Georgina Butler

Editor. Dance Writer. Ballet Teacher.

Profile

I am an experienced editor, journalist, dance writer and ballet teacher.

My academic and professional endeavours demonstrate my zeal for dance and education.

I am motivated to be the best that I can be, and I enjoy sharing knowledge through teaching and mentoring. I enthusiastically engage with continuing professional development opportunities.

Key Achievements

Varied and compelling projects as an editor, journalist and dance writer.
Wide-ranging work as a ballet teacher, enhanced by continuing professional development.
Awarded Fellowship of Advance HE (FHEA).
Awarded Registered Teacher Status by the Royal Academy of Dance (RAD RTS).
Graduated from the Royal Academy of Dance with a BA (Hons) Degree.
Selected as an English National Ballet ‘Dance is the Word’ writer.
Selected as an ‘Emerging Dance Writer’ for Cloud Dance Festival.
Graduated from a fast-track National Council for the Training of Journalists course as a qualified journalist (NCTJ Diploma).
Graduated from the London School of Economics and Political Science with a BSc (Hons) Degree.

Experience

Development Editor: The Open University

October 2021 – Present

Leading role in designing, developing and delivering engaging and pedagogically effective learning and teaching material, in print and online.

Primarily working on the development and production of content for qualifications provided by the Faculty of Arts and Social Sciences.

Advising and supporting authors and academic teams.
Providing feedback on early drafts.
Structural and pedagogic editing.
Ensuring effective integration of multimedia assets.
Commissioning, briefing and supporting in-house and freelance editors, designers and software developers.
Contributing to the development, use and maintenance of professional standards in editorial practice.

Production Editor: The Open University

May 2020 – October 2021

Copy-editing, proofreading and completing other editorial tasks associated with the production of learning and teaching material, in print and online.
Mentoring editorial colleagues.
Contributing to the mental health and wellbeing workstream, the editorial knowledge sharing group, and guidance on editorial best practice.

Media Assistant: The Open University

July 2019 – May 2020

Providing editorial and technical support for the production of learning and teaching material, in print and online.
Adhering to house style and accessibility standards.
Building strong relationships with colleagues throughout the organisation.

Dance Writer: Gramilano

March 2025 – Present

Writing reviews of dance productions (London venues) for Milan-based Graham Spicer’s renowned blog, gramilano.com.
Fulfilling briefs and meeting deadlines.
Communicating with press officers, event organisers and dance companies.

Dance Writer: Culture Whisper

January 2015 – December 2024

Writing previews and features that helped Londoners discover dance to love, until the website’s closure at the end of 2024.
Fulfilling briefs and meeting deadlines.
Communicating with press officers, event organisers and dance companies.

Writer: Ballet Papier

May 2014 – Present

Collaborator and ambassador for a ballet-themed decorative arts brand.
Writing, editing, proofreading and reviewing text used in products (including activity and comic books, notebooks, posters and digital assets) and for various online and print marketing campaigns.
Writing blog posts and devising social media challenges.

Writer: Total MK

April 2014 – Present

Contributor since the website launched, covering the arts, lifestyle and news in Milton Keynes.
Sourcing, researching and writing content.
Dance and theatre specialist – previews, reviews, features and interviews.

Dance Teacher (Ballet Specialist)

2014 – Present

Private coaching and working with educational, recreational and vocational organisations.

Including:

London Ballet Theatre
Central School of Ballet
CentreStage Theatre School
The Company of Arts
Greenleys First School
Swanbourne House School
Dancebox Studios
Platinum Dance Academy
The Rosemary Lane School of Ballet

Contributing Reporter: Milton Keynes Citizen

July 2009 – July 2019

A wide range of pieces published, in print and online.
News. Features. Interviews. Reviews. Leisure Supplement. Magazines.
CMS. Metadata. SEO. Social Media.
Responsible for sourcing, editing and writing content related to schools and education.
Experienced in deputising for the Leisure Editor.
Reporting experience includes demonstrations, feature visits, inquests, public events, school events, theatre press calls and theatre press nights.

Multi-skilled Colleague: Asda Supercentre, Milton Keynes

September 2005 – February 2019

Original team member of Asda’s flagship supercentre.
Busy and varied part-time role. Includes customer service, stock processing, waste management, assessing and reducing deleted product lines, ensuring withdrawn/recalled stock is appropriately dealt with.
Experienced in training new colleagues and supporting other departments.
Trained in processes across departments including shop floor sections, warehouse, checkouts and point of sale (POS) promotional aids.
Trained First Aider.
Trained Fire Warden.

Qualifications

Royal Academy of Dance

BA (Hons) Dance Education

(First Class Honours)

Awarded July 2017

Royal Academy of Dance (RAD) Faculty of Education / University of Bath (FHEQ Level 6)

Modules studied:

Dance, Art and Education

Philosophical perspectives on the nature and function of the arts in education.
Debates surrounding the meaning of “art”, “dance” and “education”.
The role of the arts within education and the particular educational contribution of dance.
Dichotomies such as education/training, theory/practice, mind/body.

Dance and Older Learners

Exploring how older learners can benefit from participation in dance.
Deconstructing stereotypes.
Critical consideration of creative and artistic outcomes of participation.
Health-related safe practice concerns.

Ballet: Its Diversity and Influence

Considering the influences on ballet’s worldwide growth and development during the twentieth and early twenty-first centuries. Explored through the study of selected choreographers, dancers, artistic directors, teachers, scholars and critics.
Engaging critically and discursively with historical, political, social, cultural, financial and artistic circumstances that might impact on a ballet company’s identity and values.

Dance in Higher Education

Philosophical and educational traditions, definitions and debates surrounding the nature of dance in Higher Education.
Considering how dance in Higher Education functions as an academic discipline and as a preparation for entry into the profession.

Dissertation

Title: “Meet Me at the Barre: Community in the Ballet Class.”
Educational research inspired by personal experience as a dance student and dance teacher.

***

Royal Academy of Dance (September 2015 – July 2016)

Diploma of Higher Education: Dance Education

(Distinction)

Royal Academy of Dance (RAD) Faculty of Education / University of Bath (FHEQ Level 5)

Modules studied:

The Nature of Dance

Philosophical perspectives on the nature and function of dance.

Perspectives on Learning and Teaching

Theories of pedagogy applied to dance.

Safe Practice and Improving Performance

Physiological and psychological factors relevant to dance performance and dance teaching practice.

Perspectives on Music and Dance

Critical, philosophical and aesthetic concepts relevant to the study of music in dance.
Musical aspects of selected repertoires, practices and dance forms.
Implications of diverse analytical models of music and dance for dance practice, education and training.

Dance in the Community

Considerations of dance as a participatory art form.
Reflections on how context can affect planning and delivery of dance activity.
Notions of dance as a tool for social engagement, empowerment and enjoyment.

***

Royal Academy of Dance (September 2014 – July 2015)

Certificate of Higher Education: Dance Education

(Distinction)

Royal Academy of Dance (RAD) Faculty of Education / University of Bath (FHEQ Level 4)

Modules studied:

Frameworks and Perspectives

Dance analysis
Benesh Movement Notation
Labanotation

The Healthy Dancer

Anatomy
Alignment
Conditioning
Injury
Nutrition
Safe practice

Dance Education: Concepts and Contexts

Critical examination of pedagogy in different settings.

Music in Dance and Dance Education

Music theory
Role of music
Musicality

Dance Syllabi and Examinations

Teacher’s role
Training methods
Ethical practice

***

News Associates, London (September 2010 – February 2011)

NCTJ Fast-Track Diploma

(Gold Standard)

Shorthand at 100 wpm
PASS

Reporting
PASS

Essential Media Law
Grade: A (85)

Essential Public Affairs
Grade: A (74)

Media Law Court Reporting
Grade: A (86)

Portfolio
Grade: A (71)

Production Journalism
Grade: B (62)

London School of Economics and Political Science (LSE) (2007–2010)

BSc (Hons) Sociology

(Upper Second Class Honours)

Consistently high academic performance throughout (1st or 2:1 in every assessment).

Dissertation title:
“Gender representation in practice and performance of classical ballet – reflection and contradiction of conventional gender norms.”

Contributed to The Beaver (the weekly newspaper of the LSE Students’ Union).

Denbigh School, Milton Keynes (2001–2007)

A Levels

English Language and Literature, Sociology, Psychology, French

Grades: A, A, A, C

GCSEs

English Language, Design Technology, Humanities (top mark in the country), Sociology

Grade: A*

Dance, English Literature, French, German

Grade: A

Mathematics, Science (Double Award)

Grade: B

Vocational Qualifications (Dance) (1996–2009)

Royal Academy of Dance (RAD)
Classical Ballet

Primary to Grade 8

Grade: Distinction

Advanced Level vocational examinations

Professional examination route: progression to teaching

Imperial Society of Teachers of Dancing (ISTD)
Jazz Dance and Modern Theatre Dance

Jazz Dance: Bronze, Silver and Gold awards

Grade: A

Modern Theatre Dance graded examinations

Grade: A

Intermediate Level vocational examinations

Professional examination route: progression to teaching

Continuing Professional Development

Safeguarding yourself: protection, policy and professionalism when working with young people (September 2026)

Online event delivered by the Royal Academy of Dance

An interactive session, led by Chris East from Cornerstone Safeguarding, to help dance educators gain confidence in safeguarding. With a focus on debunking common myths around safeguarding and providing clear, practical strategies to protect educators and students alike.

Outcomes:

understand simple, practical ways to maintain a safe environment
identify and evaluate misconceptions surrounding safeguarding
develop practical strategies for confidently navigating guidelines so they support teaching, rather than getting in the way

One CPD hour.

Looking globally: the future of education (August 2026)

Online course delivered by OpenLearn

The next generation will need many different skills to those that can easily be imagined today. Young people will need to be able to learn quickly and efficiently; think critically and dismiss fake facts; and come up with creative solutions for unprecedented problems. This course explores three challenges facing the world (and, therefore, education) today: the environment, demographic changes and the impact of technological advances. The key question: is education fit for this future?

Outcomes:

develop a personal vision for education in the twenty-first century and beyond
recognise different ways of thinking about the purpose of education
identify how the world is changing and what is driving those changes
reflect on the impact of contemporary issues on education systems and consider how they might look in the future

Twenty-four CPD hours.

Responding to self-harm: guidance for dance educators (June 2026)

Online event delivered by the Royal Academy of Dance

An interactive session to help educators gain confidence in recognising and responding appropriately to self-harm concerns in dance students. With a focus on understanding an educator’s role and responsibilities, exploring practical guidance and creating a safe, supportive learning environment.

Outcomes:

understand what self-harm is and why students might engage in it
identify signs that a student might be struggling
explore practical guidance and safeguarding considerations
develop practical strategies for creating supportive learning environments and helping students access further support

One CPD hour.

Performance psychology: neurodiversity in the performing arts and nurturing students’ strengths and abilities (May 2026)

Online event delivered by the Royal Academy of Dance

An interactive session introducing the fundamental principles of neurodiversity – including, but not limited to, autism and ADHD – in the context of performance and dance training. With a focus on exploring how traditional pedagogical approaches often overlook the need to recognise how neurodivergent students think and learn, which can limit their development and sometimes cause unnecessary stress or emotional harm. By moving away from a deficit-based approach (instead understanding and building on each student’s strengths) educators can make a real difference, unlocking greater creative and technical potential.

Outcomes:

relate to neurodiversity through definitions of terms within medical and social interactional models
apply a neuro-affirmative approach and integrate support for neurodivergent students
explore communication and sensory differences and regulation in the studio, identifying how to harness neurodivergent qualities, such as intense focus and lateral thinking, for artistic advantage
develop practical strategies as tools for creating inclusive, supportive and differentiated learning environments

One CPD hour.

Choreography in ballet: building confidence and creativity (April 2026)

Online event delivered by the Royal Academy of Dance

An interactive session exploring how classical ballet repertoire can inspire original choreography. With a focus on sharing practical advice for building students’ confidence and creativity.

Outcomes:

identify ways to use repertoire as a springboard for creativity
develop accessible choreographic tools and techniques for use in teaching practice
review and reflect with purpose

One CPD hour.

Ballet basics: posture, weight placement and control (March 2026)

Online event delivered by the Royal Academy of Dance

An interactive session exploring the core principles that support safe, expressive movement and effective teaching. With a focus on sharing practical advice for reinforcing technical accuracy and developing confident, well-aligned dancers.

Outcomes:

develop a refined understanding of foundational ballet technique (specifically through posture, weight placement and control)
identify and observe ways to help students achieve the correct alignment of the pelvis and hips, and maintain and improve their weight placement, during class exercises
review and reflect with purpose

One CPD hour.

Dance, health and wellbeing (March 2026)

Online gathering delivered by People Dancing

A session to share practice and expertise on dance for health and wellbeing. Professor Angela Pickard presented an evidence-informed overview, highlighting both the opportunities and the structural challenges facing the dance sector.

Outcomes:

understand the conditions required for effective, ethical and impactful creative health practice
appreciate the role of dance in health and wellbeing, distinct from the broader field of creative health
reflect on the use of social prescribing within creative health, and its implications for dance organisations and practitioners
identify education and training needs for both artists and clinicians working in cross-sector environments

One CPD hour.

Words Matter: How to communicate with children so they thrive (March 2026)

Online course delivered by FutureLearn and Words Matter

Outcomes:

describe how words can impact a child’s mental and physical health, emotional wellbeing and development
identify how harmful language can impact children
recognise the signs that a child may be experiencing verbal abuse by adults
apply simple, practical techniques to build happy and confident children, stronger emotional connections and calmer interactions

Six CPD hours.

Equality Essentials training (February 2026)

Online course delivered by the Open University

Achieved with full marks (100%).

Outcomes:

define the meaning of core terms (equality, diversity, prejudice, direct and indirect discrimination)
identify the nine protected characteristics covered by equality legislation
describe the effects of, and respond effectively to, inappropriate behaviour
consider the benefits of equality and diversity in varied contexts and scenarios

One CPD hour.

Food and mindset: practical tips for dance educators (February 2026)

Online event delivered by the Royal Academy of Dance

An interactive session exploring the importance of nutrition and food freedom. With a focus on sharing practical ideas for enjoying a balanced diet based on science and realism, not idealism.

Outcomes:

understand what is meant by nutritional adequacy
develop an understanding of the all-or-nothing mindset and awareness of the language of food
reflect on the challenge of choosing between perfection and consistency
identify practical strategies to achieve a nourishing diet and build a healthier relationship with food

One CPD hour.

Mindfulness and work–life balance (February 2026)

Online course delivered by Santander Open Academy

Achieved with full marks (100%).

Outcomes:

apply key mindfulness techniques to enhance mindfulness and awareness
identify essential elements for effective work–life balance
develop a mental approach that encourages productivity and goal achievement
understand emotions and how to manage them in a healthy way
be equipped to take action to implement positive changes

Eight CPD hours.

The compassionate studio: cultivating care in dance teaching (January 2026)

Online event delivered by the Royal Academy of Dance

An interactive session exploring the science and theory behind compassionate approaches in education, including evolutionary perspectives and recent research. With a focus on sharing practical strategies for fostering a compassionate mindset in students, specifically promoting
resilience, empathy, and wellbeing in the dance studio environment.

Outcomes:

understand what is meant by compassion
develop an understanding of compassion focused therapy
reflect on your own compassionate voice
identify practical strategies to build self-compassion in students and show compassion to yourself

One CPD hour.

Coaching neurodivergent athletes (January 2026)

Online course delivered by OpenLearn

Achieved with full marks (100%).

Outcomes:

define neurodiversity and explain why it is significant in a sporting/exercise context
describe different neurodiverse conditions and their potential impact on athletes
consider how coaching practices can be tailored to meet the specific needs of neurodiverse athletes

Eight CPD hours.

Fostering belonging in dance education (December 2025)

Online event delivered by the Royal Academy of Dance

An interactive session exploring the importance of belonging in the dance studio. With a focus on sharing practical advice for creating a welcoming learning environment where every student feels seen, valued and included.

Outcomes:

develop an understanding of inclusive practices such as use of language and representation in marketing
understand the importance of challenging stereotypes
review and reflect with purpose

One CPD hour.

Safe touch in dance: boundaries, consent, and communication (November 2025)

Online event delivered by the Royal Academy of Dance

An interactive session exploring why safe touch matters in dance teaching. With a focus on sharing practical advice for creating a safe learning environment while using touch effectively and respectfully in dance teaching practice.

Outcomes:

develop an understanding of consent
recognise and manage professional boundaries
understand the influence of touch as a pedagogical tool
review and reflect with purpose

One CPD hour.

Sustaining healthy lifelong practice in dance (November 2025)

Online event delivered by One Dance UK with the British Association for Performing Arts Medicine (BAPAM)

An interactive session exploring strategies for sustainable practice to nurture dancers’ bodies and minds. Led by accredited counsellor and psychotherapist Laura Duester and teacher, lecturer and researcher Edel Quin.

Outcomes:

develop an understanding of warm-up, cool-down and rest
recognise and negotiate specific career transitions in dance – from early training to working as a professional in dance
review and reflect with purpose

One CPD hour.

Dance, health and wellbeing (October 2025)

Online gathering delivered by People Dancing

A session to share practice and expertise and launch the new Dance, Health and Wellbeing network.

Outcomes:

reflect on the role of dance in health and wellbeing
relate to dance as movement, creativity and embodied expression
identify how dance can be experienced as an inclusive practice

One CPD hour.

Super Communicators – navigating crucial and difficult conversations effectively (October 2025)

Online event delivered by the Royal Academy of Dance

An interactive session with Gordon MacLelland (CEO and founder of Working With Parents In Sport) exploring what it takes to become a super communicator – someone who handles challenging conversations with clarity, confidence and impact. With a focus on coaching, education and high-pressure environments.

Outcomes:

develop the core skills of super communicators
build an effective communication strategy
maintain the integrity of the coaching and support chain
recognise and manage “the chimp” – the emotional brain in action
understand the influence of informal conversations
review and reflect with purpose

One CPD hour.

Leadership (July 2025)

Online course delivered by Santander Open Academy

Explored and developed the key skills, strategies and tips needed to develop a leadership mindset. This course provides participants with a comprehensive theoretical framework, along with practical tools and skills to be able to lead confidently and successfully in any environment.

Outcomes:

recognise why leadership is essential
identify types of leaders
describe the competencies of a good leader
identify practical ways to promote personal growth and build solid teams

Eight CPD hours.

Pride and dance: empowering LGBTQIA+ students (July 2025)

Online event delivered by the Royal Academy of Dance

An online session, in celebration of Pride, exploring how dance educators can help all students feel empowered to express themselves fully. With a focus on teaching practice, individuality, diversity and the transformative power of dance.

Discussion, personal stories and practical tips related to creating an inclusive and supportive environment in which LGBTQIA+ students can thrive.

One CPD hour.

Putting wellbeing and mental health at the heart of progress (June 2025)

Online event delivered by the London School of Economics and Political Science

Panel discussion considering how we can identify cost-effective policies to improve societal wellbeing – and why it will be key to shaping the future of the UK and beyond.

Exploring happiness as a positive-sum culture:

the goal of society is the wellbeing of its people
our job in life is to produce the most happiness we can
individuals, organisations and society must take action to reduce misery and create a happier, kinder world

Speakers:

Professor Martin Knapp (Professor of Health and Social Care Policy at LSE)
Professor Lord Richard Layard (Director of the Centre for Economic Performance’s wellbeing programme)
Dr Laura Taylor (Deputy Director at Wellbeing Research Centre, University of Oxford)

Chair: Dr Christian Krekel (Assistant Professor in Behavioural Science at LSE)

Hosted by LSE Festival: Visions for the Future.

One CPD hour.

Are universities still relevant? (June 2025)

Online event delivered by the London School of Economics and Political Science

Panel discussion reflecting on the most urgent issues facing the relevance of universities.

The effects of artificial intelligence (AI) and emerging technologies. The lasting impacts of the COVID-19 pandemic on today’s job market. The complex global challenges requiring interdisciplinary attention. The rise of campuses as the site of contestation around free speech. Is it any wonder many people are questioning both the form and function of contemporary universities in such a rapidly transforming landscape?

Drawing on a range of expertise from across higher education, government and the private sector, the panellists put forward new ideas about how best to envision a future for higher education that benefits not just its students and staff, but society at large.

Exploring the role of universities in:

encouraging curiosity
learning how to learn
providing intentional training in social and emotional skills

Speakers:

Dr Zhamilya Mukasheva (LSE Fellow in Public Policy)
Professor Aaron Reeves (Professor of Sociology at LSE)
Dr Boris Walbaum (Founder and President of Forward College)
Lord David Willetts (President of the Resolution Foundation)

Chair: Professor Emma McCoy (Vice President and Pro-Vice Chancellor, Education at LSE)

Hosted by LSE Festival: Visions for the Future.

One CPD hour.

RAD Members’ Day (May 2025)

Event delivered by the Royal Academy of Dance

Sessions (live and on demand):

Opening remarks by Dame Darcey Bussell (RAD President) and Elizabeth Honer (RAD Chief Executive)
Workshop: Character dance with Justine Berry
Workshop: An American in Paris with James Butcher
Adventure awaits: creative teaching for Early Years with Marsha George
Barre for feet, hips, legs, posture, balance and happy sciatic nerves with Wendy Jardine
Decoding dance: unlocking the power of Benesh Movement Notation in the RAD syllabus with James Groom and Melanie Simpkin
Navigating AI in the arts: challenges, opportunities and innovative practices to enhance your daily work with Jocelyn Burnham
The RAD’s creative syllabus in development: a practical exploration with Alexander Campbell (RAD Artistic Director)
Creating a strong and healthy body for the dancer with dance physiotherapist Sally Harrison
Exploring the future: the proposed RAD musical theatre syllabus with Alexander Campbell (RAD Artistic Director)
An inclusive approach to supporting dancers in class with Vicki Busfield (RADiate)
Cinderella coaching observation with Birmingham Royal Ballet
Teaching Silver Swans: a journey through musical theatre with Marsha George
Supporting dancers’ wellbeing: trauma-informed approaches with Dr Jo Read
Closing remarks by Elizabeth Honer (RAD Chief Executive)

Seven CPD hours.

Eugene Onegin: the hidden artistic context to RAD Grade 8 (May 2025)

Webinar delivered by Dr Catherine Charlwood

A session organised by Dr Catherine Charlwood (Aber Ballet) to share an exploration of how the different versions of Onegin (the original poem, the opera and the ballet) can inspire artistry in students’ studying the Royal Academy of Dance Grade 8 syllabus.

Eugene Onegin (Alexander Pushkin’s 1837 novel-in-verse) is a classic of Russian literature, which inspired an opera (Pyotr Ilyich Tchaikovsky, 1879) and a ballet (John Cranko, 1965). These cumulative works indirectly inspired the RAD faculty when they were choreographing what would become the Grade 8 syllabus as, in order to use music on a theme, they decided to source music from the opera and ballet.

Although there is no direct link between Onegin and the Grade 8 syllabus, artistic influences can be far-reaching. Consequently, considering connections between cultural artworks can aid in the development of students’ performance.

Outcomes:

appreciate how drawing on literary, musical and choreographic excerpts can inform teaching and learning in dance
reflect on a plot that hinges on dance
identify the contrasting characteristics of sisters Tatiana and Olga
recognise that exploring context, embodying characters and evoking emotions helps dancers find meaning to shape performance

One CPD hour.

Beyond Barriers: disability and inclusion in education, training and employment (April 2025)

Webinar delivered by the Working Group

A session to share the initial findings from the Working Group’s research, Barriers to Progression and Employment in Dance for Disabled People, funded by Arts Council England.

Leading dance organisations (Candoco Dance Company, Corali, People Dancing, Stopgap Dance Company and TIN Arts) have formed a collaborative working group to address the lack of representation and leadership opportunities for D/deaf, disabled, neurodivergent, blind and visually impaired, learning-disabled, and chronically ill individuals in the dance sector.

Outcomes:

understand the 7Cs: competition, chance, cost, community, care, confidence and culture
identify how each C encompasses specific barriers to progression and employment
reflect on mitigating factors

One CPD hour.

Enhancing dynamics, spatial awareness and coordination in dance (April 2025)

Online event delivered by the Royal Academy of Dance

An interactive session with Emily Koschyk (RAD examiner) exploring the importance of dynamics, spatial awareness and coordination in dance. With a focus on teaching practice and how to apply these principles effectively when preparing students for examinations.

Discussion, demonstration and practical tips related to meeting the unique needs of students.

One CPD hour.

Securing Greater Access (SeGA) training (April 2025)

Online course delivered by the Open University

Explored concepts and practices that can support the development of more accessible and inclusive learning design, activities and assessment.

Outcomes:

recognise some of the common challenges and benefits that disabled students experience with online and distance learning
identify pedagogical strategies that can make learning more inclusive
describe the principles of universal design for learning (UDL) and identify ways to apply these principles in teaching and learning
provide examples of inclusive learning outcomes
identify practical ways to ensure that assessment tasks are as inclusive as possible

Four CPD hours.

Assertiveness and self-confidence (April 2025)

Online course delivered by Mandatory Training Group

Achieved with full marks (100%).

Outcomes:

define assertiveness and self-confidence, and list the four styles of communication
describe the types of negative thinking and know how to overcome negative thoughts
explain the difference between listening and hearing
define the importance of goal setting and know how to set SMART goals for assertive behaviour
utilise methodologies for understanding self-worth and the use of positive self-talk
list reasons why a pleasing appearance and body language are critical for creating a strong first impression
phrase statements as “I” messages to de-escalate situations and build stronger relationships
identify strategies for gaining positive outcomes in difficult interpersonal situations

Four CPD hours.

Leadership and gender balance in the UK dance sector (2025) (March 2025)

Webinar delivered by AWA Dance (Advancing Women’s Aspirations with Dance)

A session to present research on leadership in the UK dance sector, undertaken by AWA Dance, in collaboration with Coventry University’s Centre for Dance Research. The research, summarised in a report published on 31 March 2025, comprises data from 94 organisations.

Aims:

explore the insights gathered
reflect on current trends in the UK
consider what the landscape looks like for women in leadership

Presentation focusing on leadership in the UK dance sector and the gender distribution within artistic, executive and board positions.

One CPD hour.

From studio to stage: the making of a new ballet (March 2025)

Online event delivered by the Royal Academy of Dance with McNicol Ballet Collective

A session to provide a glimpse into the creative process while preparing for the premiere of a new ballet. Featuring:

interviews with choreographer Andrew McNicol and his creative team
a rehearsal showcasing the dancers as they bring the new choreography to life

Presentation and discussion with a particular focus on personal experiences of the creative process.

One CPD hour.

Safeguarding: understanding self-harm and keeping students safe (February 2025)

Webinar delivered by the Royal Academy of Dance

Training and development based on the work of the University of Birmingham, One Dance UK and the National Institute of Dance Medicine and Science.

Aims:

understand what self-harm is and what the risk factors are
learn about the ongoing research on self-harm in dance
identify specific actions to help with safeguarding dance students

One CPD hour.

Disability inclusion (December 2024)

Online event delivered by the Open University

A session to introduce and demystify:

what disability is as a concept
what disability inclusion means
how mainstream organisational settings and individuals can approach disability inclusion

Presentation and discussion with a particular focus on experiences of persons with disabilities as employees and students.

One CPD hour.

The teacher, the mentor and the coach (November 2024)

Online event delivered by the Royal Academy of Dance

A conversation between Dame Darcey Bussell (RAD President) and Alexander Campbell (RAD Artistic Director) delving into the critical roles of a teacher, mentor and coach in the world of dance and beyond.

Discussion sharing their thoughts on the nuances of balancing these roles, including practical tips and how to meet the unique needs of students.

One CPD hour.

Engaging diverse communities in sport (November 2024)

Online course delivered by eCoach/Accelerate Sport

Outcomes:

understand what diversity in sport means
increased awareness of experiences and barriers to participation
recognise the important and benefits of engaging with ethnically diverse communities
consider what you can do within your teaching setting to cultivate a more inclusive environment

Two CPD hours.

Playing fair: challenging racism (November 2024)

Online course delivered by eCoach/Accelerate Sport

Outcomes:

increased understanding of racism and the issues surrounding it
feel more confident challenging racist incidents
know how to support and educate people in your teaching setting
consider what you can do within your teaching setting to cultivate a more inclusive environment

One CPD hour.

LGBTQ+ inclusion in sport (November 2024)

Online course delivered by eCoach/Accelerate Sport

Outcomes:

know why LGBTQ+ inclusion matters
understand LGBTQ+ terminology
consider the experiences of LGBTQ+ people in your teaching setting
know how to be an ally
consider what you can do within your teaching setting to cultivate a more inclusive environment

Two CPD hours.

Equality, diversity and inclusion in sport (October 2024)

Online course delivered by eCoach/Accelerate Sport

Outcomes:

understand the issues that marginalised communities face in a sporting/performing context
know how to address the issues that marginalised communities face in sports/performing activities
develop an action plan to improve equality, diversity and inclusion (EDI) in your teaching setting
know what you can do as a coach/teacher to support and advocate for those who are underrepresented in your community

Three CPD hours.

Safeguarding Adults: a lunchtime conversation (September 2024)

Online presentation delivered by One Dance UK

Held in partnership with Safer Dance and the Ann Craft Trust

Aims:

gain a greater understanding of what is meant by adult safeguarding
receive advice from expert contributors on creating a safe environment for adults in dance settings
learn about the Ann Craft Trust’s Safeguarding Adults Roadmap

One CPD hour.

Power and Storytelling (June 2024)

Online event delivered by the London School of Economics and Political Science

Panel discussion exploring the purpose and value of different narrative forms.

How can an author bring out the stories and voices buried in their research to deliver the impact they are hoping for? And how should writers communicate experiences of power and oppression that are not their own? Whether embarking on a creative novel or an academic monograph, an author is faced with choices about the ways in which they tell their stories.

Speakers:

Monica Ali (bestselling novelist)
Philip Hensher (writer, author and broadcaster)
Professor Naila Kabeer (Professor of Gender and Development in the Department of International Development at LSE)

Chair: Professor Dame Sarah Worthington (Professor of Law at LSE)

Hosted by LSE Festival: Power and Politics.

One CPD hour.

Principles Of Adult Ballet (March 2024 – June 2024)

Online CPD course delivered by the Royal Academy of Dance (Tutor: Sarah Platt)

The aim of this course is to gain knowledge and understanding of the main principles of andragogy and consider their application to the learning and teaching of ballet.

Outcomes:

understand the main principles of andragogy (adult learning) and be able to critically evaluate theories in relation to dance teaching
recognise and understand the concepts and practice underpinning the planning and delivery of ballet-based activities for adult learners
understand how to analyse and adapt activities to allow for differentiation when teaching ballet to mixed-ability groups of adult learners
be able to identify learners’ physical needs and general expectations

Ten CPD hours.

Universal and adaptive design in practice symposium (March 2024)

Online event delivered by AVA Dance Company and Rose Bruford College

Sessions (live):

Quick Dive: Universal and adaptive design (Dan Edge, actor and accessibility consultant)
Quick Dive: Birmingham Royal Ballet Virtual Stage (Tom Rogers, creative digital producer)
Panel Discussion: Dan Edge, Paul Long, Maria Oshodi, Dr Maite Frutos-Pascual

Aims:

appreciate the need to engage with, inspire and advocate for all individuals
discover how universal design can create inclusive experiences for everyone, regardless of their abilities or backgrounds
explore the fascinating world of universal and adaptive design, focusing on its practical application in various fields in performing arts

Two CPD hours.

Promoting period dignity in sport (January 2024)

Online course delivered by eCoach/Accelerate Sport

Outcomes:

understand the menstrual cycle and what period products are available
appreciate the impact of stigma and period poverty
identify the impact periods can have in a sporting/performing context (and apply this knowledge to your teaching setting)
know what you can do as a coach/teacher to ensure the people you work with can perform with confidence and without worry

One CPD hour.

Challenging ideas in mental health (November 2023)

Online course delivered by OpenLearn

Outcomes:

understand the complexity and dilemmas of diverse perspectives in the field of mental health and distress
understand the importance of service users’/survivors’ experiences and perspectives
understand how mental health issues can affect everyone
understand the range of potential risks faced by individuals in their everyday lives

Eight CPD hours.

Making sense of mental health problems (November 2023)

Online course delivered by OpenLearn

Outcomes:

describe key theories and concepts that have informed debates about mental health diagnosis
outline how diagnostic systems have been developed and implemented
explain why diagnostic systems are challenged in the mental health field

Ten CPD hours.

The Margot Fonteyn International Ballet Competition: Final (October 2023)

Livestreamed competition hosted by the Royal Academy of Dance (Broadcast date: Sunday 29 October)

This year’s judges: Darcey Bussell (RAD president and guest principal coach of The Royal Ballet), Aaron S. Watkin (artistic director of English National Ballet) and Amanda Britton (chief executive, principal and artistic director of Rambert School).

Guest choreographer: Valentino Zucchetti.

Gold medal: Jakob Wheway Hughes, 16, taught by the dance faculty at Tring Park School for the Performing Arts.

Two CPD hours.

First Nights – Stravinsky’s Rite of Spring: modernism, ballet and riots (October 2023)

Online CPD course delivered by Harvard University (Instructor: Thomas Forrest Kelly)

This course guides learners through The Rite of Spring, highlighting not only the contributions of Igor Stravinsky, the composer, but also those of his collaborators. Learners are taken through the ballet’s development, rehearsals and premiere performance in order to explore how and why it challenged audiences.

Outcomes:

identify and describe forms and techniques used in twentieth-century orchestral music
understand approaches to ballet choreography in the twentieth century
appreciate the cultural context and performance circumstances of Stravinsky’s The Rite of Spring

Six CPD hours.

Fellowship of Advance HE (FHEA) application (April 2023 – August 2023)

Successful application for fellowship of Advance HE. Application made via the Applaud professional development scheme at the Open University.

Fellowship of Advance HE (FHEA): A professional status awarded in recognition of an individual’s demonstrable commitment to professionalism in learning and teaching in higher education.

Applications for fellowship are made in writing and require the support of two written references.

Outcome:

Entitlement to use the post-nominal letters ‘FHEA’ following satisfactory demonstration of a commitment to teaching, learning and the student experience. This was evidenced through engagement in a practical process that encourages research, reflection and development.

The power of “good enough” (June 2023)

Online event delivered by the London School of Economics and Political Science

Panel discussion about escaping the perfection trap and embracing the idea of “good enough”.

Speakers:

Dr Thomas Curran (Associate Professor in the Department of Psychological and Behavioural Science at LSE)
Adrienne Herbert (wellness expert)
Dr Rachel O’Neill (Assistant Professor in the Department of Media and Communications at LSE)

Chair: Dr Grace Lordan (Associate Professor in the Department of Psychological and Behavioural Science at LSE)

Hosted by LSE Festival: People and Change.

One CPD hour.

Inform and Educate: Mental Health Awareness Week (May 2023)

Online event delivered by the Royal Academy of Dance

A conversation between Tim Arthur (RAD Chief Executive) and Steven McRae (Principal of The Royal Ballet and RAD Ambassador) to mark Mental Health Awareness Week (15–21 May 2023).

Discussion about mental health in the dance world, with a focus on anxiety. Considering issues of interest to dance teachers, for reflecting on their own challenges as well as those of their students.

One CPD hour.

Carbon Literacy Training (April 2023)

Online training delivered by the Carbon Literacy Project and the Open University

Carbon Literacy: An awareness of the carbon dioxide costs and impacts of everyday activities, and the ability and motivation to reduce emissions, on an individual, community and organisational basis.

Successfully certified as ‘Carbon Literate’ following:

four hours of self-study activity
four hours of facilitated study
a final evidence task demonstrating the knowledge and capacity required to create a positive shift in how people live, work and behave in response to climate change

Eight CPD hours.

RAD Members’ Day (April 2023)

Event delivered by the Royal Academy of Dance

Sessions (live and on demand):

Opening remarks by Tim Arthur (RAD Chief Executive)
Getting to the art of the matter with Gerard Charles (RAD Artistic Director)
Launch of a new widening participation scholarship for RAD members – Celine Gittens (Principal, Birmingham Royal Ballet; RAD International Ambassador) in conversation with Dame Darcey Bussell (RAD President) and Gerard Charles (RAD Artistic Director) for a discussion on introducing new people to dance.
Workshop: Working with students with special educational needs
Panel discussion: Student safeguarding, emotional wellbeing and inclusion
Masterclass with Alexander Campbell (Principal, The Royal Ballet) – A practical mixed repertoire class, aimed at teachers, exploring how the preparation of steps varies based on the ballet and character.
Final remarks by Tim Arthur (RAD Chief Executive)

Five CPD hours.

Falling forwards faster: opportunities for diversity, inclusion and belonging in dance for health (April 2023)

Online event delivered by the Dance & Creative Wellness Foundation

Sessions (live and on demand):

Welcome (Eldridge Labinjo)
An all-inclusive dance: a conversation on dance diversity (Derrick Brown PhD)
Values-based, culturally responsive education (Sarah Marcus, Mark Morris Dance Group)
Active Empathetic Listening (AEL) and open/closed questions (Eldridge Labinjo)
Dissolving boundaries through dance (Mirjam Barakar)
Empowering audiences (Andrew Greenwood)
Empowering learners (Clare Guss-West and Joe Bowie)
Roundtable discussion and Q&A

Aims:

appreciate the need to embrace changing situations and learn from them quickly
explore the importance of engaging with learners and proactively striving for cultural equity
discover diverse teaching approaches to promote inclusion and belonging

Five CPD hours.

Harnessing the power of your voice: mental health in the dance classroom (March 2023)

Webinar delivered by Safer Dance and One Dance UK

Session led by a panel of mental health professionals to empower educators to support students. With a focus on being mindful of the language used in learning environments.

Discussion about identifying mental health issues and responding to them in the dance classroom.
Consideration of how to create a positive psychological learning environment through language.
Exploration of tools and updated vocabulary that can be applied to teachers’ practice.

One CPD hour.

Guest Lecture Series: inclusive dance education in contemporary times (February 2023)

Online event delivered by the Royal Academy of Dance

Dr Alfdaniels Mabingo (University of Makere, Uganda) and Dr Kristie Mortimer (University of Auckland, New Zealand) in conversation with Dr Kathrina Farrugia-Kriel.

Discussion about their contributions to the field of dance education, specifically in relation to their recent books:

Mabingo, A. (2020) Ubuntu as Dance Pedagogy in Uganda: Individuality, Community and Inclusion in the Teaching and Learning of Indigenous Dances. Palgrave Macmillan.

Mortimer, K. (2021) Dance and Cultural Differences in Aotearoa: Finding Common Ground in Rural Dance Studio Education. Palgrave Macmillan.

Questions addressed:

How can dance education and indigenous considerations help us understand and recognise difference as well as forge connections across communities?
How can ‘Ubuntu Philosophy’ and ‘Ethnorelative Practices’ help us understand cultural difference within and beyond the dance studio?

One CPD hour.

Inform and Educate: Dance, wellbeing and cancer (February 2023)

Online event delivered by the Royal Academy of Dance

Dr Peter Lovatt (dance psychologist), Professor Vicky Karkou (co-editor of The Oxford Handbook of Dance and Wellbeing) and Emily Jenkins (Move Dance Feel) in conversation with Dr Kathrina Farrugia-Kriel.

Discussion about leading dance research and advocacy, wellbeing and cancer to mark World Cancer Day (4 February). Considering the benefits of creativity, movement and dance during cancer diagnosis, treatment and recovery.

One CPD hour.

Dancing Into Adulthood (November 2022 – February 2023)

Online CPD course delivered by the Royal Academy of Dance (Tutor: Kerry Devine)

This course encourages participants to consider a range of strategies to ensure that adult dance classes are engaging, safe and inclusive.

Outcomes:

understand factors that may affect an individual’s physical and psychological health in adulthood
evaluate how participation in dance benefits adult learners
recognise and plan for safe dance practice
understand how to apply principles of fitness and somatic practice when teaching dance
be able to identify learners’ physical needs and general expectations

Ten CPD hours.

Guest Lecture Series: ballet pedagogy in contemporary times (September 2022)

Online event delivered by the Royal Academy of Dance

Professor Norma Sue Fisher-Stitt (York University), Christina Johnson (Complexions Contemporary Ballet/Dance Theatre of Harlem) and Professor Jessica Zeller (Texas Christian University) in conversation with Dr Kathrina Farrugia-Kriel.

Discussion about pedagogical considerations, trends and issues in contemporary times, as well as reflections on individual journeys as performers and teachers.

Questions addressed:

How has the teaching of ballet shifted in recent years?
Has diversity and inclusion altered the ways in which we approach teaching ballet today?
What might the future of ballet pedagogy look like?

One CPD hour.

Talking Dance Science: being a 21st-century dance teacher (July 2022)

Online symposium delivered by the Imperial Society of Teachers of Dancing

Held in partnership with the International Association for Dance Medicine & Science (IADMS) and Safe in Dance International (SiDI).

Keynotes:

The world in which we dance (Dr Liliana Araujo)
The physical beings we teach (Donna Krasnow PhD)
Dance science and practice (Professor Emma Redding MBE)

Aims:

gain a greater understanding of how dancers and teachers can stay physically and psychologically well while dancing
receive advice from expert contributors on issues that teachers face in the studio
apply dance science principles to teaching practice

Three CPD hours.

The Why Factor (June 2022)

Wellbeing webinar delivered by Art of Brilliance Ltd

Training and development focused on helping you uncover your ‘why’, which translates into a simple statement that inspires you to take action.

Aims:

explore key principles from positive psychology – flow, employee engagement and purpose
identify how to (re)discover your purpose
reflect on ways to best define and communicate your ‘why’

One CPD hour.

RAD Members’ Open House (April 2022)

Event delivered by the Royal Academy of Dance

Sessions (live and on demand):

Learning to turn with Gerard Charles (RAD Artistic Director)
Connect and inspire with Celine Gittens (Principal, Birmingham Royal Ballet; RAD International Ambassador)
Speeches by Dame Darcey Bussell (RAD President), Guy Perricone (RAD Chairman), Luke Rittner CBE (outgoing RAD Chief Executive) and Tim Arthur (incoming RAD Chief Executive)
Character workshop
Observation: Warm-up class
Observation: Karsavina syllabus class
Observation: Exploration of movement dynamics in the ballet class
Observation: Choreography session
Observation: Solo Seal coaching
Keynote by Steven McRae (Principal, The Royal Ballet; RAD Ambassador)

Ten CPD hours.

Royal Ballet School Dance Teacher Training (April 2022)

Inspire Seminar 6 – Good teaching practice

The Royal Ballet School’s inspirational professional development programme combines a mix of practical and pedagogical study devised to guide teachers in their approach to teaching classical ballet.

Aims:

gain practical experience in setting, demonstrating and correcting enchaînements
develop effective teaching skills
highlight the importance of developing artistry in tandem with technique

Five and a half CPD hours.

Professional Development For Inclusive Practice (February 2022)

Webinar delivered by the Imperial Society of Teachers of Dancing

Session on inclusive, accessible and creative teaching. Led by Natasha Britton, co-founder and artistic director of Parable Dance.

One and a half CPD hours.

Inclusive Dance Practice: a panel discussion (January 2022)

Webinar delivered by the Imperial Society of Teachers of Dancing

A panel discussion led by Parable Dance. Speakers: Natasha Britton (Parable Dance), Patrick McGeough (Para Dance UK) and Rachael Lines (Frontline Dance).

One CPD hour.

Royal Ballet School Dance Teacher Training (December 2021)

Inspire Seminar 5 – Analysing the elements of technique part four: pointe work

Aims:

analyse pointe work for students at different levels of training
develop skill in teaching pointe work
develop skills in enchaînement construction
explore the concepts of motivation and effective feedback

Five and a half CPD hours.

Mental Health And Wellbeing Conference (December 2021)

Conference delivered by the Open University

A virtual event uniting professionals in education to share insights on mental health and wellbeing.

Included ‘Dancing for Health and Wellbeing: community cohesion from a dance/movement perspective’, a case study and participatory workshop presented by Claire Harris, Joan Simons and Rosaria Gracia.

Approximately seven hours of live presentations and discussions.

Mapping Dance And Dance Teaching: Past(s), Present and Future(s) (September 2021)

Conference delivered by the Royal Academy of Dance

A two-day virtual conference uniting stakeholders from the fields of dance performance, dance education, dance training and associated interdisciplinary domains.

Live and on-demand content comprising panel discussions and workshops on the current and future direction of dance and dance teaching.

Twenty CPD hours.

Inside The Content And Choreography: Advanced Foundation, Advanced 1 and Advanced 2 (July 2021)

Webinar delivered by the Royal Academy of Dance (Tutor: Paula Hunt)

Outcomes:

an increased understanding of the RAD examination mark schemes
an increased awareness of common problems observed in examinations
an increased understanding of the intention of the choreography of selected female settings
an increased understanding of how to develop technique, musicality and performance in selected female settings

Two CPD hours.

Matriarchy And Nation: Repositioning Women In Ballet (July 2021)

Online CPD talk delivered by the Royal Academy of Dance

A talk given by Dr Carol Martin, in discussion with Dr Michelle Groves, on the agency and influence of women in ballet.

One CPD hour.

Developing Artistry In Ballet Technique (July 2021)

Online CPD talk delivered by the Royal Academy of Dance

A talk given by Thérèse Cantine, in discussion with Felicity Kerr, about developing and achieving artistry in ballet technique when working with dancers of all ages.

One CPD hour.

Silver Swans Licensee Training (July 2021)

Workshop delivered by the Royal Academy of Dance (Tutor: Sarah Platt)

Awarded the Silver Swans Licence.

Silver Swans Licensees are trained to devise and deliver safe and inclusive ballet classes for adults of all ages and abilities, with a focus on those aged 55 years and older.

Outcomes:

an understanding of Silver Swans and the responsibilities and expectations of licence holders
an awareness of a range of ballet teaching strategies and the benefits of these strategies in relation to Silver Swans
a greater understanding of how to safely modify and deliver ballet repertoire for older learners
a knowledge and understanding of appropriate progression, differentiation and integration considerations for adults of mixed ability

Eight CPD hours.

Talking Dance: Improving Racial Equity (June 2021)

Online symposium delivered by the Imperial Society of Teachers of Dancing

Held in partnership with the TIRED Movement (Trying to Improve Racial Equality in Dance), alongside BBO Dance, the International Dance Teachers’ Association and the Royal Academy of Dance.

Aims:

understand the issues that need to be addressed to achieve diversity in dance education and training
hear guest speakers debate the issues
discover ways to create an inclusive and diverse approach at every level of dance teaching

Two CPD hours.

The Curator’s Cut – On Point: Royal Academy of Dance at 100 (June 2021)

Online event delivered by the Royal Academy of Dance, in collaboration with the Victoria and Albert Museum

Aims:

learn more about the RAD’s 100-year influence on dance in Britain and across the world
hear insights from the centenary display’s co-curators, Eleanor Fitzpatrick (Archives and Records Manager, RAD) and Jane Pritchard (Dance Curator, V&A)
see images from the archives

One CPD hour.

Rewriting And Substantive Editing (April 2021)

Virtual course delivered by the Publishing Training Centre

Professional development course for editors. Practical exercises and group discussion to consider how to assess and improve texts efficiently and effectively.

Included:

identifying and explaining problems with pieces of writing
developing and presenting solutions
adjusting level and tone
editing text written in English as a second language

Six CPD hours.

Bouncebackability (April 2021)

Wellbeing webinar delivered by Art of Brilliance Ltd

Training and development to demystify the ‘ordinary magic’ that resilient people possess and explore ways to bounce back when things get tough.

Aims:

identify the skills resilient people possess
discover what resilient people actively do to help themselves cope with change and deal with challenges
recognise the importance of support systems

One CPD hour.

Introduction To Editorial Skills (March 2021)

Virtual course delivered by the Publishing Training Centre

Flagship training and development course for editorial staff.

Included:

practising key proofreading and copy-editing skills across a range of different types of content
participating through a blend of self-study exercises and group discussion
reflecting on editorial processes and responsibilities

Fifteen CPD hours.

Essential Copy-Editing (2020–2021)

Qualification delivered by the Publishing Training Centre and awarded by the Publishing Qualifications Board

Achieved professional status as a qualified copy-editor.

Demonstrated the ability to:

use fundamental copy-editing skills to work on fiction and non-fiction texts
manage complex non-fiction projects
deal efficiently with detailed tables, technical drawings, figures and endmatter
work on a computer and on paper
brief other specialists, such as illustrators and typesetters
understand and identify potential legal issues, such as copyright and libel.

Seven units of work (at least seventy CPD hours).

The Art Of Being Brilliant (March 2021)

Wellbeing webinar delivered by Art of Brilliance Ltd

Training and development to promote positivity, motivation and brilliance.

Aims:

explore key principles from positive psychology
discover the art of happiness and recognise that we choose to be happy
reflect on how new ways of thinking and behaving will help sustain personal ‘brilliance’ and create an environment where people are engaged and motivated

One CPD hour.

Royal Ballet School Dance Teacher Training (November 2020)

Enlighten webinar – Positivity: how to create, develop and sustain a positive studio climate

The Royal Ballet School’s Enlighten webinars allow teachers to maintain their professional development by sharing ideas, discussing concerns and making new connections online.

Aims:

highlight factors that are necessary for developing an effective learning environment
reflect on characteristics of behaviour that can influence positivity
identify the relationship between teacher expectations and student achievement
provide a selection of strategies in order to foster a positive studio climate

One CPD hour.

Royal Ballet School Dance Teacher Training (October 2020)

Enlighten webinar – Striving for excellence: improving our effectiveness as teachers

The Royal Ballet School’s Enlighten webinars allow teachers to maintain their professional development by sharing ideas, discussing concerns and making new connections online.

Aims:

reflect on areas of pedagogy that are key to being an outstanding teacher
explore the ingredients for an outstanding teacher (the 5 Es)

One CPD hour.

Preparation For Healthy Dance Certificate (September 2020)

Online learning programme and graded assessment delivered by Safe in Dance International

Achieved with Best Practice.

The Preparation for Healthy Dance Certificate (PHDC) requires practitioners to demonstrate the knowledge needed to protect themselves and their students when preparing to dance in any environment.

The PHDC provides international professional endorsement of knowledge and understanding of preliminary dance health and safety. It is supported by the National Institute for Dance Medicine and Science, Healthy Dancer Canada and the Council for Dance, Drama and Musical Theatre.

Six CPD hours.

COVID-19 Awareness Certificate (August 2020)

Online learning programme and mandatory quiz delivered by CPD Online College

A general overview of everything known so far about COVID-19, including the impact of the global pandemic on daily life, methods to prevent infection and special measures to reduce risks in workplaces.

Achieved with full marks (100%).

Two CPD hours.

Introduction To Leading Dance For Early Years Certificate (August 2020)

Online learning programme and graded assessment delivered by People Dancing

Achieved with Distinction.

A six-unit online course designed to provide dance teachers with knowledge about creating environments where babies, toddlers and pre-schoolers can explore with their whole bodies and all their senses.

Introduction To Leading Dance With Older People Certificate (August 2020)

Online learning programme and graded assessment delivered by People Dancing

Achieved with Distinction.

A seven-unit online course designed to provide dance teachers with foundational knowledge about the safe, effective and creative delivery of dance sessions with older people.

Dance Knowledge (June 2020)

Online dance science education delivered by Dance Knowledge

A series of courses that connect dance teachers with the latest research in biomechanics and psychology. Devised to help dance teachers support and enhance students’ physical and mental health and performance.

Courses completed:

What is biomechanics?
Variability and movement expertise
How dancers’ muscles work
Balance in dance
Sprung dance floors
Goal setting
Perfectionism in dance – introduction
How perfectionism is learnt and reinforced in dance
Performance anxiety
Creativity and choreography
Encouraging boys in dance
Accessing academic research

Thirty CPD hours.

Take Your Teaching Online (June 2020)

Online learning programme and mandatory tests issued by the Open University

Outcomes:

identify the differences between teaching online and teaching in a face-to-face environment
make informed decisions when choosing new tools and pedagogies for online teaching
identify major benefits and challenges of teaching online
understand the changing practices of educators as they make use of online opportunities
understand how to create and evaluate approaches to online teaching that are appropriate for you

Twenty-four CPD hours.

Online Safety (June 2020)

Level 2 Certificate issued by EduCare

This course provides practical advice to help educators understand online safety and develop a safe online culture among children and young people.

Understanding online safety

violent and extreme content
potential risk factors
types of content
how children can make and receive contact online
conduct
the law and statutory guidance

Developing a safe online culture

positive conversations
reporting
promoting good practice

Three CPD hours.

Mental Health Awareness (June 2020)

Level 2 Certificates issued by EduCare

Understanding anxiety
Understanding low mood and depression
Understanding self-harm

Three CPD hours.

Preventing Bullying (June 2020)

Level 2 Certificate issued by EduCare

Outcomes:

understand what bullying is
identify who may be affected by bullying
understand the role technology can play in bullying behaviour (cyberbullying)
be able to recognise a child who may be being bullied and understand the damaging physical and emotional effects
be able to put actions in place to tackle bullying in an organisation or setting

Four CPD hours.

Risk Assessment Certificate (April 2020)

Online learning programme and graded assessment delivered by People Dancing

Achieved with Distinction.

A People Dancing programme designed to assist dance teachers in improving the safety of their practice.

Outcomes:

understand your legal responsibilities in relation to health and safety at work
take steps to ensure you and all those you come into contact with in relation to your work stay safe and well
know what to do if an event occurs in relation to your dance practice or class

Royal Ballet School Dance Teacher Training (February 2020)

Inspire Seminar 4 – Analysing the elements of technique part three: allegro

Aims:

analyse the allegro section of classical ballet vocabulary
understand how allegro is developed at the barre and in the centre
develop skill in teaching allegro
develop skills in lesson planning and time management

Five and a half CPD hours.

Royal Ballet School Dance Teacher Training (December 2019)

Inspire Seminar 3 – Analysing the elements of technique part two: centre work

Aims:

analyse the vocabulary of classical ballet that is taught in centre practice
understand how classical ballet vocabulary progresses from the barre to the centre
develop skill in teaching centre practice
explore strategies for effective communication
develop skills in demonstration and the use of voice for effective teaching practice

Five and a half CPD hours.

Royal Ballet School Dance Teacher Training (October 2019)

Inspire Seminar 2 – Analysing the elements of technique part one: barre work

Aims:

explore motor development and learning in relation to the teaching of dance
analyse, and develop knowledge of, the vocabulary of classical ballet that is taught at the barre
develop skill in teaching barre work
develop knowledge and understanding of how students learn dance skills

Five and a half CPD hours.

Royal Ballet School Dance Teacher Training (July 2019)

Inspire Seminar 1 – The foundations of classical ballet

Aims:

explore, and highlight the importance of, the basic concepts of ballet technique (including posture, placement, use of turnout and weight placement)
explore the mechanics and aesthetics of port de bras
introduce the concept of good teaching (leading towards the development of a personal philosophy of teaching)

Five and a half CPD hours.

Progressing Ballet Technique Teacher Certification (February 2019)

Certification to teach all levels of Progressing Ballet Technique

Progressing Ballet Technique (PBT) is a body conditioning programme devised by Marie Walton-Mahon to help dancers achieve their personal best in classical ballet.

Certification equips teachers with the knowledge, understanding and creativity to help develop the muscle memory needed to enhance dance training.

The emphasis is on the importance of safe dance training to improve core stability and identify correct weight placement, alignment and muscle activation.

Certification requires teachers to be trained and assessed in Progressing Ballet Technique junior, senior and advanced levels.

Demonstrated an understanding of:

the activation of muscle memory to activate “turn out”
the activation of muscle memory to enhance “adage movements”
the activation of muscle memory to accelerate “allegro”
the activation of muscle memory to activate “batterie”
the activation of muscle memory for controlled landings
how to break down the exercises
how to build the exercises
the appropriate age relevant to each exercise
the correct muscle groups that assist each movement

Six CPD hours.

Fitness Diploma (October 2018)

Level 3 Fitness Diploma (personal trainer/fitness instructor) issued by New Skills Academy

Acquired a thorough understanding of fitness by covering a breadth of topics relevant to anybody working as a personal trainer or fitness instructor.

Level 3 course comprising thirty-two modules.

Content covered:

anatomy
obesity and diabetes
nutrition
the effects of exercise
exercise intensity
fitness plans
stretching
fitness for children
working with disabled clients
principles of yoga
principles of Pilates
risk assessment
safeguarding
insurance and tax
health and safety

Fifteen CPD hours.

Pointe Shoe Fitting Training (October 2018)

In-depth, one-day workshop on pointe shoe fitting provided by Ballet Pro Ltd

Attended a full-day workshop on fitting pointe shoes.

The Ballet Pro pointe shoe fitting workshop is based on the work of Amanda Hill (UK importer and distributor of Grishko pointe shoes), Linda Reid-Lobatto (pointe shoe fitter), Esther Juon (pointe shoe fitter and member of the International Association of Dance Medicine and Science) and others.

Content covered:

the anatomy of the foot
development of the dancer
assessment of readiness for pointe
the fundamentals of pointe shoe fitting
step-by-step practical fitting
solving problems
health and safety

Training included the application of comprehensive theoretical knowledge to the practical art of pointe shoe fitting.

Participating as a pointe shoe model reinforced the theoretical and practical training received.

Six CPD hours.

SAFEGUARDING TRAINING

Introductory Safeguarding in Education 2026 (September 2026)

Training and certificate issued by Prospero Learning

Acquired a thorough understanding of child protection in education. Met the required learning outcomes to comply with the Keeping Children Safe In Education (KCSIE) statutory guidance.

Achieved with full marks (100%).

Eight modules:

Introduction to safeguarding children and young people
Understanding child abuse and neglect
Recognising types, signs and indicators of abuse and wider safeguarding risks
Recognising safeguarding concerns and responding appropriately
Keeping children safe online
Reporting and recording safeguarding concerns
Understanding serious case reviews and applying lessons learned in safeguarding practice
Legislation, guidance and changes to KCSIE

Two CPD hours.

Introductory Safeguarding in Education 2025/2026 (January 2026)

Training and certificate issued by Prospero Learning

Acquired a thorough understanding of child protection in education. Met the required learning outcomes to comply with the Keeping Children Safe In Education (KCSIE) statutory guidance.

Achieved with full marks (100%).

Seven modules:

What is safeguarding?
Abuse and neglect in schools
Forms of abuse
Keeping children safe online
Concern reporting process
Serious case reviews
Legislation and guidance KCSIE 2025

Two CPD hours.

Safeguarding in Sport (December 2024)

Training and certificate issued by High Speed Training

Acquired a thorough understanding of child protection in sports/performing arts. Met the required learning outcomes to comply with the Keeping Children Safe In Education (KCSIE) statutory guidance.

Achieved with full marks (100%).

Five modules:

Introduction to safeguarding
Types of abuse and their indicators
Responding to concerns about abuse
How to report and record a concern
Good practice in sport

Two CPD hours.

Child Protection Advanced (December 2023)

Level 3 Certificate issued by EduCare

Acquired a thorough understanding of child protection by covering a breadth of topics relevant to anybody with a responsibility for safeguarding children and young people.

Achieved with full marks (100%).

Nine modules:

Child development
Parenting and risk factors
Forms of child abuse
Specific safeguarding issues
Recognising and responding to abuse
The child protection system
Learning from failure
The legal framework
Promoting good practice

Nine CPD hours.

CSTF Safeguarding Children Level 1 and 2 (August 2023)

Level 1 and 2 Certificates issued by Mandatory Training Group

Met the required learning outcomes in the Skills for Health’s UK Core Skills Training Framework (CSTF), the Care Quality Commission (CQC) and Skills for Care recommendations for healthcare and social care providers, and OFSTED recommendations for early years, educational and community settings.

Achieved with full marks (100%).

Content covered included:

key principles of safeguarding children and young people
key safeguarding legislation
the complex nature of child abuse
the ‘toxic trio’
indicators of, and risk factors for, child trafficking, female genital mutilation (FGM), radicalisation
risks associated with the internet and social networking sites
what to do if a child or young person discloses abuse
what to do if child abuse is suspected

Three CPD hours.

Child Protection Advanced (June 2020)

Level 3 Certificate issued by EduCare

Acquired a thorough understanding of child protection by covering a breadth of topics relevant to anybody with a responsibility for safeguarding children and young people.

Achieved with full marks (100%).

Nine modules:

Child development
Parenting and risk factors
Forms of child abuse
Specific safeguarding issues
Recognising and responding to abuse
Reporting abuse and the child protection system
Learning from failure
The legal framework
Promoting good practice

Nine CPD hours.

Child Neglect (June 2020)

Level 2 Certificate issued by EduCare

Acquired a thorough understanding of what child neglect is and the factors that may contribute to it.

Three CPD hours.

Child Protection (July 2017)

Level 3 Certificate in Child Protection issued by EduCare

Acquired a thorough understanding of child protection by covering a breadth of topics relevant to anybody with a responsibility for safeguarding children and young people.

Achieved with full marks (100%).

Level 3 course comprising nine modules:

Child development
Parenting and risk factors
Forms of abuse
Other harm
Responding to abuse
Reporting abuse and the child protection system
Learning from failure
The legal framework
Working together

Nine CPD hours.

NSPCC Child Protection: an introduction (July 2017)

Introductory safeguarding course delivered by the NSPCC

A four-module e-learning course for everyone who works with children.

Understanding how to recognise, respond, report and record concerns about a child.

FIRST AID CERTIFICATION

Tigerlily First Aid Refresher Training (January 2026)

Level 3 Paediatric First Aid Refresher issued by Tigerlily First Aid

Refreshed knowledge and understanding of how to deal with accidents and emergencies involving babies and children (Ofsted compliant).

Two CPD hours.

Tigerlily First Aid Refresher Training (January 2026)

Level 3 Adult First Aid Refresher issued by Tigerlily First Aid

Refreshed knowledge and understanding of how to deal with accidents and emergencies involving adults (Adult Emergency First Aid at Work).

Two CPD hours.

Tigerlily First Aid Training (November 2024)

Level 3 Paediatric and Adult First Aid Certificate issued by Tigerlily First Aid

An assessed and accredited course that meets the requirements of the Early Years Foundation Stage statutory framework, is Ofsted compliant and includes the Adult Emergency First Aid at Work qualification.

Demonstrated how to deal with accidents and emergencies involving babies, children and adults.

Twelve CPD hours.

Daisy First Aid Training (November 2021)

Level 3 Paediatric First Aid: Platinum Plus Certificate issued by Daisy First Aid

An assessed and accredited course that meets the requirements of the Early Years Foundation Stage statutory framework and is Ofsted compliant.

Demonstrated how to deal with accidents and emergencies involving babies, children and adults.

Twelve CPD hours.

First Aid Annual Skills Update (June 2020)

Online learning programme and assessment delivered by British Red Cross

Achieved with full marks (100%).

A British Red Cross e-learning course designed to provide annual refresher training.

Content recapped how to help someone who is:

unresponsive and not breathing, including the use of an automated external defibrillator (AED)
unresponsive and breathing
choking
bleeding heavily
in shock
burnt
having a seizure

Green Cross First Aid Training (June 2018)

Level 3 Award in First Aid at Work (RQF) issued by Training Qualifications UK

Demonstrated comprehensive knowledge and understanding of theory related to coping with first aid emergencies in any environment.

Successfully applied effective first aid skills during practical exercises.

Green Cross First Aid Training (July 2015)

Level 3 Award in First Aid at Work (QCF) issued by Training Qualifications UK

Demonstrated comprehensive knowledge and understanding of theory related to coping with first aid emergencies in any environment.

Successfully applied effective first aid skills during practical exercises.

Content covered included: