Bachelor of Dance Education

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.

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.

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.

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.

Responding appropriately to constructive feedback.

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

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.

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

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.

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

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.

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

Consistent and appropriate awareness of own behaviour» Sensitivity to individual differences.

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.

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.

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.

Constructing written assignments that comply with academic standards.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

Sufficient visual acuity to perform the required range of skills.

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

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.

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.

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

Setting up safe learning environments with resources and equipment.

Safely retrieving, moving and using large pieces of equipment.

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.

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.