Dance

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  • Foundation to Year 10 Curriculum
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Foundation to Year 2  

Foundation to Year 2 Description

In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world. In the Foundation Year, students undertake The Arts appropriate for their level of development. They

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In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.

In the Foundation Year, students undertake The Arts appropriate for their level of development.

They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others’ art making.

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

As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.

Students learn about safe practices in the arts through making and responding safely in the different arts subjects.

They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.

In Dance, students:

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

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Students participate in Arts learning from a Catholic Perspective when they engage as both artist and audience with religious artworks from a range of cultures, times and locations including the local community.

As students make and respond to the arts, they use viewpoints, including religious viewpoints, to explore meaning and interpretation.

In Dance, students:

  • experiment with simple technical and expressive skills and begin to learn about choreographic devices through selecting and organising movement including dances as part of ritual, prayer and liturgy.

Foundation to Year 2 Content Descriptions

Explore, improvise and organise ideas to make dance sequences using the


Use fundamentalskills to developwhen practising dance sequences

Present dance that communicates ideas to an audience, including dance used by cultural groups in the community


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

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.

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Foundation Year Work Sample Portfolios

 

Years 3 and 4  

Years 3 and 4 Description

In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers. As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of

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

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

As they make and respond to artworks, students explore meaning and interpretation, elements and forms, and social and cultural contexts of the arts. They make personal evaluations of their own and others’ artworks, making connections between their own artistic intentions and those of other artists.

Students continue to learn about safe practices in the arts and in their interactions with other artists. Their understanding of the role of the artist and the audience builds on their experience from the previous band. As an audience, students focus their attention on the artwork and respond to it. They consider why and how audiences respond to artworks.

In Years 3 and 4, students’ awareness of themselves and others as audiences is extended beyond the classroom to the broader school context.

In Dance, students:

  • extend their awareness of the body as they incorporate actions using different body parts, body zones and bases
  • explore and experiment with directions, time, dynamics and relationships using groupings, objects and props
  • extend their fundamental movement skills by adding and combining more complex movements
  • use technical skills including accuracy and awareness of body alignment
  • explore meaning and interpretation, elements and forms including shapes and sequences of dances as they make and respond to dance
  • use expressive skills including projection and focus when performing dance for themselves and others.

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Students participate in Arts learning from a Catholic Perspective when they engage as both artist and audience with religious artworks from a range of cultures, times and locations including the local community.

As students make and respond to the arts, they use viewpoints, including religious viewpoints, to explore meaning and interpretation.

In Dance, students: 
explore meaning and interpretation, elements and forms including shapes and sequences as they make and respond to dance including movement as a form to communicate faith, beliefs and religious story

Years 3 and 4 Content Descriptions

Improvise and structureideas for dance sequences using theand


technical skills safely in fundamental movements

Perform dances usingto communicate ideas, including telling cultural or community stories


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

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 on 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.

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Year 3 Work Sample Portfolios

 

Years 5 and 6  

Years 5 and 6 Description

In Years 5 and 6, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locatio

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In Years 5 and 6, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity. 

As they make and respond to the arts, students explore meaning and interpretation, and social and cultural contexts of the arts. They evaluate the use of forms and elements in artworks they make and observe.

Students extend their understanding of safety in the arts. In Years 5 and 6, their understanding of the roles of artists and audiences builds on previous bands. They develop their understanding and use of performance or technical skills to communicate intention for different audiences. They identify a variety of audiences for different arts experiences as they engage with more diverse artworks as artists and audiences.

In Dance, students:

  • extend their awareness of the body as they combine movements that use body parts and actions with those involving body zones and bases
  • extend their understanding and use of space, time, dynamics and relationships including performing in groups of varying sizes
  • extend their use of various combinations of fundamental movement skills and technical skills, developing competence, body control and accuracy
  • explore meaning and interpretation, forms and elements of dance, including the use of space and energy in dances as they make and respond to dance.

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As students make and respond to the arts, they use viewpoints, including religious viewpoints, to explore meaning and interpretation, and social, cultural and religious contexts.
 
Students also express Catholic perspectives through the Arts when making and responding to artworks for a religious purpose and context. 

In Dance, students: 
 
explore meaning and interpretation, forms and elements of dance, including the use of space and energy in dances as they make and respond to dance and movement as a way to express religious belief through ritual, prayer and liturgy.

Years 5 and 6 Content Descriptions

Exploreandusing theto choreograph dances that communicate meaning


Develop technical andin fundamental movements including body control, accuracy, alignment, strength, balance and coordination


Perform dance usingto communicate a choreographer’s ideas, including performing dances of cultural groups in the community


Explain how theand production elements communicate meaning by comparing dances from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander dance

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.

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Year 5 Work Sample Portfolios

 

Years 7 and 8  

Years 7 and 8 Description

In Dance, students: make and respond to dance independently and with their classmates, teachers and communities explore dance as an art form through choreography, performance and appreciation build on their awareness of the body through body part articulation extend their understanding and use of space, time, dynamics and relationships including performin

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In Dance, students:

  • make and respond to dance independently and with their classmates, teachers and communities
  • explore dance as an art form through choreography, performance and appreciation
  • build on their awareness of the body through body part articulation
  • 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
  • extend the combinations of fundamental movement skills to explore dance styles
  • extend technical skills from the previous band, increasing their confidence, accuracy, clarity of movement and projection
  • draw on dances from a range of cultures, times and locations as they experience dance
  • explore the dance and influences of Aboriginal and Torres Strait Islander Peoples and of the Asia region
  • learn about style and choreographic intent in Aboriginal and Torres Strait Islander dances, and how these dances communicate social contexts and relationships
  • learn about sustainability through the arts and sustainability of practices in the arts
  • explore meaning and interpretation, forms and elements, and social, cultural and historical contexts of dance as they make and respond to dance
  • evaluate choreographers’ intentions and expressive skills in dances they view and perform
  • understand that safe dance practices underlie all experiences in the study of dance
  • perform within their own body capabilities and work safely in groups.

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Students engage in Dance from a Catholic Perspective when they: 

explore meaning and interpretation, forms and elements, and social, cultural, historical and religious contexts of dance as they make and respond to dance including dance used for ritual, worship and liturgical expression
consider social, cultural, historical and religious influences of dance 

Years 7 and 8 Content Descriptions

Combineand improvise by making literal movements into abstract movements


Develop their choreographic intent by applying theto select and organise


and refinein style-specific techniques


Structure dances usingand form

Rehearse and perform focusing onappropriate toand/or choreographic intent


Analyse how choreographers useand production elements to communicate intent


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

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 choreograph and learn dances, and perform them with confidence and clarity, and with technical and expressive skills appropriate to the dance style.

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Years 9 and 10  

Years 9 and 10 Description

In Dance, students: build on their awareness of the body and how it is used in particular dance styles extend their understanding and use space, time, dynamics and relationships to expand their choreographic intentions extend the combinations of fundamental movement skills to include dance style-specific movement skills extend technical skills from the pr

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In Dance, students:

  • build on their awareness of the body and how it is used in particular dance styles
  • extend their understanding and use space, time, dynamics and relationships to expand their choreographic intentions
  • extend the combinations of fundamental movement skills to include dance style-specific movement skills
  • extend technical skills from the previous band, increasing their confidence, accuracy, clarity of movement and projection
  • draw on dances from a range of cultures, times and locations as they experience dance
  • explore the dance and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region
  • reflect on the development of traditional and contemporary styles of dance and how choreographers can be identified through the style of their choreography
  • learn about sustainability through the arts and sustainability of practices in the arts
  • explore meaning and interpretation, forms and elements, and social, cultural and historical contexts of dance as they make and respond to dance
  • evaluate dancers’ success in expressing the choreographers’ intentions and the use of expressive skills in dances they view and perform
  • understand that safe dance practices underlie all experiences in the study of dance
  • perform within their own body capabilities and work safely in groups.

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Students engage in Dance from a Catholic Perspective when they: 

extend the combinations of fundamental movement skills to include dance style-specific movement skills including dance as an expression of belief, ritual, prayer and worship
explore meaning and interpretation, forms and elements, and social, cultural, historical and religious contexts of dance as they make and respond to dance
learn about sustainability through the arts and sustainability of practices in the arts applying the lens of Catholic Social Teaching

Years 9 and 10 Content Descriptions

Improvise to find newpossibilities and explore personalby combining


Manipulate combinations of theandto communicate their choreographic intent


and refineto develop proficiency in genre- and style-specific techniques


Structure dances usingmotifs,and form

Perform dances using genre- and style-specific techniques andto communicate a choreographer’s intent


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


Analyse a range of dance from contemporary and past times to explore differingand 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

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.

Show sub-strand-specific achievement standard