Dance

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Dance

Pre-primary year Syllabus

The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.

Year Level Description

In Pre-primary, learning in dance builds on the dispositions developed in the early years.

Students engage with purposeful play in structured activities, to explore how the body moves through space. They develop fundamental movement skills and learn about safe dance practices.

Students experience performing dance and, as an audience, they learn how to focus their attention on the performance. They make simple evaluations of the dances they view and make, exploring what they like.

As students make and respond to dance, they explore ideas and the elements of dance (body and space). They have the opportunity to explore different places and occasions where people dance.

Making

Ideas

Exploration of ideas to make simple movement sequences (ACADAM001)

Skills

Exploration of, and experimentation with, two (2) elements of dance 

  • Body: 
    • body awareness (awareness of body in space in relation to objects)
    • body zones (whole body movements)
    • body bases (feet)
  • Space: 
    • levels (medium)
    • direction (forward, backward)
    • personal space
    • shape (straight, curved) 

to create dance (ACADAM001)

Locomotor (walking, skipping, running) and non-locomotor movements (twisting, bending, turning, swaying) to develop body control and coordination (ACADAM002)

Safe dance practices, including being aware of personal space (ACADAM002)

Performance

Performance of improvised movements that communicate ideas to an audience (ACADAM003)

Performance skills (facing the audience) when sharing dance with peers (ACADAM003)

Responding

Audience behaviour (being attentive, responding appropriately) to dance (ACADAR004)

Achievement standard

To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.



Year 1 Syllabus

The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.

Year Level Description

In Year 1, learning in dance builds on the dispositions developed in the early years.

Students use their natural curiosity to explore improvised movement. They are introduced to 'time' as an element of dance. Students continue to develop fundamental movement skills and begin to experiment with the elements of dance (body, space and time) to create simple dance sequences in a supportive, safe environment.

They have the opportunity to explore different types of dance. As an audience, students make simple observations of dances they view and make, exploring what they like and why.

As students make and respond to dance, they explore the ideas and the movements the dancers used.

Making

Ideas

Improvisation of ideas to create simple dance sequences (ACADAM001)

Skills

Exploration of, and experimentation with, three (3) elements of dance

  • Body: 
    • body awareness (awareness of body in space in relation to objects) 
    • body zones (whole body movements, moving different parts of the body) 
    • body bases (feet, knees) 
  • Space: 
    • levels (medium, low)
    • direction (forward, backward) 
    • personal space and general space 
    • dimensions (big, small) 
    • shape (straight, curved, angular) 
  • Time: 
    • tempo (fast, slow) 

to create dance (ACADAM001)

Locomotor (walking, skipping, running) and non-locomotor (twisting, bending, turning, swaying) movements to develop body control, strength and coordination (ACADAM002)

Safe dance practices, including respecting others in the dance space (ACADAM002)

Performance

Performance of planned and improvised dance sequences that express feelings, ideas and experiences to an audience (ACADAM003)

Performance skills (looking out into the audience) when sharing dance with peers (ACADAM003)

Responding

Audience behaviour (being attentive, responding appropriately) to dance and observing the dance elements used (ACADAR004)

Personal responses, expressing ideas and feelings about dances they view and make (ACADAR004)

Achievement standard

To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.



Year 2 Syllabus

The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 6. It is a requirement that students study a performance subject and a visual subject.

Year Level Description

In Year 2, learning in dance builds on the dispositions developed in the early years.

Students continue to explore and experiment with the elements of dance (body, space and time) to create dance, demonstrating a beginning, middle and end. They continue to build on their fundamental movement skills to develop control, posture, strength, balance and coordination.

As an audience, they make simple observations of the specific elements of dance (body, space and time) sharing what they like and why.

As students make and respond to dance, they explore the reasons why people dance.

Making

Ideas

Improvisation and organisation of movement ideas to create a dance, demonstrating a beginning, middle and end (ACADAM001)

Skills

Exploration of, and experimentation with, three (3) elements of dance

  • Body: 
    • body awareness (awareness of body in space in relation to objects)
    • body zones (whole body movements, moving different parts of the body)
    • body bases (feet, knees)
  • Space: 
    • levels (medium, low, high)
    • direction (forward, backward)
    • personal space and general space
    • dimensions (big, small)
    • shape (straight, curved, angular, twisted, closed, circular, symmetry to asymmetry)
    • pathways (in the air with the arms, under, over)
  • Time: 
    • tempo (fast, slow, slowing down, speeding up) 

to create dance (ACADAM001)

Locomotor (walking, skipping, running) and non-locomotor (twisting, bending, turning, swaying) movements to develop control, posture, strength, balance and coordination (ACADAM002)

Safe dance practices, including being aware of the dance space boundaries when involved in dance lessons or rehearsals (ACADAM002)

Performance

Performance of a learned dance to an audience that communicates an idea demonstrating a beginning, middle and end (ACADAM003)

Performance skills (holding, starting and ending positions) when sharing dance with peers (ACADAM003)

Responding

Audience behaviour (being attentive, responding appropriately) when students view different dance styles (ACADAR004)

Personal responses to the elements of body, space and time in dances they view and make
(ACADAR004)

Achievement standard

To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.



Year 3 Syllabus

The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.

Year Level Description

In Year 3, students extend their exploration of the elements of dance (body, energy, space and time) to create dance sequences to express an idea.

Students continue to develop control, balance, strength, coordination and accuracy through simple combinations of fundamental movement skills. They work individually and collaboratively to create and rehearse sequences and consider safe dance practices.

Students experience performing dance, and as an audience, learn to respect the dance of others.

As students make and respond to dance, they consider the elements of dance (body, energy, space and time) and reflect on their use to express an idea. They explore the purpose of dance from different times.

Making

Ideas

Combination of movements to create dance sequences that express an idea or message (ACADAM005)

Skills

Exploration of, and experimentation with, four (4) elements of dance (BEST)

  • Body: 
    • body parts (gestures)
    • body zones (front, back, sideways)
    • body bases (feet, knees, hands)
  • Energy: 
    • controlling and combining different movement qualities (smooth to jagged, floppy to stiff)  
  • Space: 
    • levels (medium, low, high)
    • direction (forward, backward, diagonal)
    • personal space and general space
    • dimensions (big, small, narrow, wide)
    • shape (straight, curved, angular, twisted, closed, circular, symmetry to asymmetry, angular to curved)
    • pathways (in the air with the arms, under, over, on the floor)
  • Time: 
    • tempo (fast, slow, slowing down, speeding up)
    • rhythm (regular, irregular)

to create dance sequences (ACADAM005)

Combinations of fundamental movement skills that develop body awareness, control, balance, strength, coordination and accuracy (ACADAM006)

Safe dance practices, including following warming-up and cooling down procedures (ACADAM006)

Performance

Rehearsal processes (using expressive skills of projection and focus) to improve performance and enhance audience engagement (ACADAM007)

Performance skills (looking out into the audience, holding starting and ending positions, and entering and leaving the performance space on cue) engaged when presenting dance to an audience (ACADAM007)

Responding

Appropriate responses to, and respect for, dance of others as performers and audience members (ACADAR008)

Responses that involve identifying and reflecting on the use of the elements of dance, in their dance and the dance of others', using dance terminology (ACADAR008)

Achievement standard

To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.



Year 4 Syllabus

The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.

Year Level Description

Students select and combine the elements of dance (body, energy, space and time) to dance sequences that express an idea. They begin to use choreographic devices of repetition and contrast.

There is a continued focus on safe dance practices, as students use combinations of fundamental movement skills that develop control, strength, coordination, accuracy and alignment.

Students begin to consider the expectations and requirements of performers and audience in different settings.

As students make and respond to dance, they consider the elements of dance (body, energy, space and time) and choreographic devices, and reflect on how these are used to enhance the meaning of their dance and the dance of others. They have the opportunity to consider the purpose of dance from a range of cultures.

Making

Ideas

Selection and combination of movements to create dance sequences that express an idea (ACADAM005)

Skills

Integration of the four (4) elements of dance (BEST)

  • Body:
    • body parts (gestures)
    • body zones (front, back, sideways, cross-lateral)
    • body bases (feet, knees, hands, buttocks)
  • Energy:
    • controlling and combining different movement qualities (smooth to jagged, floppy to stiff)
    • force (lightness, strength)
  • Space:
    • levels (medium, low, high, moving between levels)
    • direction (forward, backward, diagonal, circular)
    • personal space and general space
    • positive and negative space
    • dimensions (big, small, narrow, wide)
    • shape (straight, curved, angular, twisted, closed, circular, symmetry to asymmetry, angular to curved)
    • pathways (in the air with the arms, under, over, on the floor)
  • Time:
    • tempo (fast, slow, slowing down, speeding up)
    • rhythm (regular, irregular)
    • stillness (pausing, freezing, holding a shape then continuing dance sequence)

to organise dance sequences (ACADAM005)

Use of the choreographic devices of repetition and contrast when organising dance sequences (ACADAM005)

Combinations of increasingly complex fundamental movement skills that develop body awareness, control, balance, strength, coordination, accuracy and alignment (ACADAM006)

Safe dance practice of body protection strategies including hydration, appropriate clothing and footwear when participating in a dance lesson (ACADAM006)

Performance

Rehearsal processes (communicate ideas) and to improve expressive skills and engage an audience (ACADAM007)

Performance skills (entering and leaving the performance space on cue, using facial expressions) engaged when presenting dance to an audience (ACADAM007)

Responding

Considered responses to, and respect for, the dance of others as performers and audience members (ACADAR008)

Responses that involve identifying the use of the elements of dance and reflecting on the meanings and interpretations of their dance and the dance of others, using dance terminology (ACADAR008)

Achievement standard

To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.



Year 5 Syllabus

The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.

Year Level Description

In Year 5, students continue to integrate the elements of dance (body, energy, space and time) and use the choreographic devices of repetition, contrast and unison to create dance that communicates an idea.

There is a continued focus on safe dance practices as students are introduced to increasingly complex fundamental movement skills that develop body awareness, control, balance, strength, coordination, accuracy and alignment.

Students experience performing dance and, as an audience, reflecting on the meanings and interpretations of dances they view.

In making and responding to dance, students consider the elements of dance (body, energy, space and time) and choreographic devices, and make observations of their use in dance. They have the opportunity to consider the role of dance in different cultures and times.

Making

Ideas

Selection and combination of movements in order to choreograph dance to communicate an idea (ACADAM009)

Skills

Integration of the four (4) elements of dance (BEST)

  • Body:
    • body parts (gestures)
    • body actions (arm and leg gestures that lead toward, away from and around own)
    • body zones (front, back, sideways, cross-lateral)
    • body bases (feet, knees, hands, buttocks)
  • Energy:
    • controlling and combining different movement qualities (smooth to jagged, floppy to stiff, varying dynamics)
    • force (lightness, strength, slash, press, flick)
  • Space:
    • levels (medium, low, high, moving between levels)
    • direction (forward, backward, diagonal, circular)
    • group formations (small or large groups of dancers in lines, circles, diagonals, clusters, squares) throughout the space
    • personal space and general space
    • positive and negative space
    • dimensions (big, small, narrow, wide)
    • shape (straight, curved, angular, twisted, closed, circular, symmetry to asymmetry, angular to curved)
    • pathways (in the air with the arms, under, over, on the floor)
  • Time:
    • tempo (fast, slow, slowing down, speeding up)
    • rhythm (regular, irregular)
    • stillness (pausing, freezing, holding a shape then continuing dance sequence)
    • duration (long and short movements)
    • acceleration/deceleration

to choreograph dance (ACADAM009)

Use of the choreographic devices of repetition, contrast and unison when choreographing group dance (ACADAM009)

Combinations of increasingly complex fundamental movement skills incorporating spatial changes that develop body awareness, control, balance, strength, coordination, accuracy and alignment (ACADAM010)

Safe dance practices, including knowing own body capabilities when participating in dance lessons or rehearsals (ACADAM010)

Performance

Rehearsal techniques (giving and receiving feedback and working together) to improve dance to engage an audience (ACADAM011)

Performance skills (using facial expressions, projection and focus) engaged when presenting dance to an audience (ACADAM011)

Responding

Responses that explain how the elements of dance and choreographic devices are used to communicate meaning in dance, using dance terminology (ACADAR012)

Achievement standard

To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.



Year 6 Syllabus

The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.

Year Level Description

In Year 6, students continue to choreograph dance, exploring character and mood using and integrating a selection of the elements of dance (body, energy, space and time) and choreographic devices.

There is a continued focus on safe dance practices as students use increasingly complex combinations of fundamental movement skills that further develop their body awareness, control, balance, strength, coordination, accuracy and alignment.

Students experience performing in dance and, as an audience, reflect on the meanings and interpretations of dances they view using dance terminology.

In making and responding to dance, students consider the elements of dance (body, energy, space and time), choreographic devices and design concepts, and make simple evaluations of their use in dance. They also consider factors that have influenced dance across different times and cultures.

Making

Ideas

Choreograph dance, exploring character and mood that communicates meaning (ACADAM009)

Skills

Selection and integration of the four (4) elements of dance (BEST)

  • Body:
    • body parts (gestures)
    • body actions (arm and leg gestures that lead toward, away from and around own)
    • body zones (front, back, sideways, cross-lateral)
    • body bases (feet, knees, hands, buttocks)
  • Energy:
    • controlling and combining different movement qualities (smooth to jagged, floppy to stiff, varying dynamics)
    • force (lightness, strength, slash, press, flick)
  • Space:
    • levels (medium, low, high, moving between levels)
    • direction (forward and backward, diagonal, circular)
    • group formations (small or large groups of dancers in lines, circles, diagonals, clusters, squares) throughout the space
    • personal space and general space
    • positive and negative space
    • dimensions (big, small, narrow, wide)
    • shape (straight, curved, angular, twisted, closed, circular, symmetry to asymmetry, angular to curved, centred, off‑centred, complementary, contrasting)
    • pathways (in the air with the arms, under, over, on the floor)
  • Time:
    • tempo (fast, slow, slowing down, speeding up)
    • rhythm (regular, irregular)
    • stillness (pausing, freezing, holding a shape then continuing dance sequence)
    • duration (long and short movements)
    • acceleration/deceleration
    • accent (emphasis placed on a movement)
  • to choreograph dance (ACADAM009)

Use of the choreographic devices of repetition, contrast, unison and canon when choreographing group dance (ACADAM009)

Combinations of increasingly complex fundamental movement skills, incorporating spatial changes that develop body awareness, control, balance, strength, coordination, accuracy and alignment (ACADAM010)

Safe dance practices, including knowing own body capabilities when participating in dance lessons or rehearsals (ACADAM010)

Performance

Rehearsal techniques (consideration of feedback) to improve dance performances to engage an audience (ACADAM011)

Performance skills (using the expressive skills of focus, clarity and facial expressions to reflect character) engaged when presenting dance to an audience (ACADAM011)

Responding

Factors that influence dance in particular cultures, times and contexts (ACADAR012)

Responses that explain how the elements of dance, choreographic devices and design concepts (lighting, costumes, props, sets) are used to communicate meaning in dance, using dance terminology (ACADAR012)

Achievement standard

To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.



Year 7 Syllabus

The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.

Year Level Description

In Year 7, Dance students build on their understanding of the elements of dance and choreographic devices to create dance that communicates an idea. They continue to improve their technical dance skills, focusing on confidence, clarity of movement and projection. As they make dance and respond to it, they reflect on the meaning, interpretations and purposes of dance.

Safe dance practices underlie all experiences, as students perform within their own body capabilities and work safely in groups.

A suggested learning focus should enable teaching the content through student interest in dance. Suggested genres or styles that may be taught, but are not limited to, include contemporary, ballet, jazz, hip hop, street dance, tap and cultural dance, for example Spanish, Indian, Bollywood.

The learning focus that teachers select should shape and drive the teaching of the content.

Making

Choreographic processes

Improvisation skills to explore new movement ideas (ACADAM013)

Different elements of dance: body, energy, space, time (BEST), explored and combined to develop choreographic intent (ACADAM014)

Choreographic devices (unison, canon, repetition) and choreographic structure (narrative) to create dance that communicates meaning (ACADAM016)

Skills and techniques

Dance skills that develop technical competence in relation to body control, accuracy, posture/alignment, strength, flexibility, balance and coordination (ACADAM015)

Warm-up and cool down as part of a dance class (ACADAM015)

Performance

Performance skills (expression, projection, focus) demonstrated to an audience and appropriate to the dance genre/style (ACADAM017)

Responding

Dance reflecting and analysing

Reflective processes, using dance terminology, on own and others' work, and the use in dance works of the elements of dance and design concepts (lighting, music/sound, multimedia, costume, props, sets, staging) (ACADAR018)

Achievement standard

To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.



Year 8 Syllabus

The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.

Year Level Description

In Year 8, Dance students are introduced to improvisation skills to create new movement and choreograph dances using the elements of dance and choreographic devices for a purpose. They develop their dance skills to explore the technical aspects of different dance styles. They discuss how dance can communicate meaning and how dance genres/styles differ.

Safe dance practices underlie all experiences, as students perform within their own body capabilities and work safely in groups.

A suggested learning focus should enable teaching the content through student interest in dance. Suggested genres or styles that may be taught, but are not limited to, include contemporary, ballet, jazz, hip hop, street dance, tap and cultural dance, for example, Spanish, Indian, Bollywood.

The learning focus that teachers select should shape and drive the teaching of the content.

Making

Choreographic processes

Improvisation skills to find ways to make literal movement into abstract movement (ACADAM013)

Elements of dance: body, energy, space, time (BEST), selected and combined to create dance that communicates choreographic intent (ACADAM014)

Choreographic devices (unison, canon, repetition, abstraction) and choreographic structures (narrative, binary) to create dance that communicates meaning (ACADAM016)

Group work practices (sharing ideas, problem-solving, listening skills, providing constructive feedback) in dance (ACADAM017)

Skills and techniques

Dance skills that develop technical competence in relation to body control, accuracy, posture/alignment, strength, flexibility, placement, balance and coordination (ACADAM015)

Warm-up and cool down procedures for dance participation (ACADAM015)

Performance

Techniques that focus on developing retention of movement with accuracy and detail (ACADAM017)

Performance skills (expression, projection, focus) demonstrated to an audience and appropriate to the dance genre/style (ACADAM017)

Responding

Dance reflecting and analysing

Reflective processes, using dance terminology, on own and others' work, and the effectiveness in dance works of the use of the elements of dance and design concepts (lighting, music/sound, multimedia, costume, props, sets, staging) (ACADAR018)

Achievement standard

To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.



Year 9 Syllabus

The syllabus is based on the requirement that in Years 9 and 10 the study of the Arts is optional.

Year Level Description

In Year 9, Dance students are given more opportunities to choreograph using the elements of dance, choreographic devices and structures for choreographic intent. They extend their technical dance skills and build on their awareness of the body, and how it is used in specific dance styles. They further discuss the choreographer's use of the elements of dance, choreographic devices and structures, and design concepts for choreographic intent in the dances they make and view.

Safe dance practices underlie all experiences, as students perform within their own body capabilities and work safely in groups

A suggested learning focus should enable teaching the content through student interest in dance. Suggested genres or styles that may be taught, but are not limited to, include contemporary, ballet, jazz, hip hop, street dance, tap and cultural dance, for example Spanish, Indian, Bollywood.

The learning focus that teachers select should shape and drive the teaching of the content.

Making

Choreographic processes

Improvisation skills to find new movement possibilities for the same idea (ACADAM020)

Elements of dance: body, energy, space, time (BEST), selected and manipulated to create dance that communicates choreographic intent (ACADAM021)

Choreographic devices (unison, canon, repetition, abstraction, contrast, motif) and choreographic structures (narrative, binary, ternary) to create group dance that communicates choreographic intent (ACADAM023)

Skills and techniques

Dance skills that further develop and refine technical competence in relation to body control, accuracy, posture/alignment, strength, flexibility, placement, balance, coordination, articulation and endurance (ACADAM022)

Importance of warm-up and cool down procedures for dance and rehearsal preparation (ACADAM022)

Performance

Practical and reflective rehearsal strategies, focusing on movement retention, clarity of movement and choreographer's intention (ACADAM022)

Responding

Dance reflecting and analysing

Reflective writing, using dance terminology, on own and others' work, evaluating the effectiveness of choices made in dance making (ACADAR025)

Interpretation using dance terminology, of how the elements of dance and design concepts (lighting, music/sound, multimedia, costume, props, sets, staging) contribute to the meaning of a dance work (ACADAR025)

Achievement standard

To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.



Year 10 Syllabus

The syllabus is based on the requirement that in Years 9 and 10 the study of the Arts is optional.

Year Level Description

In Year 10, Dance students continue to extend their use of the elements of dance and choreographic processes to expand their choreographic intentions in their choreography. They extend their technical dance skills to include style-specific movement skills.

Through performance, students continue to work on confidence, accuracy, clarity of movement and projection. They refine their discussion of the use of the dance elements and choreographic processes in their own dance and the dance of others. They investigate dance and influences of the social, cultural and historical contexts in which it exists.

Safe dance practices underlie all experiences, as students perform within their own body capabilities and work safely in groups.

A suggested learning focus should enable teaching the content through student interest in dance. Suggested genres or styles that may be taught, but are not limited to, include contemporary, ballet, jazz, hip hop, street dance, tap and cultural dance, for example, Spanish, Indian, Bollywood.

The learning focus that teachers select should shape and drive the teaching of the content.

Making

Choreographic processes

Introduction to structured improvisation to find solutions to simple movement tasks (ACADAM020)

Elements of dance: body, energy, space, time (BEST), selected and manipulated to create dance that communicates choreographic intent (ACADAM021)

Choreographic devices (unison, canon, repetition, abstraction, contrast, motif) and choreographic structures (narrative, binary, ternary) selected and combined to communicate choreographic intent in group and duo dance (ACADAM023)

Skills and techniques

Dance skills that further develop and refine technical competence in relation to body control, accuracy, posture/alignment, strength, flexibility, placement, balance, coordination, articulation and endurance (ACADAM022)

Safe dance practice of style-specific techniques, including working in the contemporary genre (ACADAM022)

Importance of warm-up and cool down procedures relevant to the genre/style for dance and rehearsal preparation (ACADAM022)

Performance

Systematic and corrective rehearsal strategies (practising transitions between dance sequences, exits and entrances appropriate to genre/style) (ACADAM022)

Dance performance opportunities, demonstrating appropriate expression, projection, focus, commitment to movement and musicality (ACADAM024)

Responding

Dance reflecting and analysing

Reflective writing, using dance terminology, on own and others' work, analysing and evaluating choices made in dance making (ACADAR025)

Analytical writing, using dance terminology, about how the elements of dance, choreographic processes and design concepts (lighting, music/sound, multimedia, costume, props, sets, staging) contribute to the choreographic intention of a dance work (ACADAR025)

Dance in context

Dance genres/styles are influenced by the social, cultural and historical contexts in which they exist (ACADAR026)

Achievement standard

To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.



ABLEWA Stage A

Year Stage Description

In Stage A, students are exposed to dance. Dance assists them to attend to and explore the world around them with as much independence as possible. They experience dance and are encouraged to use gestures and body movements to react and respond to the world around them.

Students become aware of their bodies and experience body movements used in dance. They experience space, time, dynamics and relationships as they are supported to make and observe dances. Students experience the roles of artist and audience, and they provide feedback to their dance experiences. They share their dance with peers, experience safe dance practices, and experience dance as audiences.

Students experience a range of dances from different cultures, times and locations, including dances from their local community.

Stage A Content Descriptions

Explore and Represent Ideas

Experience dance, safe movement possibilities and move their body parts intentionally in response to stimulus (VCADAE001)

Dance Practices

Show general awareness of body position and own body when being moved by others during fundamental movement and dance sequences (VCADAD002)

Present and Perform

Be involved in making and sharing dance that communicates ideas (VCADAP003)

Respond and Interpret

React to dance (VCADAR004)

Achievement standard

By the end of Stage A, students participate in dance activities. They move body parts safely and react to aspects of dance they make, perform and view.



ABLEWA Stage B

Year Stage Description

In Stage B, students explore dance. They explore how dance can represent the world and they make dances to represent their ideas about the world. They share their dance with peers and experience dance as audiences.

Students become aware of their bodies and explore the body bases, parts and zones used safely in dance. They experience space, time, dynamics and relationships as they make and observe dances. They explore locomotor and non-locomotor movements, learn some fundamental movement skills and perform their own dance. They experiment with simple technical and expressive skills in their own dances and begin to learn about choreographic devices through practicing dance sequences movements, observing dances and their own performances.

Students experience dances from a range of cultures, times and locations, including dances form their local community.

Stage B Content Descriptions

Explore and Represent Ideas

Move body parts and experience safe movement possibilities when learning fundamental dance movements (VCADAE005)

Dance Practices

Explore ways of moving in response to stimulus (VCADAD006)

Present and Perform

Share dance to communicate a given idea (VCADAP007)

Respond and Interpret

Respond to own and others’ dance (VCADAR008)

Achievement standard

By the end of Stage B, students follow safe practice when moving body parts and performing dance sequences.

Students communicate responses to dances they make, perform and view.



ABLEWA Stage C

Year Stage Description

In Stage C, students explore dance. They learn about how dance can represent the world and they make dances to represent their ideas about the world. They share their dance with peers and experience dance as audiences.

Students become aware of their bodies and learn about the body bases, parts and zones used safely in dance. They explore space, time and dynamics as they make and observe dances. Students explore locomotor and non-locomotor movements and use these fundamental movement skills in their own dance. They experiment with simple technical and expressive skills.

Students experience dances from a range of cultures, times and locations, including dances from cultures in their local community.

Stage C Content Descriptions

Explore and Represent Ideas

Explore dance ideas that use safe fundamental movement patterns (VCADAE009)

Dance Practices

Explore dance movements to communicate ideas (VCADAD010)

Present and Perform

Perform movement sequences to express ideas, feelings and/or observations (VCADAP011)

Respond and Interpret

Respond to own and others’ dance and explore where and why people dance (VCADAR012)

Achievement standard

By the end of Stage C, students follow safe dance practice to make and share dance sequences and movement patterns.

Students communicate ideas and feelings about aspects of their own and others’ dance.



ABLEWA Stage D

Year Stage Description

In Stage D, students explore dance. They learn about how dance can represent the world and they make dances to represent their ideas about the world. They share their dance with peers and experience dance as audiences.

Students become aware of their bodies and learn about the body bases, parts and zones used safely in dance. They explore space, time, dynamics and relationships as they make and observe dances. They explore locomotor and non-locomotor movements, and use these fundamental movement skills in their own dance. Students experiment with simple technical and expressive skills and begin to learn about choreographic devices through assisting to select and organise movements for small group and in their own dances.

Students experience dances from a range of cultures, times and locations, including dances from cultures in their local community.

Stage D Content Descriptions

Explore and Represent Ideas

Develop safe fundamental movements and technical skills when exploring dance ideas (VCADAE013)

Dance Practices

Improvise and sequence dance movements to communicate moods and feelings (VCADAD014)

Present and Perform

Perform dance that communicates ideas, feelings, observations and/or experiences to an audience (VCADAP015)

Respond and Interpret

Respond to dance and describe some of the characteristics they observe (VCADAR016)

Achievement standard

By the end of Stage D, students make and share a simple dance sequence and demonstrate safe dance practice.

Students provide a simple explanation about the features and purpose of their own dance.