Years 1 to 2
The Arts
ASARTDANY12
Years 1 to 2 Dance Achievement Standard
5 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 2, students identify where they experience dance. They describe where, why and/or how people across cultures, communities and/or other contexts experience dance.
Students use the elements of dance to structure dance sequences. They demonstrate fundamental movement skills and safe dance practice. They perform their dance in informal settings.
The 5 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 2, students identify where they experience dance.
Content descriptorAC9ADA2E01 Exploring and responding
explore where, why and how people across cultures, communities and/or other contexts experience dance
Elaborations (5)
- Elaboration identifying features of dances that communicate cultural knowledge, such as stories, traditions or dances used in ceremonies
- Elaboration using Viewpoints to ask questions about dances they experience; for example, “What sort of movements did the dancers perform?”, “What are they wearing?”, “What kind of music are they dancing to?”, “How are they communicating the ideas or intentions in this dance?”
- Elaboration recognising and describing patterns of movement in dances, using their own words and learnt dance terminology
- Elaboration identifying similarities and differences in dances by sharing, viewing and/or learning dances that they are familiar with or have experienced with their families and communities
- Elaboration identifying how dance can show what feelings people have about places, people or experiences
They describe where, why and/or how people across cultures, communities and/or other contexts experience dance.
Content descriptorAC9ADA2E01 Exploring and responding
explore where, why and how people across cultures, communities and/or other contexts experience dance
Elaborations (5)
- Elaboration identifying features of dances that communicate cultural knowledge, such as stories, traditions or dances used in ceremonies
- Elaboration using Viewpoints to ask questions about dances they experience; for example, “What sort of movements did the dancers perform?”, “What are they wearing?”, “What kind of music are they dancing to?”, “How are they communicating the ideas or intentions in this dance?”
- Elaboration recognising and describing patterns of movement in dances, using their own words and learnt dance terminology
- Elaboration identifying similarities and differences in dances by sharing, viewing and/or learning dances that they are familiar with or have experienced with their families and communities
- Elaboration identifying how dance can show what feelings people have about places, people or experiences
Content descriptorAC9ADA2E02 Exploring and responding
explore examples of dance choreographed and/or performed by First Nations Australians
Elaborations (4)
- Elaboration exploring when, where, how and why First Nations Australians use dance to share knowledge about their cultures; for example, during celebrations such as National Aboriginal and Torres Strait Islander Children’s Day, NAIDOC Week, Reconciliation Week or the acknowledgement of significant occasions including Sorry Day
- Elaboration observing how the elements of dance are used in choreography and/or performance by First Nations Australians; for example, exploring the movements with representatives of the First Nations Australian community or by using resources that are created or co-created by First Nations Australians
- Elaboration identifying where they might experience dance in First Nations Australians’ cultural expressions, such as in ceremonies at their school, in their community, or as part of state and national events, and taking notice of ways the performers and audiences observe protocols and respect Elders or knowledge holders
- Elaboration learning about First Nations Australians’ interpretations of the night sky; for example, working with First Nations Australians who have cultural authority to co-create movements to represent shapes and patterns that can be seen at different times of the year
Students use the elements of dance to structure dance sequences.
Content descriptorAC9ADA2C01 Creating and making
use the elements of dance to choreograph dance sequences
Elaborations (6)
- Elaboration using improvised movements to create a dance sequence that represents a weather event, or shows how they might take care of a place that is important to them
- Elaboration using music they have created as inspiration for a dance, considering how they can use movement to communicate the rhythm/beat, texture (layers) or timbre (unique sound of each instrument/voice) in the music
- Elaboration devising a dance sequence; for example, devising a starting shape, a way of moving to another place in the dance space (considering level, direction, locomotor and non-locomotor movements) and then combining their ideas with a partner or a small group to extend the sequence
- Elaboration using ideas from an exploration of how they maintain balance, manipulate their posture, or move specific body parts, noting similarities and differences across individuals, groups or the whole class, to create a dance sequence
- Elaboration using patterns of movement such as a sequence of locomotor movements (travelling movements) they have improvised, sharing/teaching these movements to a partner (and learning the partner’s movements), and working collaboratively to combine and extend these movement ideas to create a dance sequence
- Elaboration using their own words and learnt dance terminology to share ideas about the dance they are creating and recognising and accepting constructive feedback from peers or teachers; for example, in response to a “work-in-progress” sharing
Content descriptorAC9ADA2D01 Developing practices and skills
experiment with ways to move safely and expressively using fundamental movement skills and the elements of dance
Elaborations (5)
- Elaboration developing awareness of, and taking responsibility for, their own safe dance practice; for example, being aware of self and others in the dance space, moving with care, respecting others dancing in the space; developing an awareness of the boundaries of the dance space and an awareness of what their bodies need; for example, getting a drink to hydrate themselves after dance activities
- Elaboration using improvisation to explore movement possibilities in response to a stimulus such as imagery, music or shared stories; for example, improvising movements in response to prompts such as “Make a long, narrow shape”, “Stretch the shape as wide as possible”, “Make your shape long, narrow and low/high”, “Connect your shape with the shape another person has made”, “Make your combined shape move sideways/forwards/in a circle/ backwards”
- Elaboration using Viewpoints to ask questions and identify movement possibilities, such as “What levels are you using in this dance, and why?”, “How are you communicating your ideas and intentions in this dance?”, “Are there other body parts you can use for this movement?”
- Elaboration exploring fundamental movements safely to develop ideas for movement; for example, ideas about familiar situations, objects, animals or environmental features, such as running in a race, jumping like a frog, stomping like a giant, rolling like a log, falling like an autumn leaf, floating like a cloud, gliding like a bird
- Elaboration moving around open and crowded spaces safely and using a variety of travelling steps, such as running, skipping, rolling, jumping, walking backwards and sideways movements; identifying the distance between themselves and others when dancing and using props such as scarves; and responding by reflecting on the space and movements that made them feel safe or unsafe
They demonstrate fundamental movement skills and safe dance practice.
Content descriptorAC9ADA2C01 Creating and making
use the elements of dance to choreograph dance sequences
Elaborations (6)
- Elaboration using improvised movements to create a dance sequence that represents a weather event, or shows how they might take care of a place that is important to them
- Elaboration using music they have created as inspiration for a dance, considering how they can use movement to communicate the rhythm/beat, texture (layers) or timbre (unique sound of each instrument/voice) in the music
- Elaboration devising a dance sequence; for example, devising a starting shape, a way of moving to another place in the dance space (considering level, direction, locomotor and non-locomotor movements) and then combining their ideas with a partner or a small group to extend the sequence
- Elaboration using ideas from an exploration of how they maintain balance, manipulate their posture, or move specific body parts, noting similarities and differences across individuals, groups or the whole class, to create a dance sequence
- Elaboration using patterns of movement such as a sequence of locomotor movements (travelling movements) they have improvised, sharing/teaching these movements to a partner (and learning the partner’s movements), and working collaboratively to combine and extend these movement ideas to create a dance sequence
- Elaboration using their own words and learnt dance terminology to share ideas about the dance they are creating and recognising and accepting constructive feedback from peers or teachers; for example, in response to a “work-in-progress” sharing
Content descriptorAC9ADA2D01 Developing practices and skills
experiment with ways to move safely and expressively using fundamental movement skills and the elements of dance
Elaborations (5)
- Elaboration developing awareness of, and taking responsibility for, their own safe dance practice; for example, being aware of self and others in the dance space, moving with care, respecting others dancing in the space; developing an awareness of the boundaries of the dance space and an awareness of what their bodies need; for example, getting a drink to hydrate themselves after dance activities
- Elaboration using improvisation to explore movement possibilities in response to a stimulus such as imagery, music or shared stories; for example, improvising movements in response to prompts such as “Make a long, narrow shape”, “Stretch the shape as wide as possible”, “Make your shape long, narrow and low/high”, “Connect your shape with the shape another person has made”, “Make your combined shape move sideways/forwards/in a circle/ backwards”
- Elaboration using Viewpoints to ask questions and identify movement possibilities, such as “What levels are you using in this dance, and why?”, “How are you communicating your ideas and intentions in this dance?”, “Are there other body parts you can use for this movement?”
- Elaboration exploring fundamental movements safely to develop ideas for movement; for example, ideas about familiar situations, objects, animals or environmental features, such as running in a race, jumping like a frog, stomping like a giant, rolling like a log, falling like an autumn leaf, floating like a cloud, gliding like a bird
- Elaboration moving around open and crowded spaces safely and using a variety of travelling steps, such as running, skipping, rolling, jumping, walking backwards and sideways movements; identifying the distance between themselves and others when dancing and using props such as scarves; and responding by reflecting on the space and movements that made them feel safe or unsafe
Content descriptorAC9ADA2P01 Presenting and performing
share dance sequences in informal settings
Elaborations (4)
- Elaboration presenting a learned sequence of movements or performing dances they have learnt to peers and teachers
- Elaboration performing a dance they have co-created with a First Nations Australian person who has cultural authority, and following protocols to ensure they are using any Indigenous Cultural and Intellectual Property with permission
- Elaboration expressing ideas to an audience through movement; for example, showing contrasting dynamics by stamping heavily and tiptoeing lightly or using movement qualities, such as slow controlled sinking to the floor to express melting ice or sharp jerky movement to express a robot
- Elaboration using Viewpoints to develop questions when responding to dances they experience in order to reflect on their choreography and/or performance; for example, “What did this dance make you think about?”, “Did the dance movements remind you of anything?”, “How did you communicate the ideas or intention in this dance?”
They perform their dance in informal settings.
Content descriptorAC9ADA2P01 Presenting and performing
share dance sequences in informal settings
Elaborations (4)
- Elaboration presenting a learned sequence of movements or performing dances they have learnt to peers and teachers
- Elaboration performing a dance they have co-created with a First Nations Australian person who has cultural authority, and following protocols to ensure they are using any Indigenous Cultural and Intellectual Property with permission
- Elaboration expressing ideas to an audience through movement; for example, showing contrasting dynamics by stamping heavily and tiptoeing lightly or using movement qualities, such as slow controlled sinking to the floor to express melting ice or sharp jerky movement to express a robot
- Elaboration using Viewpoints to develop questions when responding to dances they experience in order to reflect on their choreography and/or performance; for example, “What did this dance make you think about?”, “Did the dance movements remind you of anything?”, “How did you communicate the ideas or intention in this dance?”
This achievement standard describes the expected learning for Years 1 to 2 Dance. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Creating and making | Dance | 1 | 6 |
| Developing practices and skills | Dance | 1 | 5 |
| Exploring and responding | Dance | 2 | 9 |
| Presenting and performing | Dance | 1 | 4 |
| Total | 5 | 24 | |
Frequently Asked Questions
What should students know by the end of Years 1 to 2 Dance?
By the end of Year 2, students identify where they experience dance. They describe where, why and/or how people across cultures, communities and/or other contexts experience dance. Read the full standard
How many Content Descriptors support this standard?
5 Content Descriptors support this Achievement Standard (Creating and making: 1, Developing practices and skills: 1, Exploring and responding: 2, Presenting and performing: 1).
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.