|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|Further Education and Training Certificate: Dance Instruction|
|SAQA QUAL ID||QUALIFICATION TITLE|
|79986||Further Education and Training Certificate: Dance Instruction|
|Task Team - Culture and Arts|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|CATHSSETA - Culture, Arts, Tourism, Hospitality and Sports Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|Further Ed and Training Cert||Field 02 - Culture and Arts||Performing Arts|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||136||Level 4||NQF Level 04||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.|
This qualification does not replace any other qualification and is not replaced by any other qualification.
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
The Further Education and Training Certificate Dance Instruction will provide learners with a formal Qualification, as well as the technical and creative skills, knowledge and applied competencies for those who wish to enter into, or are already in the occupation of dance instruction as educators, in particular as teachers of dance. The Qualification will provide a solid foundation in all aspects of dance instruction, thereby increasing knowledge and expertise in dance and dance education and transforming the way teachers/facilitators understand and teach dance.
The Qualification provides a standardised approach to the theoretical and practical subjects required by a modern day dance facilitator. It will give the learner a `hands-on' overview of dance and dance facilitation of dance students at beginner to intermediate level. It also gives the aspirant dance teacher/facilitator the opportunity to become proficient in one or more chosen dance genres.
A learner acquiring this Qualification will be able to:
> Range: Beginner to intermediate levels include but are not limited to dance students who have never had any dance instruction before to those that have mastered basic techniques and vocabulary.
The role of dance in South Africa continues to grow in social importance. If dance is to become truly accessible to all South Africans, it is essential that dance facilitators/teachers receive the best possible education and training so that they, through their dance lessons, can enable citizens to participate in dance in different dance genres at beginner and intermediate level. This qualification focuses on the technical dance and didactic skill requirements associated with the coaching of dance students for both social/recreational dancing and participation in dance competitions.
Dance represents an expression of human experience and is an important source of human interaction and understanding that contributes to the learner's cognitive, emotional and physical growth in multi-cultural settings and backgrounds.
Dance facilitators need to be aware of the physical and psychological characteristics of dance students, to promote the concepts of enjoyment and social interaction. They also need to know how to encourage the development of fitness and the acquisition of new skills. This integrated approach to educating dance facilitators/instructors has been designed to increase the capacity and number of qualified dance facilitators/instructors for all sectors of society.
Building a sound basis for dance facilitator/instructor education will have important positive implications for top-level dance in South Africa given the extreme demands which are placed on dancers who compete at the highest performance levels. By focusing on the fundamentals of dance instruction, through applying a supportive approach to training, participants in dance will form good habits that will lay the foundation for pursuing and achieving higher levels of performance. A well-coordinated approach to dance facilitator/instructor education will encourage the desire to participate as well as promote the development of the different dance genres.
Dance facilitating/instructing has entered a period of rapid growth as a profession. There is an increasing need for dance facilitators/instructors to be trained and recognised for their abilities. It will also help create career opportunities for many who wish to earn a living from dance instruction, which includes learners with no prior dance instruction experience.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
It is also assumed that learners have had some experience of recreational or competitive dance in the dance genre chosen for this qualification.
Recognition of Prior Learning:
The Qualification can be achieved in whole or in part through the Recognition of Prior Learning (RPL). Learners obtaining the whole Qualification through Recognition of Prior Learning and wishing to be declared competent are required to complete a practical assessment component for the purpose of such recognition. This implies that the Qualification may be granted to learners who have acquired the skills and knowledge without attending formal courses, providing they can demonstrate competence in the outcomes of the individual Unit Standards as required by the Fundamental, Core and Elective components stipulated in the Qualification and by the Exit Level Outcomes.
Learners submitting themselves for Recognition of Prior Learning should be thoroughly briefed prior to the assessment, and may be required to submit a Portfolio of Evidence (POE) in the prescribed format and/or undergo a workplace assessment to be assessed for formal recognition. While this is primarily a workplace-based Qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the Exit Level Outcomes.
Access to the Qualification:
Access is open to all learners. It is however preferable that the learners first complete an NQF Level 3 Qualification before accessing this Qualification.
|RECOGNISE PREVIOUS LEARNING?|
|The Qualification is made up of a combination of Fundamental, Core and Elective components, totalling a minimum of 136 Credits
Fundamental Component (56 Credits):
The Fundamental Component consists of the following learning, which is compulsory for all learners:
It is therefore compulsory for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3.
The Elective component consists of a number of Unit Standards from which learners are required to choose a combination totalling a minimum of 20 Credits.
|EXIT LEVEL OUTCOMES|
|1. Facilitate dance instruction for groups and individuals in one or more dance genres at beginner to intermediate skill level.
> Range: Beginner to intermediate levels include but are not limited to dance students who have never had any dance instruction before to those that have mastered basic techniques and vocabulary.
2. Understand the historical development of the chosen dance genre(s).
3. Understand the inclusive teaching approaches and techniques required for instructing dance students with special needs.
> Range: Special needs includes but is not limited to learners who are deaf, blind, physically disabled, or mentally impaired.
4. Understand and apply relevant legislation, regulations and codes of conduct pertaining to the industry and organisation.
5. Perform a range of managerial and administrative functions and duties within own work environment.
Critical Cross-Field Outcomes:
The qualification addresses the following Critical Cross-Field Outcomes:
Identify and solve problems:
Collect, analyse, organise, and critically evaluate information:
Understand the world as a set of related systems:
Organise and manage own activities:
Work in a team:
Maintain effective working relationships:
Science and technology:
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2:
Associated Assessment Criteria for Exit Level Outcome 3:
Associated Assessment Criteria for Exit Level Outcome 4:
Associated Assessment Criteria for Exit Level Outcome 5:
|The purpose of this International Comparability study is to facilitate the development of a meaningful learning path and its theoretical and practical vocational skills which will ensure compatibility, comparability and compliance with existing international Qualification specifications and regulations.
Dance facilitation and instruction activities, both on amateur and professional level can be associated with an extensive range of dance genres and disciplines on an international basis. This provides an extremely broad potential base for comparison providing a challenge in terms of specific focus and narrowing down the possible range of information for such an exercise.
In the consideration of standards specific to dance facilitation and instruction, the logical approach was to investigate dance teaching courses and select countries with recognised international dance achievement records in order to select a qualification and extend comparison to enable incorporation of practices from a South African perspective.
This National Certificate was compared with equivalent Qualifications/courses from a range of countries. The countries were selected because they offer education and training that is considered international best practice in terms of the education and training needs of trainers and teachers involved in Ballroom and Latin American dance.
The following comparisons were concluded with international qualifications as per the identified areas of best practice:
Imperial Society of Teachers of Dancing:
Course Title: ISTD Foundation in Dance Instruction:
The above course does not compare well with the whole Qualification as the competencies include only dance teaching, music health and safety issues and this is contained in one or two Unit Standards within our Qualification.
Course Title: Certificate in Dance Education:
The above course does not compare well with the whole Qualification as the competencies include only dance teaching and this is contained in one or two Unit Standards within our Qualification. Included in the above are the historical issues of the chosen dance.
Royal Academy of Dance:
Course Title: GCE AS:
Course Title: A2 Level:
All three of the above courses offered by the Royal Academy of Dance, do not compare well with the South African Qualification as a whole as they also only cover the teaching/facilitation side of instruction.
BBO - British Ballet Organisation:
Course Title: Certificate in an Introduction to Dance Teaching:
Course Title: TCL Level 6 Diploma in Dance Teaching and Learning (Children and Young People) (QCF):
Course Title: Certificate for Dance Teaching Assistants:
The above courses are not too compatible as they only focus on ballet, however the teaching component is very compatible with selected Unit Standards in the Qualification.
Merseyside Dance and Drama Centre (MDDC):
Course Title: Performance and Teaching in Dance:
The Performance and Teaching in Dance course is compatible with our Qualification in terms of dance instruction. It does not however cover historical and administrative issues.
Hype Dance Company:
The Hiphop Dance Training for Dance Teachers course is compatible with specific Unit Standards contained in the Core component of the Qualification in terms of dance instruction. It does not however cover health and safety and administrative issues.
The Basement Dance Studio:
Course Title: Hiphop:
Course Title: Introduction to Choreography:
The Courses offered by the Basement Dance Company are not at all compatible with the South African Qualification as their courses are very specific to the hip hop genre.
The Street Dance Teacher Training Company:
Course Title: Street Dance Teacher Training Programme:
The above course is only fairly compatible as its subject matter are more of tasks and steps that are required in certain circumstances for dance teachers. It is also much shorter in duration.
The Dance Teacher Training Centre:
Course Title: Teacher Training Programme.
The Teacher Training Programme course is fairly compatible and does offer a fairly wide range of competencies found in the South African qualification. However some of its core subjects are related to specific dance genres.
United States of America:
Ballroom Dance Teachers College:
Course Title: American Style Bronze Teacher Training:
The Ballroom Dance Teachers College course offered compares favourably with our Qualification as most of their subjects are covered in ours. It does seem however, that this course covers far less in terms of history, legislative requirements and administrative subjects offered in our Qualification.
National Tap Ensemble:
The above course does not compare well with the whole Qualification as the competencies focus mainly on tap dancing and very little else. It does however cover the history and some teaching skills.
Dance and Gym USA:
Course Title: Dance Teacher Certification:
The above course does not compare well with this Qualification as the modules presented are of a similar nature and content to three Unit Standards. It does however cover some of the practical work which needs to be carried out by the learner, to build up their competency in the actual teaching of a specific dance genre.
Course Title: Become a Teacher:
The above course compare fairly well with our Qualification as most of their subjects are covered in ours. It does seem however, that this course covers far less in terms of history, legislative requirements and administrative subjects offered in our Qualification.
Course Title: Urban Groovz Dance Teacher Training:
The Urban Groovz Dance Teacher Training compares well. However, the course only covers the actual facilitation outcomes contained in a Unit standard within our Qualification and does not offer outcomes on history, legislation, interpersonal skills, administration and managerial. Each item listed is contained in either our assessment criteria or range statements.
Agama Yoga school:
Course Title: Mystical Dance Teacher Training Course:
Dance and movement exploration topics:
Mystical and self-discovery topics:
Teacher Training methodology topics:
The above course compares quite well with the South African Qualification. It does however spend two-thirds of the time focusing and the dance/yoga specific issues and only one-third of the time on teaching/facilitating issues. It does not cover any historical and administrative topics.
Course Title: Vocational Dance Teacher Training and Certification:
The Vocational Dance Teacher Training and Certification compares well with this Qualification as the modules presented are of a similar nature and content. It does however not cover historical, legislative and administrative outcomes which needs to be carried out by the learner, to build up their competency in South Africa.
The Further Education and Training Certificate: Dance Instruction compares favourably with the training and development in dance that is offered internationally by all countries included in this comparison. Differences between international practice and this Qualification, relate mainly to legislative and regulatory issues as well as to administrative and managerial competencies.
This Qualification meets the needs of the dance facilitation requirements in South Africa and it is portable to other countries in terms of subject matter content. The only real major difference is the Fundamental Unit Standards which are not found in international qualifications and courses.
|Horizontal articulation is possible with:
Vertical articulation is possible with:
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|For an applicant to register as an assessor, the applicant needs:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||243297||Apply knowledge of anatomy and physiology to exercise training||Level 4||NQF Level 04||5|
|Core||119676||Apply the skills of customer care in a specific work environment||Level 4||NQF Level 04||4|
|Core||252217||Comply with organisational ethics||Level 4||NQF Level 04||4|
|Core||377184||Demonstrate knowledge and understanding of the stages of human development and how these inform dance instruction||Level 4||Level TBA: Pre-2009 was L4||6|
|Core||377180||Execute a dance form for facilitation purposes||Level 4||Level TBA: Pre-2009 was L4||12|
|Core||377182||Explain the history of a dance genre in a South African context||Level 4||Level TBA: Pre-2009 was L4||5|
|Core||377181||Facilitate dance instruction for groups and individuals in one or more dance genré at beginner to intermediate skill levels||Level 4||Level TBA: Pre-2009 was L4||18|
|Core||243618||Manage administration records in recreation environment||Level 4||NQF Level 04||3|
|Core||255836||Understand and work within relevant legislation, policies and guidelines affecting a service organisation||Level 4||NQF Level 04||3|
|Fundamental||119472||Accommodate audience and context needs in oral/signed communication||Level 3||NQF Level 03||5|
|Fundamental||119457||Interpret and use information from texts||Level 3||NQF Level 03||5|
|Fundamental||119467||Use language and communication in occupational learning programmes||Level 3||NQF Level 03||5|
|Fundamental||119465||Write/present/sign texts for a range of communicative contexts||Level 3||NQF Level 03||5|
|Fundamental||9015||Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems||Level 4||NQF Level 04||6|
|Fundamental||119462||Engage in sustained oral/signed communication and evaluate spoken/signed texts||Level 4||NQF Level 04||5|
|Fundamental||119469||Read/view, analyse and respond to a variety of texts||Level 4||NQF Level 04||5|
|Fundamental||9016||Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts||Level 4||NQF Level 04||4|
|Fundamental||119471||Use language and communication in occupational learning programmes||Level 4||NQF Level 04||5|
|Fundamental||7468||Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues||Level 4||NQF Level 04||6|
|Fundamental||119459||Write/present/sign for a wide range of contexts||Level 4||NQF Level 04||5|
|Elective||114970||Manage risk in own life||Level 3||NQF Level 03||3|
|Elective||376480||Provide first aid as an advanced first responder||Level 3||NQF Level 03||8|
|Elective||243299||Adapt available spaces in the community as a sports or fitness facility||Level 4||NQF Level 04||5|
|Elective||377183||Adjudicate a dance form||Level 4||Level TBA: Pre-2009 was L4||5|
|Elective||9506||Communicate in an assertive manner with clients and fellow workers||Level 4||NQF Level 04||4|
|Elective||114548||Create original performances||Level 4||NQF Level 04||12|
|Elective||117241||Develop a business plan for a small business||Level 4||NQF Level 04||5|
|Elective||114549||Direct performances||Level 4||NQF Level 04||12|
|Elective||120389||Explain and apply the concept, principles and theories of motivation in a leadership context||Level 4||NQF Level 04||6|
|Elective||116594||Function in a team||Level 4||NQF Level 04||4|
|Elective||114554||Perform arts administration functions||Level 4||NQF Level 04||10|
|Elective||242811||Prioritise time and work for self and team||Level 4||NQF Level 04||5|
|Elective||258721||Promote an awareness of nutrition principles for sport and physical activity||Level 4||NQF Level 04||4|
|Elective||114553||Stage manage performances||Level 4||NQF Level 04||8|
|Elective||10220||Include persons with disabilities in sport, recreation or fitness activities||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||114226||Interpret and manage conflicts within the workplace||Level 5||Level TBA: Pre-2009 was L5||8|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:|
|This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.