Examinations and Training

Teaching Certificates Parts 1 and 2

The format of the Society's teacher-training examinations was revised in 2004 and again in 2008.  The full text of the new Syllabus for Teaching Certificate Part 1 (Units 1, 2 and 3) and Teaching Certificate Part 2 (Units 4 and 5) is available here. There are over eighty documents involved in the administration of Teaching Certificate Part 1 and Teaching Certificate Part 2 and the Guide to the Teaching Certificate, which is a summary of the requirements and details of the various forms is available here. Printed copies of the Syllabus and further assistance is available on request from Headquarters directly or by e-mailing examhelp@rscds.org. Further information is available from your Branch Secretary.

If you are taking Unit 1 examination as a sole candidate further information and an application for are available here. NB You must use your member log-in and password to gain access to these documents.

Prospective candidates should note the following:

Summary of the changes to the RSCDS Teaching Certificate Syllabus

The revised examination syllabus was approved by E&T at the meeting on 17th May 2008.  There are a few changes to the rules, the syllabus content and the assessment criteria, but no major changes in the structure of the five units or the underlying principles and purpose of the examinations.  All changes were as a result of the discussions held during the Examiners’ Seminar in 2007.

1. An examination question bank has been prepared for candidates and examiners to consult when preparing for Unit 1, the written paper.
2.  Candidates will now be asked to submit a recent passport photograph when applying for Units 2, 3 & 5.
3.  The most major revision is the reduction of the 15 set dances in Unit 2 to 12 dances. 
4.  When a candidate is required to re-sit Unit 2 but has passed Unit 3, the candidate now has three years in which to re-sit.
5.  In Unit 4, when submitting the Record of Teaching Practice, “Please note that only dances published by the RSCDS should be included in the detailed review”
6. The rules for re-submission of Unit 4 have also been clarified.
7.  From now on any centre applying to run a candidate course should also be asked to consider whether they can recommend any suitable teachers to shadow the tutoring process with a view to undergoing tutor training. 
8.  The 12 set dances can be viewed, with the rest of the revised syllabus, on the website.

Additional information relating to examinations and training:

Guidance Notes for Teachers

The Society has developed some Guidance Notes for Teachers.

Those who passed the Teacher's Certificate examination prior to 2000 are requested to complete a Register of Teachers form; this information will be used to compile and maintain a list of teachers at Headquarters.

Guidance Notes for Mentors

The Society has developed some Guidance Notes for Mentors. The mentor is required to sign the form Mentor’s Confirmation and Guidelines for those mentoring candidates - X4-11, which the candidate is sent when applying for Unit 4/5.

Continuing Development Record

The RSCDS Continuing Development Record provides a way of documenting this learning. It builds upon the reflective approach of Unit 4 of the Teaching Certificate, encouraging teachers and musicians to identify development activities and to consider how that learning will benefit them and their class. Use of the record is entirely optional. It can be used very flexibly to suit personal styles and needs.  

Dancing Proficiency Assessment

The Dancing Proficiency Assessment (DPA) now consists of three levels.  

The DPA is aimed at and available to all members of the RSCDS; it is not just for those who aspire to become teachers.

1. Preparing for the DPA provides an opportunity for members of the RSCDS to improve the standard of their dancing and to have that achievement recognised.
2. The grade and level achieved may be used as a guideline for dancers when deciding which level of class to attend at Summer School.  Guidance on this will be provided in the DPA syllabus notes and in the Summer School class criteria
3. The revised DPA allows entry at three different levels.
4. The levels are progressively more demanding in terms of difficulty of dances, formations and required level of performance.
5. Level 1 is an introductory level for those who have not completed the Medal Tests for Young Dancers. The content of level 1 is accessible to competent adult dancers and presents a significant challenge.
6. Level 2 is more demanding, containing more difficult transitions and links between formations and would be valuable preparation for dancers considering becoming teachers in the future.
7. Level 3 is more exacting than level 2 and demands an even higher standard of dancing.
8. Candidates may apply to be assessed at any level.  It is not necessary to start at level 1, nor to have achieved level 2 before entering for assessment at level 3.
9. The degree of preparation necessary, the content and the assessment criteria will be explicitly defined and shared with the candidates.
10. It is a requirement for candidates to attend a taught course of a minimum of five hours, in preparation for each assessment.  This course is not intended to teach the dances and the technique required, merely to polish the presentation of the dances prior to assessment.  Such courses will be run at Summer School, at day or week-end courses or as a series of classes in Branches, Affiliated Groups and other organisations.  Candidates are responsible for learning the dances and ensuring that their own dancing is as fault free as possible before the course.

• Syllabus
• DPA application form
• Guidelines for Organisers & Candidates
• Guidelines for Assessors

Running Examinations

Information for Branches wishing to run examinations:

• Examination Procedure
• Guidelines for Invigilators

Information about overseas examination tours:

Under construction

Examiners and Adjudicators

The Society maintains lists of approved examiners and adjudicators, and has developed guidelines and reference material.

• For Examiners 
  • Guidelines for Examiners
• For Adjudicators
  • Guidance Notes for Adjudicators

Scheme for Developing Experience of Potential Examiners

The Education & Training Committee has devised a scheme to give teachers with the potential to be examiners opportunities to gain experience at Summer School - mainly that of tutoring - which they may not be able to gain locally.  This scheme, which is similar to a scholarship-award, comes into effect from Summer School 2007 and will continue in 2008.  Applications for 2008 are closed. 

Teaching Skills

The Society has developed guidelines for branches wishing to run teaching skills courses.

Medal Tests for Young Dancers 

The purpose and aim of Medal Test Assessments is to help teachers to provide structured and progressive learning for pupils, to encourage young people to maintain and develop their interest in Scottish Dance and to improve their standard of dancing.

 Medal Test Assessments started in 2004 with 55 successful candidates. This increased in 2005 to 358, and continued to develop in 2006 with 558 young people taking part.    This year to date 413 children have entered for the tests.

Tests have taken place in London, South Argyll, Chatham, Ayr, Aberdeen, Falkirk, Edinburgh, Stonehaven, Dundee, Leeds, Darwin, Castle Douglas, Lochaber, Wigan, Perth, Newcastle, Leeds, Irvine and Dumfries.

Hints and Tips for Organisers and Teachers 

• Give each set of dancers time to familiarise themselves with their surroundings and the arrangements in the room
•  Allow time for warm-up and for calming of nerves – e.g. dance a well known dance, prior to the assessor arriving
•  Ensure that the dancers have the required knowledge of the dances and are aware of the assessment procedures
•  Encourage the dancers to relax and to do their best
•  Ensure that the assessor can easily identify each of the dancers e.g. by numbers or by names
•  Allow the assessor time between each dance to mark the sheets
•  Lay out the mark sheets in order of marking
•  Check that the arrangements for music are satisfactory prior to the start of assessment
•  Ensure that the assessor is informed of any condition, which may adversely affect a candidate’s performance, prior to the start of the assessment