In Level 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...
In Level 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.
By the end of Level A, students participate in dance activities. They move body parts safely and react to aspects of dance they make, perform and view.
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 used safely in dance. They experience space, time, dynamics and relationships as they make and observe...
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 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.
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.
In Level 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.
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.
In Level 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...
In Level 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.
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.
In Foundation, students explore dance and learn about how they can dance. They share their dance with peers and experience dance as audiences.
The starting point for Dance learning is ‘everyday movements’. Students learn about dancing safely and become aware of their bodies’ movement capabilities. They explore movement possibilities using space, time, dynamics and relationships. As audience, they observe how other dancers communicate through movement.
Students are introduced to dances found in their local community and on screen.
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.
In Levels 1 and 2, students continue their exploration of how dance can communicate ideas about themselves and their world and they make dances to express their ideas. They share their dance with peers and in informal settings, learn about safe dance practice and experience dance as audiences.
As in Foundation, the starting point for Levels 1 and 2 Dance is ‘everyday movements’. Students increase...
In Levels 1 and 2, students continue their exploration of how dance can communicate ideas about themselves and their world and they make dances to express their ideas. They share their dance with peers and in informal settings, learn about safe dance practice and experience dance as audiences.
As in Foundation, the starting point for Levels 1 and 2 Dance is ‘everyday movements’. Students increase their awareness of the movements their bodies can create and further explore the elements of dance (space, time, dynamics and relationships) as they make and observe dances. They extend their learning about how to make dances and respond to feedback as part of their dance-making process
Students are introduced to dances from a range of cultures, times and locations, beginning with dance from cultures in their local community.
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.
In Levels 3 and 4, students make and respond to dance independently, collaboratively with peers and teachers, and as an audience for other dancers’ work.
Students extend their awareness of how the whole body and different parts, zone and bases can be used to communicate ideas. They explore and experiment with the elements of dance (direction, time, dynamics and relationships) and extend their movement and technical skills.
Students experience dance from a range of cultures, times and locations, and explore how these dances use expressive skills to communicate ideas and tell stories. They also explore the social and cultural contexts of dances they make, perform and view.
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 and differences between dances they make, perform and view. They discuss how they and others organise the elements of dance to communicate ideas and intentions.
In Levels 5 and 6, students are making and responding to dance independently and collaboratively with their peers, teachers and communities.
Students further develop their awareness of the body, their control and accuracy of body actions and their understanding of safe dance practice. They extend their ability to manipulate the elements of dance and use compositional devices to create more complex movements.
As they make and respond to dance as artists and audiences, students develop their awareness of how dance can communicate ideas about the past, present and future, about different environments, and cultural contexts.
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 how the elements of dance, choreographic devices and production elements communicate ideas and intentions in dances they make, perform and view. They describe characteristics of dances from different social, historical and cultural contexts and discuss how these influence their dance making.
In Levels 7 and 8, students make and respond to dance, independently, with their peers, teachers and communities. They explore dance forms and styles through choreography and performance and by exploring ideas and intentions, forms and elements.
Working within their own body capabilities, students use safe dance practice to build on their awareness of the body’s movement possibilities and...
In Levels 7 and 8, students make and respond to dance, independently, with their peers, teachers and communities. They explore dance forms and styles through choreography and performance and by exploring ideas and intentions, forms and elements.
Working within their own body capabilities, students use safe dance practice to build on their awareness of the body’s movement possibilities and explore more complex movements. They extend their technical and expressive skills, making and performing dances in groups to explore relationships and interactions and to communicate ideas and intentions.
As artist and audience, students learn about how they and others nurture and sustain dance practice. They draw on dances from a range of cultures, times and locations and learn about style and choreographic intent and how these dances communicate social contexts and relationships. As they make and respond to dance students evaluate choreographers’ intentions and technical and expressive skills in dances they view and perform.
By the end of Level 8 students choreograph and perform dances to communicate ideas and intentions. They improvise movement and select and organise the elements of dance, choreographic devices and form to communicate choreographic intent. Students learn, rehearse and perform dances, demonstrating technical and expressive skills appropriate to the dance style and safe dance practice.
Students identify and analyse the elements of dance, choreographic devices and production elements of dances in different styles and apply this knowledge to dances they make and perform. They evaluate how they and other dance practitioners from different cultures, times and locations, communicate ideas and intentions through dance.
In Levels 9 and 10, students develop a personal movement vocabulary that is informed by knowledge of dance from different cultures, times and locations.
Students build on their awareness of how the body can be used to communicate dance ideas and how it is used in specific dance styles. They extend their understanding and use of the elements of dance (space, time, dynamics and relationships...
In Levels 9 and 10, students develop a personal movement vocabulary that is informed by knowledge of dance from different cultures, times and locations.
Students build on their awareness of how the body can be used to communicate dance ideas and how it is used in specific dance styles. They extend their understanding and use of the elements of dance (space, time, dynamics and relationships) to communicate ideas and intentions. They extend their ability to use technical and expressive skills safely performing within their own body capabilities and working safely in dance spaces and groups.
As they make and respond to dance students draw on dances from a range of cultures, times and locations and reflect on the development of traditional and contemporary dance styles and how choreographers can be identified through the style of their choreography. Students extend their exploration of ways that they and others nurture, develop and sustain dance practice.
By the end of Level 10, students choreograph dances by manipulating and combining the elements of dance, choreographic devices, and form and production elements to communicate their choreographic intent. They choreograph, rehearse and perform dances, demonstrating safe dance practice and technical and expressive skills appropriate to the style and genre.
Students analyse choreographers’ use of the elements of dance, choreographic devices, and form and production elements to communicate choreographic intent in dances they make, perform and view. They evaluate the impact of dance from different cultures, times and locations.
