SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Facilitate dance instruction for groups and individuals in one or more dance genré at beginner to intermediate skill levels 
SAQA US ID UNIT STANDARD TITLE
377181  Facilitate dance instruction for groups and individuals in one or more dance genré at beginner to intermediate skill levels 
ORIGINATOR
Task Team - Culture and Arts 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 02 - Culture and Arts Performing Arts 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  Level TBA: Pre-2009 was L4  18 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
The person credited with this unit standard is able to facilitate dance instruction for one or more dance genre/s using a variety of dance instruction methods. This should be facilitated in a safe and confident manner as well as conducting professional behaviour at all times towards learners and stakeholders.

The qualifying learner is capable of:
  • Describing the role of the dance facilitator.
  • Maintaining the health, safety, hygiene, and efficiency of a dance environment or facility.
  • Planning and preparing for dance facilitation.
  • Facilitating dance instruction.
  • Developing learner/student confidence.
  • Presenting oral tuition.
  • Evaluating and reviewing learning and facilitation. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Learners are already competent in the dance genre(s) in which they will provide facilitation/learning.
  • Communication at NQF Level 3 or equivalent.
  • Unit Standard: ID 377180: Execute a dance form for facilitation purposes at NQF Level 4.
  • Unit Standard: ID 377184: Demonstrate knowledge and understanding of the stages of human, development and how these impact on dance instruction at NQF Level 4.
  • Unit Standard: ID 377182: Explain the history of a dance genre at NQF Level 4. 

  • UNIT STANDARD RANGE 
    Beginner to intermediate levels includes but not limited to dance students who have never had any dance instruction before to those that have mastered basic technique and vocabulary. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe the role of the dance facilitator. 
    OUTCOME RANGE 
    Dance facilitator may include but is not limited to instructor, coach, trainer, and teacher. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The purpose of a dance facilitator is explained according to accepted practice. 

    ASSESSMENT CRITERION 2 
    Key performance areas of a dance facilitator are explained with reference to their work environment. 

    ASSESSMENT CRITERION 3 
    Personal skills and strengths required in the facilitator are identified in terms of obtaining best results from learners/students. 

    ASSESSMENT CRITERION 4 
    The value adding contribution that the dance facilitator adds to the learners/students is identified, with examples. 

    SPECIFIC OUTCOME 2 
    Maintain the health, safety, hygiene, and efficiency of a dance environment or facility. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    An explanation is given of the health, safety, and security issues applicable to a dance facility and specific dance genre. 

    ASSESSMENT CRITERION 2 
    The environment is maintained according to accepted health and safety standards. 

    ASSESSMENT CRITERION 3 
    Equipment is placed for easy access to accommodate both able and disabled persons. 

    ASSESSMENT CRITERION 4 
    Equipment is identified in terms of names, function and safe use. 
    ASSESSMENT CRITERION RANGE 
    Equipment may include but is not limited to training equipment, skills equipment, dance specific equipment, safety equipment, and fire equipment.
     

    SPECIFIC OUTCOME 3 
    Plan and prepare for dance facilitation. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A variety of situations in which dance can be facilitated are identified and discussed and a suitable facilitation method is selected for the context. 

    ASSESSMENT CRITERION 2 
    Various ways that people learn are identified and an appropriate approach is given for each way. 

    ASSESSMENT CRITERION 3 
    Learning resources are prepared to suit the purpose of the facilitated activities and agreed outcomes. 
    ASSESSMENT CRITERION RANGE 
    Learning resources may include but is not limited to notes, diagrams, worksheets, audio aids, visual aids, and analogies.
     

    ASSESSMENT CRITERION 4 
    Barriers to facilitation are identified and explained in terms of supporting learning. 

    ASSESSMENT CRITERION 5 
    The learning environment is arranged to meet organisational and legislative requirements for safety and accessibility. 

    ASSESSMENT CRITERION 6 
    Review criteria for learners/students and facilitator are established and documented in accordance with organisational policies and procedures. 

    SPECIFIC OUTCOME 4 
    Facilitate dance instruction. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Instruction is facilitated in logical steps to follow a meaningful learning sequence. 

    ASSESSMENT CRITERION 2 
    A variety of facilitation methods and techniques are described and executed in terms of how and when they should be used to create an environment conducive to learning. 

    ASSESSMENT CRITERION 3 
    Dysfunctional interactions in learning groups are identified and minimised to maximise learning opportunities. 

    SPECIFIC OUTCOME 5 
    Develop learner/student confidence. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Positive feedback is presented to learners/students whenever appropriate. 

    ASSESSMENT CRITERION 2 
    Correction of faults is done timeously and tactfully. 

    ASSESSMENT CRITERION 3 
    Learners/students are encouraged to assess their own progress, against previous performance, rather than in comparison to performance of peers. 

    ASSESSMENT CRITERION 4 
    Examples of good/excellent learner/student performance are shared with other learners/students. 

    ASSESSMENT CRITERION 5 
    Pace of communication and planned activities is adapted to specific learner(s) or learning group. 

    SPECIFIC OUTCOME 6 
    Present oral tuition. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Verbal/oral communication skills used to make an effective presentation. 

    ASSESSMENT CRITERION 2 
    Non-verbal communication is used effectively to enhance the oral presentation. 

    ASSESSMENT CRITERION 3 
    Good decorum is used and maintained during the tuition. 

    ASSESSMENT CRITERION 4 
    Questions are answered and any objections overcome effectively. 

    SPECIFIC OUTCOME 7 
    Evaluate and review learning and facilitation. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Learner/student progress is monitored and reported on according to organisational requirements. 

    ASSESSMENT CRITERION 2 
    The dance facilitation is reviewed to reveal strengths and weaknesses of the planning, preparation, implementation, and feedback components of the facilitation. 

    ASSESSMENT CRITERION 3 
    Recommendations for improvements are made for future dance facilitation. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • An individual wishing to be assessed Recognition of Prior Learning against this unit standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA or an ETQA that has a Memorandum of Understanding in place with the relevant ETQA.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA or an ETQA that has a Memorandum of Understanding in place with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard or assessing this unit standard must be accredited as a provider with the relevant ETQA or an ETQA that has a Memorandum of Understanding in place with the relevant ETQA.
  • Moderation of assessment will be conducted by the relevant ETQA at its discretion. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    N/A 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems which may occur during the planning, facilitation and evaluation of the dance instruction. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others so that they learn to work together as a team/group of dancers to execute the dance. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities so that the facilitation of dance instruction runs smoothly. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information which may have an impact on the successful instruction of a dance genre student or group. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively when facilitating dance instructions/or giving other information to the student and when presenting oral tuition. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology to assist where practical with the facilitation of dance. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems where the poor execution of dance facilitation can have a negative impact on both the facilitator and organisation. 

    UNIT STANDARD CCFO CONTRIBUTING 
    In order to contribute to the full personal development of each learner and the social and economic development of society at large, it must be the intention underlying any programme of learning to make an individual aware of the importance of:
  • Reflecting on and exploring a variety of strategies to learn more effectively and being culturally and aesthetically sensitive across a range of social contexts. 

  • UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  79986   Further Education and Training Certificate: Dance Instruction  Level 4  NQF Level 04  Reregistered  2023-06-30  CATHSSETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    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.
     
    NONE 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.