevelof

knowledgeandunderstandingrequired

OncetheApprovedTutorishappythatthelearner

hasreachedthelevelofknowledgeandunderstanding

requiredthelearnerundertakesafinalteaching

assessmentwhichisconductedbyanISTDAssessorin

aonehourteachingassessmentfollowedbya¼hour

discussioni.e.viva.

Theassessmentmaybedeliveredasaonehourclass

foranyoftheGraded,VocationalGradedorMedalTest

levels.Howeverthelearnermayprefertodelivertwoof

thelowerlevelclasses(PrimarytoGrade3inclusiveor

DancesportMedalTestsPre-BronzeorBronze).Iftwo

lowerlevelclassesaretobedeliveredeachclassshouldbe

of30minutesdurationand,apartfromthelearnerleaving

theroomtocollectthenextsetofstudents,nobreakis

allowedbetweenthetwoclasses.

Afterthelesson,theAssessorwillconducttheviva

wheretheywillquestionthelearneronaspectsoftheir

lesson,e.g.theaimsandobjectivesofthelessonplan,

therationalefortheselectionofspecificassessment

techniquesandtheevaluationoftheuseofassessment

techniques.

Inordertopassthelearnermustachievetheminimum

assessmentcriteriaforthisunitaslistedintheUnit2Final

TeachingAssessmentpaperwork.Thisisacombination

ofaminimumof4outofthe5assessmentcriteriafor

LearningObjective4andaminimumof7outofthe10

assessmentcriteriaforLearningObjectives1,2and3.

Itshouldbenotedthatwhileanumberofteaching

practicesmaybecompletedaspartofthisunit,onlythe

last10consecutivehoursofevidencewillbeformally

assessedbytheApprovedTutorandtheISTDAssessor.


thelearnerwillhave:

n demonstratedtheabilitytofollowprepared,balanced

lessonplans;

n identified,assessedandevaluatedthedifferingneeds

ofstudentsandimplementedappropriateresponses;

n demonstratedsoundlessonmanagementtechniques

thatpromotelearning;

n demonstratedanappropriaterangeofteachingand

learningstrategiesthatmotivatestudentsandtake

accountofsafedancepractice;

n implementedandevaluatedmethodsofassessing

learningindanceteaching.









Unit 2: Dance Teaching Practice



1. Understandhowtoidentify,

implementandevaluate

effectivefeedbacktostudents

1.1 Identifyhowtheroleoffeedbackcontributestolearning

1.2 Implementsupportivefeedbackandquestioning

1.3 Implementwaystoencouragecontinuousstudentfeedbacktoinform

futurelearning

1.4 Evaluatetheeffectivenessofownpracticetakingintoaccounttheviewsof

students

2. Understandtheimportance

ofgivingstudentstimefor

reflectiveconsideration

andhowtodealwith

students’viewsandopinions

sympathetically

2.1 Identifyandimplementtimesforreflectiveconsiderationbystudents

withinthelessonasappropriate

2.2 Evaluatestudents’responsesandrespondtothemsympathetically,acting

onthemwhereappropriate

3. Understandhowtoidentify,

implementandevaluate

lessonmanagement

technique(s)

3.1 Implementabalancedlessonplanappropriatetothelevelofthestudents

3.2 Identifyandadoptanappropriatepaceandmannerforthestudentsandfor

thelessoncontentbeingtaught

3.3 Implementawiderangeofcommunicationmethodsthatpromotelearning

3.4 Evaluateflexiblestrategiesofdeliveryanddemonstratetheabilitytoadapt

thelessonplanwherenecessary

3.5 Identifyandwearclothingthatissuitableforpresentinganddemonstrating

andfollowsguidelinesofsafedancepractice

4. Understandhowtoidentify

andevaluateteachingand

learningmethodsthattake

accountofsafedancepractice

4.1 Identify,implementandevaluatearangeofeffectiveteachingandlearning

methodsthattakeaccountofsafedancepractice

4.2 Identifyandimplementtechniquesthatencourageactiveparticipationand

thatmotivateandengagestudents

4.3 Communicateclearlyandeffectivelytoidentifystudentneedsandany

potentialbarrierstolearning

4.4 Identify,implementandevaluatedifferentiationstrategies

4.5 Develop,implementandevaluaterelevanteffectiveassessmentsoflearning


Reference Number F/602/2027

Level 5

Credit value 25


Fig. 2


IntroductionThepurposeofthisunitistodevelopthelearner’s

understandingofthedevelopingchildandadultin

relationtolearningactivityingeneralanddancelearning

activity.Thelearnerstudiesphysicaldevelopment,

developmentofunderstanding,andtheemergingidentity

ofstudentsastheylearnaboutdance,acrossaperiod

oftimeandduringkeychangesintheirdevelopment

andtherebyinformsthelearner’sappreciationofthe

constraintsandabilitiesofthedanceratvariouslife

stages.

Teachersandchildcareprofessionalshaveknownfor

sometimethattheyneedtounderstandthedevelopment

ofchildrenintoadulthood;morerecently,ithasbecome

clearthatthisstudyneedstoextendthroughadulthood

intoastudyofthewholelifespan.Traineedance

teachersneed,therefore,tounderstanddevelopment,

tohaveknowledgeofthestagesofdevelopmentofthe

childrenoradultstheyteach,andtorecognisethefuture

developmentalchangesthatmaylieahead.

ContentThecontentfortheunitisprovidedintheassociated

coursebookwhichisdividedinto10sectionsasfollows:

n Topic 1 Reasonsforunderstandingdevelopmentin

childrenandadults;

n Topic 2 Growthandmotorskillsinchildhood;

n Topic 3 Physicalchangesatpuberty;

n Topic 4 Physicalchangesinmaturity;

n Topic 5 Developmentofthinkingand

communicationinchildhood(ages3–11);

n Topic 6 Thinkingandcommunicationinadolescents

andadults;

n Topic 7 Emotionalandsocialdevelopment

uptoage11;

n Topic 8 Emotionalandsocialdevelopmentin

adolescentsandadults;

n Topic 9 Learningindancefromadevelopmental

perspective;

n Topic 10 Accesstodance:makingadifference.

Throughoutthecoursebookthereareoptional

learningactivitiestoembedunderstanding.Thereisalsoa

taskattheendofeachtopicwhichmustbecompletedto

thesatisfactionoftheApprovedTutorpriortothelearner

sittingthefinalexamination.

Assessment Theoveralltaskrelatingtoeachtopicmustbecompleted

tothesatisfactionoftheApprovedTutorandsigned

offbythemontherelevantTaskCompletionForm.On

completionofall10topicsandtheirassociatedtasksthe

learnersitsaformal,writtenpaper.Thepassmarkis40%.

Examinationsittingsareheldonadvertiseddates

throughouttheyearandthepapersaremarkedexternally

byISTDappointedandtrainedMarkers,accordingtothe

appropriatemarkscheme.


thelearnerwillhave:

n understoodtheimportancefordanceteacherstostudy

humandevelopmentthroughoutthelifespan;

n theabilitytoexplaingrowthandmotordevelopment

inchildhood;

n theabilitytodescribeandexplainthekeyphysical

changesinbothpubertyandmaturity;

n theabilitytodescribeandexplainthekey

developmentalstagesofthinking,communication,and

socialandemotionaldevelopment,throughoutthe

lifespan;

n analysedandevaluatedcommonteachingandlearning

methodstoenabletheunderstandingofdevelopment

indance;

n understoodhowtomakedancemoreaccessibletokey

groupsofstudentsthroughoutthelifespan.





tutoring,guidedlearningandclassworkaswellasprivate

study,are120.Oftheseitissuggestedthat,formost

learners,around80hourswillbeguidedlearningdirected

bytheirApprovedTutor.

Unit 3: Lifespan Development and Learning in Dance



1. Understandthe

importanceofstudying

humandevelopmentfor

danceteachers

1.1 Describeandexplainthekeyelementsofstudyinghumandevelopmentfordance

teachersforthe:

•Child

•Adult

1.2 Describethescientificbackgroundoflifespandevelopment

2. Understandgrowthand

motordevelopmentin

childhood

2.1 Describethekeypredictablepatternsofgrowthandmotordevelopmentupto

theageof11

2.2 Explainthedifferenceingrowthandmotordevelopmentinchildrenuptotheage

of11

2.3 Analyseandexplaintheacquisitionofmotordevelopmentandmotorskilland

barrierstotheirachievement

3. Understandthephysical

changesatpuberty

3.1 Describeandexplaintheadolescentgrowthspurt

3.2 Analyseandexplaintheroleofthedanceteacherinensuringthecontinuationof

goodlearningindancethroughpuberty

3.3 Describeandexplainvariationsinphysicalperformancebetweenmaleand

femaledancersandindividualvariationsintheagegroup

4. Understandthephysical

changesinmaturity

4.1 Describeandexplainthechangesoccurringacross:

•Earlyadulthood

•Middleadulthood

•Lateadulthood

4.2 Explainandevaluatethebenefitsofdancethroughoutadulthood

5. Understandthestages

ofdevelopment

ofthinkingand

communicationsin

childhoodtoadulthood

5.1 Describeandexplainthedevelopmentofperceptionandlanguageuptoage2

5.2 Describeandexplaincognition,languageandtheroleofplayupto:

•Schoolage

•Middlechildhood

•Latechildhood

5.3 Describeandanalysethekeychangesincognitionfromages11–15andfurther

changesinadulthood

5.4 Evaluatecurrentunderstandingofcognitivepowerandfunction

5.5 Describeandanalysethekeytypesofmemoryandrecognisedstrategyfor

remembering

5.6 Analysethedevelopmentofthinkingandcommunicationandapplytolearningin

dance

6. Understandemotional

andsocialdevelopment

inchildhoodto

adulthood

6.1 Describeandexplainself-conceptandattachmentsininfants

6.2 Identifyandanalyseemotionalandsocialdevelopmentinthepre-schooland

primaryschoolyears

6.3 Describeandanalysetheshiftfromdependencetoindependenceinadolescence

6.4 Identifyandexplainthekeyemotionalandsocialchangesinadulthood

6.5 Evaluatehowthedanceteachercanworkwithyoungpeopleandsupportthemin

learningindance

7. Understandthe

developmental

perspectiveoflearning

indance

7.1 Analysethecommonteachingandlearningmethodsindance

7.2 Evaluatetheconnectionsbetweenteachingandlearningmethodstoinformown

practice

Fig. 3


8. Understandhowto

makedancemore

accessiblethroughout

thelifespan

8.1 Identifyandexplainthekeyqualitiesofaneffectivedanceteacher

8.2 Identifyandanalysethearenasofdanceeducation

8.3 Identifyandexplaintheroleofdanceasapartofahealthylifestyle

8.4 Developwaysofwideningaccesstodancelearning

8.5 Analyseissuesofequalityanddiversityandwaystopromoteinclusionand

inclusiveteachingpractice


Reference Number L/602/2015

Level 4

Credit value 12



IntroductionUnit4isspecifictothedancegenrechosenbythelearner

andmaybestudiedmultipletimesifthelearnerwishes

toqualifyinmorethanonegenre.Theunitassesses

thelearner’sdancetechniqueandtheirabilitytorelate

teachingmethodsandsafedancepracticetotheirchosen

genreaswellastheirunderstandingoftherelationship

betweenmusicanddanceandhowthisisappliedto

teachingdancewithinthesamechosengenre.

Thefocusoftheunitisonunderstandingand

demonstratingtheleveloftechniquerequiredforGrade

6toIntermediate,therebyprogressingfromthelower

gradesdemonstratedintheDDI.

ContentThelearnerstudiesawiderangeofresourcesthatdevelop

andenhancepersonallearning,communicationand

deliveryskillswithaviewtodemonstrating,analysingand

teachingarangeoftechnicalmovementswithinaspecific

dancegenreinamusicalandartisticcontext.Thelearner

isprovidedwithagreaterawarenessofthevalue,function

andrelationshipofmusicanddanceandtheopportunity

tostudyandundertakepersonalchoreography.

ThefollowinginformationaboutUnit4outlines

therequirementswhichapplytoalldancegenres.

Supplementarysheet(s)foreachspecificgenreshouldbe

obtainedfromtheProfessionalDevelopmentAssistant

intheEducationandTrainingDepartmentasthereare

variationsindetailtomeetthespecificneedsofthe

individualgenreinsomecases.Thesupplementarysheet

alsogivesthemarkingbreakdownfortheunitinthe

particulargenre.

Pleasenote:wherethesyllabusreferstoGraded

Examinations,itshouldbenotedthatDancesportlearners

maychoosetosubstituteDancesportMedalTests.

Thelearnerstudies:

n thetechnicalspecificationsofachosendancegenreup

toandincludingGrade6orGoldMedal(Dancesport),

IntermediateFoundation(forsomedancegenres)and

Intermediate;

n instructionaltechniques;

n communicationskills;

n observationofthephysicalandcognitivedevelopment

ofstudents;

n accuratetechnicaldetailinownperformance;

n thesetexercisesandvocabularyrequirements

oftheGradedExaminationsuptoandincluding

Intermediate;

n theprogressionandanalysisofindividualdance

movements;

n differentiationandrecognitionofindividualstudents’

needs;

n theleveloftechnicalabilityattainablebystudents;

n thedifficultiesthatcouldariseinrelationtoany

movement;

n thestrategiesneededtorelatetostudentsofvarious

ages,physicalabilitiesandstagesofcognitive

development;

n howtoshowconfidenceinworkingwithamusician/

recordedmusic(asapplicable);

n theuseofdanceindisplayingconceptstoadifferent

rangeofstudents;

n theuseofmusicinrelationtothechosendancegenre;

n howtodevisedancesequencesandchoreography,ina

specificgenreandatspecificlevels,thatinterpretthe

music;

n musicalawarenessandmusicalityincludingtheability

toidentifyitsform,mood,styleandrhythm.

Assessment Theassessmentofthisunitisintheformofapractical

examinationwhichisassessedbyatrainedISTDExaminer.

Theexaminationlastsfor90minutesandhasapass

markof195outof300marks.Iflessthan50%ofthe

marksaregainedinoneormorecomponentsoftheunit,

thelearnerwillbeunsuccessfulinthisunitoverall.

Thebreakdownofthemarksforeachcomponentof

theunitisgiveninasupplementarysheetforeachdance

genre.ThisisavailablefromtheProfessionalDevelopment

AssistantintheEducationandTrainingDepartment.

Unit 4: Dance Practice and the Relationship between Music and Dance in a Chosen Dance Genre



thelearnerwillhave:

n analysedanddemonstratedknowledgeofthe

Intermediatesetworkforonegenderofthelearner’s

choice;

n analysedanddemonstratedknowledgeofallthe

movementvocabularyofthePrimarytoGrade6,

IntermediateFoundation(forsomedancegenres)and

Intermediatesyllabiforbothgenders;

n analysedallthemovementvocabularycontainedinthe

abovementionedsyllabi;

n joinedvocabularystepstocreatedancesequences;

n illustratedknowledgeofthelevelofdancevocabulary

relevanttothelevelofthestudent;

n relatedthelengthofthedancesequencetothelevelof

thestudent;

n choreographedadancesoloforanindividualstudent

atIntermediatelevel;

n identifiedandevaluatedteachingmethodsforabove

mentionedsyllabi;

n understoodanddiscussedcommonfaultsandtheir

correction;

n understoodsafedancepracticeanditsrelationshipto

individualmovements;

n demonstratedcommunicationskills;

n demonstratedagoodtechnicalstandard;

n analysedanddemonstratedknowledgeofvarioustime

signaturesandmusicalstyles,andtheirrelationshipto

appropriatedancemovements,bythechoiceofmusic

usedthroughouttheexamination;

n identifieddifferenttypesofmusic;

n analysedandselectedsuitablemusicforthestyleof

thedancearrangements;

n demonstratedanddiscussedtheexpressivethought

behindthemovement;

n discussedideastoinspireotherstograspabstract

conceptstoconveythemoodbehindthemovement;

n demonstratedanddiscussedtheunderstandingof

dynamicstogivevarietytothemovement;

n demonstratedahighstandardofmusicalityand

expressionofperformance.










Reference Number H/602/2019

Level 4

Credit value 20

Grading system Awarded/NotAwarded



1. Understandaspecificdance

syllabus

1.1 Demonstrateaccuratelytheapplicationoftheory,technique,

presentationandmusicalityoftheGradedExaminationsuptoand

includingIntermediateorequivalent,accordingtothedancegenre

1.2 Discussteachingandlearningmethodsrelatedtothedancesyllabus

1.3 Explainsafedancepracticeanditsrelationshiptoindividual

movements

2. Beabletoanalyseandperformthe

vocabularyandsetexercisesofa

chosendancegenre

2.1 Demonstrateandanalyseselectionofthevocabularyrequirementsof

theGradedExaminationssyllabusuptoandincludingIntermediateor

equivalentaccordingtothedancegenre

2.2 Arrangevocabularysteps/movementstocreateandperform

sequencesofmovement

2.3 DemonstrateaccuratelyaselectionofthesetexercisesoftheGraded

ExaminationssyllabusuptoandincludingIntermediateorequivalent

accordingtothedancegenre

2.4 DemonstratetheIntermediatesetworkforonegender

3. Beabletoanalysethedevelopment

andprogressionofindividual

movements

3.1 Explaintheprogressionandanalyseallthevocabularymovements

throughtheGradedExaminationssyllabusuptoandincluding

Intermediateorequivalentaccordingtothedancegenre

4. Understandtheappropriatelevels

oftechnicalabilityforstudentsat

differentlevelsofattainmentin

dance

4.1 Usepreviouslearningasafoundationfordevelopmenttodemonstrate

thecorrectlevelofdancevocabularyforthelevelofastudent

4.2 Evaluateadancesequencedevisedtotheappropriatelevelandability

ofastudent

4.3 Explainandanalysethedifficultiesthatcouldariseinrelationtoany

movement

4.4 Explaincommonfaultsandtheircorrection

4.5 ChoreographadancesoloforanindividualstudentatIntermediate

level(eithergender)

5. Understanddifferentapproaches

tostudentsofvariousages,

physicalabilitiesandstagesof

cognitivedevelopment

5.1 Explainandanalysethephysicalandcognitivedevelopmentof

studentsinrelationtomovement

5.2 Demonstratebyusingappropriatelanguagetheabilitytorelateto

studentsofvariousages,physicalabilitiesandstagesofcognitive

development

6. Beabletoidentifythedifferent

typesofthemusiccontentofthe

setexercisesandfreemovement

vocabularyintherelevantsyllabus

6.1 Identifyandevaluatedifferenttypesofmusic,indicatingitsform,

mood,styleandrhythm

7. Beabletorelatedancemovements

tospecificrhythms

7.1 Identifyvarioustimesignatures,rhythmsandmusicalstyles,and

explaintheirrelationshiptoappropriatedancemovement

7.2 Developanddeviseshortdancesequencestointerpretthemusic

demonstratingexpressionandmusicalitythroughperformance

8. Understandtheconceptsofspeed,

pace,moodandrhythminrelation

totheenhancementofandsupport

ofdanceteaching

8.1 Demonstrateanddiscussideastomotivateandengagestudentsto

graspabstractconceptstoconveythemoodbehindthemovements

8.2 Demonstrateanddiscusstheunderstandingofdynamicstogive

varietytothemovement

Fig. 4


IntroductionTheaimofthisunitistodevelopthelearner’sknowledge

ofdanceinabroadcontextaswellasdevelopingskills

ofcriticalanalysisandindependentthoughtthrough

thestudyofanaspectofadancegenre(s)orofdancein

general.

Thisunitisfocussedonthelearnerformulating

theirownquestionregardinghistoricaland/orcurrent

influencesonthechosendancegenreorondance

ingeneraland,throughthepresentationoftheir

assignment,answeringthequestionbycriticallyengaging

withthetopic.

Aspartoftheassignmentlearnersarerequiredtorefer

toandevaluatearangeofrelevantsourcesindeveloping

andsupportingtheirargument.Sourcesmayinclude

books,journals,DVDs,internetinformation,andtheatre

programmes.Thereisnorequirednumberofthetypesof

sourcesthatmustbeused;however,learnersarestrongly

advisedtousearangeofsourcestoshowevidencein

supportoftheirargumentandensureallsourcesare

accuratelyreferenced.Guidanceonreferencingforthis

unitmaybefoundbelowalongwithasuggestedreading

listforhelponessaywritingandpresentations.

ContentThelearnermaypresenttheirassignmentintwoways:

asanessayorasanaudio-visualpresentation(submitted

onvideoorDVD).Bothformatsmustbeaccompaniedby

awrittendocumentthatincludesanintroduction,the

rationalefortheassignmentandawrittenbibliography

thatfollowsastandardformat.Theintroductionand

rationaleshould,together,benomorethanonepage

ofA4andshouldfollowtheformattingconventions

mentionedbelow.

Theassignmentitselfshouldbenolongerthan2,000

words(plusorminus10%)ifsubmittedasawrittenessay,

or15minutes(plusorminus10%)ifsubmittedasan

audio-visualpresentation.

Thelearnershouldnotcopytextoraudio-visual

material(e.g.video,images,film,audioclips)directly

frombooksorothersources,exceptforshort,supporting

quotationsorclips(ifpresentingtheassignmentasan

audio-visualpresentation).Eachindividualclipmustbe

around30secondsindurationandnonemaybemore

than1minute.Itispossibletoincludeaclipofalonger

durationifthelearnerprovidesarunningcommentary

voicedovertheclip.Supportingquotationsandclipsmust

befullyandaccuratelyreferencedandacknowledged.

Whereitisclearthatworkhasbeenplagiarisedthe

casewillbeinvestigated.Ifplagiarismisfoundtobe

significanttheunitwillbevoid.

Furtherdetailsinregardstothestructureand

formattingoftheunitalongwithguidanceforreferencing

andasuggestedreadinglistmaybefoundbelow.

StructureThestructureoftheassignmentmustbesubmittedas

follows:

n thetitleoftheassignmentshouldstatetheformulated

questionandreflecttheassignmentitself;

n the introductionindicatestothereaderhowthe

questionistobeapproached,clearlystatinga

summaryofthemainlineofargument;

n therationaleprovidesthereaderwithanexplanation

orjustificationofwhythisparticularsubjectmatter

wasselected;

n themain bodyoftheassignmentshouldincludea

clearlydevelopedargument,supportedbyproperly

referencedquotations,citationsofappropriate

authoritiesandlogicalreasoning;

n theconclusionshouldclearlysummarisethemain

pointsoftheargumentinrelationtothelearner’s

originalquestion;

n thebibliographyallowsthelearnertolistallresource

materialsconsultedduringthepreparationofthis

assignment,notjustthereferencescitedwithinthe

assignment.

Formatn Allwrittenworkmustbetyped/word-processedin

double-spaced12-pointfontineitherArialorTimes

NewRoman(orsimilarfont)andsubmittedonA4

paper.

n AllDVDsubmissionsmustbesubmittedinthe

followingformats:DVD+/-R.Thediskmustbewritable

andnotrewritablesothatitcannotbealteredor

overwritten.

n AllvideosubmissionsmustbesubmittedinVHS

cassetteinPALformat.

ReferencingThepurposeofreferencingistoacknowledgethesources

ofinformationandideasusedintheassignmentina

standardisedway.Thisisimportanttoavoidplagiarism

Unit 5: Contextual Study of Dance


andtoverifyquotations.Italsogivesthereader/viewer

theopportunitytofollowupafterreading/viewingthe

assignmentbyreferringtothecitedwork(s).

Someofthemostcommonlyusedstylesfor

referencingarethefollowing:

n Harvardstyle;

n Numericstyle;

n ModernLanguageAssociation(MLA)style.

Whilstthereisnorequiredstyleforreferencingfor

thisunit,thelearnermustusethesamestyleconsistently

throughouttheirassignment.Forgeneraladviceon

referencingstyles,pleaserefertothefollowingsources:

n Neville,C.(2010).TheCompleteGuidetoReferencing

andAvoidingPlagiarism(OpenUpStudySkills).2nded.

Maidenhead:OpenUniversityPress.

n Pears,R.&G.Shields.(2010)Citethemright:the

essentialreferencingguide.8thed.Hampshire:

PalgraveMacmillan.

n UniversityofPortsmouth–TheUniversityLibrary.

(2007)[email protected]:

UniversityofPortsmouth.Availablefrom:http://

referencing.port.ac.uk/index.html(accessed16August

2010).Thiswebsitealsoprovidesmorein-depth

informationabouttheHarvardstyle.

n UniversityofSussex–LibraryInformationServices.

(2010)Referencing.Brighton:UniversityofSussex.

Availablefrom:http://www.sussex.ac.uk/library/

infosuss/referencing/(accessed16August2010).

Formoreinformationaboutthedifferent

recommendedreferencingstylesandhowtoreference

usingthosestyles,pleaserefertothefollowingsources:

Harvard style

n BournemouthUniversity.(2009)BUguidetocitation

intheHarvardstyle.Poole:BournemouthUniversity.

Availablefrom:http://www.bournemouth.ac.uk/

library/citing_references/docs/Citing_Refs.pdf

(accessed16August2010).

n LeedsMetropolitanUniversity–SkillsforLearning.

(2009)Quote,Unquote:AguidetoHarvard

referencing.Leeds:LeedsMetropolitanUniversity.

Availablefrom:http://www.skillsforlearning.leedsmet.

ac.uk/Quote_Unquote.pdf(accessed16August2010).

Numeric style

n Fong,R.(2009)HowtodoyourReferencing:Numeric

Style.London:LondonSouthBankUniversity.Available

from:http://www.lisa.lsbu.ac.uk/helpsheets/hs28.pdf


n SwanseaUniversity–LibraryandInformationServices.

(2008)Numericsystem–howitlooks.Swansea:

SwanseaUniversity.Availablefrom:http://www.swan.

ac.uk/lis/HelpandGuides/bibrefintro/numericeg/


MLA style

n Hacker,D.&Fister,B.ResearchandDocumentation

online5thedition–ResearchingintheHumanities.

NewYork:Bedford/St.Martin’s.Availablefrom:http://

bcs.bedfordstmartins.com/resdoc5e/RES5e_ch04_o.

html(accessed17August2010).

n UniversityoftheWestofEngland–iSkillZone

InformationLiteracy.(2007)GuidetoReferencing.

Bristol:UniversityoftheWestofEngland.Available

from:http://iskillzone.uwe.ac.uk/RenderPages/

RenderConstellation.aspx?Context=10&Area=8&Room

=25&Constellation=39#(accessed17August2010).

Referencing in the Audio-Visual submissionPleasenotethatthelearnermustfollowthesamerigour

toavoidplagiarismintheaudio-visualsubmissionasin

thewrittensubmission.Itisthereforenecessaryforcredit

tobegiventhroughoutthepresentation,wherenecessary,

foranyworkthatbelongstoanotherindividual.

Forguidance,pleaserefertothefollowingsource:

n OralCommunicationCenter–HamiltonCollege.

UsingCitationsandAvoidingPlagiarisminOral

Presentations.Clinton,NY:HamiltonCollege.Available

from:http://academics.hamilton.edu/occ/citations.pdf


Suggested ReadingGuidanceonEssayWritingandPresentations:

n Cottrell,S.(2008)TheStudySkillsHandbook(Palgrave

StudySkills).3rded.Hampshire:PalgraveMacmillan.

n Drew,S.&Bingham,R.(2004)TheStudentSkillsGuide.

2nded.Farnham:GowerPublishingLtd.

n Greetham,B.(2008)HowtoWriteBetterEssays

(PalgraveStudySkills).2nded.Hampshire:Palgrave

Macmillan.

n McCarthy,P.&Hatcher,C.(2002)PresentationSkills:

TheEssentialGuideforStudents(StudySkills).London:

SagePublicationsLtd.

n Peck,J.&Coyle,M.(2005)TheStudent’sGuideto

Writing:Spelling,PunctuationandGrammar(Palgrave

StudySkills).2nded.Hampshire:PalgraveMacmillan.

n Rose,J.(2007)TheMatureStudent’sGuidetoWriting

(PalgraveStudySkills).2nded.Hampshire:Palgrave

Macmillan.


n VanEmden,J.&Becker,L.(2010)PresentationSkillsfor

Students(PalgraveStudySkills).2nded.Hampshire:

PalgraveMacmillan.

AssessmentTheassignmentismarkedbyISTDtrainedMarkers

followingthemarkingguidancebasedonthestated

assessmentcriteria;eachlearningoutcomemustbe

achievedandisequallyweighted.

Ifalearner’sfirstlanguageisnotEnglishtheymay

chosetosubmittheirassignmenttoHeadquartersintheir

nativelanguage.Iftheassignmentisanoralpresentation

thismustbeaccompaniedbyatranscriptsothismay

betranslated.Thisoptionisavailableforanextrafeefor

translationcosts.


thelearnerwillhave:

n broadenedanddeepenedtheirknowledgeand

understandingofthedanceworld;

n gainedanin-depthknowledgeofthechosendance

genreorofdanceingeneral;

n showntheabilitytoresearch,collate,evaluateand

presentresourcematerial;

n chosenasuitabledancetopicforinvestigation;

n structuredanassignmentinalogicalandcoherent

mannerthroughoutshowingclarityoftextand/or

presentationandaccuracyindata;

n developedtheabilitytodevelopsupporting

arguments;

n usedandcontrolledarangeofsourcematerial

appropriately.



followsinFig. 5below.


tutoring,guidedlearningandclassworkaswellasprivate

study,are150.Oftheseitissuggestedthat,formost

learners,around50hourswillbeguidedlearningdirected

bytheirApprovedTutor.



1. Understandhowtoformulatean

investigationonadancegenre(s)or

anaspectofdance

1.1 Research,identifyandinvestigatetopic(s)

1.2.Evaluateandjustifythesuitabilityofachosentopic

2. Beabletorefertoandevaluatea

rangeofrelevantsourcematerials

anddevelopsupportingarguments

2.1 Identify,investigateandinterpretasuitablerangeofsourcesto

emphasisemainpointsofargument

2.2 Reviewandevaluatetherelevanceofresults

3. Understanddifferentperspectives

andapproachestothetopic

3.1Research,identifyandcomparedifferentperspectivesand/or

approachesontheselectedtopic

3.2 Criticallyanalysearangeofdifferentperspectives

4. Beabletopresentfindingsonan

aspectofdanceoradancegenre

4.1 Identifyandselectkeyargumentsofinvestigation

4.2 Identifyandpresentfindingsinthecomponentparts:

•anintroduction

•mainbody

•conclusion

•bibliography

4.3 Selectandapplyanappropriateuseandcontrolofsourcematerialto

supportviewsandconclusions

5. Beabletoqualityassureownwork 5.1 Presentaccurateevidencewithlogicandcoherencethroughoutthe

assignment

5.2 Accuratelyinterpretsourcestosupportconclusions

Reference Number D/602/2018

Level 4

Credit value 15


Fig. 5


Appendix

Glossary and List of Abbreviations

ApprovedDanceCentre(ADC)SchoolswhoareapprovedtooffertheLevel3DiplomainDanceInstructionand

Level4DiplomainDanceEducation

ApprovedTutor

TutorswhoareapprovedtoofferunitsoftheDDI/DDEwithinaspecificADC.

ApprovedTutorshaveundergoneanapprovalprocesstoensuretheyhavethe

rightskills,qualificationsandexperiencerequiredaswellasattendingspecialised

training.

CCEACouncilfortheCurriculumExaminationsandAssessment–RegulatoryBodyfor

NorthernIreland

DCELLSDepartmentforChildren,Education,LifelongLearningandSkills–RegulatoryBody

forWalesandDepartmentoftheWelshGovernment

DDE Level4DiplomainDanceEducation

DDI Level3DiplomainDanceInstruction

DistanceLearningTutor

TutorswhoareapprovedtoofferspecificwrittenunitsoftheDDI/DDEwhodonot

necessarilyworkwithinanADC.Thesetutorshaveundergoneanapprovalprocess

toensuretheyhavetherightskills,qualificationsandexperiencerequiredaswellas

attendingspecialisedtraining.

ISTD ImperialSocietyofTeachersofDancing

OfqualTheOfficeoftheQualificationsandExaminationsRegulator–RegulatoryBodyfor

England

QCF QualificationsandCreditFramework

ISTD Dance Examinations Board

Imperial House, 22/26 Paul Street

London EC2A 4QE, United Kingdom

Tel: +44 (0)20 7377 1577

Fax: +44 (0)20 7247 8309 (Education & Training Department)

Fax: +44 (0)20 7655 8829 (ISTD Shop)

Websites: www.istd.org n www.dance-teachers.org

© ISTD October 2010

CONTACT DETAILSFor information and enquiries regarding the information contained in this syllabus, please contact the following:

Professional Development AssistantEmail: [email protected] n Tel: +44 (0)20 7377 1577 ext. 837

Teaching Modules AssistantEmail: [email protected] n Tel: +44 (0)20 7377 1577 ext. 835

ISTD ShopEmail: [email protected] n Tel: +44 (0)20 7377 1577 ext. 810 or ext. 811

DDE level4 syllabus - Liverpool Dance · Level 4 DDE Syllabus © ISTD October 2010 1 Introduction...

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