Teaching & Education

    Imperial Society of Teachers of Dancing
    Vocational

    Specification: 610/2746/7

    The IMPERIAL-SOCIETY-OF-TEACHERS-OF-DANCING Vocational Teaching & Education specification covers 9 topics with 9 learning objectives (610/2746/7). Use the topic browser below to explore subtopics, exam tips, common mistakes, and key terminology for each area of the course.

    This subject will help you develop key knowledge and skills required for exam success.

    9

    Units

    9

    Learning Outcomes

    27

    Assessment Guidance

    29

    Key Skills

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    Key Features

    • Master key concepts
    • Develop exam technique
    • Apply knowledge effectively

    Common Exam Mistakes

    Pitfalls to avoid in your exams

    • •Summarising research without critical analysis or evaluation.
    • •Selecting evidence that is outdated or not directly relevant to the chosen dance context.
    • •Failing to link research to practical, actionable strategies for health or performance improvement.
    • •Focusing solely on complex step sequences without a unifying artistic intent, resulting in superficial performance.
    • •Neglecting to adapt choreography to the technical and physical capabilities of the chosen group, leading to unsafe or unattainable movement.
    • •Underestimating the planning phase, resulting in incomplete documentation (e.g., lesson plans, risk assessments) that does not meet assessment criteria.
    • •Confusing a scheme of work with a lesson plan—learners often fail to show the macro-level planning structure that sequences learning over time and integrates assessment points.
    • •Treating inclusivity superficially by only mentioning differentiation generically, rather than demonstrating specific adaptations for protected characteristics, learning preferences, or additional support needs in the programme design.

    Top Examiner Tips

    Expert advice for exam success

    • •Always reference recent, high-quality studies and explicitly critique their validity and relevance.
    • •Structure your response to first critically evaluate the literature, then clearly show how it informs your practical recommendations.
    • •Use real-world dance scenarios to demonstrate the application, ensuring your plan is realistic and detailed.
    • •Begin with a strong, well-researched concept and articulate how each choreographic decision serves that concept.
    • •Document the creative process meticulously: include rationale for movement choices, notes on rehearsals, and adaptations made for the group.
    • •Prepare to discuss or demonstrate how you used choreographic principles (e.g., spatial design, timing, dynamics) during an assessed presentation or viva.
    • •Ensure your programme plan explicitly addresses all stages of the teaching cycle (identifying needs, planning, facilitating, assessing, evaluating) and maps clearly to the ISTD syllabus requirements.
    • •Use a reflective model (e.g., Gibbs or Kolb) to structure your evaluation, and provide concrete evidence such as learner work samples, feedback forms, or peer observation notes to substantiate your judgments.

    Qualification Units

    9 units

    How this qualification is graded

    Vocational qualifications are marked against criteria, not an exam percentage. Each unit is assessed across three bands - build up from Pass by applying your knowledge to realistic workplace scenarios.

    Pass

    Accurately describe and explain the core knowledge for the unit and link it to the given scenario.

    Merit

    Apply and analyse that knowledge in detail, showing why it matters in the workplace context.

    Distinction

    Evaluate and justify decisions, weigh up alternatives and make well-reasoned professional recommendations.

    Applied Dance Science

    This element requires candidates to critically appraise contemporary dance science and medicine literature, synthesising findings to inform evidence-based practice. It focuses on applying research to enhance dancer health and optimise performance, emphasising the integration of theoretical knowledge with practical pedagogical strategies.

    ISTD Level 6 Diploma in Dance Pedagogy

    1 learning outcomes6 guidance points

    Choreography

    This element focuses on the practical application of choreographic fundamentals, exploring movement invention, spatial design, and dynamic variation to harness the dancer's physical expressivity. Learners must systematically plan and create an original dance work tailored to a specific group, demonstrating sophisticated pedagogical and artistic decision-making.

    ISTD Level 6 Diploma in Dance Pedagogy

    1 learning outcomes6 guidance points

    Planning and Evaluating Programmes of Learning

    This element focuses on the systematic design, implementation, and critical evaluation of dance teaching programmes, ensuring they are inclusive and aligned with learners' diverse needs. It requires a deep understanding of the teacher's multifaceted role—from facilitator and assessor to reflective practitioner—and the ability to create structured schemes of work that integrate assessment strategies to monitor progress and attainment. Practical application involves developing comprehensive programme plans, adapting content for different contexts, and using evaluative cycles to enhance pedagogical effectiveness.

    ISTD Level 6 Diploma in Dance Pedagogy

    1 learning outcomes6 guidance points

    Reflective Practice

    This subtopic develops the ability to critically examine and apply established models of reflective practice (such as Gibbs, Kolb, or Schön) to enhance dance teaching and professional growth. Learners will systematically evaluate their own pedagogical experiences, linking theory to practice, to identify areas for improvement and plan evidence-based professional development. The focus is on fostering a sustained, self-directed approach to career-long learning and maintaining high standards of dance pedagogy.

    ISTD Level 6 Diploma in Dance Pedagogy

    1 learning outcomes6 guidance points

    Social, Emotional and Cognitive Development

    This topic explores how dance classes can support social, emotional, and cognitive development, and the importance of the group and environment in positive psychological development. Learners will analyse the potential of dance pedagogy.

    ISTD Level 6 Diploma in Dance Pedagogy

    1 learning outcomes6 guidance points

    Teaching Classical Ballet

    This subtopic focuses on the advanced pedagogy of Classical Ballet, equipping teachers with the skills to deliver technically precise and anatomically informed instruction. It covers the analysis and creation of classical sequences, the application of movement to meet specific learning aims, and the integration of musical accompaniment to enhance timing, quality, and expression. The unit prepares candidates to teach at a professional level, ensuring they can foster both technical excellence and artistic development in their students.

    ISTD Level 6 Diploma in Dance Pedagogy

    1 learning outcomes7 guidance points

    Teaching Dance in Education and Community Settings

    This element explores the design and facilitation of creative dance experiences within diverse educational and community contexts. It equips candidates with the skills to plan inclusive, learner-centred sessions that foster artistic exploration, while adapting delivery to meet the specific needs of participants, whether in schools, outreach programmes, or recreational settings. The focus is on integrating pedagogical principles with practical facilitation to ensure meaningful, safe, and inspiring dance engagement.

    ISTD Level 6 Diploma in Dance Pedagogy

    1 learning outcomes7 guidance points

    Teaching Musical Theatre

    This subtopic focuses on the integration of jazz and tap techniques within musical theatre pedagogy, emphasizing the safe and effective application of anatomical principles to enhance performance. Learners will develop advanced teaching methodologies for creating and analysing movement sequences that align with specific learning aims, while cultivating a deep appreciation for how musical style influences movement quality and expression.

    ISTD Level 6 Diploma in Dance Pedagogy

    1 learning outcomes6 guidance points

    The Practice of Dance Teaching and Learning

    The practice of dance teaching and learning involves designing and delivering inclusive dance programmes that cater to diverse student needs, employing a range of communication strategies to engage learners in a practical studio environment, and implementing robust assessment systems to evaluate progress and inform teaching. This element equips pedagogical professionals with the skills to create accessible, dynamic, and evaluative dance education experiences that align with professional standards.

    ISTD Level 6 Diploma in Dance Pedagogy

    1 learning outcomes6 guidance points

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    Imperial Society of Teachers of Dancing Vocational Teaching & Education