Bachelor of Dance Education

Bachelor of Dance Education

The Bachelor of Dance Education is a four-year full-time specialist professional qualification and is unique in Australia in that it provides the knowledge and skills to become qualified as a Dance teacher and a PDHPE teacher.

Units are delivered by highly qualified and experienced professionals in a supportive learning environment.

The degree develops in each student the requisite pedagogical knowledge and understanding to be an effective classroom ready teacher. Students will be provided with school based practical experiences throughout their degree.

Course Snapshot

Important information about the Bachelor of Dance Education which you can view, download or share.

Course Duration

4 years full time or part time equivalent

Online Learning

Selected units available online for students enrolled in courses that are not fully online. Online units in these courses are taught with a viable cohort of students. If the cohort in these units is too small to ensure an optimal student experience, the College reserves the right to alter the delivery mode to on-campus or mixed mode.
Dance Audition
In addition to the College’s entry requirements, this course requires an audition (linked to standards of dance technique and dance composition).

Intakes

7 March 2022

FEE-Help

FEE-HELP approved (for domestic students) Payment plans & direct payment available Tuition payment arrangements must be confirmed upon admission to the college.

Study Mode

Face to face with selected units available online

Transfer Credit

An applicant may apply for an assessment of their prior learning at the time of applying for entry to an award course of the college.

Course Overview

An overview of the  Bachelor of Dance Education

About the course

The Bachelor of Dance Education prepares graduates to teach Dance and PDHPE in the secondary school system, or apply their skills and knowledge in other educational contexts.

The Dance Education degree is unique in Australia in that it positions the study and practice of dance as an art form within the broader context of physical activity and physical expression. Students who undertake this degree build a foundation for the lifelong development of skills and attributes appropriate to professional teachers.

Students simultaneously broaden their experience in dance and in physical education, in an environment that focuses on educational pedagogy. Both learning areas are supported by the study of personal development, health, and the anatomy of the human body.

Combining dance, health, physical education and teaching into one degree

Personal Development, Health, and Physical Education (PDHPE) is offered as a parallel course of study, enabling students to qualify in a second teaching method and a key learning area in secondary schools.

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

Units offered in this dance teaching degree include:

  • Dance technique classes
  • Dance theory
  • Science, e.g., anatomy and physiology
  • Health
  • Education and Curriculum
  • Professional experience placements

Dance students at ACPE

Current students studying Dance at ACPE share their talent, inspiration and career aspirations while demonstrating their skill and passion for dance.

Course Structure

The full time course structure for the Bachelor of Dance Education

The full time course structure for the Bachelor of Dance Education.

The Bachelor of Dance Education can be completed in four years of full-time study. Up to 10 years from initial enrolment is allowed for students to complete the degree part-time. The degree program is divided into eight semesters, each of 12 weeks duration. Study involves approximately 16 contact hours a week (excluding examination and study weeks).

The course is taught via lectures, tutorials, dance classes, performance workshops and seminars. Students also undertake four professional experience placements in a range of schools.

Semester 1

  •  Foundations of Dance
  •  Dance Composition I 
  •  Understanding Health
  •  Skill Acquisition

Semester 2

  •  Dance History
  •  Dance Production
  •  Popular Dance Styles
  •  Musculoskeletal Anatomy and Physiology

Semester 3

  •  Introduction to Teaching and Professional Experience
  •  Curriculum Planning for Learning and Teaching HPE I
  •  Classical Dance Styles
  •  Practices in Movement
  •  Professional Experience 1

Semester 4

  •  Child and Adolescent Development
  •  Curriculum Planning for Learning and Teaching in Dance I
  •  Dance Analysis
  •  Theory and Application of Playing and Coaching Sport
  •  Professional Experience 2

Semester 5

  •  Advanced Classroom Skills
  •  Curriculum Planning for Learning and Teaching in HPE II
  •  Dance Composition II
  •  Contemporary Youth Health
  •  Professional Experience 3

Semester 6

  •  Social Influences and Student Diversity
  •  Curriculum Planning for Learning and Teaching in Dance II
  •  Dance Performance
  •  Elements of Movements

Semester 7

  •  Teaching Skills: Dance Studio
  •  Youth Health & Resilience
  •  The Inclusive Classroom
  •  Applied Exercise Physiology

Semester 8

  •  Aboriginal & Torres Strait Islander Education
  •  Transition to Teaching 
  •  Dance and Technology
  •  Literacy for Learning and Teaching
  •  Professional Experience 4

Course Outcomes

Discover where the Bachelor of Dance Education can take you.

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 class in your own dance studio to conducting performances as primary or high schools, the future looks bright for Bachelor of Dance Education graduates from ACPE.

Career Opportunities
  • Dance teacher (Secondary schools)
  •  PDHPE teacher (Secondary schools)
  •  K-12 Dance specialist teacher (Independent schools)
  •  Dance instructor (Private studio)
  •  Dance Coordinator (arts industry)
  •  Community Wellness Officer (Dance)

Inherent Requirements

Inherent requirements of the  Bachelor of Dance Education

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
1Students need to comply with, and are governed by, quality and professional standards, where they are both accountable and responsible for ensuring professional ethical behaviour in all contexts.
2Student demonstrates knowledge of, and engages in behaviour consistent with all relevant standards.
3Justification of inherent requirement:

Compliance with the codes, guidelines and policies facilitates safe, competent interactions and relationships for students and/or the people with whom they engage. This ensures the physical, psychological, emotional and spiritual wellbeing of the individual is not placed at risk

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 comply with standards and maintain ethical behaviour.
5Exemplars:

Demonstrating respect for the diversity of family and community values and practices within academic, professional and field experience settings.

Complying with privacy and confidentiality requirements in academic, professional and field experience settings.

Demonstrating honesty and integrity in academic, professional and field experience settings.

Inherent requirement statements
1Behavioural stability is required to function and adapt effectively and sensitively in educational settings.
2Student demonstrates:

Behavioural stability to work constructively in diverse and challenging academic and educational environments.

Consistency in responding appropriately to children, young people and family’s needs in stressful and challenging situations.

3Justification of inherent requirement:

Behavioural stability is required to work individually and in teams in changing and unpredictable environments. Students will be exposed to complex, stressful situations and will be required to have behavioural stability to manage these events objectively and professionally.

Graduates of accredited courses must meet the Australian Professional Standards for Teachers.

4Adjustments must enable the recognition, initiation of or appropriate response to effective non-verbal communication in a timely and appropriate manner.
5Exemplars:

Responding appropriately to constructive feedback.

Coping with own emotions and behaviour effectively when dealing with individuals in community and educational settings.

Inherent requirement statements
1Initial teacher education courses are mandated by specific legislation and regulations to comply with professional accreditation, registration and professional and field experience requirements.
2Student demonstrates knowledge and compliance with Australian law, professional regulation requirements and standards relevant to persons working with children, young people and their families, and those which dictate the scope of teaching.
3Justification of inherent requirement:Knowledge, understanding, and compliance with legislative and regulatory requirements are necessary pre-requisites to professional and field experience in order 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.Graduates of accredited courses must meet the Australian Professional Standards for Teachers.
4Adjustments must be consistent with legislative and regulatory requirements.
5Exemplars:Complying with relevant child protection and safety legislation.
Complying with relevant Work Health and Safety legislation.
Adhering to requirements of informed consent, privacy and confidentiality with organisational, family and child.

Verbal

Inherent requirement statements
1Effective verbal communication, in English, is an essential requirement for all courses offered by SoE.
2Student demonstrates:

Effective verbal communication at formal and informal levels in tutorials, with peers and lecturers/tutors in small and large groups.

The ability to provide clear instructions and presentation of ideas to individuals and large groups relevant to the learning context.

The capacity to use verbal language in a range of different social situations with children and adults during professional and field experience.

The ability to communicate effectively with diverse linguistic and cultural groups and individuals across a range of social contexts.

The capacity to use a range of Information and Communication Technologies (ICTs) that support verbal communication with individuals and small groups for learning and assessment purposes and during professional and field experience.

3Justification of inherent requirement:

Verbal communication is the primary medium of communication in an educational setting.

Timely, accurate, clear and effective delivery of information provides clear instruction and initiation of learning.

Interactivity of communication is fundamental to the educational process» Adequate verbal communication is essential in developing and maintaining effective relationships with all educational stakeholders.

Graduates of accredited courses must meet the Australian Professional Standards for Teachers

4Adjustments must enable verbal communication with clarity and accuracy that facilitates effective communication and safety.
5Exemplars: Communicating in English effectively and appropriately in tutorials, lectures and on professional and field experience.
Demonstrating knowledge and use of ICTs such as data projectors, computers and DVDs to support oral communication for tutorial presentations and small group presentation on professional and field experience.

Aural

Inherent requirement statements
1Competent aural communication is required to effectively access course content and being responsive to the demands of professional and field experience.
2Student demonstrates:

Sufficient aural function to perform and comprehend the required range of tasks.

Active listening in tutorials and lectures with tutors, lecturers and peers and during professional and field experience with families and children.

Appropriate use of ICTs that support aural communication with individuals and small groups for learning and assessment purposes and during professional and field experience, such as audio-visual equipment and mobile phones and technologies.

3Justification of inherent requirement: The Australian Professional Standards for Teachers and the NSW Department of Education (DoE) require that students are able to:

Use effective aural communication formally and informally in tutorials with peers and lecturers/tutors in small and large groups and during professional and field experience in a range of different social situations with children and adults

Be active and empathetic listeners in diverse social and linguistic contexts

Use ICTs to support aural communication in professional contexts

Demonstrate sufficient aural ability to gather information and accurately feedback and monitor students consistently and accurately whilst on professional and field experience

4Adjustments to address the effects of a hearing impairment must be effective, consistent and not compromise effective and timely reception of, and response to auditory inputs.
5Exemplars:

Demonstrating knowledge and use of ICTs that rely on effective aural communication for tutorial presentations and small group presentation on professional and field experience.

Responding effectively to children and adults demonstrating empathy towards and active listening to what is being communicated.

Non-Verbal

Inherent requirement statements
1Effective non-verbal communication is fundamental to education and needs to be respectful, clear, attentive, empathetic, honest and non-judgmental.
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.

3Justification of inherent requirement:

The ability to observe and understand non-verbal cues assists with building rapport 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 the trust and respect necessary to develop effective professional relationships.

Safe and effective initial teaching education requires the capacity to observe, interpret and respond appropriately to non-verbal communication, particularly in situations where their students may not be able to verbalise distress, discomfort or fear.

For children who do not talk or use verbal language their gestures and cues are their main communication tool.

4Adjustments must enable the recognition, initiation of or appropriate response to effective non-verbal communication in a timely and appropriate manner.
5Exemplars:

Recognising non-verbal cues and responding appropriately in tutorials and seminars.

Recognising non-verbal cues and responding appropriately in professional and field experience settings.

Displaying appropriate non-verbal gestures in classroom situations and professional and field experience settings.

Written

Inherent requirement statements
1Effective written communication in English is required to effectively access course content and participate in professional and field experience.
2Student demonstrates the capacity to construct and model coherent written communication appropriate to the circumstance.
3Justification of inherent requirement: The Australian Professional Standards for Teachers and the NSW Department of Education (DoE) require that students are able to:

Construct a range of written assignments to ethical and academic standards in order to convey knowledge, understanding and skills of relevant content and pedagogy, curriculum materials and professional and field practice.

Produce accurate, responsive and diligent reports, student profiles, record keeping, lesson material, curriculum plans, assessment and evaluations necessary for the provision of an effective learning environment.

Effectively and appropriately use a range of texts, which include those that are written, screen-based, image-based, sign/symbol-based are necessary to communicate meaning, directions and imagination in each of the courses offered by ACPE.

4Adjustments must meet necessary standards of clarity, accuracy and accessibility to facilitate effective planning, delivery, reporting, evaluating and synthesising of information in both academic and educational settings.
5Exemplars:

Constructing written assignments that comply with academic standards.

Conveying information in a written form effectively to families or other staff in the educational setting.

This course requires knowledge of theory and the skills of cognition, literacy, numeracy and Information and Communication Technology (ICT).

Knowledge and cognitive skills

Inherent requirement statements
1Consistent and effective knowledge and cognitive skills must be demonstrated to provide safe, professional and competent teaching practice.
2Student demonstrates:

The capacity to locate appropriate and relevant information.

The ability to process information relevant to practice.

The ability to integrate, reflect on and implement theoretical knowledge in tutorials, professional and field experience settings.

3Justification of inherent requirement: Delivery of quality teaching relies on the understanding and application of theory in practice.

Graduates of accredited courses must meet the Australian Professional Standards for Teachers.

Graduates of accredited courses must be able to pass the National Literacy & Numeracy test prior to completing Professional Experience 4 ACER National Literacy & Numeracy test for Initial Education Students.

4Adjustments must support the student’s ability to acquire, analyse and apply knowledge.
5Exemplars:

Conceptualising and use appropriate knowledge in response to academic assessment items.

Identifying and applying knowledge of policy and procedures during professional and field experience settings.

Literacy (language)

Inherent requirement statements
1Competent English language and literacy skills are essential for professional and effective delivery of teaching content.
2Student demonstrates:

The ability to accurately acquire information and convey appropriate messages» Ability to read and comprehend a range of texts for teaching and learning purposes.

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 information is fundamental to teaching and learning.

The ability to read, decode, interpret and comprehend multiple sources of information is fundamental for effective preparation and teaching practice.

Graduates of accredited courses must meet the Australian Professional Standards for Teachers.

4Adjustments must demonstrate a capacity to effectively acquire, comprehend, apply and communicate accurate information.
5Exemplars:

Conveying a spoken message using appropriate vocabulary and conventions of speech.

Competently constructing and sharing a range of texts including digital, written, and visual texts in a range of social contexts.

Numeracy

Inherent requirement statements
1Competent and accurate numeracy skills are essential for effective delivery of teaching content.
2Student interprets and correctly applies data, measurements and numerical criteria in a range of contexts.
3Justification of inherent requirement:

Competent application of numeracy skills is fundamental for effective delivery of teaching content.

Graduates of accredited courses must meet the Australian Professional Standards for Teachers requirements to be competent in the application of numeracy skills.

4Adjustments must enable the demonstration of effective numeracy skills.
5Exemplars:

Demonstrating competency in applying basic mathematics knowledge and skills in everyday life and in academic tasks.

Demonstrating effective use of numeracy skills in matters related to student learning.

Applying numeracy skills to interpret and solve problems in a range of educational and academic contexts.

Information and Communication Technology (ICT)

Inherent requirement statements
1Information and Communication Technologies (ICT) are processes and tools that are fundamental to accessing course content, current teaching practice, and pedagogical practice.
2Student demonstrates knowledge of, and confidence in, the use of ICT in academic, professional and curriculum context.
3Justification of inherent requirement:

Use of ICTs are necessary to provide an effective teaching and learning environment consistent with current pedagogy.

Meeting these requirements is necessary for course accreditation and graduate eligibility for registration.

4Adjustments must enable the student to demonstrate a capacity to comprehend, interpret and apply ICT.
5Exemplars:

Utilising appropriate ICTs to communicate with peers and lecturer and to gather information in accomplishing academic tasks.

Using ICTs for accurate, responsive and diligent reports, student profiles, record keeping, lesson presentation material, curriculum plans, assessment and evaluations.

Using written texts including SMS and email professionally at university and during professional experience with students, children, staff, parents and the community.

Inherent requirement statements
1Interpersonal engagement is essential to work effectively, sensitively and build relationships in community and educational settings.
2Student demonstrates:

The ability to work effectively, sensitively and confidentially with children, young people, parents/carers and community members.

The ability to create rapport with peers, academic and professional staff conducive to effective working relationships.

Cultural competence, sensitivity and willingness to work with individual children and young people in a complex and diverse Australian society.

3Justification of inherent requirement:

The Australian Professional Standards for Teachers require effective, sensitive and confidential engagement with students, parents and work colleagues and the ability to engage with people from diverse backgrounds and ability in various context.

Graduates of accredited courses must meet the Australian Professional Standards for Teachers requirements. Inclusion is mandated in the Australian educational context.

4Adjustments must enable appropriate levels of interpersonal engagement and behaviour.
5Exemplars:

Participating in a respectful and culturally competent manner in tutorial discussion.

Collaborating, modifying and reflecting on their teaching during professional and field experience in response to student needs and supervisor feedback.

Interacting with mutual respect, equity and dignity towards others

Inherent requirement statements
1Adequate visual acuity is required to provide safe and effective supervision of children and young people in a range of educational and community settings.
2Student demonstrates:

Sufficient visual acuity to perform the required range of skills.

Sufficient visual acuity to monitor children and young people’s behaviour and safety.

3Justification of inherent requirement:

Sufficient visual acuity is necessary to demonstrate the required range of skills, tasks and assessments.

Visual observations, examinations and assessment are fundamental to safe and effective scope of teaching practice.

4Adjustments must address the need to perform the required range of tasks involved in field placements. Any strategies to address the effects of the vision impairment must be effective, consistent and not compromise care or safety.
5Exemplars:

Monitoring children and young people’s safety and well-being in indoor and outdoor and engaging in activities at both near and far distances.

Negotiating unfamiliar settings effectively.

Manipulating a range of resources.

Monitoring children’s behaviour, safety, health and wellbeing.

Gross motor skills

Inherent requirement statements
1Participation in physical activities and movement is required to function effectively in community and educational settings.
2Student demonstrates the ability to move and perform gross motor 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.

It is a NESA, AITSL and NSW Department of Education requirement that educators are able to undertake many physical tasks and classroom routines» Meeting these requirements is necessary for course accreditation and graduate eligibility for registration

4Adjustments must facilitate functional effectiveness, safety of self and others and a capacity to provide appropriate education and care.
5Exemplars:

Setting up safe learning environments with resources and equipment.

Safely retrieving, moving and using large pieces of equipment.

Fine motor skills

Inherent requirement statements
1Teaching is a profession that requires manual dexterity and fine motor skills.
2Student demonstrates the ability to use fine motor skills to provide safe effective education and 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.

It is a NESA, AITSL and NSW Department of Education requirement that educators are able to undertake many physical tasks and classroom routines.

Meeting these requirements is necessary for course accreditation and graduate eligibility for registration.

4Adjustments must facilitate functional effectiveness, safety to self, children/young people and others and a capacity to provide appropriate education and care.
5Exemplars:

Recording, observing, documenting, and clearly modelling the use of equipment such as scissors, pencils and other such equipment.

Manipulating resources during learning activities.

Using ICT equipment for teaching and learning.

Not Applicable.

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