What are the Foundation in Dance Instruction (FDI) and Certificate in Dance Education (CDE)?

On the 31st August 2004, the ISTD added to its teaching qualification portfolio with the introduction of the Foundation in Dance Instruction (FDI) and Certificate in Dance Education (CDE).

These qualifications were introduced for a number of reasons;

• to offer teachers a qualification not only recognised by the ISTD and dance world, but also by the UK Government

• to address the fact that in the past the dance teaching profession has not been given the recognition it deserves allowing too many unqualified teachers to work with children and adults in this area

• to enhance our professional teaching qualifications in line with the requirements from the Qualifications and Curriculum Authority (QCA) to match the UK Government’s aim to ensure that teachers across all sectors are appropriately qualified

Both qualifications are approved by the UK Government and have been accredited by the regulatory authorities QCA, ACCAC and CEA, and have been placed at level 3 and level 4 of the National Qualifications Framework respectively. This means that the FDI is equivalent to an A level and the CDE to the first year of a degree.

For further details on the qualifications, please choose a link below:

What is involved in the FDI and CDE?

How do I study for the FDI or CDE?

What if I am a current teacher or I have prior qualifications?

Are there any timescales for the FDI and CDE?

The History of the FDI and CDE Qualifications

What is involved in the FDI and CDE?

In order to develop the practical teaching skills required to become a recognised, qualified and fully rounded dance teacher, we followed a unitised approach. This means the qualifications are spilt into several units which are then arranged into three modules:

• Module 1 This is the generic teaching skills, covering observation, lesson planning, record taking, methods of instruction, motivational techniques and self-evaluation - in other words, how to become a good, effective and rounded teacher

• Module 2 This module looks at contextual studies, which cover the promotion of health and safety in dance and lifes pan development and learning in dance. This Module provides the in-depth background knowledge in these two vital areas to help teachers understand their pupils better and provide a safe and secure learning environment

• Module 3 This is the genre specific dance practice units and covers competence in dance practice within the genre, the understanding of the relationship between music and dance, and stimulates in-depth background knowledge in the chosen genre

This modular approach to the qualifications gives trainee teachers the flexibility to complete the units in the order that suits them, within the qualification level. It also means that once a teacher has completed the qualification in their first genre, they can go on to qualify in any other genre they choose by simply ensuring they meet the entry requirements for each qualification and then completing the genre specific units of Module 3 at both levels

This flexibility extends into their transferability, which means that candidates can gain the teaching and contextual skills from any QCA approved dance awarding body and then add the specific genre in which they wish to qualify from another.

A more detailed breakdown of the qualifications is listed below. For a comprehensive syllabus, please contact the Education & Training Department click here. Syllabi are also available from all Approved Dance Centres.

Foundation in Dance Instruction (FDI) Specifics

Certificate in Dance Education (CDE) Specifics

Foundation in Dance Instruction (FDI) Specifics

 The focus of the Foundation in Dance Instruction is the development of necessary evaluative and critical skills for teachers in relation to ISTD Graded Examinations up to and including Levels 1 and 2 of the National Qualifications Framework, Level 1 being equivalent to GCSE grade D – G and Level 2 GCSE grade A – C.

Through tutoring, the candidate develops an understanding of the concepts essential to teaching dance without being required to put these into practice in the studio. This provides an essential basis and pre paration for progression to the Certificate in Dance Education (which includes supervised teaching practice).

Module 1 – Teaching Skills

Module 2 - Contextual Studies

Module 3 - Dance Practice

Module 1 – Teaching Skills

This Module is made up of one unit and is common to all dance genres; once attained it does not have to be retaken when qualifying in additional genres.

Unit 1 - Observation and Practice of Learning Techniques:

Assessed via evidence of observations, feedback and confirmation of satisfactory assessment by the candidate’s tutor, the candidate is required to observe class instruction with a view to identifying;

• the level and structure of the class
• methods used to instruct the class and to pace activities
• motivational techniques used
• student reaction and progression
• methods of correction employed

The candidate will also:

• discuss class content and teaching methods used with the tutor and peer group
• discuss and practise learning techniques with the tutor and peer group

Module 2 - Contextual Studies

This module is common to all dance genres and once attained does not have to be retaken when qualifying in another genre.

Unit 2 - Promotion of Health and Safety in Dance

Unit 3 - Lifespan Development and Learning in Dance

These two units have individual Course Books which have been written as distance learning packages. Candidates can work through these in their own time with the support of their tutor or with the help of a distance learning tutor.

There are learning activities throughout the course book and also a task at the end of each section which must be completed by the candidate and marked and signed off by their tutor before they are able to enter for the Examination in each unit.

Module 3 - Dance Practice

This module is specific to each dance genre and the candidate may choose to take this module more than once to pursue the study of different dance genres.

Unit 4 - Dance Practice within a Chosen Dance Genre:

The candidate studies;

• a specific dance of the Graded examinations in the Dance syllabus up to and including Grade 5 or Silver (Dance Sport)
• the application of theory, technique, presentation and musicality within the syllabus
• the arrangement of simple sequences of movement
• the structure of the body and limitations on body movement to comply with the principles of safe dance practice
• key stages in the physical and cognitive development in relation to the dance technique

Unit 5 – The Relationship between Music and Dance:

The candidate studies the following;

• music content of the set exercises and free movement vocabulary in the Graded examinations in Dance syllabus up to and including Grade 5 or Silver (Dance Sport)
• theory and value of musical time signatures
• differences between counts and bars of music
• application of counting, tonal quality and rhythmical phrasing
• use of musical introduction
• use of time signatures/rhythms in relationship to the teaching of individual steps/movements
• application and understanding of speed, pace, mood and rhythm to enhance and support dance teaching
• relevance of the above when associated with choreography
• appropriate use of music in pre-arranged choreography

Both Units 4 and 5 are assessed together by an ISTD examiner. The examination is in the form of an oral and practical assessment and both units combined last 90 minutes.

Unit 6 - Background to a Chosen Dance Genre:

This unit is assessed in the form of an assignment. The candidate should select a person, com pany, aspect of style or hisorical period relating to their chosen dance genre. They are then required to identify and evaluate a range of reference materials relating to the chosen topic.

It is important that the candidate writes an introduction explaining their chosen topic, should list and evaluate their sources, and conclude with a summary of their evaluation.

To order comprehensive information regarding the Foundation in Dance Instruction by email, please click here.

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Certificate in Dance Education (CDE) Specifics

The Certificate in Dance Education focuses on equipping candidates to train dancers in Graded examinations up to and including Levels 1 and 2 of the National Qualifications Framework.

The objective of this qualification is to provide the practical and theoretical knowledge and understanding to become a teacher of dance.

The candidate is required to undertake tutored teaching practice at a minimum of two different levels and study the theoretical aspects of teaching up to and including Intermediate.

Module 1 – Teaching Skills

Module 2 - Contextual Studies

Module 3 - Dance Practice

Module 1 – Teaching Skills

This module is common to all dance genres and once attained does not have to be retaken when qualifying in another genre. This Module is assessed by the candidate's Tutor.

Units 1, 2 and 3 are delivered in a cross-modular approach due to the inter-relationship of the subject matter. The candidate is observed teaching at a minimum of two different levels for at least 10 hours prior to the 1¾ hour final teaching assessment which is conducted by an ISTD appointed assessor.

Unit 1 - Planning Techniques in Dance Teaching

The candidate studies current practice in dance education and learns how to evaluate, produce and manage lesson plans/schemes of work relating to their personal teaching practice.

Unit 2 - Dance Teaching Practice

The candidate:

• undertakes the required number of hours of supervised teaching practice. This will be at two se parate designated levels from Primary to Intermediate and is monitored by an ISTD-Approved Tutor
• teaches a series of lessons (10 hours minimum) divided between the two designated levels
• pre pares individual and appropriate lesson plans as a teaching aid for the required teaching activity

Unit 3 – Evaluation of Dance Teaching Practice

The candidate formulates effective formative and summative assessments in the support of teaching and learning methods. This includes:

• providing a written evaluation of the success of the lesson plan
• providing a written evaluation of the students’ response to the range and variety of activities in the lesson
• commenting on necessary modifications to the future lesson plan(s) in view of this evaluation

Module 2 - Contextual Studies

This module is common to all dance genres and once attained does not have to be retaken when qualifying in another genre.

Unit 4 - Promotion of Health and Safety in Dance

Unit 5 - Lifespan Development and Learning in Dance

These two units have individual Course Books which have been written as distance learning packages. Candidates can work through these in their own time with the support of their tutor or with the help of a distance learning tutor.

There are learning activities throughout the course book and also a task at the end of each section which must be completed by the candidate and marked and signed off by their tutor before they are able to enter for the Examination in each unit.

Module 3 - Dance Practice

This module is specific to each dance genre and the candidate may choose to take this module more than once to pursue the study of different dance genres.

Unit 6 - Dance Practice within a Chosen Dance Genre

The candidate studies a wide range of resources that develop and enhance personal learning, communication and delivery skills with a view to demonstrating, analysing and teaching a range of technical movements within a specific dance genre in a musical and artistic context. These skills include;

• the technical specifications of a chosen dance genre up to and including Grade 6 or Gold (Dance Sport), Intermediate Foundation (for some dance genres) and Intermediate
• instructional technique
• observation of the physical and cognitive development of students
• demonstration of musical awareness
  

Unit 7 – The Relationship between Music and Dance

The candidate is provided with a greater awareness of the value, function and relationship of music and dance and the opportunity to study and undertake personal choreography and will;

• study the use of music in relationship to the chosen dance genre
• devise dance sequences in a specific genre
• undertake the choreography of a solo at Intermediate level
• increase and develop personal musicality

Both Units 6 and 7 are assessed together by an ISTD examiner. The examination is in the form of an oral and practical assessment and both units combined last 90 minutes.

Unit 8 - Background to a Chosen Dance Genre

This unit is assessed in the form of a 2000 – 2500 word essay.

The candidate should select a person, com pany, aspect of style or historical period relating to their chosen dance genre. This can either be the same topic as chosen at Foundation level or a different one.

The candidate should formulate an essay question which allows them to critically engage with the topic and evaluate the im pact of their chosen aspect on the development of their genre. The essay should not be a straight forward narrative or biographical account.

To order comprehensive information regarding the Certificate in Dance Education by email, please click here.

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How do I study for the FDI or CDE?

In order to begin your study for the FDI or CDE, you must be registered through an ISTD Approved Dance Centre (ADC), these can be found throughout the EU.

Once you have chosen which ADC you wish to study at, you should contact them to discuss their programme and any audition process. Once you and your chosen ADC have agreed you will be studying with them, the ADC will then ask you to complete a Candidate Registration form which they will send to ISTD HQ along with the supporting documentation.

For a full list of Approved Dance Centres please click here

Throughout your time on the FDI and CDE programme, your progress will be assessed by Approved Tutors within your ADC. This ensures standardisation of assessments and facilities for all candidates as these tutors have undergone an approval process to ensure they have the right skills training. You will also maintain a portfolio of evidence of all units of both the FDI and CDE qualification which is moderated and standardised by the ISTD prior to certification.

There is also assessment external to the ADC in the form of the written examinations, background to the chosen dance genre essay. Your ADC will guide you through this process which is carried out at a number of set times during the year. If you would like to see the timelines associated with these submissions, please click here for the Teaching Assessment Calendar.

The following support is also available for candidates studying the FDI and CDE qualifications:

• Distance Learning Tutors who are fully trained to offer support in the written units. Click here for further information and a full listing of trained Distance Learning Tutors

• Guidance and information that is printed in DANCE magazine and also the website pages which cover everything from news, information regarding the teaching qualifications, the listing of ADCs and Distance Learning Tutors, courses and summer schools, and the Resources area. For the latest feedback document regarding the FDI and CDE qualifications, click here

• A Title Approval Service for the Background to the Chosen Dance Genre units which is offered through ISTD HQ as guidance on the choice of essay title. Click here for further details.

What if I am a current teacher or I have prior qualifications?

The Foundation in Dance Instruction and Certificate in Dance Education allow teachers to build on their current qualifications and experiences. This means that as a current teacher, or someone coming to us with other teaching or dance qualifications, you have already acquired valuable skills and experiences when it comes to teaching dance.

In order to give your prior learning and experience full recognition, the Education & Training De partment developed the Accredited Prior (Experiential) Learning (APL) process based on the guidelines of both the regulatory authorities and the university consortium.

APL is a complex process. It takes into account all the qualifications a teacher has achieved so far from the ISTD, other dance awarding bodies, and universities and colleges throughout the world - as long as they are at the relevant level of the National Qualifications Framework and they meet the learning objective of the unit concerned.

To apply for your prior learning and experience to be accredited, you need to complete an APL Application Form. This can be downloaded from here >>> or you can request one to be sent in the post.

Once you form is complete you should send it to the Education & Training De partment where it will be assessed in line with our APL procedure. Please ensure you include photocopies of any relevant certificates, transcripts or qualification information with your form. APL is free to all ISTD members; however, if you are a non-ISTD member, please also include the £100 administrative charge with your application.

It is strongly recommended that the APL form is completed as fully and clearly as possible. We receive a number of forms where teachers have not listed all their qualifications because they haven’t thought them important, only to find that their friend, who has the same qualifications as them, has a lot less to complete because they listed everything. In other cases, teachers have left the details of their ISTD teaching experience blank, have listed qualifications achieved with other awarding bodies with acronyms rather than their full titles, or listed qualifications without providing full details of the course content. In all these cases we have to ask for more information or we have made decisions based on what then transpires to be incomplete information.

Your outcome will be sent to you within 28 days, explaining which units you do not have to complete due to your past qualifications and experience, as well as the elements you need to complete in order to be awarded the qualification.

Further questions regarding APL and studying the qualifications as an APL candidate are listed below.

What does my outcome mean?

How do I study the qualification as an APL candidate?

How can I complete Module 1 and run my own dance school?

Do I have to do the tasks in the Module 2 units?

Do I have to study for the recommended learning hours in Module 2?

Do I complete a Background essay for each of the genres I want to qualify in?

What if I don’t agree with my APL outcome?

What does my outcome mean?

Your outcome sheet will list all the units of both qualifications with a letter next to it to explain what you need to do to attain the unit and qualification as a whole. These letters are as follows;

R means you are required to complete the unit and any relevant examination

E means that, due to your past experience and qualifications, you are not required to complete the unit or any related examination

C with any number next to it means you are required to complete as many one-day refresher courses as the number indicates (i.e. C1 means you need to complete one one-day refresher course for the unit, C3, three one-day refresher courses). You are not required to complete the unit itself or undertake any related examination.

For details on APL Refresher Courses click here

How do I study the qualification as an APL candidate?

To begin studying for the qualifications you must register with an Approved Dance Centre.

If you need to complete any of the practical units of Module 1 or 3, you must be registered with an Approved Dance Centre local to you.

If you only need to complete the written parts of the qualification (the units of Module 2 and/or the Background to the Chosen Dance Genre Essay), you may choose to register through an Approved Dance Centre local to you, or ISTD London Centre .

Please click here for further details.

How can I complete Module 1 and run my own dance school?

Although you need to complete this unit through an Approved Dance Centre, it does not mean you need to carry out the teaching practice there. Please contact your local Approved Dance Centre as, in most cases, they will be able to arrange for you to complete your teaching practice within your own school. The only thing that must be completed at the ADC is the Final Teaching Assessment.

Do I have to do the tasks in the Module 2 units?

As an APL candidate, you are not required to complete the tasks at the end of each topic. This means you are able to take responsibility for your own study based on your own needs as we appreciate that there will be some topics in which you are fully conversant and others that you will require more study.

Do I have to study for the recommended learning hours in Module 2?

The course books list recommended study time to give guidance for candidates who has no prior knowledge of the topic. As APL candidates, you are in charge of your own study and therefore only need to study for as long as you feel you need.

Do I complete a Background essay for each of the genres I want to qualify in?

All new teachers must complete this unit, as with all the units of Module 3, for every genre they wish to qualify in. In the case of APL candidates, depending on your prior qualifications, you may only be required to complete the unit once, making a choice as to which of their genres they would like to complete the unit in. Please check your outcome for your specific requirements.

What if I don’t agree with my APL outcome?

Reassessment is always an option. We simply ask that teachers write to us explaining what they believe they should be exempted from, enclosing the evidence that was omitted. It is of course preferable for the outcome to be correct in the first place, this is why it is imperative that teachers check, and double check their APL form before sending it in.

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Are there any timescales for the FDI and CDE?

Within the EU

The new qualifications became available on 1st January 2004 and, as of 1st September 2004, became the professional teaching qualifications offered by the ISTD throughout the EU for all Theatre Faculty teachers.

The FDI and CDE are also available for Dance Sport teachers within the EU and may be taken as an alternative progression route (click here for details).

Please note, teachers in both Faculties wishing to enter students for ISTD examinations after 31st December 2010 will be required to hold both the FDI and CDE qualification in all relevant genre by this time.

Outside the EU

If you are a teacher who is situated outside of the EU, your existing teaching qualification progression route will continue for the foreseeable future (click here for details). Please be aware however, that the ISTD does fully intend to introduce the FDI and CDE to the rest of the world in due course.

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The History of the FDI and CDE Qualifications

Originally, the teaching qualifications of the ISTD were the:

• Associate

• Associate Diploma

• Licentiate

• Fellow

These were, and still are, recognised by the ISTD and the dance world; however, they are not recognised by schools, colleges, universities, the general public or the Government as official teaching qualifications.

ISTD teachers, who had spent so long studying for these qualifications and put so much commitment, time and energy into teaching and coaching their pupils, were not considered teachers in the wider context.

Therefore, on the request of the membership, in 1999 the ISTD lobbied the UK Government at the Houses of Parliament to secure the recognition that our teachers so rightly deserve.

The Government agreed that recognition was needed and gave clear guidance and advice on how this could be attained. In order to gain recognition, the ISTD needed to design a teaching qualification that had the approval of the Qualification and Curriculum Authority, QCA, who are a non-de partmental public body, sponsored by the De partment for Education and Skills (DfES).

To design the approved teaching qualifications the ISTD took part in long and numerous discussions with the other QCA approved dance Awarding Bodies, the RAD, BBO and BTDA, and also the Council of Dance Education and Training (CDET).

The discussions started with the remit of deciding what makes a good dance teacher, and included the changes to regulations in the areas of health and safety, child protection and welfare. We also focussed on increasing the transferability of qualifications, both within the dance sector and to other sectors of employment, and, most importantly, how we could create a qualification that would be recognised by the UK Government as a valid teaching qualification and, in time, further afield.

From these discussions, the Foundation in Dance Instruction (FDI) and Certificate in Dance Education (CDE) were formed.

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