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• The Arts | Dance: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Dance

• VCADAD014

  Improvise and sequence dance movements to communicate moods and feelings

  Elaborations

  • dancers changing tempo and rhythm as the music changes
  • exploring and practising a range of movement types, for example light and heavy movements
  • practising to a range of fundamental movements to music, for example, walking, running, marching, galloping, skipping, crawling (locomotor), bending, stretching, twisting, turning (non-locomotor)
  • practising to begin to develop technical skills of body control, balance and coordination and responding to teacher’s feedback

  VCADAD014 | The Arts | Dance | Level D | Dance Practices

• VCADAD018

  Use choreographic devices to organise movement ideas and create dance sequences

  Elaborations

  • imitating and extending ideas presented by another dancer, teacher, film or a peer
  • extending single movement ideas into phrases and sequences by joining movements together, learning movement patterns varying known movement patterns, for example, changing body part, direction, level
  • using questions to explore forms and elements, for example, as students create movement, they respond to questions from peers and/or teachers such as ‘which levels are you using in this dance?’
  • developing awareness of and taking responsibility for safe dance practice, for example, being aware of self and others in the dance space, the boundaries of the dance space, and needs such as hydration
  • learning and practicing skills and techniques such as coordinating breathing and movement, developing movement memory, copying and mirroring movement, combining stillness and movement, and different locomotor movements, for example, walking, skipping, running, sliding, galloping

  VCADAD018 | The Arts | Dance | Foundation Level | Dance Practices

• VCADAP011

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

  Elaborations

  • sharing performance with others and looking for a response
  • expressing ideas to an audience through movement and beginning to communicate the feeling, idea, concept of their dance
  • presenting a learned sequence of movements as part of a group, to classmates, teachers and parents
  • viewing and exploring the movements in dances with representatives of the Aboriginal and Torres Strait Islander community, for example, imitating movements that represent animals from their region

  VCADAP011 | The Arts | Dance | Level C | Present and Perform

• VCADAD030

  Develop technical and expressive skills in fundamental movements and body actions and use choreographic devices to create dance sequences

  Elaborations

  • participating in structured improvisations designed to build technical skill in body control, accuracy, alignment, strength, balance and coordination
  • making and recording decisions about selected movement such as what to keep, what to discard or how to extend an idea
  • rehearsing a combination of fundamental movements using different dynamics and levels, for example, faster and slower
  • preparing and presenting a work in progress, developing and asking questions to check whether intended ideas have been perceived by the audience and make refinements to the dance in response to feedback
  • using questions to develop understanding of forms and elements, for example, the clues in a dance re where it was made, by whom and why, or dances they are familiar with, or the styles of dance found in their community, or how they would represent their neighbourhood in a dance

  VCADAD030 | The Arts | Dance | Levels 5 and 6 | Dance Practices

• VCADAD022

  Use choreographic devices to select and organise movement ideas and create and practise dance sequences

  Elaborations

  • practising fundamental movements such as walking, running, marching, galloping, skipping, crawling, bending, stretching, twisting and turning, focusing on technical skills of body control, posture, strength, balance and coordination
  • devising a range of body shapes and travelling movements suggested by action words focusing on the dynamic qualities, for example, rising, jumping, stopping, falling, opening, closing and then use the devices of repetition and contrast to form dance sequences
  • using questions as part of the dance-making process, for example, asking how ideas are communicated in this dance, how they are varying speeds, levels, directions?
  • exploring movement possibilities and making choices about ways of communicating emotions or observations about the texture of an object, for example, eating something sticky
  • making decisions about how a short dance will begin and end, refining and evaluating options through feedback, practice and repetition

  VCADAD022 | The Arts | Dance | Levels 1 and 2 | Dance Practices

• VCADAD002

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

  Elaborations

  • reacting to movements or actions during dance experiences
  • responding to a range of fundamental movements to music, for example, bending, stretching, twisting, turning (non-locomotor), crawling, moving up and down (locomotor)
  • practising fundamental movements with support to begin to develop technical skills of body control, posture, strength, balance and coordination

  VCADAD002 | The Arts | Dance | Level A | Dance Practices

• VCADAD026

  Use choreographic devices to organise dance sequences, and practise body actions and technical skills

  Elaborations

  • creating short dances that communicate ideas and feelings based on response to stimuli such as found objects
  • practising combinations of fundamental locomotor and non-locomotor movements, for example, running and sliding, bending and stretching, walking and stretching
  • developing safe dance practices, for example warming up their bodies before executing more complex movement patterns
  • developing body awareness and technical skills of body control, accuracy, alignment, strength, balance and coordination, refining movement in response to teacher feedback and observation of other dancer’s skills

  VCADAD026 | The Arts | Dance | Levels 3 and 4 | Dance Practices

• VCADAE029

  Explore movement possibilities and choreographic devices using safe dance practice and the elements of dance to create movement ideas, sequences, and phrases

  Elaborations

  • improvising new movement to communicate ideas in response to stimulus, for example, dancers grouped in close proximity to represent overcrowded cities
  • exploring stimulus or analysing other dances to devise a variety of movement possibilities, for example, using safe dance practice to explore different ways to jump and land, roll and stand or spiral down to the ground
  • using questions to interpret dance, for example, the movement of the body to communicate ideas about a story, character or idea, or how space is used in the dance
  • using dance-making processes such as abstraction and improvisation to create movements and patterns that can be developed to become a sequence

  VCADAE029 | The Arts | Dance | Levels 5 and 6 | Explore and Express Ideas

• VCADAE025

  Improvise and structure movement ideas for dance sequences using safe dance practice, the elements of dance and choreographic devices

  Elaborations

  • using the devices of contrast and repetition to explore and generate new movement ideas in response to stimuli, for example, using repetition to show emphasis
  • using questions to explore forms and elements of dances they view and make, for example, how shapes are combined and varied in the dance
  • exploring known movements to find alternative ways of performing them, for example, same action/different level, same action/different body part
  • completing structured improvisations using choreographic devices of unison, canon, contrast and repetition
  • working with symmetrical and asymmetrical group formations

  VCADAE025 | The Arts | Dance | Levels 3 and 4 | Explore and Express Ideas

• Dance: Foundation Level achievement standards

  By the end of Foundation, students make and perform dance sequences and demonstrate safe dance practice.

  Students describe what happens in dance they make, perform and view.

  Level description | The Arts | Dance | Foundation Level

• Dance: Level B achievement standards

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

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

  Level description | The Arts | Dance | Level B

• Dance: Level C achievement standards

  By the end of Level 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.

  Level description | The Arts | Dance | Level C

• Dance: Level D achievement standards

  By the end of Level 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.

  Level description | The Arts | Dance | Level D

• Dance: Levels 1 and 2 achievement standards

  By the end of Level 2 students use the elements of dance and fundamental movement skills to make and perform safely, dance sequences that express ideas.

  Students communicate about dances they make, perform and view, and discuss where and why people dance.

  Level description | The Arts | Dance | Levels 1 and 2

• Dance: Levels 3 and 4 achievement standards

  By the end of Level 4, students structure movements into dance sequences and use the elements of dance and choreographic devices to communicate their ideas and intentions. They make dances and perform safely with control, accuracy, projection and focus.

  Students describe and discuss similarities...

  Level description | The Arts | Dance | Levels 3 and 4

• Dance: Levels 5 and 6 achievement standards

  By the end of Level 6, students structure movements in dance sequences and use elements of dance and choreographic devices to make dances that communicate ideas and intentions. They perform dances for audiences, demonstrating technical and expressive skills and safe dance practice.

  Students explain...

  Level description | The Arts | Dance | Levels 5 and 6

• Dance: Level B description

  In Level 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...

  Level description | The Arts | Dance

• VCADAE013

  Develop safe fundamental movements and technical skills when exploring dance ideas

  Elaborations

  • respond to an stimuli through dance, such as moving to music, shared stories or visual media
  • using and repeating known movement sequence in own improvisations
  • experimenting with the elements of space, time, dynamics and relationships through movement, for example, considering tempo

  VCADAE013 | The Arts | Dance | Level D | Explore and Express Ideas

• VCADAE001

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

  Elaborations

  • coactively moving to music
  • experiencing sensory elements of dance and reacting to stimuli, for example the movement of a dancer, or clothing worn, or music
  • experiencing dance sequences which explore the elements of space, time, dynamics and relationships through movement, for example, levels, tempo and dynamics

  VCADAE001 | The Arts | Dance | Level A | Explore and Express Ideas