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  • Foundation to Year 10 Curriculum
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Foundation to Year 2

Foundation to Year 2 Band Description

In Foundation to Year 2, 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.

In Foundation to Year 2, learning in Dance builds upon the Early Years Learning Framework. Students are engaged through purposeful...

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In Foundation to Year 2, 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.

In Foundation to Year 2, learning in Dance builds upon the Early Years Learning Framework. Students are engaged through purposeful play in structured activities, fostering a strong sense of wellbeing and developing students’ connection with and contribution to the world.

Students become aware of their bodies and learn about the body bases , parts and zones used 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 mov ement skills in their own dance . They experiment with simple technical and expressive skills and begin to learn about choreographic devices through selecting and organising movements in their own dances.

In the Foundation Year, students undertake dance suitable to their level of development.

As they experience dance, students draw on dances from a range of cultures, times and locations. They explore the dances and influences of Aboriginal and Torres Strait Islander Peoples, and those of the Asia region. While dance in the local community should be the initial focus for learning, students are also aware of and interested in dance from more distant locations and the curriculum provides opportunities to build on this curiosity. Students will learn that dances are used by Aboriginal and Torres Strait Islander people for different purposes.

As they make and respond to dance, students explore meaning and interpretation, forms and elements and social and cultural contexts of dance. They make simple evaluations of dance expressing what they like and why. Students learn about safe dance practices. They experience the role of artist and they respond to feedback in their dance making. As an audience they learn to focus their attention on the performance and to respond at the end of the performance.

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Foundation to Year 2 Content Descriptions Examples of knowledge and skills

Use fundamental movement skills to develop technical skills whenpractising dance sequences (ACADAM002)

Present dance that communicate ideas to an audience, including dance used by cultural groups in the community (ACADAM003)

Respond to dance and consider where and why people dance, starting with dances from Australia including dances of Aboriginal and Torres Strait Islander Peoples (ACADAR004)

Foundation to Year 2 Achievement Standard

By the end of Year 2, students describe the effect of the elements in dance they make, perform and view and where and why people dance.

Students use the elements of dance to make and perform dance sequences that demonstrate fundamental movement skills to represent ideas. Students demonstrate safe practice.

 

Years 3 and 4

Years 3 and 4 Band Description

In Years 3 and 4, learning in Dance builds on the experience of the previous band. It involves students making and responding to dance independently and collaboratively with their classmates and teachers.

Students extend their awareness of the body as they incorporate actions using different body parts, body zones and bases. They explore and experiment with directions, time,...

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In Years 3 and 4, learning in Dance builds on the experience of the previous band. It involves students making and responding to dance independently and collaboratively with their classmates and teachers.

Students extend their awareness of the body as they incorporate actions using different body parts, body zones and bases. They explore and experiment with directions, time, dynamics and relationships using groupings, objects and props. They extend their fundamental movement skills adding and combining more complex movements. Students use technical skills including accuracy and awareness of body alignment and expressive skills including projection and focus.

As they experience dance, students draw on dances from a range of cultures, times and locations. They explore the dance and influences of Aboriginal and Torres Strait Islander Peoples, and those of the Asia region. Students learn about dance in their community. They also learn about dance from more distant locations that may be represented in their community. Students learn that Aboriginal and Torres Strait Islander dances use expressive skills to communicate ideas and tell stories.

As they make and respond to dance, students explore meaning and interpretation, elements and forms including shapes and sequences of dances, and social and cultural contexts of dance. They make personal evaluations of dances.

Students learn about warm-up and cool down for safe dance practice and careful selection of dress and footwear. Their understanding of the role of the artist and the audience builds upon their experience from the previous band. As an audience, students focus their attention on the performance and respond to the performance. They consider why and how audiences respond to performance.

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Years 3 and 4 Content Descriptions Examples of knowledge and skills

Practise technical skills safely in fundamental movements (ACADAM006)

Identify how the elements of dance and production elements express ideas in dance they make, perform and experience as audience, including exploration of Aboriginal and Torres Strait Islander dance (ACADAR008)

Years 3 and 4 Achievement Standard

By the end of Year 4, students describe and discuss similarities and differences between dances they make, perform and view. They discuss how they and others organise the elements of dance in dances depending upon the purpose.

Students structure movements into dance sequences and use the elements of dance and choreographic devices to represent a story or mood. They collaborate to make dances and perform with control, accuracy, projection and focus.

 

Years 5 and 6

Years 5 and 6 Band Description

In Years 5 and 6, learning in Dance builds on the experience of the previous band. It involves students making and responding to dance independently, and collaboratively with their classmates, teachers and communities.

Students extend their awareness of the body as they combine movements that use body parts and actions with those involving body zones and bases. They extend their...

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In Years 5 and 6, learning in Dance builds on the experience of the previous band. It involves students making and responding to dance independently, and collaboratively with their classmates, teachers and communities.

Students extend their awareness of the body as they combine movements that use body parts and actions with those involving body zones and bases. They extend their understanding and use of space, time, dynamics and relationships including performing in groups of varying sizes. They extend their use of various combinations of fundamental movement skills and technical skills developing competence, body control and accuracy.

As they experience dance, students draw on dance from a range of cultures, times and locations. They explore the dance and influences of Aboriginal and Torres Strait Islander Peoples, and those of the Asia region. Students learn about dance in and beyond their local community. Students explore Aboriginal and Torres Strait Islander dances and learn how movement communicates meaning.

As they make and respond to dance, students explore meaning and interpretation, forms and elements of dance, including the use of space and energy in dances, and social and cultural contexts of dance. They evaluate the use of elements of dance in dances they view and perform.

Students extend the understanding of safe dance practice, identifying appropriate warm-up and cool down procedures, performing within their own body capabilities and working safely in groups. Their understanding of the roles of artists and audiences builds upon previous bands as they engage with more diverse performances.

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Years 5 and 6 Content Descriptions Examples of knowledge and skills

Develop technical and expressive skills in fundamental movements including body control, accuracy, alignment, strength, balance and coordination (ACADAM010)

Perform dance using expressive skills to communicate a choreographer’s ideas, including performing dances of cultural groups in the community (ACADAM011)

Explain how the elements of dance and production elements communicate meaning by comparing dances from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander dance (ACADAR012)

Years 5 and 6 Achievement Standard

By the end of Year 6, students explain how the elements of dance, choreographic devices and production elements communicate meaning in dances they make, perform and view. They describe characteristics of dances from different social, historical and cultural contexts that influence their dance making.

Students structure movements in dance sequences and use the elements of dance and choreographic devices to make dances that communicate meaning. They work collaboratively to perform dances for audiences, demonstrating technical and expressive skills.

 

Years 7 and 8

Years 7 and 8 Band Description

In Years 7 and 8, learning in Dance builds on the experience of the previous band. It involves students making and responding to dance independently, and with their classmates, teachers and communities. They explore dance as an art form through choreography, performance and appreciation.

Students build on their awareness of the body through body part articulation. They extend...

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In Years 7 and 8, learning in Dance builds on the experience of the previous band. It involves students making and responding to dance independently, and with their classmates, teachers and communities. They explore dance as an art form through choreography, performance and appreciation.

Students build on their awareness of the body through body part articulation. They extend their understanding and use of space, time, dynamics and relationships including performing in groups, spatial relationships and using interaction to communicate their choreographic intention. They extend the combinations of fundamental movement skills to explore dance styles. They extend technical skills from the previous band increasing their confidence, accuracy, clarity of movement and projection.

As they experience dance, students draw on dances from a range of cultures, times and locations. They explore the dance and influences of Aboriginal and Torres Strait Islander Peoples, and of the Asia region. Students learn about style and choreographic intent in Aboriginal and Torres Strait Islander dances, and how these dances communicate social contexts and relationships. Students learn about sustainability through The Arts and sustainability of practices in The Arts.

As they make and respond to dance, students explore meaning and interpretation, forms and elements, and social, cultural and historical contexts of dance. They evaluate choreographers’ intentions and expressive skills in dances they view and perform.

Students understand that safe dance practices underlie all experiences in the study of dance. They perform within their own body capabilities and work safely in groups.

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Years 7 and 8 Content Descriptions Examples of knowledge and skills

Combine elements of dance and improvise by making literal movements into abstract movements (ACADAM013)

Develop their choreographic intent by applying the elements of dance to select and organise movement (ACADAM014)

Structure dances using choreographic devices and form (ACADAM016)

Rehearse and perform focusing on expressive skills appropriate to style and/or choreographic intent (ACADAM017)

Analyse how choreographers use elements of dance and production elements to communicate intent (ACADAR018)

Identify and connect specific features and purposes of dance from contemporary and past times to explore viewpoints and enrich their dance-making, starting with dance in Australia and including dance of Aboriginal and Torres Strait Islander Peoples (ACADAR019)

Years 7 and 8 Achievement Standard

By the end of Year 8, students identify and analyse the elements of dance, choreographic devices and production elements in dances in different styles and apply this knowledge in dances they make and perform. They evaluate how they and others from different cultures, times and places communicate meaning and intent through dance.

Students choreograph dances demonstrating selection and organisation of the elements of dance, choreographic devices and form to communicate choreographic intent. They perform with confidence and clarity, dances which they choreograph and learn with technical and expressive skills appropriate to the dance style.

 

Years 9 and 10

Years 9 and 10 Band Description

In Years 9 and 10, learning in Dance builds on the experience of the previous band. It involves students making and responding to dance, independently and in small groups, and with their teachers and communities. They explore dance as an art form through choreography, performance and appreciation.

Students build on their awareness of the body and how it is used in particular dance...

Read full description ›

In Years 9 and 10, learning in Dance builds on the experience of the previous band. It involves students making and responding to dance, independently and in small groups, and with their teachers and communities. They explore dance as an art form through choreography, performance and appreciation.

Students build on their awareness of the body and how it is used in particular dance styles. They extend their understanding and use space, time, dynamics and relationships to expand their choreographic intentions. They extend the combinations of fundamental movement skills to include dance style-specific movement skills. They extend technical skills from the previous band increasing their confidence, accuracy, clarity of movement and projection.

As they experience dance, students draw on dances from a range of cultures, times and locations. They explore the dance and influences of Aboriginal and Torres Strait Islander Peoples, and those of the Asia region. Students reflect on the development of traditional and contemporary styles of dance and how choreographers can be identified through the style of their choreography. Students learn about sustainability through The Arts and sustainability of practices in The Arts.

As they make and respond to dance, students explore meaning and interpretation, forms and elements and social, cultural and historical contexts of dance. They evaluate dancers’ success in expressing the choreographers’ intentions and the use of expressive skills in dances they view and perform.

Students understand that safe dance practices underlie all experiences in the study of dance. They perform within their own body capabilities and work safely in groups.

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Years 9 and 10 Content Descriptions Examples of knowledge and skills

Manipulate combinations of the elements of dance and choreographic devices to communicate their choreographic intent (ACADAM021)

Practise and refine technical skills to develop proficiency in genre- and style-specific techniques (ACADAM022)

Structure dances using movement motifs, choreographic devices and form (ACADAM023)

Perform dances using genre- and style-specific techniques and expressive skills to communicate a choreographer’s intent (ACADAM024)

Evaluate their own choreography and performance, and that of others to inform and refine future work (ACADAR025)

Analyse a range of dance from contemporary and past times to explore differing viewpoints and enrich their dance making, starting with dance from Australia and including dance of Aboriginal and Torres Strait Islander Peoples, and consider dance in international contexts (ACADAR026)

Years 9 and 10 Achievement Standard

By the end of Year 10, students analyse the choreographer’s use of the elements of dance, choreographic devices, form and production elements to communicate choreographic intent in dances they make, perform and view. They evaluate the impact of dance from different cultures, places and times on Australian dance.

Students choreograph dances by manipulating and combining the elements of dance, choreographic devices, form and production elements to communicate their choreographic intent. They choreograph, rehearse and perform dances, demonstrating technical and expressive skills appropriate to the genre and style.

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