Bachelor of Dance Education ACPE Course page header

Bachelor of Dance Education

AQF level 7

The Bachelor of Dance Education is a specialist professional qualification that is unique in Australia. Units are provided by highly qualified and experienced professionals, empowering you with all the knowledge and skills to become qualified as a Dance teacher and PDHPE teacher.

UAC code 170130 | CRICOS provider code 054156M | CRS code CRS1200070
FEE-HELP approved | Scholarships available
Bachelor of Dance Education

Bachelor of Dance Education

The Bachelor of Dance Education is a specialist professional qualification that is unique in Australia. Units are provided by highly qualified and experienced professionals, empowering you with all the knowledge and skills to become qualified as a Dance teacher and PDHPE teacher.

CRICOS provider code UAC code 170130 | CRICOS provider code 054156M | CRS code CRS1200070
FEE-HELP approved | Scholarships available

The Bachelor of Dance Education is a unique specialist professional qualification and is Australia’s first–being delivered through ACPE! Units are provided by highly qualified and experienced professionals, empowering you with all the knowledge and skills to become qualified as a Dance teacher and PDHPE teacher.

Combine dance, health, physical education, and teaching into one degree. Personal development, health, and physical education (PDHPE) are offered as a parallel course of study, enabling you to also qualify in a second teaching method and a key learning area in secondary schools.

It doesn’t matter what style of dance you prefer to teach or where, your industry-recognised qualification from ACPE will be your ticket to success. From tailoring classes in your dance studio to conducting performances in primary or high schools, the future looks bright for Bachelor of Dance Education graduates from ACPE.

The Bachelor of Dance Education is endorsed by the NSW Education Standards Authority.

Career Opportunities Icon
Career opportunities
  • Dance Teacher
    Average salary: $80,000 - $100,000
  • Personal Development, Health and Physical Education (PDHPE) Teacher
    Average salary: $85,000 - $110,000
  • Dance Instructor (Private Studio)
    Average salary: $35,000 - $87,000
  • Dance Coordinator (Arts Industry)
    Average salary: $55,000 - $85,000
  • Community Wellness Officer (Dance)
    Average salary: $60,000 - $90,000

 

Salaries are sourced from indeed.com, payscale.com, seek.com.au, glassdoor.com.au and are in $AUD. Information is current as of February 2024.

Dance Audition Icon
Dance audition requirement

In addition to the College’s entry requirements, this course requires an audition (linked to standards of dance technique and dance composition). For more information on dance auditions, click here.

Course Duration Icon
Course duration
  • 4 years full-time
  • Up to 10 years from initial enrolment part-time
Intake Dates Icon
Intake dates
  • 5 August 2024 (Semester 2)
  • 3 March 2025 (Semester 1)
Study Flexibility Icon
Study flexibility

This course is available on campus with selected units available online.

The Bachelor of Dance Education can be completed on four years of full-time study, with an allowance of up to 10 years from initial enrolment for students to complete the degree part-time. The degree program spans eight semesters, each of 12 weeks duration. Study also involves approximately 16 contact hours a week (excluding examination and study weeks).

Please note: In addition to the College’s entry requirements, this course requires a dance audition (linked to standards of dance technique and dance composition). For more information on dance auditions, click here.

CRICOS provider code (054156M)

 

ACPE FEE HELP Stamp

This course is FEE-HELP approved for domestic students.

Semester 1

  • Foundations of Dance (Work Integrated Learning – WIL)
  • Dance Composition I
  • Understanding Health
  • Musculoskeletal Anatomy and Physiology

 

Semester 2

  • Dance History
  • Popular Dance Styles
  • Dance on Screen
  • Skill Acquisition

Semester 3

  •  Classical Dance Styles
  • Introduction to Teaching and Professional Experience
  • Adolescent Health Issues
  • Physical Literacy for Children and Young People
  • Professional Experience 1

 

Semester 4

  • Teaching Skills: Dance Studio
  • Educational Psychology
  • Teaching HPE
  • Health and Physical Activity: A Sociological Perspective
  • Professional Experience 2

Semester 5

  • Advanced Classroom Skills
  • Student Diversity and Socio-cultural Influences
  • Teaching Dance I
  • Pedagogy for Physical Education and Sport

 

Semester 6

  • Dance Performance
  • Aboriginal and Torres Strait Islander Education
  • Literacy and Numeracy for Learning and Teaching
  • Movement Skill and Performance in Aquatics, Athletics and Gymnastics
  • Professional Experience 3

Semester 7

  • Teaching Stage 6 Dance
  • Principles and Practices of Assessment and Reporting
  • Teaching Students with Special Educational Needs in the Inclusive Classroom
  • Inclusive Health and Physical Activity

 

Semester 8

  • Dance Analysis
  • Applied Biomechanics and Sports Medicine
  • Teaching Stage 6 PDHPE and CAFS
  • Transition to Teaching
  • Professional Experience 4

Compulsory requirements

  • All applicants must meet minimum computer literacy standards as determined by ACPE and have unrestricted access to the internet and a personal email account.
  • Mac or Windows laptop with the following minimum requirements: 16GB of memory, 256 GB SSD, Intel Core i5 or i7 processor and a front facing webcam/camera.
  • Domestic applicants must be 18 years of age or turn 18 within their first semester of study. International applicants must be 18 years of age or older.
  • All applicants must meet the minimum English language requirements for their chosen course of study.
  • For courses that involve work-integrated learning where you may deal with children (i.e. under 18 years of age), applicants require a valid “Working with Children Check” which needs to be supplied to ACPE before you commence your course.

 

Direct Entry

To be admitted directly into the Bachelor of Dance Education, you must demonstrate one of the following:

  1. Achieve at least three Band 5 HSC results, including one in English; or
  2. Pass bridging units benchmarked to a Band 5 HSC result; or
  3. Completion of a NESA approved alternative entry pathway as advised by ACPE; or
  4. Have completed a Higher Education Degree.

 

National Literacy & Numeracy Test

The Literacy & Numeracy Test for Initial Teacher Education Students is designed to assess initial teacher education students’ personal literacy and numeracy skills. In NSW all teacher education students are required to pass the test before starting their final professional experience placement. The tests are administered by the Australian Council for Educational Research and all details are on the Literacy and Numeracy Test in Initial Teacher Education (LANTITE) website.*

 

NOTE: Applicants who have completed 4 HSC units one being Standard English or a Higher English with a Band 3 or above for all 4 units are also considered for direct entry.  Students will be able to progress to the second year if they pass all 8 first year discipline units and have completed the LANTITE test during that first year.

Pathway Entry
If you are applying for entry into an Education Degree but don’t meet the criteria for direct entry you may be permitted to enrol in a NESA approved pathway (Bachelor of Dance Practice) and apply for transfer at the end of Year 1 under the following conditions:

  1. Pass all first year units and demonstrate a credit average; or
  2. A credit average in a full year of academic studies at another institution in a degree with ACPE-equivalence; or
  3. Pass both the literacy and numeracy components of the official ACER Literacy and Numeracy Initial Teacher Education test (LANTITE).**

 

Alternate entry

ACPE offers a range of alternative entry pathways to help you enter a degree.  If you are looking to turn your passion for dance into a career, an industry-recognised qualification from ACPE will give you the foundation you need.  For more information visit our Early & Alternate Entry Pathways page.

 

* Note: As part of a NESA requirement, students must also complete and satisfactorily pass a Suitability for Teaching Application.

** From 2016 all Initial Teacher Education students are required to pass the Government implemented literacy and numeracy test (LANTITE) prior to their final professional experience placement. Students must successfully complete the final professional experience placement to satisfy the requirements for the Bachelor of Dance Education course. This test is administered by ACER, not the Australian College of Physical Education. There is a cost associated with taking this external test. The fee for both test components (literacy test and numeracy test) in 2022 is $196 (GST inclusive). The fee for a single test component (literacy test or numeracy test) in 2022 is $98 (GST inclusive). More information can be found on the ACER website: teacheredtest.acer.edu.au.

Australian College of Physical Education (ACPE) is Australia's leading sport education provider that is renowned for its specialist accredited degree and diploma programs.

We offer a range of degree and diploma courses in sport, football, health, education, and dance.

Gear up for success at ACPE and turn your passion for sport into a career:

  • Gain an industry-leading degree
  • Study closely with industry experts
  • Gaining a qualification specifically designed by the sport industry for the sport industry
  • Be work-ready with experience placements
  • Thrive on campus at the home of sport, Sydney Olympic Park

We outshine our competitors based on the Quality Indicators of Learning and Teaching (QILT) Student Experience Survey, which is run by the Government. This is important because it tells you what our current students have said about their experiences at ACPE.

Compared to other universities and education providers, ACPE is rated in the top 20 for the overall quality of the student experience in 2022. We achieved a 92.7% rating for teaching quality, 87.6% for the quality of the overall student experience, and 90.5% for student support - significantly ahead - making ACPE the leading provider of sport, health, and dance courses in Australia.

Located at Sydney Olympic Park, we are surrounded by sport organisations and industry partners presenting opportunities at our doorstep. We are FEE-HELP approved and not ATAR dependent. Turn your passion for sport into a career. Why go anywhere else?

ACPE CRICOS provider code (01822J)

 

Teaching quality score SES 2021 Icon

92.7% score in Teaching Quality*
*SES (Student Experience Survey 2022)

Overall Graduate Employment Rate GOS 2020 Icon

85.9% in Overall Graduate Employment Rate*
*QILT (Quality Indicators of Learning and Teaching 2023)

Increase in employment ABS 2020 Icon

50% increase in employment within the sports industry in the next 5 years*
*Australian Bureau of Statistics 2020

106 years of education Icon

Over 107 years of educating generations of sport professionals since 1917

Inherent Requirements

If you are intending to enrol in an initial teacher education course, you should look at these inherent requirement statements and think about whether you may experience challenges in meeting these requirements.

If you think you may experience challenges related to your disability, chronic health condition or any other reason, you should discuss your concerns with Director of Student Services and Campus Wellbeing. The Dircetor can work collaboratively with you to determine reasonable adjustments to assist you to meet the Inherent Requirements. In the case where it is determined that Inherent Requirements cannot be met with reasonable adjustments, the College staff can provide guidance regarding other study options.

These inherent requirements should be read in conjunction with other course information and with material related to accreditation. This includes information available through the NSW Educational Standards Authority (NESA) and the Australian Professional Standards for Teachers
Each inherent requirement is made up of the following five levels:

Level 1 – introduction to the inherent requirement

Level 2 – description of what the inherent requirement is

Level 3 – explanation of why this is an inherent requirement of the course

Level 4 – the nature of any adjustments that may be made to allow you to meet the requirement

Level 5 – examples of things you must be able to do to show you’ve met the requirement

There are eight domains of inherent requirements in the Bachelor of Education (PHE) & Bachelor of Dance Education. Some domains have a number of sub-domains.

  • Ethical Behaviour
  • Behavioural Stability
  • Legal
  • Communication
  • Cognition
  • Interpersonal Engagement
  • Strength & Mobility
  • Sustainable performance
Inherent requirement statements
1Health is a professional area that is governed by code of conduct and standards where health practitioners are both accountable and responsible for ensuring safe and professional behaviour in all contexts.
2Student demonstrates knowledge of, and engages in ethical behaviour in practice.
3Justification of inherent requirement: Compliance with the standards, codes, guidelines and policies facilitates safe, competent interactions and relationships for students and/or the people with whom they engage. This supports the physical, psychological, emotional and spiritual wellbeing of all.Understanding and applying key ethical and conduct principles are requirements of the Australian Professional Standards for Teachers for students in school settings. Students in school settings must meet graduate teaching standards in order to graduate and to be eligible to apply for registration as a teacher.
4Adjustments must ensure the codes and standards are not compromised or result in unethical behaviour. Adjustments specific to the individual can be discussed with Director of Student Services and Campus Wellbeing.
5Exemplars: Demonstrate ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour. Complying with requirements relating to informed consent, privacy and confidentiality with client information in academic and professional settings.
Inherent requirement statements
1Behavioural stability is required to function and adapt effectively and sensitively in this role
2Student demonstrates: Behavioural stability to work constructively in diverse and challenging academic and professional environment.
3Justification of inherent requirement: Behavioural stability is required to work individually and in teams in changing and unpredictable environments. Health students may be exposed to emergency situations, and will be required to have behavioural stability to manage these events.
4Adjustments must support stable, effective and professional behaviour in both academic and clinical settings. Adjustments specific to the individual can be discussed with Director of Student Services and Campus Wellbeing.
5Exemplars: Reflecting on practice and responding appropriately to constructive feedback. Coping with own emotions and behaviour effectively when dealing with individuals in the professional setting.
Inherent requirement statements
1Health practitioners practice is mandated by legislation to enable the safe delivery of care.
2Student demonstrates knowledge and compliance with Australian Law and professional regulation and scope of practice.
3Justification of inherent requirement:

Knowledge, understanding and compliance with legislative and regulatory requirements and standards are necessary pre-requisites to work integrated learning placements, to reduce the risk of harm to self and others.

Compliance with these professional regulations and the Australian Law ensures that students are both responsible and accountable for their practice.

4Adjustments must be consistent with legislative and regulatory requirements. Adjustments specific to the individual can be discussed with Director of Student Services and Campus Wellbeing.
5Exemplars: Complying with the policies of work integrated learning facilities e.g. Work Health and Safety Act and uniform requirements

This course requires effective, verbal, non-verbal and written communication skills.

Verbal

Inherent requirement statements
1Effective verbal communication, in English, is an essential requirement to provide safe delivery of instruction and care
2Student demonstrates: Sensitivity to individual and/or cultural differences» The ability to understand and respond to verbal communication accurately, appropriately and in a timely manner.

The ability to provide clear instructions in the context of the situation.

Timely clear feedback and reporting.

3Justification of inherent requirement: Communicating in a way that displays respect and empathy to others and develops trusting relationship. Communication may be restricted to verbal because of limitations of the individual (e.g. injury, disease or congenital conditions).

Speed and interactivity of communication may be critical for individual safety or treatment.

Timely, accurate and effective delivery of instructions is critical to individual safety, treatment and management.

4Adjustments: Adjustments must address effectiveness, timeliness, clarity and accuracy issues to ensure appropriate treatment and management. Adjustments specific to the individual can be discussed with Director of Student Services and Campus Wellbeing.
5Exemplars:

Participating in tutorial discussions and practising verbal communication skills during practical classes.

Establishing rapport with “clients” required for student assessment or other health professionals in the work placement setting.

Non-Verbal

Inherent requirement statements
1Effective non-verbal communication is fundamental to physiotherapy and needs to be respectful, clear, attentive, empathetic and non-judgemental.
2Student demonstrates:

The capacity to recognise, interpret and respond appropriately to behavioural cues and gestures.

Consistent and appropriate awareness of own behaviour.

Sensitivity to individual differences and/or cultural differences.

3Justification of inherent requirement:

The ability to observe and understand non-verbal cues assists with building rapport with people and gaining their trust and respect in academic and professional relationships.

Displaying consistent and appropriate facial expressions, eye contact, being mindful of space, time boundaries and body movements and gestures promotes trust in academic and professional relationships.

Being sensitive to individual and/or cultural differences, displays respect and empathy to others and develops trusting relationships.

The ability to observe and understand non-verbal cues is essential for safe and effective observation of client symptoms and reactions to facilitate the assessment and treatment of patients.

4Adjustments must enable the recognition, initiation of or appropriate response to effective non-verbal communication in a timely and appropriate manner.Adjustments specific to the individual can be discussed with Director of Student Services and Campus Wellbeing.
5Exemplars: Recognising and responding appropriately to cues and activities in classroom situations. Recognising and responding appropriately to cues in the work placement setting.

Written

Inherent requirement statements
1Effective written communication, in English, is a fundamental health practitioner’s responsibility with professional and legal ramifications.
2Student demonstrates the capacity to construct and model coherent written communication appropriate to the circumstance.
3Justification of inherent requirement:

Construction of written text based assessment tasks to reflect the required academic standards are necessary to convey knowledge and understanding of relevant subject matter for professional practice.

4Adjustments: Adjustments must meet necessary standards of clarity, accuracy and accessibility to ensure effective recording and transmission of information in both academic and clinical environments. Adjustments specific to the individual can be discussed with Director of Student Services and Campus Wellbeing.
5Exemplars:

Constructing an essay to academic standards.

Constructing client notes, reports and data in a timely manner that meets legal and professional standards.

This course requires knowledge of theory and the skills of cognition, literacy, numeracy.

Knowledge and cognitive skills

Inherent requirement statements
1Consistent and effective knowledge and cognitive skills must be demonstrated to provide safe, effective and timely information.
2Student demonstrates:

The capacity to locate appropriate and relevant information.

The ability to process information relevant to practice.

Ability to integrate and implement knowledge into practice in a timely manner.

3Justification of inherent requirement: Safe and effective practice is based on comprehensive knowledge that must be sourced, understood and applied appropriately.
4Adjustments must ensure that a clear demonstration of knowledge and cognitive skills is not compromised or impeded. Adjustments specific to the individual can be discussed with Director of Student Services and Campus Wellbeing.
5Exemplars:

Ability to conceptualise and use appropriate knowledge in response to academic assessment items.

Appropriately applying knowledge of theory, research evidence, policies and procedures in the workplace setting.

Literacy (language)

Inherent requirement statements
1Competent literacy skills are essential to provide safe and effective delivery of care.
2Student demonstrates:

The ability to accurately acquire information and convey appropriate, effective messages.

Ability to read and comprehend a range of literature and information.

The capacity to understand and implement academic conventions to construct written text in a scholarly manner.

3Justification of inherent requirement:

The ability to acquire information and to accurately convey messages is fundamental to ensure safe and effective assessment, treatment and delivery of care.

The ability to read, decode, interpret and comprehend multiple sources of information is fundamental for safe and effective delivery of care.

4Adjustments: Adjustments must demonstrate a capacity to effectively acquire, comprehend, apply and communicate accurate information. Adjustments specific to the individual can be discussed with Director of Student Services and Campus Wellbeing.
5Exemplars:

Conveying spoken and written messages accurately and effectively in a professional setting.

Paraphrasing, summarising and referencing in accordance with appropriate academic conventions in written assignments.

Numeracy

Inherent requirement statements
1Competent and accurate numeracy skills are essential for safe and effective health practitioner management.
2Student demonstrates the ability to interpret and correctly apply data, measurements and numerical criteria.
3Justification of inherent requirement:

Competent application of numeracy skills is essential in health to facilitate the safe and effective delivery of relevant health services.

4Adjustments: Adjustments must demonstrate a capacity to interpret and apply concepts and processes appropriately in a timely, accurate and effective manner. Adjustments specific to the individual can be discussed with Director of Student Services and Campus Wellbeing.
5Exemplars:

Interpreting and analysing testing and result outputs.

Recording accurately measurements in client notes.

Not Applicable.

This course requires adequate visual, auditory and tactile abilities.

Visual

Inherent requirement statements
1Adequate visual acuity is required to provide safe and effective health management.
2Student demonstrates sufficient visual acuity to perform the required range of skills
3Justification of inherent requirement:

Sufficient visual acuity to demonstrate the required range of skills, tasks and assessments to maintain consistent, accurate and safe care of self and to others.

Visual observations, examinations and assessment are fundamental to safe and effective health practice.

4Adjustments: Adjustments must address the need to perform the full range of tasks involved in clinical practice. Any strategies to address the effects of the vision impairment must be effective, consistent and not compromise treatment or safety. Adjustments specific to the individual can be discussed with Director of Student Services and Campus Wellbeing.
5Exemplars: Safely operating equipment

Auditory

Inherent requirement statements
1Adequate auditory ability is required to provide safe and effective health management.
2Student demonstrates sufficient aural function to perform the required range of skills
3Justification of inherent requirement: Sufficient auditory ability is necessary to monitor, assess and manage an individual’s health needs consistently and accurately.Auditory assessments and observations are fundamental to safe and effective professional practice.
4Adjustments: Adjustments must address the need to perform the range of tasks involved in clinical practice. Any strategies to address the effects of the hearing loss must be effective, consistent and not compromise treatment of safety. Adjustments specific to the individual can be discussed with Director of Student Services and Campus Wellbeing.
5Exemplars: Performing accurately cardiopulmonary assessment by auscultation.Detecting care requests by calls for help.

Tactile

Inherent requirement statements
1Sufficient tactile ability is required to perform competent and safe health care management.
2Student demonstrates sufficient tactile function to undertake a range of skills and assessments.
3Justification of inherent requirement:

Sufficient tactile ability is necessary to monitor, assess and detect patients’ physical characteristics and act on any abnormalities detected to provide appropriate management.

Tactile assessments and observations are fundamental to safe and effective practice.

4Adjustments must have the capacity to make effective assessments of physical characteristics and abnormalities within safe time frames. Adjustments specific to the individual can be discussed with Director of Student Services and Campus Wellbeing.
5Exemplars:

Palpating joints, muscles, and soft tissues to detect anatomical or movement abnormalities.

This course requires strength and mobility involving fine and gross motor skills.

Gross motor skills

Inherent requirement statements
1Health practitioners practice may involve physical demands and requires gross motor function.
2Student demonstrates the ability to perform gross motor skills to function within the scope of practice.
3Justification of inherent requirement:

Sufficient gross motor skills are necessary to perform, coordinate and prioritise care.

Tasks that involve gross motor skills include sitting, lifting, carrying, pushing, pulling, standing, twisting and bending. Students must be able to demonstrate and perform these tasks consistently and safely to reduce the risk of harm to themselves and others.

4Adjustments: Adjustments must facilitate functional effectiveness, safety of self and others and a capacity to provided appropriate care. Adjustments specific to the individual can be discussed with Director of Student Services and Campus Wellbeing.
5Exemplars:

Maintaining own and client’s balance, while providing client support, when transferring and mobilising individuals in a safe manner.

Evaluating clients, in a safe and effective manner, who have varying physical capacity.

Fine motor skills

Inherent requirement statements
1Careers in health are a profession that requires manual dexterity and fine motor skills.
2Student demonstrates the ability to use fine motor skills to provide safe effective care.
3Justification of inherent requirement:

Sufficient fine motor skills are necessary to perform, coordinate and prioritise education and care. Tasks that involve fine motor skills include being able to grasp, press, push, turn, squeeze and manipulate various objects. Students must be able to demonstrate and perform these tasks consistently and safely to reduce the risk of harm to themselves and others.

4Adjustments: Adjustments must facilitate functional effectiveness, safety to self and others and a capacity to provide appropriate care. Adjustments specific to the individual can be discussed with Director of Student Services and Campus Wellbeing.
5Exemplars:

Performing assessment techniques.

Inherent requirement statements
1Health Practitioners require both physical and mental performance at a consistent and sustained level.
2Student demonstrates:

Consistent and sustained level of physical energy to complete a specific task in a timely manner and over time.

The ability to perform repetitive activities with a level of concentration that ensures a capacity to focus on the activity until it is completed appropriately.

The capacity to maintain consistency and quality of performance throughout the designated period of time.

3Justification of inherent requirement:

Sufficient physical and mental endurance is an essential requirement needed to perform multiple tasks in an assigned period to provide safe and effective care.

4Adjustments: Adjustments must ensure that performance is consistent and sustained over a given period. Adjustments specific to the individual can be discussed with Director of Student Services and Campus Wellbeing.
5Exemplars:

Participating in tutorials and lectures.

Providing consistent health care management over a negotiated time frame.

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