approved dance centre handbook - istd.org

© 2021 Imperial Society of Teachers of Dancing Approved Dance Centre Handbook

July 2021

Approved Dance Centre Handbook

Contents1. Introduction 1

2. Which qualification does this 1 Handbook apply to?

3. Essential information 1

3.1 ISTD qualification specification 13.2 Handbooks and ISTD 2

Support Materials3.3 Quest / Parnassus 23.4 Totara (DDE) 23.5 Regulation 23.6 Centre Assessment Standards Scrutiny 2

(CASS)

4. ISTD Quality Assurance 3

4.1 ISTD Policies 34.2 What is an Approved Dance Centre? 34.3 The Role of the Approved Dance Centre 44.4 Centre Approval 44.5 Registration and Monitoring of 5

Additional Venues and Schools4.6 Registering Prospective Tutor 6

• DDP and DDE 64.7 Centre Visits 7

4.7.1 Centre Approval Visit 7 4.7.2 Centre Approval Visit Outcomes 8

4.8 Approval Risk Status 84.9 Removal of approval 9

5. The roles and responsibilities of 9 Approved Dance Centres

5.1 Approved Dance Centre 9 Programme Team

5.1.1 Head of Centre Responsibility 10 5.1.2 Programme Manager responsibility 10 5.1.3 The Role of the Recognised Tutor 11

• Mandatory DDE Training 11 • Annual Training 11 • DDP 11

5.2 Resources 11DDE 11 DDP 115.3 The role of the Centre Assessor 115.4 The role of the Internal Moderator 12

• The Internal Moderation and ISTD 12Moderation Process

6. Essential processes 14

6.1 Learner Registration Process 14• Approved Dance Centre 14 6.1.1 Guidance on Learner fees 15 6.1.2 Transfer of a Learner to another 15Approved Dance Centre

6.2 Entering Learners for Assessments 15 and Exams6.2.1 Level 4 Diploma in Dance Education

(DDE) 15• Written Assessments for Unit 1 and 5 15 • Intent to Enter Process for Unit 15

1 and 5 of the DDE • Assessment for Unit 2 of the DDE 16• Practical Exams - DDE Unit 3 and 4 17

6.3 Level 6 Diploma in Dance Pedagogy 17 (DDP)

7. Assessment guidance 17

7.1 Formative assessment 177.2 Final summative assessment 187.3 Internal Moderation process 187.4 ISTD quality assurance on assessments 197.4.1 The quality assurance of DDE 20

Assessments7.4.2 The quality assurance of DDP 20

Assessments 7.5 Issuing Results 217.6 Enquiries and Appeals 217.7 Awarding and Certification 217.8 Re-sits 217.9 Retention of learner evidence / 21

assessment materials7.10 Managing malpractice 22

Appendix A – 23 Approved Dance Centre Policies

Data Protection and Privacy Policy 23Equal Opportunities Policy 24Learner Appeals Policy and Procedure 24Child Protection Policy (Safeguarding Policy) 24Disability Policy 24Examination Appeals Policy 24Health and Safety Policy 24Conflict of Interest 24Complaints 24

1© 2021 Imperial Society of Teachers of Dancing Approved Dance Centre Handbook

1. IntroductionThis Handbook is designed for ISTD teaching qualification programme teams and provides essential guidance on the planning and implementation of Centre approval and assessments.

To achieve this, it is important that Centres:

• ensure that there is a Programme Manager in place, who can support the whole programme team in understanding the ISTD requirements

• make full use of materials provided by the Society which define and exemplify assessment requirements such as specifications, published assignments, support materials and guidance

• plan delivery to ensure that Learners are able to produce evidence to meet all the Assessment Criteria

• ensure each formative assignment is fit for purpose, valid and will deliver reliable outcomes

• provide preparation and support for Learners before the start of the final summative assessment

• where relevant, make careful and consistent assessment decisions based only on using the defined assessment criteria

• ensure that all Learner evidence submitted for assessment is valid and authentic

• validate and record assessment decisions carefully and completely

• work closely with us to ensure that implementation, delivery and assessment are consistent with national standards.

2. Which qualification does this Handbook apply to?This Handbook applies to Centres in the UK and the EU and covering the following qualifications.

QUAN Number Qualification Title603/3094/6 ISTD Level 4 Diploma in Dance Education (DDE)603/0996/9 ISTD Level 6 Diploma in Dance Pedagogy (DDP)

3. Essential information3.1 ISTD qualification specification The specification for each ISTD qualification is the document that Centre programme teams must use as a first point of reference for all planning and assessment. Specifications are accompanied by important assessment and delivery guidance which provide instructions and advice for the qualification. The ISTD specifications are freely available on our website.


Membership Matters 3.2 Handbooks and ISTD Support MaterialsHandbooks are provided by the Society to give detailed information about each unit, outlining suggested delivery plans and assessment processes as well as listing the indicative content that needs to be covered by the Centre.

Assignment briefs, worksheets and supporting information are also provided by the Society.

3.3 Quest / ParnassusThe online examinations and learner management system which are used by Members and the Society staff to register learners, submit learners for Intent to Enter and to make the related payments.

3.4 Totara (DDE)The online learner management system, Totara, is designed to support the Learner journey. Each Approved Dance Centre is allocated with their own online area with their live courses and Learner cohorts.

The Centres can enrol their Learners onto the courses via the ISTD enabling the Learner to have their own webpage where they can upload their work and track their progress. DDE Tutors can be enrolled by the Centre and linked to their Learners so that again they can see the units they teach, and the Learners enrolled within those units.

3.5 RegulationThe Office of Qualifications and Examinations Regulation (Ofqual) regulates qualifications, examinations and assessments in England. Qualification Wales and The Council for the Curriculum, Examinations and Assessment (CCEA) are the regulators for all qualifications in Wales and Northern Ireland respectively. The ISTD teaching qualifications have been accredited to the Regulated Qualifications Framework (RQF) by Ofqual. The RQF was launched in October 2015, and it is a requirement for Awarding Bodies to describe the size of their qualifications by using Total Qualification Time (TQT) as a descriptor. This provides an indication of how long a typical Learner will take to study for a qualification. It is also necessary to indicate the number of Guided Learning Hours (GLH) and this represents the number of hours Tutors are available to give guidance to Learners for learning.

3.6 Centre Assessment Standards Scrutiny (CASS)This activity is applicable to:

• DDE Unit 2 – Portfolio

• DDP – All units

Ofqual, Qualification Wales and CCEA Regulation in Northern Ireland introduced new regulatory requirements in February 2020, Centre Assessment Standards Scrutiny (CASS), which must be fully met by awarding organisations in September 2021.

CASS refers to the arrangements the Society has in place with our Approved Dance Centres to check assessment judgements for Centre-marked assessments. It covers the type of checks that happen before results are issued, which are often referred to as Moderation, and those that happen on an ongoing basis and could happen before or after results are issued. It draws together other processes that support this, such as the way the Society decides which Centres can mark assessments on its behalf, how it monitors this, how it decides whether to scale its controls up or down, and what action it might take if it discovers an issue with Centre marking.

The Handbook will refer to the CASS related activities in the relevant sections.


Membership Matters 4. ISTD Quality AssuranceThe Quality Assurance Department provides guidance and advice across the Awarding Organisation to ensure that the Society as an organisation remain compliant with its regulatory obligations.

With the introduction of Centre Assessment Standards Scrutiny (CASS) by the regulators, the Society is required to enhance our arrangements with Centres and moderate assessment decisions by Centres where applicable. CASS forms part of overall strategy by the regulators to improve the controls that Awarding Organisations have over Centres offering their qualifications. The Quality Assurance department has implemented systematic activities that ensure compliance with regulatory requirements. Centre visits, monitoring of processes and feedback from Centres all ensure prevention of risk to the ISTD teaching qualifications and maintaining standards.

4.1 ISTD PoliciesAll quality assurance policies and procedures can be found on the website at: www.istd.org/teach/quality-assurance/

In order for the Society to safeguard the award of its qualifications, there is ongoing quality assurance of Approved Dance Centres regarding delivery of the Society’s teaching qualifications, assessments and examinations. The Quality Assurance department has implemented systematic activities that ensure our compliance with regulatory requirements. The external quality assurance processes and feedback from Centres all ensure compliance to our regulatory obligations and the credibility of the Society’s qualifications.

The Society measures the quality assurance of its Centres through the following activities:

• Centre approval applications

• Qualification approval applications

• Review of Centre policy documents

• Centre visits (announced and unannounced)

• Centre re-approval

• Monitoring Centre results and performance at unit and qualification level

• Moderation of Centre assessments where applicable

• Internal moderation processes where applicable

• Learner feedback

• Complaints

4.2 What is an Approved Dance Centre?Approved Dance Centres are vocational colleges and independent dance schools who have undergone the required checks and inspection to assure the Society that they have appropriate management, quality assurance, physical resources, health and safety mechanisms and are able to provide an appropriate level of teaching and guidance to learners registered for ISTD programmes. Approved Dance Centres are approved by the Society to deliver the ISTD regulated teaching qualifications for a period of three years. The ISTD teaching qualifications can only be delivered by Approved Dance Centres.

The Society works closely with its Approved Dance Centres and provides support to ensure that the standard of delivery of its qualifications meet the ISTD standards and its regulatory requirements.

http://www.istd.org/teach/quality-assurance/


4.3 The Role of the Approved Dance Centre:Approved Dance Centres are responsible for delivery, assessment (where applicable) and internal quality assurance of ISTD teaching qualifications. The Approved Dance Centres are also responsible for:

• Reviewing the quality and consistency of delivery, assessment (where required) and internal quality assurance practices and decisions. These records must be provided if requested by the ISTD Quality Assurance Department.

• Providing the Society with information as requested in relation to their delivery of ISTD qualification.

• Ensuring that there are sufficient qualified staff and resources for the administration, management, delivery, assessment, and internal quality assurance of ISTD qualifications.

• Ensuring that any changes to staffing are notified to the Society immediately prior to starting delivery of the ISTD qualifications.

• Ensuring that measures are in place to identify, mitigate and prevent any risks and incidents that may have an Adverse Effect*. The Centre must immediately notify the Society of any such incident.

• Ensuring that all reasonable steps to avoid any Conflicts of Interests are taken, in compliance with the Centre and relevant ISTD policies and procedures, especially in relation to Adverse Effect. The Centre must immediately notify the Society of any Conflicts of Interest.

• Ensuring that preventative measures put in place to avoid malpractice / maladministration which may result in jeopardising the credibility of the ISTD qualifications.

• Marketing of ISTD qualifications.

Approved Dance Centres are expected to conduct their business in line with the Centre Agreement terms and conditions. Approved Dance Centres are issued with a Centre Agreement document which the Centre must comply with at all times.

The Society will provide support and guidance to Approved Dance Centres in all aspects of the delivery of the DDE and/or DDP programmes. Approved Dance Centres are required to work with the Society to make changes and improvements in delivery of the ISTD qualifications.

*Ofqual definition of Adverse Effect:An act, omission, event, incident, or circumstance has an Adverse Effect if it –(a) gives rise to prejudice to Learners or potential Learners, or(b) adversely affects –(i) the ability of the awarding organisation to undertake the development, delivery or award of qualifications in a way that complies with its Conditions of Recognition,(ii) the standards of qualifications which the awarding organisation makes available or proposes to make available, or (iii) public confidence in qualifications.

4.4 Centre ApprovalThe Society’s quality assurance process for its qualifications starts when a Centre wishes to become an Approved Dance Centre. The approval process consists of a desk-based review by the Quality Assurance department followed by a Centre Approval Visit. The potential Centre’s policies, processes, staff and documentation will go through required checks. This is to assure the Society that the prospective Centre has appropriate management, quality assurance, facilities, health and safety mechanisms and suitably qualified teaching staff for the delivery of the DDE and/or DDP programmes.

The prospective Centre must provide evidence of their relevant policies and procedures. Additional guidance on how to write key policies and procedures can be found on Appendix A. The following Policies and procedures will be reviewed:


• Equal Opportunities and Diversity Policy

• Arrangements to prevent and investigate instances of malpractice and maladministration

• Learner appeals

• Complaints

• Data Protection/GDPR

• Health and Safety

• Social Media

• Public Liability Insurance Certificate

• Conflict of Interest

• Safeguarding

Following the written confirmation of Centre Approval, the Centre may register Learners, deliver the programme, and assess learners where relevant. Additional aspects of the Centre journey may include:

• QA Centre visit / Audit

• Additional Staff Approval

• Additional Qualification Approval

• Additional Site Approval

If during the journey to becoming an Approved Dance Centre or following approval, the Quality Assurance Department comes across an aspect of the Centre’s activities that is not in line with ISTD requirements, they will work with the Centre to ensure the activity is brought in line with ISTD requirements. This process will always be conducted in a supportive manner and in line with the ISTD Policy and Procedures.

Process map for Centre Approval Process

Stage 1Centre application Application form received from prospective Centre along with the required documents such as policies

Stage 2

Desk based reviewQuality Assurance department review the application form and related documents for prospective Centre as part of the Centre approval and Qualification approval process

Stage 3Centre approval visit scheduled Once Centre have paid, Quality Assurance department will liaise with Centre to arrange a visit date

Stage 4Centre approval visit ISTD conduct Centre approval visit to check the required resources and systems, and complete a feedback report

Stage 5

Approval decision and activity planning Quality Assurance department provide Centre with the feedback report and create an action plan (where applicable). Centre respond to actions. Once approved, Centre can start delivering the ISTD qualification. Quality Assurance department create quality assurance activity planner for Centre


4.5 Registration and Monitoring of Additional Venues and SchoolsApproved Dance Centres may have additional sites such as schools and venues for some aspects of the DDE/DDP programme delivery. For example, learners may use these additional sites to undertake assisting and teaching practices for Unit 2. These additional sites are required to comply with the requirements of the ISTD and go through the approval process. The Centres are required to inform ISTD and apply for approval before any part of the DDE teaching can take place.

4.6 Registering Prospective TutorDDP and DDE It is the responsibility of the Centre to check and ensure that the prospective Tutor is suitably qualified and has the relevant set of skills to deliver the DDE/DDP programme. When the Centre is satisfied with their checks and verification, the Centre must provide the following information as part of the Centre Approval or Re-Approval process. In the case where there are staff changes outside the Re-Approval period, the Centre must notify the Society to request to register a new Tutor. This notification must be sent to [email protected] with the following documents:

• Recognised Tutor Application Form

• Tutor’s Curriculum Vitae

• Copies of Certificates/Diplomas

• Changes of Approval Information Application Form

The prospective Tutor must hold the requisite qualifications and experience to be able to deliver the DDE/DDP Programme.

The requirements for DDE Tutors are:

• Be qualified to minimum of Licentiate level or equivalent, in the relevant genre, AND

• Demonstrate adequate evidence of professional competence in teaching Learners or be prepared to work under the supervision of an experienced Recognised Tutor for a duration of two years.

The requirements for DDP Tutors are:

• Be qualified to minimum of BA level or equivalent, in the relevant subject area

• Demonstrable experience of mentoring, teaching, or coaching.

• Experience of tutoring at HE level.

The Quality Assurance department will check the application to register a new Tutor and if satisfied with the documentational evidence, a written confirmation will be sent to the Centre confirming the registration of the new Recognised Tutor.

The ISTD will issue the Recognised Tutor with a unique Tutor number and confirm which qualification and units they are registered to deliver. Upon this formal confirmation, the new Recognised Tutor must enrol to the mandatory Tutor training course by applying to the Education and Training department. The mandatory Tutor training will be conducted online for DDE, however, for DDP, Tutors are required to complete an initial day’s training with the Centre and the Society.

Recognised Tutors may not start delivering the DDE/DDP until after the completion of the mandatory training. Once completed, the new Recognised Tutor will be given access to Totara where they will be linked with the Learners registered with the Centre.


Recognised Tutors are required to undergo regular continuous professional development. Furthermore, the ISTD requires that all Recognised Tutors hold clear enhanced DBS disclosures, or the equivalent for countries outside the UK. The DBS status will be re-checked every three years. Prospective tutors who do not have experience of tutoring at the professional level of ISTD’s qualification portfolio require supervision by an experienced Registered Tutor. It is the responsibility of the supervisor to ensure that quality of assessments is consistent with the standards required by the ISTD, and that the supervised tutor understands and applies relevant quality assurance processes in relation to the administration of the qualifications. The precise nature of the relationship between Tutor and supervisor will vary across Centres; it is not the ISTD’s intention to be directly involved in the process of supervision.

4.7 Centre Visits Centre Visits are conducted in accordance with the Society’s quality assurance requirements. The Quality Assurance Department will arrange a Centre Visit for the purpose of obtaining further evidence to satisfy the Society that the Centre is suitably equipped to become an Approved Dance Centre.

The Society performs Centre Visits for:

New Centre Approval: A Centre visit will be conducted to obtain further evidence and validation of information before deciding whether the prospective Centre should be approved.

Centre Re-approval: A Centre will be visited to confirm that they are still suitably equipped for the delivery of the relevant qualifications. Checks will also be made on current policies and procedures commensurate with current Centre requirements.

Monitoring Centre Performance: In accordance with the CASS requirements, Centre visits will be conducted to establish the following objectives:

• To ensure quality of delivery to Learners is consistent across centres and meets the ISTD requirements.

• To ensure that the quality of delivery is inclusive and supports the needs of Learner at the Centre facilitating an environment where they can achieve.

• To ensure Centre assessments and Internal Moderation are conducted in a way so that ISTD standards are maintained across different Centres and over time.

• To support Centres and offer recommendations for future planning and delivery.

Audit: A Centre may be visited (announced/unannounced) as part of investigation such as a malpractice case which has been instigated by the ISTD and/or the regulators.

Centre visits can be face-to-face or virtual using Zoom or Teams, and the frequency will be determined on a risk-based approach. Factors for consideration will be the Centre’s:

• Number of Learner,

• Number of Tutors,

• Experience of the Centre of delivering ISTD teaching qualifications

• Results/moderation/marking history, and

• Other factors such as complaints.

Each Centre will be contacted to agree a date and time for a proposed Centre Visit. When contacted, Centres will be asked to provide relevant information and to check that their Centre documentation is up to date.


4.7.1 Centre Approval VisitOn the day of the Centre Visit, the Society representative will meet/speak with the Head of Centre and any relevant members of the Centre quality management team and/or members of the delivery and assessment team. They will also wish to meet with Learners, or review feedback from Learners.

The Centre Approval Visit will focus on the following key areas:

• Approved Dance Centre details

• Centre management and systems

• Centre staffing resources and monitoring

• Centre policies and procedures

• Learner support and monitoring of learner outcomes

• Centre / Tutor Assessments – DDE /DDP

A Centre Approval Visit enables the Society to explore processes and procedures within that Centre and for the Centre to be able to ask questions and clarifications to improve the delivery of the programme. It is an opportunity for the Society to meet Tutors and Learners in order ensure that the qualification is being planned and delivered with care, rigor, and quality.

4.7.2 Centre Approval Visit OutcomesQuality Assurance department provide Centre with the feedback report and create an action plan (where applicable). Once approved, Centre can start delivering the ISTD qualification.

4.8 Approval Risk Status As part of the external quality assurance activities after a Centre has been approved, the Society continues to monitor and apply a risk-based approach to Centres. This is based upon the Centre’s ability to meet the requirements to deliver the ISTD qualifications and have the following categories:

• Recommendations – low risk

• Causes of concern – medium risk

• Non-compliance – high risk

Where there are areas of minor concern and issues have been identified, recommendations will be proposed and reviewed as part of a supportive process to continue to improve standards at the Centre.

Where a Centre is not meeting the requirements, ISTD will provide support and feedback and assist in a process of continuous improvement. These action points will be recorded on the Centre Action Plan and, depending on the level of the non-compliance and the risk level, a sanction may be applied.

The Quality Assurance Department and the Head of Centre will agree a date by when the actions should be implemented. Any corrective action should be implemented within a maximum of three months of the Centre Action Plan being issued, or further actions and/or sanctions of a higher nature may be issued.

ISTD will monitor and evaluate the progress that a Centre has made regarding any action and sanctions that have been put in place. Where the non-compliance has been addressed then the risk level will be reviewed accordingly. Where non-compliance has not been addressed or if further concerns are identified then the risk level could be increased. Where there is continued refusal by a Centre to address non-compliance then this can lead to Withdrawal of Centre Approval in line with the Centre Agreement terms and conditions.


4.9 Removal of approvalThe Society reserves the right to withdraw either qualification or Centre approval when it deems there is an irreversible breakdown in the Centre’s ability either to quality assure its programme delivery or its assessment standards as outlined in the Centre Agreement and Sanctions Policy. The decision to remove Centre or qualification approval may arise because:

• The outcome of a Malpractice Investigation determines this is an appropriate sanction to impose

• The Centre has breached the terms and conditions of its Centre or qualification approval

• There are significant and/or repeated quality issues identified through the Society’s quality assurance processes

• There are long-standing financial issues which have not been resolved by the Centre

• The Centre has approval for programmes that are no longer active

• The Society no longer has confidence in the Centre’s senior management team.

If a Centre should close-down or approval cease, the Centre is responsible for ensuring the safe transfer of the Learners to another Centre. However, in the circumstances where the Centre is unwilling to or unable to take these actions, then the Society will take steps to support the Learners.

The Society will contact other Approved Dance Centres within the same geographical area to identify the scope for Learner transfers. The Society will then communicate in writing to the affected Learners providing instructions on which Centre that they can approach to continue their learning. Learners will be requested to confirm their intentions of either where to resume their studies or if they should wish to withdraw from the course.

5. The roles and responsibilities of Approved Dance CentresThe programme team consists of all the staff responsible for the delivery, assessment and verification of an ISTD qualification. It is critical that sufficient systems and procedures are in place prior to delivering an ISTD programme. As these are teaching qualifications, it is very important that the programme team includes individuals with up-to-date relevant experience and knowledge, in order to support Learner and successfully deliver the qualifications.

5.1 Approved Dance Centre Programme TeamHead of Centre – responsible for establishing and maintaining Centre policies and procedures related to ISTD Centre and qualification approval.

Programme Manager – responsible for overseeing the curriculum planning and structure of the programme, liaising with tutors, and ensuring that the qualification is being delivered to a high quality and that Learners are experiencing high quality teaching/learning and assessment.

Centre Administrator – responsible for the administration of courses, Totara and liaising with the Society

Recognised Tutors – responsible for delivering the programmes of learning within the unit they are employed to deliver, ensuring high quality experiences for Learners that meet the standards of the qualification.


The Head of Centre is responsible for nominating a Programme Manager. This person will be the Centre’s main point of contact for ISTD quality assurance purposes. Depending on the type and size of the Centre, Head of Centre may act as a Programme Manager or nominate another person with responsibility for the quality assurance or administration functions. The Programme Manager must be a person in a senior position or have decision-making responsibilities for the DDE and/or DDP programme delivery. It is the responsibility of the Programme Manager to ensure that all individuals involved with ISTD qualifications at the Centre are kept up to date with information from the Society and are aware of its requirements and regulations.

5.1.1 Head of Centre ResponsibilityThe Head of Centre has responsibility to ISTD for the following:

• Establishing and maintaining Centre policies and procedures related to ISTD Centre and qualification approval.

• Informing the Society of any changes to Centre details or circumstances, including change in staff (e.g. Tutors), change of ownership, contact details and any financial difficulties.

• Informing the Society formally of any institutional changes e.g., mergers with other organisations, take-overs, bankruptcy.

• Reporting any case of suspected malpractice immediately to ISTD and supporting the Society with the investigation as requested.

5.1.2 Programme Manager ResponsibilityThe Programme Manager has responsibility to ISTD for the following:

• Overseeing the delivery, assessment, and internal quality assurance of DDE/ DDP qualifications. Ensuring that the delivery of DDE/ DDP qualifications are in accordance with the Centre’s regulatory agreement.

• Ensuring internal quality assurance meets ISTD requirements.

• Maintaining accurate records of DDE/DDP learners at all times and ensuring that these are retained by the Centre for minimum of six (6) years.

• Ensuring all Centre Staff receive the relevant ISTD communications.

• Ensuring the Tutors deliver a high-quality programme to Learners, making interventions and giving support when this is not the case.

• Ensuring Learner registrations are undertaken within six weeks of the start of their programme.

• Collecting DDE/DDP Learner registration fees.

• Checking and distributing Learner certificates in a timely manner.

• Informing the Society of any changes to Learner details.

• Informing the Society of Learner withdrawals or changes of qualification or any other changes to Learner status.

• Managing Learner requests for exemption, Applications for Reasonable Adjustment (ARA), appeals and complaints.


5.1.3 The Role of the Recognised TutorOnly DDE registered and trained Recognised Tutors may teach DDE learners. It is also required that Tutors subscribe to ISTD Membership. The role of the Recognised Tutor is to plan and deliver a stimulating, inclusive and engaging curriculum for DDE Learners in accordance to the required Guided Learning Hours. Recognised Tutors should encourage independent research from their Learners and enable Learners to reach their full potential within the qualification. It is the responsibility of the Approved Dance Centre to ensure that the delivery of the DDE meet the ISTD and regulatory standards and requirements.

Mandatory TrainingNew Tutors are required to complete initial online mandatory training prior to commencing delivery of the qualification. This training focuses on assessment and will ensure that the Tutor gleans knowledge of the assessment requirements and indicative content to structure and plan delivery. It is necessary for a Tutor to train and have knowledge of all units so that they gain understanding of how units cross over and interlink.

Annual TrainingTutors are required to attend marking guidance training and to attend any meetings that relate to programme updates on an annual basis. Tutors should also seek to attend additional CPD every year to ensure that they upskill, and their knowledge remains up to date. This is the professional responsibility of the Tutor and ensures that delivery continues to be inspiring and Learner focused. It is the Centre`s responsibility to ensure that Tutors are equipped and encouraged to attend CPD to ensure that their delivery meets the standards. Our quality assurance and Centre Re-Approval processes will review Tutor CPD history and make further recommendations where required.

DDPDDP Tutors are expected to attend regular standardisation training delivered by the ISTD. They are also expected to upskill their knowledge and pedagogy on a regular basis to ensure they are able to deliver a current and challenging curriculum.

5.2 Resources DDEThe DDE Tutor’s Handbook provides specific guidance and detail for delivery the qualification and should be used as a regular reference point.

The Recognised Tutor is sometimes required to perform the role of a Centre Assessor. Should this be the case, the roles and requirements of the Centre Assessor are also required to be met.

DDPUnit Handbooks and support materials will be provided to the Centre at the beginning of each academic year.

5.3 The role of the Centre Assessor This role is applicable to:




The role of Tutors/Lecturers acting as the Centre Assessor is to decide whether a Learner has provided sufficient evidence to demonstrate they have met the qualification requirements for a specific unit/component. This is achieved by judging the Learner’s evidence and by considering the knowledge and understanding demonstrated by the Learner against the Learning Outcomes and Assessment Criteria for the relevant unit/component. It is important that Centre Assessors provide support and guidance concerning sufficiency of evidence and that they ensure Learners clearly demonstrate knowledge and understanding and cross-reference any evidence against the appropriate units and Assessment Criteria.

5.4 The role of the Internal ModeratorThis activity is applicable to:


Centres must have in place processes to moderate across Learners and assessment decisions as part of quality assurance. The nominated Programme Manager is required to act as an Internal Moderator and hold regular Internal Moderation meetings with Centre Assessor/s to ensure and demonstrate that assessment decisions are valid and consistent, through monitoring and sampling internal assessment decisions and providing appropriate feedback to Centre Assessor/s. Programme Managers must not internally moderate any evidence which they have themselves assessed.

5.5 The Internal Moderation and ISTD Moderation Process

Stage 1Learner submits assignment to Centre Assessor

Stage 2Centre Assessor marks assignment and sends grades and feedback to Internal Moderator

Stage 3Internal Moderator checks all documentation is finalised and selects sample for Internal Moderation

Sample size: 10% or a minimum of three (3) Learners from across the cohort

The three sampled Learners should be the same for Units 1, 2 and 3 and, where possible, different for Unit 4 and different for Unit 5.

Stage 4Internal Moderation of sampled assignment work takes place

Stage 5Internal Moderator and Centre Assessor for the relevant unit meet to discuss the outcomes.

Filmed meeting in which Learner work is discussed in relation to ACs – footage to be available for ISTD Moderator.

NB. At this stage Learners who have failed will be flagged and resubmissions offered.


Stage 6

Once a unit is complete and all assignments have been submitted for a unit, the sampled work is sent to the ISTD Moderator.

This should be accompanied by a tracking document of all Learners in the cohort, the preliminary outcomes awarded, and any resubmissions/retrievals that have been undertaken.

Stage 7

ISTD Moderator reviews work of three Learners and creates a report, making recommendations to Centres for improving practice and acknowledging good practice.

Recommendations for training are sent to Education and Training to ensure training requirements are met.

If ISTD Moderator is satisfied with standards across the unit having viewed the sample of Learner work, no further action is required.

ISTD Moderators are not second marking and therefore are not passing or failing individual Learners. If concerns are raised, they affect the full cohort e.g if an AC is not being fully addressed – this would be flagged, and a decision taken as to whether this is a recommendation for next year or if the full cohort needs to be reviewed by the Centre.

Stage 8Assessment Board meeting take place annually in mid-July. Assessment Board sign off Learner results.

Following agreement by the Assessment Board, certificates will be issued by ISTD for Learners who have completed the full qualification

Please refer to section 7.3 for further details of DDP Internal Moderation.


6. Essential processes

Stage 1Learner RegistrationCentre submit Learner registrations and the make related payment during the relevant Learner Registration Window

Stage 2Intent to EnterCentre submit the Intent to Enter application and make the related payment for Learners due to be assessed in the relevant Assessment Window

Stage 3Final AssessmentLearner uploads the assessment documents to Totara

Stage 4MarkingISTD standardised Assessors conduct the marking of Learner work which is sampled by the Lead Assessor to ensure consistency of standards

Stage 5Assessment Board ISTD Assessment Board review the performance of the qualification and sign off Learner results

Stage 6Issuing ResultsISTD issue results to Centres as scheduled for the relevant Assessment Window

Stage 7CertificationISTD issue certificates to Centres for Learners who have completed their qualification

6.1 Learner Registration Process We require Centres to register their Learners within six (6) weeks of the start of their DDE/DDP programme during the Learner Registration Window. Centres must pay learner registration fees directly to the ISTD before registering learners. The current fees can be found on our website.

Approved Dance Centre:

• Must register a Learner for the DDE/DDP qualification within six weeks of commencing aprogramme during the Learner Registration Window by providing the mandatory informationin the format required by the Society.

• May register a Learner intending to take the full DDP qualification for the mandatory unitsonly but must register the Learner’s optional units as soon as they are known.

• Must ensure that each Learner taking a DDE/DDP qualification is registered in a way thatpermits the Learner to be clearly and uniquely identified.

• Must take full responsibility for registering Learners correctly and should take all steps toavoid submitting any duplicate data to the Society.

• Must register Learners on the correct qualification.

• Must provide the relevant information for exemptions and submit the copies of certificates/diplomas to [email protected] promptly.

https://res-2.cloudinary.com/istd/image/upload/v1/pdf%27s/dde_assessment_fees_2020_hpzq6m


ISTD Quality Assurance department will:

• Acknowledge receipt of a Learner’s registration, in the form of registration summary listing all Learners and their learner pin number, which will be sent to the Centre within seven working days of processing the Learner registrations.

The Learner registration fee covers:

• Registration (for the duration of the qualification, up to a maximum of five years)

6.1.1 Guidance on Learner fees: It is recommended that a Centre should charge Learner fees that incorporate the ISTD qualification fees such as the registration and assessment fees. It is good practice to ensure that the Learner fee is paid in full at the start of the programme. Some Centres may allow Learners to pay their fees in instalments, however, the Centre should ensure that the final fee is paid to them at least six weeks prior to the end of the programme. ISTD learner registration fees are payable at the point of registration. ISTD assessment fees are payable at the point of Intent to Enter (DDE only). Any Centres withholding DDE/DDP certificates from Learners due to outstanding payments are breaching the regulatory requirements.

6.1.2 Transfer of a Learner to another Approved Dance Centre Learners cannot be registered with more than one Centre at any one time. Transfer of learner registration will mean that once transferred, a Learner must complete the remainder of their programme at the Centre where they are transferred to.

6.2 Entering Learners for Assessments and Exams6.2.1 Level 4 Diploma in Dance Education (DDE) The DDE learners are assessed by the ISTD for each Unit. Centres must ensure that learners are entered for assessments and exams in line with the ISTD process and procedures. There are different processes for each Unit. These are explained below:

Written Assessments for Unit 1 and 5 The Society has three Assessment Windows per academic year. The Assessment Schedule is circulated to Centres and Recognised Tutor and the key dates for Assessments can be found in the Totara Calendar.

Intent to Enter Process for Unit 1 and 5 of the DDE Before any learner can be submitted for the Final Assessment, the Centre must submit the Intent to Enter Application which provides the ISTD with a list of candidates they would like to enter for a specific Assessment Window. The Centre must ensure that before the Intent to Enter Application is made, the Learner has completed the draft assessments on Totara, and received formative feedback from the Tutor.

When the Learner is ready to submit for the Final Assessment, the Centre/Tutor will need to submit the Intent to Enter Application to the ISTD by following the below guidelines:

• Provide the required information clearly detailing the Learner/s and the Unit they will be assessed for.

• Submit the information with payment on or before the Intent to Enter deadline in the format required by the Society. Please note that late Intent to Enter submissions will not be accepted and Learner/s will need to wait until the next available Assessment Window.


The ISTD will:

• Confirm the Intent to Enter is correct and valid and that payment has been processed.

• Provide Learners access to the Final Assessment area on Totara – this process may take up to 10 working days from Intent to Enter to clearance.

The Learner will:

• Upload all their final completed work, ensuring that they have checked all required materials and that each document is ordered and labelled correctly.

• Ensure all work is ready and uploaded correctly by the submission for marking deadline.

After the submission for marking deadline no further changes or submission will be allowed.

Assessment for Unit 2 of the DDE Centres can enter Learners for assessment at any time as there are no specific Assessment Windows for Unit 2. A Learner is required to have completed all sections in the draft area of Totara. This includes:

• four observing lessons (unless exempt).

• five assisting lessons.

• five teaching lessons – including one interim teaching assessment with the Tutor.

• NB – experienced teachers may be exempt from assisting and complete ten teaching sessions at the discretion of the Centre.

• Learner will have received formative feedback for all the above work from their Tutor.

• the Tutor will have completed a Record of Achievement (RoA) for observing, assisting, and teaching.

When the Learner is ready for their Final Teaching Assessment (FTA) to be delivered and assessed by an ISTD Assessor the following process must be followed.

• The Centre/Tutor will contact the Centre’s allocated ISTD Assessor to organise the timeline – the date for the lesson to take place and be uploaded to Totara, the date for observation by the ISTD Assessor followed by the 1-1 Viva date with the Learner. The date between the recorded class and the Viva must not be any longer than ten working days.

• Once the timeline of events has been agreed by the ISTD Assessor, the Centre/Tutor must complete and submit an Intent to Enter and make a payment with the ISTD. This must be at least three weeks before the Final Teaching Assessment is to take place.

• All information relating to arranged dates must be included on the Intent to Enter – the assessment cannot take place without all correct details in place and must adhere to the agreed timeline.

Once the Intent to Enter has been completed and payment made and received, the ISTD will then:

• Make the final assessment area on Totara for Unit 2 available to the Learner.

• Link the ISTD Assessor with the Learner details so they have access to the video link on Totara.

• This administration process may take up to 10 working days.


When the Learner has access to the Final Assessment area in Totara, they will need to do the following:

• Full Unit Portfolio Submission Area: Upload all the teaching portfolio and Record of Achievements.

• FTA Submission Area: Upload the lesson plan and evaluation for the Final Teaching Assessment / The link for the filmed FTA class/ Interim Tutor Assessment (ITA).

On the scheduled date, the Viva will be conducted with the Learner by the ISTD Assessor. Following the Viva, the ISTD Assessor will conclude the Final Teaching Assessment. The provisional result of the FTA will be notified to the ADC in writing within 2 to 3 weeks following the Viva.

Practical Exams - DDE Unit 3 and 4 Centres will book exam sessions via the relevant Examinations department. Please note that Unit 3 Intermediate must be successfully achieved before Unit 4 can be assessed. All queries for booking exam sessions should be sent to:

• UK Exams: [email protected]

• International Exams: [email protected]

6.3 Level 6 Diploma in Dance Pedagogy (DDP)DDP learners are assessed by Centres. The Society requires that Centres should have their own assessment schedule and process and procedures for Centre Assessments for each Unit. For submitting learners for External Moderation, Centres are required to follow the process and procedures provided by the ISTD.

7. Assessment guidance7.1 Formative assessment Learners studying at higher levels should be capable of undertaking independent study and research, developing strategies to improve their own performance, supported by Tutors/Lecturers. Formative assessment is an integral part of the assessment process, involving both the Tutor/Lecturer and the Learner in a two-way conversation about their progress. It takes place prior to the final assessment and focuses on helping the Learner to reflect on their learning and improve their assignment. The main function of formative assessment is to provide feedback to enable the Learner to make improvements on their work. This feedback should be clear and timely, so it has meaning and context for the Learner.

Learners should be provided with formative feedback during the process of assessment and be empowered to act to improve their assignment. Feedback on formative assessment must be constructive and provide clear guidance and actions for improvement. Verbal feedback is an ongoing process and is an important part of the relationship between the Tutors/Lectures and Learners. The Tutor/Lecturer is required to offer one formal opportunity to provide draft assessment feedback when Learners will have had the opportunity to provide evidence towards all the Assessment Criteria targeted. This should be built into the Assessment Plan and be formally recorded. Usually, further formal opportunities for formative feedback should not be necessary. However, if it is clear at the formative assessment stage that Learners have misinterpreted or have been misdirected by assignments or programme guidance, there may be the need for another formative assessment once issues have been addressed.

Tutors should use their professional judgment to determine when this is appropriate and should ensure that an advantageous situation is not created for one Learner over another.


Following formative assessment and feedback, Learners are able to:

• Review their work to improve the original evidence produced, and refine and develop their ideas in future projects

• Prepare and submit their assignment for summative assessment

• All records should be available for auditing purposes, as we may choose to interrogate records of formative assessment as part of our ongoing quality assurance.

7.2 Final summative assessment This activity is applicable to:



Final summative assessment is the final consideration by a Centre Assessor of a Learner’s assignment, agreeing which Assessment Criteria the Learner has met in the assignment and recording those decisions. Learners should be aware that summative assessment is subject to confirmation by ISTD Assessor or the Internal Moderator/ISTD Lead Moderator, and the Assessment Board, thus the results are provisional and can be overridden until the Assessment Board has confirmed a result. Centre Assessors must evidence Learner achievement against the Assessment Criteria. Learners will need to be familiar with the Assessment Criteria so that they can understand the quality of what is required.

Marking spelling, punctuation and grammar

It is good practice for Centre Assessors to correct spelling and grammar mistakes on Learner work and to expect the Learner to correct them at the formative feedback stage. If Learner work has consistently poor spelling, grammar or language, it should not be submitted to final assessment, but should be returned to the Learner to be corrected. The Learner must be given a deadline by which to correct the work.

For final summative assessment, mistakes in spelling and grammar should not influence assessment decisions unless:

• The mistakes are so problematic that they undermine the evidence of understanding by the Learner, or

• Specific Assessment Criteria require good communication, spelling and grammar and/or correct use of technical language.

7.3 Internal Moderation process This activity is applicable to:


Centres must put in place effective internal moderation processes to ensure that learners are being assessed fairly and assessments are evidenced in line with the Society’s requirements.

It is recommended that all Learner submissions are subject to internal verification checks prior to being submitted to the Internal Moderation. These checks should ensure that:

• Work is labelled correctly

• Work is complete and all parts of an assignment have been submitted

• Work is accessible (YouTube links and filmed footage)

This process can be undertaken by any relevant member of staff.


Internal ModerationOnce the assessments have been marked by the Centre Assessor, a Centre is a required to arrange a meeting between the Centre Assessor and Internal Moderator to review the sample of Learner work for the cohort. The Internal Moderation can take place face-to-face or online, however, the meeting must be recorded. The Internal Moderator should be another Tutor/Lecturer on the programme or a Programme Manager.

The sample size for each assessment should be 10% of the Learner cohort or a minimum of three Learners, dependent on which is greater. The Internal Moderation must review different Learners across the assessments (Unit 1, 2 and 3; Unit 4; and Unit 5). The sample must include all failed assignments. The Internal Moderation must also review the learner outcomes across all units for the whole cohort.

The sample of assessments should not include draft submissions and must include all documentation relevant to the final assignment.

The sample of assessments are moderated by the Internal Moderator in relation to the feedback by the Centre Assessor and the Assessment Criteria for the Unit. Internal Moderation must consider all documentation for each individual sampled Learner`s work, as well as Centre Assessor feedback. The Internal Moderator completes an Internal Moderation Form to confirm or reject the assessment decisions by the Centre Assessor.

The Centre Assessor and Internal Moderator meet to discuss assessment decisions and arrive at a consensus. This meeting is filmed and must be made available to the ISTD Moderator upon request. Once agreed, assessment decisions and feedback are released to Learners. Learners must be made aware that these grades are provisional and are subject to approval by the ISTD External Moderation and the Assessment Board.

If the Centre Assessor and Internal Moderator cannot reach an agreement about a specific Learner work, the Head of Centre must identify a second Internal Moderator to review the work and make a final decision. If this is necessary, the whole cohort (not just the sample) must be internally moderated to ensure consistency of grades.

If an assignment is agreed to be of a failed standard, the Learner must be offered an opportunity for a resubmission. It is important to note that failing an Assessment Criteria does not necessarily trigger a resubmission, and this is especially true where the failed criteria is mapped to another assignment. The resubmission can be a full resubmission for the whole assignment or a retrieval assignment, which targets identified Assessment Criteria, depending on the failed components.

The pass level of 75% of Assessment Criteria for each Learning Outcome should be considered when offering resubmissions.

If a retrieval assignment is required, the Tutor should issue a new assignment brief stating the assignment requirements/method, length of submission, draft and final submission dates. Support sessions may be required, and it is up to the Tutor to decide the amount and level of support needed.

Marking and moderation of resubmissions and retrievals follows the same process as outlined above.

7.4 ISTD quality assurance on assessmentsISTD has a responsibility for assuring the academic standard of its teaching qualifications. The key mechanisms by which this is achieved is through the standardisation and marking/moderation processes with the oversight of the Assessment Board.


7.4.1 The quality assurance of DDE AssessmentsThis activity is applicable to:

• DDE Units 1, 2 and 5

DDE assessments are marked by a team of ISTD Assessors who go through regular standardisation training led by the QA Department and the Lead Assessor. DDE assessments are subject to stringent quality checks to ensure that ISTD Assessors are marking in line with the marking guidance and standardisation. As part of quality assurance measures, a sample of each ISTD Assessors allocation is second marked by the Lead Assessor to ensure that the standard has been applied correctly and consistently.

The Society holds an Assessment Board meeting at the end of each Assessment Window before assessment results are released to Centres to ensure that assessments remain consistent, fair and fit for purpose, and review the performance of the units and the qualification as a whole. Assessment Board meetings can be defined as a process undertaken by an Awarding Organisation in which assessment results are evaluated and any findings are acted upon to ensure consistency and parity of assessments across the qualification and the maintenance of standards over time.

7.4.2 The quality assurance of DDP Assessments This activity is applicable to:

• DDP Units 1, 2, 3, 4 and 5

DDP Learners are assessed by Centres. Centres are responsible for delivery of the DDP programme and assessing their Learners for each unit. All Centre Assessments must be conducted and documented in line with the ISTD guidelines and requirements. Once the cohort has been gone through Internal Moderation by the Centre, a sample of the Learner assessments within the cohort are reviewed by a team of ISTD Moderators. This should be accompanied by a tracking document of all Learners in the cohort, the grades awarded, and any resubmissions/retrievals that have been undertaken. Centres may release the preliminary results to Learners prior to external moderation by the ISTD Moderator, however, Learners must be made aware that these results may change.

The Lead Moderator reviews the sample of Learner work and creates a report, making recommendations to Centres for improving practice and acknowledging good practice. If the Lead Moderator is satisfied with standards across the units, no further action is required.

Lead Moderator do not mark the Learner work and therefore are not passing or failing individual Learners. If concerns are raised, they affect the full cohort. For example, if an Assessment Criteria is not being fully addressed, this would be flagged, and a decision taken as to whether this is a recommendation for next year or if the full cohort needs to be reassessed by the Centre Assessor followed by the Internal Moderation.

The Society hold an Assessment Board meeting at the end of each academic year before assessment results are released to Centres to ensure that assessments remain consistent, fair and fit for purpose, and review the performance of the units and the qualification as a whole. An Assessment Board can be defined as a process undertaken by an Awarding Organisation in which assessment results are evaluated and any findings are acted upon to ensure consistency and parity of assessments across the qualification and the maintenance of standards over time.

As part of Centre Assessment Standards Scrutiny (CASS), the Society is required to observe assessments and assessment decisions taken by the Centre on annual basis. Centres are therefore required to record their Internal Moderation meetings. The Quality Assurance department confirms with each Centre which units and which relevant Internal Moderation meeting and documentation should be submitted for review to ensure that Centre assessments have been conducted in line with the ISTD requirements and its standards.


7.5 Issuing ResultsOnce the assessment results have gone through the relevant quality assurance checks and review by the Assessment Board, the final results will be issued to Centres during the dates as specified by the Society.

7.6 Enquiries and Appeals For more information on Enquiries and Appeals Policy, please refer to the Quality Assurance section of the ISTD website.

7.7 Awarding and CertificationCertificates for the qualification are issued on successful completion of all units of the qualification. All units must be passed, each unit carries equal weight, and the qualification achievement is reported Awarded/Not Awarded. Unit completion certification is available on request from the Quality Assurance department at a fee.

Following successful completion, the Certificates for Learners will be issued and sent direct to Centres within six weeks of completing the qualification. Centres will also be issued with a Certificate of Unit Completion document (CoUC) which is a transcript of the Certificate. The ISTD will not despatch Certificates direct to learners unless it is requested in writing by the Centre.

The ISTD will issue replacement and duplicate Certificates at a fee. Centres must put in a written request to the Quality Assurance department. Damaged Certificates must be returned to us before a duplicate certificate can be issued.

7.8 Re-sitsLearners have up to five years from the date of enrolment to complete the programme. Learners may re-sit assessments any number of times within the lifecycle of their qualification. This may be the case either if they fail their assignment or examination, or if a learner has already passed their examination but they wish to attempt it again to achieve a higher grade. In both situations, Learners may enter for the assessment again.

7.9 Retention of learner evidence / assessment materialsLearner evidence and assessment records must be kept safely and securely to ensure that they are available for moderation and quality assurance activities.

Centres are required to:

• Store all assessment records securely and safely

• Maintain records of Learner achievements that are up to date and reviewed regularly

• Retain assessment records for Centre, Awarding Body or regulatory scrutiny for a minimum of three years following certification

• Have all current Learner evidence available for moderation purposes.

• Retain all Learner work for a minimum of 12 weeks after certification has taken place.

All assessment records must be secure against hazards like theft and fire, etc. The records must be of sufficient detail to show exactly how assessment decisions were made (i.e. to Assessment Criteria level). Data should only be accessible by relevant staff. Records must be securely kept for ISTD audit purposes and in case of Learner appeals, certification issues, etc. Up to date and accurate Learner progress information regarding registration, Learner feedback and progress, and achievement (at Assessment Criteria level) must be recorded. Staff must ensure the accuracy of the information recorded.

https://www.istd.org/teach/quality-assurance/


7.10 Managing malpracticeThe Quality Assurance department team will undertake investigations into alleged or suspected malpractice in order to ensure the quality, rigour and consistency of assessment practice, and the validity of certificate claims, with regards to its qualifications.

Malpractice can be defined as an act or an instance of improper practice and includes maladministration. Malpractice is any activity, practice or omission which is either wilfully negligent or deliberately contravenes regulations and requirements and compromises one or more of the following:

• Assessment and moderation process

• Integrity of a qualification

• Validity of a result or certificate

• Reputation and credibility of the Society

Maladministration is defined as any activity, practice or omission which results in Centre or Learner non-compliance with administrative regulations and requirements. For example: persistent mistakes or poor administration within a Centre resulting in the failure to keep appropriate Learner assessment records.

If a Centre discovers or suspects malpractice, the Head of Centre is required to report it to the Quality Assurance department within 10 working days and prior to the commencement of any internal investigation. Failure to do so may affect a Centre’s Monitoring Rating.

Where malpractice or maladministration is suspected in a Centre, or a partner organisation involved in administering or assessing the qualification, the Society may:

• immediately suspend the Centre from registering learners and undertaking assessments/examinations

• investigate whether the systems at the Centre are up to the standard required to deliver the programme

Allegations of malpractice can also be disclosed to the Society by individuals who have concerns relating to examinations or the assessment of qualifications at an Approved Dance Centre. An individual could be one of the following:

• Parents of Learners

• Staff in the Centre

• Staff who have left the Centre

• Staff in other Centres

• Regulators and other agencies/organisations

• Other awarding organisations

• ISTD Moderators

• ISTD Examiners

• Police


Regardless of the circumstances or the people involved, the Society will investigate all allegations or suspicions of malpractice in examinations and assessment to protect the integrity of its qualifications and fairness to Centres and Learners. All information which the Society deems necessary in order to investigate and resolve an allegation of malpractice must be provided by the Centre. Failure to report suspected malpractice and/or to co-operate with follow up activity may lead to sanctions such as certificates not being issued, future registrations not being accepted or withdrawal of qualification and/or Centre approval. For further information on malpractice and how to report it, please refer to the Malpractice Policy, available on the website.

Appendix A – Approved Dance Centre Policies Guidance on how to write key policies and procedures:

Data Protection and Privacy PolicyTo meet the minimum approval requirements, the Data Protection and Privacy Policy should include the following sections:

• Policy Statement – this sets out how you intend to use learner data fairly and how you will store data safely in order to prevent any unlawful disclose to any other person. To do this your Centre must comply with the Data Protection Principles, which are set out in the Data Protection Act 2018.

• Everyone responsible for using personal data has to follow strict rules called ‘data protection principles’. You must illustrate in your policy how you will make sure the information is:

3 used fairly, lawfully and transparently.

3 used for specified, explicit purposes

3 used in a way that is adequate, relevant and limited to only what is necessary

3 accurate and, where necessary, kept up to date

3 kept for no longer than is necessary

3 handled in a way that ensures appropriate security, including protection against unlawful or unauthorised processing, access, loss, destruction or damage

• There is stronger legal protection for more sensitive information, such as:

3 race

3 ethnic background

3 political opinions

3 religious beliefs

3 trade union membership

3 genetics

3 biometrics (where used for identification)

https://www.istd.org/teach/quality-assurance/


3 health

3 sex life or orientation

3 There are separate safeguards for personal data relating to criminal convictions and offences.

Your staff must be trained fully on the new GDPR guidelines and must ensure that they follow these principles at all times.

For further information on what to include in your policy please visit the following website: www.gov.uk/data-protection

Equal Opportunities PolicyTo meet the minimum approval requirements, the Equal Opportunities Policy should include the following sections:

• An overall statement of commitment to judging learners solely on merit and ability during admission and throughout their studies with your Dance Centre.

• The policy must highlight your commitment to providing equal opportunity education to all learners regardless of:

3 Gender (including sex, marriage, pregnancy, maternity leave, gender re-assignment, sexual orientation)

3 Race (including ethnic origin, colour, citizenship, nationality and national origin)

3 Disability

3 Religion or Belief

3 Age (unless a regulated provision has a minimum age requirements)

• A clear section on what staff and learners must not do, such as:

3 Discriminate against and harass staff or other learners

3 Attempt to induce other Learners to practice unlawful discrimination

3 Victimise individuals who have made allegations or complaints of discrimination, or provided information about such discrimination

• Your policy must include information on what could happen if this policy is violated or a person is in breach. Please state the steps you will take to manage and resolve any non-compliance and who will be accountable for investigating the matter.

Learner Appeals Policy and ProcedureTo meet the minimum approval requirements, the Learner Appeals Policy and Procedure should include the following sections:

• A section on the purpose of this policy along with an informal route to manage any issues raised by your learners.

• The purpose and scope of the policy, which should be in line with your values and code of conduct. For example, a learner may appeal on the grounds of their conditions of enrolment, health and safety, training and delivery and equal opportunities.

• A clear set procedure explaining how you will manage any appeal from a learner from informal to the appeal stage.

https://www.gov.uk/data-protection


• The roles and responsibilities of those staff members chosen to manage an appeal at each stage of the process

• How you will communicate the outcome to the learner and their right to appeal to the ISTD

Child Protection Policy (Safeguarding Policy)To meet the minimum approval requirements, the Child Protection (Safeguarding Policy) should include the following sections:

• An introductory section on the statutory guidance on inter-agency working to safeguard and promote the welfare of children, including

3 Working Together to Safeguard Children 20181

3 Working Together to Safeguard Children: Statutory Framework2

• The aims and objectives of the policy, including how you will safeguard and promote the welfare of children. For example, annual safeguarding training for all Centre staff, monitoring those children who are ‘at risk’ and creating an environment where children feel secure, have their viewpoints valued are encouraged to talk and are listened to.

• Your policy must reference that there are different safeguarding protocols and principles for child protection and for safeguarding adults at risk. Based on your delivery, there should be separate policies covering adults at risk and child protection, or at the very least, separate sections within an overarching policy.

• The qualifications and experience of staff trained in safeguarding i.e. staff trained to Level 2 Safeguarding and the Safeguarding Officer to Level 3.

• A section on what staff need to be aware of.

• A section on defining safeguarding i.e. what is a child?

1For further information please refer to the following document: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/779401/Working_Together_to_Safeguard-Children.pdf 2https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/722307/Working_Together_to_Safeguard_Children_Statutory_framework.pdf

Disability PolicyTo meet the minimum approval requirements, the Disability Policy should include the following sections:

• The purpose of the policy i.e. the commitment of developing an environment of inclusivity.

• The aims of the policy

• The objectives

• A reference to the Special Educational Needs and Disability Act 2001 and the Equality Act 2010 and how you will adhere to this legislation

• The types of reasonable adjustments for those learners who fall under the policy, in line with the ISTD Reasonable Adjustments Policy and Procedure

• How learner disability data is collected and maintained to ensure appropriate support

Examination Appeals PolicyTo meet the minimum approval requirements, the Examination Appeals Policy should include the following sections:

• How the learner can submit their appeal through your Centre for submission to the ISTD, in line with the ISTD’s Enquiries and Appeals Policy and Procedure (Externally Assessed).

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/779401/Working_Together_to_Safeguard-Children.pdf

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/779401/Working_Together_to_Safeguard-Children.pdf

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/722307/Working_Together_to_Safeguard_Children_Statutory_framework.pdf

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/722307/Working_Together_to_Safeguard_Children_Statutory_framework.pdf


• How you will review this appeal prior to submitting to the ISTD on behalf of the learner

• A section referring learners to our policy and procedure through the ISTD website.

Health and Safety PolicyTo meet the minimum approval requirements, the Health and Safety Policy should include the following sections:

• Your commitment to ensuring, so far as is reasonably practicable, that all activities are conducted with the highest regard for the health, safety and welfare of all Centre staff and learners who may be affected by your undertakings

• A reference to the Health and Safety at Work Act 1974 and how you will adhere to this legislation.3

• Your arrangements and management of Health and Safety including the roles and responsibilities of those staff responsible for dealing with Health and Safety issues.

3For further information please refer to the following website: www.hse.gov.uk/legislation/hswa.htm

Conflict of InterestTo meet the minimum approval requirements, the Conflict of Interest Policy should include the following sections:

• The scope of the policy.

• Managing and declaring Conflict of Interest. For example, providing information on the staff in the Centre responsible for overseeing this area, mitigating the risks and declaring the cases to the Society.

• Possible examples of Conflict of Interest in the context of the delivery of ISTD qualifications.

ComplaintsApproved Dance Centres must have their own written complaints procedure. This should be a specific document that is able to be uploaded to the Centre’s website zipped together with your Appeal Policy and Procedure. If you have Student Handbooks, the Complaints Procedure should be added in the Student Handbook.

A Centre can use the ISTD Complaints Procedure as a guide when developing their own Complaints Procedure, but it should be fully adapted and be clearly referenced as being the Centre’s own.

To meet the minimum approval requirements, the Complaints Policy should include the following sections:

• Information for Learners on how to and to whom complaints should be reported

• The stages/process of investigation of the complaint, including timescales if appropriate

• How the outcome will be communicated

• Reference to the Centre Appeals Policy if the Learner is dissatisfied with the outcome of a complaint

• A statement that ensures Learners are made aware that, after having exhausted the Centre’s own procedure, if they remain dissatisfied; they can contact ISTD to escalate the issue

Complaints Procedure and a link to ISTD Complaints Procedure should be provided in the Centre Complaints Procedure Guidelines.

http://www.hse.gov.uk/legislation/hswa.htm


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The Imperial Society of Teachers of Dancing exists to advance excellence in dance teaching and education. Membership of the Imperial Society of Teachers of Dancing is the passport to artistic and professional progression. Find out more www.istd.org

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