Years 1 to 2
The Arts
ASARTY12
Years 1 to 2 Arts (all subjects) 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 the arts. They describe where, why and/or how people across cultures, communities and/or other contexts experience the arts.
Students demonstrate arts practices and skills across arts subjects. They create arts works in a range of forms. They share their work 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 the arts.
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 descriptorAC9ADR2E01 Exploring and responding
explore where, why and how people across cultures, communities and/or other contexts experience drama
Elaborations (4)
- Elaboration identifying where they might experience drama in their lives and community; for example, sharing experiences of attending drama performances at their school or taking part in drama in their community, and considering why these performances might have been created
- Elaboration recognising how drama can show feelings and ideas that people have about the world or personal experiences
- Elaboration asking questions about the drama they experience; for example, “How and why are these people making drama?”, “Where are they making drama?”, “What is the drama about?”
- Elaboration considering how drama communicates cultural knowledge in their own communities; for example, exploring how drama communicates stories, traditions and experiences that are important to people, such as drama that communicates stories from cultures, countries or regions in Asia
Content descriptorAC9AMA2E01 Exploring and responding
explore where, why and how people across cultures, communities and/or other contexts experience media arts
Elaborations (4)
- Elaboration identifying where they might experience media arts works in their lives and communities; for example, considering how media arts works communicate cultural knowledge and the purpose of a range of media types
- Elaboration using Viewpoints to ask questions about societies and cultures; for example, “What story is this media arts work telling me/us?”, “Who made this media arts work?”, “Where is this media arts work from?”
- Elaboration discussing the roles of media artists and what permission means; for example, deciding on a class set of rules for using and creating images, sounds and text in media arts works
- Elaboration considering how media arts works communicate and celebrate cultural knowledge in their own communities; for example, through podcasts or animated children’s shows
Content descriptorAC9AMU2E01 Exploring and responding
explore where, why and how people across cultures, communities and/or other contexts experience music
Elaborations (5)
- Elaboration listening to and talking about music that features instruments and/or voices/vocalisations from diverse contexts and cultures, and sharing observations about the music, such as identifying the instruments used or identifying the purpose the music was composed for; identifying and learning songs for special occasions (for example, birthday songs) or exploring how music is used to enhance the action or mood in a game they play on a digital device or a cartoon they watch (for example, “How is the music telling me that everyone is happy or that the rainforest is sad?”)
- Elaboration exploring ways that people in their local community are making and experiencing music; for example, identifying ways of being a musician such as singer, songwriter, composer, instrumentalist, sound engineer or digital music producer; being a listener or audience member (at home, in places designed especially for music performance and/or in physical or virtual public spaces); making a class list of places where they experience music each day and noting who the performers/composers are and their responses to the music (for example, responding to questions such as, “Which music makes you want to sing along?”, “Why don’t we know who composed this music?” and “Does that matter?”)
- Elaboration identifying opportunities for engaging with music in their daily life by being a composer, performer or audience; for example, singing when no-one else can hear you, singing in a group, writing and recording songs using available digital devices and apps, listening to music, improvising chants/raps to make everyday tasks more interesting, noticing how music is used in screen-based products such as games, cartoons or e-books
- Elaboration discussing where, how and why they and their peers or family members experience music, and their music preferences; for example, compiling a playlist that combines their favourite music from the different generations in a family or creating a school playlist
- Elaboration practising active listening skills; for example, moving with the beat and clapping rhythmic ideas or being aware of pitch and volume when they are singing/vocalising and/or playing instruments
Content descriptorAC9AVA2E01 Exploring and responding
explore where, why and how people across cultures, communities and/or other contexts experience visual arts
Elaborations (5)
- Elaboration investigating a diverse range of artworks made by living Australian artists; for example, artworks from a local, national, state or regional collection
- Elaboration exploring when, where, how and why First Nations Australians use visual arts, crafts and designs to share knowledge about cultures; for example, during celebrations such as Aboriginal Children's Week, NAIDOC week, Reconciliation Week or to acknowledge significant occasions such as Sorry Day
- Elaboration using Viewpoints to co-develop questions to explore and investigate ideas and understandings about artworks, craft works or designs; for example, “What do I think is the story in this artwork?”, “What do I recognise in this artwork?”
- Elaboration using Viewpoints to co-develop questions to explore an artist and their practice; for example, “Who is the artist?”, “When and where was this artwork created?”, “What materials and techniques might this artist have used?”
- Elaboration identifying similarities and differences in artworks that represent subject matter or ideas they may be exploring in other learning areas; for example, exploring artworks that represent significant events from different times such as celebrations, or subject matter such as living creatures and their relationships with their environment
They describe where, why and/or how people across cultures, communities and/or other contexts experience the arts.
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
Content descriptorAC9ADR2E01 Exploring and responding
explore where, why and how people across cultures, communities and/or other contexts experience drama
Elaborations (4)
- Elaboration identifying where they might experience drama in their lives and community; for example, sharing experiences of attending drama performances at their school or taking part in drama in their community, and considering why these performances might have been created
- Elaboration recognising how drama can show feelings and ideas that people have about the world or personal experiences
- Elaboration asking questions about the drama they experience; for example, “How and why are these people making drama?”, “Where are they making drama?”, “What is the drama about?”
- Elaboration considering how drama communicates cultural knowledge in their own communities; for example, exploring how drama communicates stories, traditions and experiences that are important to people, such as drama that communicates stories from cultures, countries or regions in Asia
Content descriptorAC9ADR2E02 Exploring and responding
explore examples of drama created and/or performed by First Nations Australians
Elaborations (5)
- Elaboration exploring when, where, how and why First Nations Australians use drama 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 exploring First Nations Australians’ use of drama to express connection to and responsibility for Country/Place, such as communicating knowledge about the local seasons, or storytelling to communicate knowledge to maintain unique ways of life
- Elaboration observing how the elements of drama such as place, language and movement are used in First Nations Australians’ cultural expressions that they experience; for example, through direct engagement or using resources created or co-created by First Nations Australians
- Elaboration exploring ways of communicating knowledge through stories; for example, learning about stories that communicate knowledge of the environment in their region, through direct engagement (co-creating drama to share the knowledge) or using resources created or co-created by First Nations Australians
- Elaboration co-creating a Welcome to Country (as appropriate) or an Acknowledgement of Country to perform before their drama class with a First Nations Australian person who has cultural authority, or using advice from a resource such as protocols from their school sector
Content descriptorAC9AMA2E01 Exploring and responding
explore where, why and how people across cultures, communities and/or other contexts experience media arts
Elaborations (4)
- Elaboration identifying where they might experience media arts works in their lives and communities; for example, considering how media arts works communicate cultural knowledge and the purpose of a range of media types
- Elaboration using Viewpoints to ask questions about societies and cultures; for example, “What story is this media arts work telling me/us?”, “Who made this media arts work?”, “Where is this media arts work from?”
- Elaboration discussing the roles of media artists and what permission means; for example, deciding on a class set of rules for using and creating images, sounds and text in media arts works
- Elaboration considering how media arts works communicate and celebrate cultural knowledge in their own communities; for example, through podcasts or animated children’s shows
Content descriptorAC9AMA2E02 Exploring and responding
explore examples of media arts produced and/or distributed by First Nations Australians
Elaborations (4)
- Elaboration exploring when, where, how and why First Nations Australians use media arts works 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 exploring children’s television programs, cartoons/animations and child-focused print media, such as an advertisement encouraging people to adopt a healthy lifestyle, created and distributed by First Nations Australians
- Elaboration observing how visual, audio and/or interactive elements are used in media arts works created by First Nations Australians; for example, exploring colours, symbols and patterns used in media arts works with representatives of the First Nations Australian community or through resources that are created or co-created by First Nations Australians
- Elaboration exploring media arts works created and/or co-created by First Nations Australians that communicate cultural narratives
Content descriptorAC9AMU2E01 Exploring and responding
explore where, why and how people across cultures, communities and/or other contexts experience music
Elaborations (5)
- Elaboration listening to and talking about music that features instruments and/or voices/vocalisations from diverse contexts and cultures, and sharing observations about the music, such as identifying the instruments used or identifying the purpose the music was composed for; identifying and learning songs for special occasions (for example, birthday songs) or exploring how music is used to enhance the action or mood in a game they play on a digital device or a cartoon they watch (for example, “How is the music telling me that everyone is happy or that the rainforest is sad?”)
- Elaboration exploring ways that people in their local community are making and experiencing music; for example, identifying ways of being a musician such as singer, songwriter, composer, instrumentalist, sound engineer or digital music producer; being a listener or audience member (at home, in places designed especially for music performance and/or in physical or virtual public spaces); making a class list of places where they experience music each day and noting who the performers/composers are and their responses to the music (for example, responding to questions such as, “Which music makes you want to sing along?”, “Why don’t we know who composed this music?” and “Does that matter?”)
- Elaboration identifying opportunities for engaging with music in their daily life by being a composer, performer or audience; for example, singing when no-one else can hear you, singing in a group, writing and recording songs using available digital devices and apps, listening to music, improvising chants/raps to make everyday tasks more interesting, noticing how music is used in screen-based products such as games, cartoons or e-books
- Elaboration discussing where, how and why they and their peers or family members experience music, and their music preferences; for example, compiling a playlist that combines their favourite music from the different generations in a family or creating a school playlist
- Elaboration practising active listening skills; for example, moving with the beat and clapping rhythmic ideas or being aware of pitch and volume when they are singing/vocalising and/or playing instruments
Content descriptorAC9AMU2E02 Exploring and responding
explore examples of music composed and/or performed by First Nations Australians
Elaborations (3)
- Elaboration identifying where and how they can experience music composed and/or performed by First Nations Australians, such as via mainstream music platforms (live performance, video, television, radio, streaming), music for ceremonies at their school, in their community, or as part of state and national events
- Elaboration exploring the diverse music styles represented in music composed and performed by First Nations Australians; for example, listening to music that is available through mainstream media; music performed at a local festival, by street performers, by choirs and/or orchestras; or music created or performed for events such as openings of cultural or community events or as part of a Welcome to Country, and asking questions such as “What instruments and voices can I hear?”, “How is this music communicating message/s about Country/Place?” or focusing exclusively on the music (the sound): “How is this music similar or different to other music I listen to?”
- Elaboration exploring how the elements of music are used to create specific effects in screen-based or theatrical works that communicate First Nations Australian cultural knowledge; for example, viewing cartoons or animations that retell traditional stories and using Viewpoints to ask questions such as “How is texture being used to create tension in this part of the story?”, “How is melody being used to represent characters in this story?”, “How are tempo and dynamics being used to communicate the mood or feeling?”
Content descriptorAC9AVA2E01 Exploring and responding
explore where, why and how people across cultures, communities and/or other contexts experience visual arts
Elaborations (5)
- Elaboration investigating a diverse range of artworks made by living Australian artists; for example, artworks from a local, national, state or regional collection
- Elaboration exploring when, where, how and why First Nations Australians use visual arts, crafts and designs to share knowledge about cultures; for example, during celebrations such as Aboriginal Children's Week, NAIDOC week, Reconciliation Week or to acknowledge significant occasions such as Sorry Day
- Elaboration using Viewpoints to co-develop questions to explore and investigate ideas and understandings about artworks, craft works or designs; for example, “What do I think is the story in this artwork?”, “What do I recognise in this artwork?”
- Elaboration using Viewpoints to co-develop questions to explore an artist and their practice; for example, “Who is the artist?”, “When and where was this artwork created?”, “What materials and techniques might this artist have used?”
- Elaboration identifying similarities and differences in artworks that represent subject matter or ideas they may be exploring in other learning areas; for example, exploring artworks that represent significant events from different times such as celebrations, or subject matter such as living creatures and their relationships with their environment
Content descriptorAC9AVA2E02 Exploring and responding
explore examples of visual arts created by First Nations Australians
Elaborations (5)
- Elaboration exploring how artworks created by First Nations Australian artists feature places as a way to show us why where we are is a part of who we are
- Elaboration identifying where they might experience First Nations Australians’ cultural expressions in their lives and communities and as part of state and national events, taking notice of ways that artists observe protocols and respect Elders or knowledge holders
- Elaboration listening to the voices of First Nations Australian artists as they describe the importance of Country/Place to their art-making; for example, through direct engagement or using resources created or co-created by First Nations Australians
- Elaboration observing how visual conventions are used in artworks and designs created by First Nations Australians; for example, exploring colours, symbols and patterns used in artworks with representatives of the First Nations Australian community or through resources that are created or co-created by First Nations Australians
- Elaboration exploring artworks that represent First Nations Australians’ interpretations of the night sky, co-creating symbols and/or designs to represent shapes and patterns that can be seen at different times of the year with First Nations Australians who have cultural authority
Students demonstrate arts practices and skills across arts subjects.
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?”
Content descriptorAC9ADR2C01 Creating and making
create and co-create fictional situations based on imagination and/or experience
Elaborations (9)
- Elaboration using puppets to create new stories, including stories that communicate their understanding of existing stories or personal experiences; for example, using puppets they have made from repurposed or recycled materials and/or puppets that are modelled on puppets used in an Asian culture
- Elaboration using learning from explorations of drama that communicates First Nations Australians’ connection to and responsibility for Country/Place to devise drama that communicates their own connection to and responsibility for place; for example, devising short scenes that communicate feelings about a “favourite” place or show how they care for a place in their community
- Elaboration using costume items and props to share information about their character with other participants in the drama when “in-role” during Readers’ Theatre
- Elaboration identifying situations drawn from stories, films, fantasy, history or personal experience that might be explored through dramatic play, process drama or puppetry
- Elaboration considering how unstructured materials might be used to create play spaces, or everyday clothing items might be used to symbolise roles (hats, coats, lab coats, briefcases, etc.)
- Elaboration contributing ideas and actions within whole group or small group improvisations as part of a process drama to support or extend the offerings of others, including teacher-in-role
- Elaboration communicating non-verbally by using facial expressions and movements to explore and show role and situation when participating in mime or movement-based drama
- Elaboration accepting the pretence situation established by others or participating in its active development; for example, by creating relevant props and suggesting relevant roles or additional situations to explore
- Elaboration using inquiry questions to propose situations to explore in dramatic play and process drama, such as “What else might happen to these characters?”, “What might happen next?”, “What might have happened before the story?”, “What if I was there?”
Content descriptorAC9ADR2D01 Developing practices and skills
use the elements of drama and imagination in dramatic play and/or process drama
Elaborations (6)
- Elaboration exploring a situation through dramatic play using familiar props; for example, empty containers (boxes, plastic bottles, food packaging), clothing or toys
- Elaboration understanding and employing appropriate drama terminology when discussing drama they have created and/or experienced; for example, using terms such as dramatic play, process drama, pretending, audience, theatre, performance, actors
- Elaboration understanding and employing own language and drama terminology relating to the elements of drama, including role, place, situation, language and movement
- Elaboration taking part in purposeful dramatic play focusing on creating roles and situations; for example, developing ideas from texts such as children’s literature or images
- Elaboration taking turns in offering and accepting ideas, and staying in a role when participating in improvised drama
- Elaboration brainstorming and discussing situations based on their experiences, such as situations related to games played during break time, and using these ideas to improvise drama
Content descriptorAC9ADR2P01 Presenting and performing
share their drama in informal settings
Elaborations (3)
- Elaboration retelling a familiar story through acting and sharing with an audience
- Elaboration performing sequences of frozen images linked by transitions in order to communicate key scenes from a familiar story
- Elaboration considering their personal responses to drama experiences at school, in their homes or in their communities; for example, reflecting on their drama using questions such as, “What do you want your audience to think about your drama?”, “What did this drama make you think about?”, “How did you feel when making/watching the drama?”, and evaluating: “What did you like best in the drama? Why?”
Content descriptorAC9AMA2C01 Creating and making
use media languages and media technologies to construct representations
Elaborations (5)
- Elaboration creating a story through a series of captioned or voice-over images or direct to camera footage; exploring composition through character creation using images, sounds, and/or animation; for example, claymation
- Elaboration selecting and editing images, sound and text to re-create the characters in well-known stories or songs, using Viewpoints to develop questions when making decisions about composition; for example, asking questions about use of elements and content such as, “What images will I keep or delete?”, “Which image interests me and why?”
- Elaboration capturing and sequencing images and text to create a media arts work, such as a comic book that retells familiar or traditional stories
- Elaboration producing and presenting a media arts work for a particular purpose; for example, creating an advertisement that recommends appropriate behaviour when using cameras
- Elaboration using features such as shot types in media arts works; for example, identifying long-shots, mid-shots and close-ups; discussing what the shots tell the audience about the story
Content descriptorAC9AMA2D01 Developing practices and skills
explore ways of using media technologies responsibly to capture and organise images, sounds, text and/or interactive elements
Elaborations (5)
- Elaboration exploring ways to use digital tools to capture moving image; for example, using a digital device to capture and manipulate short videos, add sound effects or voice-overs, and considering how best to combine the visual and audio elements to communicate ideas or a narrative
- Elaboration exploring how sound can be used to communicate ideas; for example, creating sound effects using found objects or sound recording technology to integrate with a picture book story
- Elaboration experimenting with images; for example, retelling the story of a school day using a digital camera to capture still or moving images and adding appropriate captions
- Elaboration experimenting with ways that media artists communicate with audiences by combining text, symbols and images; for example, combining headlines, subtitles and digital images to communicate ideas or emotions
- Elaboration using Viewpoints to develop questions as they experiment with media technologies, such as, “What happens if I take a photo up close to the object, and how does it change as I move further away?”, “How can I change the meaning of this image by adding different text headings?”
Content descriptorAC9AMA2P01 Presenting and performing
share media arts works with audiences in informal settings
Elaborations (4)
- Elaboration collecting and sharing class stories and presenting them in the form of a class news bulletin, with permission of the people involved and observing relevant protocols, such as obtaining permission to use cultural material that belongs to a collective or a cultural group rather than an individual
- Elaboration presenting a media arts work they have made to the class, a small group or their teacher, and explaining how they made it and what they enjoyed about making it
- Elaboration considering relationships that peers may have with their work when creating, rehearsing and recording a radio play, and seeking permission to share it with another class
- Elaboration exploring what permission means; for example, consulting relevant people such as cultural knowledge holders or using online safety resources, and deciding on a class set of rules for using and creating images, sounds and text in media arts works
Content descriptorAC9AMU2C01 Creating and making
select and combine elements of music when composing and practising music for performance
Elaborations (8)
- Elaboration contributing to decisions about how to interpret the elements of music, such as tempo (duration/time), dynamics and/or articulation when performing songs, chants, rhymes or instrumental music
- Elaboration improvising and making decisions about how to combine sounds to create compositions; for example, combining pitch and rhythm patterns, improvising melodies and drone accompaniments, making decisions about instrumentation, articulation, texture and dynamics
- Elaboration using voices and body percussion to create music that features contrasting examples of elements of music, such as sound/silence, fast/slow, long/short, high/low, loud/soft
- Elaboration improvising patterns of body movement, such as clapping or stamping, to create accompaniments; for example, accompaniments for songs
- Elaboration practising a repertoire of songs, chants and rhymes focusing on using elements of music such as tempo, dynamics or articulation to create expressive effects
- Elaboration using signs and symbols to notate or document patterns or soundscapes and/or using an available device to record work in progress so that they can listen and make decisions about what to do next
- Elaboration practising music using accessible technologies; for example, using recordings to make decisions about dynamics or tempo
- Elaboration writing lyrics for a chant/rap and improvising to develop rhythmic patterns they can use to perform the lyrics; for example, combining unison sections (voices alone) with multi-part sections (voices and body percussion or instruments)
Content descriptorAC9AMU2D01 Developing practices and skills
develop listening skills and skills for singing and playing instruments
Elaborations (8)
- Elaboration experimenting with their speaking and singing voices/vocalisation to create a range of expressive effects; for example, varying dynamics or exploring different ways of sliding, scooping or bending, snapping, blending or creating a mood or atmosphere
- Elaboration playing music games or taking part in skill-development activities to develop skills for listening, composing and performing; for example, movement/body percussion games that develop skills relating to pulse, beat and rhythm
- Elaboration improvising on pitch and rhythm patterns to develop skills relevant to different elements of music; for example, echo clapping, calling and response singing
- Elaboration participating in singing games/activities that involve pitch awareness or matching pitch; listening to features of music such as dynamics or articulation and replicating or varying what they hear; playing games that involve repeating or extending a given idea such as a melodic or rhythmic pattern
- Elaboration developing listening skills for specific purposes, such as listening to count-ins, to become confident about tempo; being quiet when listening to live music (and learning when applause or comment is expected during a performance); listening to ensure their voice/vocalisation/part is blended with other voices/being projected at about the same dynamic level when singing or playing in a group
- Elaboration exploring and improvising ways to create and vary sounds using a range of sound sources, such as voice/vocalisation, classroom instruments, found/environmental/repurposed objects (buckets, leaves, etc.) or digital instruments; for example, exploring how they can vary sounds using elements of music such as dynamics, articulation or tone colour, the effects they can create by combining voices and instruments or combining sounds and silences, and asking questions such as, “Which way of playing/singing sounds best?”, “What is the way I want it to sound?”
- Elaboration developing understanding of what matching pitch means; for example, by using a digital tuner or closing eyes and gradually adjusting to match a partner’s pitch
- Elaboration practising techniques for singing songs and playing classroom instruments
Content descriptorAC9AMU2P01 Presenting and performing
sing and play music in informal settings
Elaborations (6)
- Elaboration singing songs, performing chants/raps or playing instrumental music they have learnt or composed for an audience of peers and teachers
- Elaboration following agreed decisions about how the music should sound; for example, using singing voice rather than speaking voice, holding beaters or instruments in ways that produce clear and clean sound, performing at the agreed tempo
- Elaboration making decisions about how/where to sit/stand in a performance space; for example, deciding if they can see cues/signals from other performers or a conductor more easily if they are standing in curved or straight rows, or whether they can perform an instrumental part more accurately/comfortably when standing or sitting
- Elaboration introducing a performance by writing text for a slide that shares information about the music with the audience; for example, the title of the music, the name of the composer and identifying where, when or why it was composed, and then projecting the slide before or during the performance
- Elaboration listening intentionally and respectfully during performances and when invited, participating in the performance by using body percussion (clapping, tapping, stamping) or singing
- Elaboration contributing to post-performance discussions; for example, sharing ideas about what the best part of the performance was or asking the performers questions such as, “How long have you been singing/playing as a group?” or “How did you get your instrument to …?”
Content descriptorAC9AVA2C01 Creating and making
use visual conventions, visual arts processes and materials to create artworks
Elaborations (6)
- Elaboration using a combination of chaotic/accidental mark-making with more detailed intentional mark-making; for example, using blobs of paint with added outlines and detail, and using imagination and creativity to build on the shapes to see what emerges
- Elaboration using Viewpoints to develop questions as they experiment with arrangement and rearrangement to shuffle visual conventions, subject matter and materials around a designated area and to deliberately change the meaning of a visual story; for example, “What happens if I make the subject fill the page?” or “Can I change the meaning of my work by using darker or lighter tones?”
- Elaboration using visual brainstorming to build ideas for artworks and using Viewpoints to develop questions to push ideas further; for example, “What happens if I combine these ideas?”, “How can I adapt this idea?”, “What happens if I remove part of this design?”
- Elaboration creating a relief print through nature-printing, or creating collagraphs by creating a raised textured surface by using glue, thread/string and textured paper to create monoprints; cutting these shapes out and making a collage to create a recognisable form, such as a face or an animal
- Elaboration using 3D construction (sculpture) methods to represent subject matter or ideas being explored in another learning area; for example, building on their understanding of living things as a starting point to use modelling materials such as potato clay and found objects to represent the life cycle of an insect
- Elaboration using a combination of digital art and analog art-making, such as using photography or drawing apps for painting and drawing, to create a collaged abstract work that represents feelings and emotions; for example, responding with colour, line and shape to music to create work that communicates how the music makes them feel
Content descriptorAC9AVA2D01 Developing practices and skills
experiment and play with visual conventions, visual arts processes and materials
Elaborations (6)
- Elaboration playing with a range of natural and/or constructed materials to experiment with visual conventions and visual arts processes; for example, creating mud sculptures, or using sticks, leaves and playdough to explore texture
- Elaboration unpacking a surprise bag of everyday tools and materials, and working silently in small groups to make something within limitations; for example, using materials of only one colour or making sculptural forms from paper or cardboard using only folding and tearing processes
- Elaboration using Viewpoints to develop questions to reflect on their arts experiences; for example, “What was challenging about working in a limited timeframe?”, “What was something new that I discovered about the material?”, “What failures led to new discoveries?”
- Elaboration identifying the difference between open lines and closed shapes; digitally filling a selection or colour block using a collage of closed shapes to form silhouettes of recognisable objects, people or other living things
- Elaboration examining artworks and trialling “layer + layer + layer” as a way of building surfaces, colour, texture and interest; for example, experimenting to create a layered world with pastels, then watercolour, ink and wax, and once the experiment is completed, identifying how each material could be used in a future artwork
- Elaboration exploring visual conventions using a wide range of materials; for example, creating lines using media such as pastels, chalk, paint, ripped paper, textiles and markers; or going on a “line hunt” to identify and photograph the different lines they see around their school environment using a digital camera, or creating rubbings
Content descriptorAC9AVA2P01 Presenting and performing
share artworks and/or visual arts practice in informal settings
Elaborations (4)
- Elaboration presenting an artwork they have made to the class, a small group or their teacher and explaining what they like about it
- Elaboration creating a spontaneous and experimental artwork and only showing a small portion of it to their audience as they dramatise the making of the work; or using unlikely objects for brushes, testing colours and “brush” strokes using expressive movements, and applying a cardboard “window” frame as a flourish across the finished painting to find the most “successful section”, trimming away the remainder and concluding the performance by cutting a “window frame” from paper to frame their final selection for display
- Elaboration using an everyday object as the starting point, drawing the object, then personifying it by adding character qualities, attributes and a name; then taking it in turns to match each student’s artwork with the appropriate object, explaining how they arrived at their decision
- Elaboration deciding on an appropriate audience and ways to share their artworks; for example, sharing with the class a work-in-progress or posting their work on a school learning management system to allow their families to see and appreciate it
They create arts works in a range of forms.
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 descriptorAC9ADR2C01 Creating and making
create and co-create fictional situations based on imagination and/or experience
Elaborations (9)
- Elaboration using puppets to create new stories, including stories that communicate their understanding of existing stories or personal experiences; for example, using puppets they have made from repurposed or recycled materials and/or puppets that are modelled on puppets used in an Asian culture
- Elaboration using learning from explorations of drama that communicates First Nations Australians’ connection to and responsibility for Country/Place to devise drama that communicates their own connection to and responsibility for place; for example, devising short scenes that communicate feelings about a “favourite” place or show how they care for a place in their community
- Elaboration using costume items and props to share information about their character with other participants in the drama when “in-role” during Readers’ Theatre
- Elaboration identifying situations drawn from stories, films, fantasy, history or personal experience that might be explored through dramatic play, process drama or puppetry
- Elaboration considering how unstructured materials might be used to create play spaces, or everyday clothing items might be used to symbolise roles (hats, coats, lab coats, briefcases, etc.)
- Elaboration contributing ideas and actions within whole group or small group improvisations as part of a process drama to support or extend the offerings of others, including teacher-in-role
- Elaboration communicating non-verbally by using facial expressions and movements to explore and show role and situation when participating in mime or movement-based drama
- Elaboration accepting the pretence situation established by others or participating in its active development; for example, by creating relevant props and suggesting relevant roles or additional situations to explore
- Elaboration using inquiry questions to propose situations to explore in dramatic play and process drama, such as “What else might happen to these characters?”, “What might happen next?”, “What might have happened before the story?”, “What if I was there?”
Content descriptorAC9ADR2D01 Developing practices and skills
use the elements of drama and imagination in dramatic play and/or process drama
Elaborations (6)
- Elaboration exploring a situation through dramatic play using familiar props; for example, empty containers (boxes, plastic bottles, food packaging), clothing or toys
- Elaboration understanding and employing appropriate drama terminology when discussing drama they have created and/or experienced; for example, using terms such as dramatic play, process drama, pretending, audience, theatre, performance, actors
- Elaboration understanding and employing own language and drama terminology relating to the elements of drama, including role, place, situation, language and movement
- Elaboration taking part in purposeful dramatic play focusing on creating roles and situations; for example, developing ideas from texts such as children’s literature or images
- Elaboration taking turns in offering and accepting ideas, and staying in a role when participating in improvised drama
- Elaboration brainstorming and discussing situations based on their experiences, such as situations related to games played during break time, and using these ideas to improvise drama
Content descriptorAC9AMA2C01 Creating and making
use media languages and media technologies to construct representations
Elaborations (5)
- Elaboration creating a story through a series of captioned or voice-over images or direct to camera footage; exploring composition through character creation using images, sounds, and/or animation; for example, claymation
- Elaboration selecting and editing images, sound and text to re-create the characters in well-known stories or songs, using Viewpoints to develop questions when making decisions about composition; for example, asking questions about use of elements and content such as, “What images will I keep or delete?”, “Which image interests me and why?”
- Elaboration capturing and sequencing images and text to create a media arts work, such as a comic book that retells familiar or traditional stories
- Elaboration producing and presenting a media arts work for a particular purpose; for example, creating an advertisement that recommends appropriate behaviour when using cameras
- Elaboration using features such as shot types in media arts works; for example, identifying long-shots, mid-shots and close-ups; discussing what the shots tell the audience about the story
Content descriptorAC9AMA2D01 Developing practices and skills
explore ways of using media technologies responsibly to capture and organise images, sounds, text and/or interactive elements
Elaborations (5)
- Elaboration exploring ways to use digital tools to capture moving image; for example, using a digital device to capture and manipulate short videos, add sound effects or voice-overs, and considering how best to combine the visual and audio elements to communicate ideas or a narrative
- Elaboration exploring how sound can be used to communicate ideas; for example, creating sound effects using found objects or sound recording technology to integrate with a picture book story
- Elaboration experimenting with images; for example, retelling the story of a school day using a digital camera to capture still or moving images and adding appropriate captions
- Elaboration experimenting with ways that media artists communicate with audiences by combining text, symbols and images; for example, combining headlines, subtitles and digital images to communicate ideas or emotions
- Elaboration using Viewpoints to develop questions as they experiment with media technologies, such as, “What happens if I take a photo up close to the object, and how does it change as I move further away?”, “How can I change the meaning of this image by adding different text headings?”
Content descriptorAC9AMU2C01 Creating and making
select and combine elements of music when composing and practising music for performance
Elaborations (8)
- Elaboration contributing to decisions about how to interpret the elements of music, such as tempo (duration/time), dynamics and/or articulation when performing songs, chants, rhymes or instrumental music
- Elaboration improvising and making decisions about how to combine sounds to create compositions; for example, combining pitch and rhythm patterns, improvising melodies and drone accompaniments, making decisions about instrumentation, articulation, texture and dynamics
- Elaboration using voices and body percussion to create music that features contrasting examples of elements of music, such as sound/silence, fast/slow, long/short, high/low, loud/soft
- Elaboration improvising patterns of body movement, such as clapping or stamping, to create accompaniments; for example, accompaniments for songs
- Elaboration practising a repertoire of songs, chants and rhymes focusing on using elements of music such as tempo, dynamics or articulation to create expressive effects
- Elaboration using signs and symbols to notate or document patterns or soundscapes and/or using an available device to record work in progress so that they can listen and make decisions about what to do next
- Elaboration practising music using accessible technologies; for example, using recordings to make decisions about dynamics or tempo
- Elaboration writing lyrics for a chant/rap and improvising to develop rhythmic patterns they can use to perform the lyrics; for example, combining unison sections (voices alone) with multi-part sections (voices and body percussion or instruments)
Content descriptorAC9AVA2C01 Creating and making
use visual conventions, visual arts processes and materials to create artworks
Elaborations (6)
- Elaboration using a combination of chaotic/accidental mark-making with more detailed intentional mark-making; for example, using blobs of paint with added outlines and detail, and using imagination and creativity to build on the shapes to see what emerges
- Elaboration using Viewpoints to develop questions as they experiment with arrangement and rearrangement to shuffle visual conventions, subject matter and materials around a designated area and to deliberately change the meaning of a visual story; for example, “What happens if I make the subject fill the page?” or “Can I change the meaning of my work by using darker or lighter tones?”
- Elaboration using visual brainstorming to build ideas for artworks and using Viewpoints to develop questions to push ideas further; for example, “What happens if I combine these ideas?”, “How can I adapt this idea?”, “What happens if I remove part of this design?”
- Elaboration creating a relief print through nature-printing, or creating collagraphs by creating a raised textured surface by using glue, thread/string and textured paper to create monoprints; cutting these shapes out and making a collage to create a recognisable form, such as a face or an animal
- Elaboration using 3D construction (sculpture) methods to represent subject matter or ideas being explored in another learning area; for example, building on their understanding of living things as a starting point to use modelling materials such as potato clay and found objects to represent the life cycle of an insect
- Elaboration using a combination of digital art and analog art-making, such as using photography or drawing apps for painting and drawing, to create a collaged abstract work that represents feelings and emotions; for example, responding with colour, line and shape to music to create work that communicates how the music makes them feel
Content descriptorAC9AVA2D01 Developing practices and skills
experiment and play with visual conventions, visual arts processes and materials
Elaborations (6)
- Elaboration playing with a range of natural and/or constructed materials to experiment with visual conventions and visual arts processes; for example, creating mud sculptures, or using sticks, leaves and playdough to explore texture
- Elaboration unpacking a surprise bag of everyday tools and materials, and working silently in small groups to make something within limitations; for example, using materials of only one colour or making sculptural forms from paper or cardboard using only folding and tearing processes
- Elaboration using Viewpoints to develop questions to reflect on their arts experiences; for example, “What was challenging about working in a limited timeframe?”, “What was something new that I discovered about the material?”, “What failures led to new discoveries?”
- Elaboration identifying the difference between open lines and closed shapes; digitally filling a selection or colour block using a collage of closed shapes to form silhouettes of recognisable objects, people or other living things
- Elaboration examining artworks and trialling “layer + layer + layer” as a way of building surfaces, colour, texture and interest; for example, experimenting to create a layered world with pastels, then watercolour, ink and wax, and once the experiment is completed, identifying how each material could be used in a future artwork
- Elaboration exploring visual conventions using a wide range of materials; for example, creating lines using media such as pastels, chalk, paint, ripped paper, textiles and markers; or going on a “line hunt” to identify and photograph the different lines they see around their school environment using a digital camera, or creating rubbings
They share their work 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?”
Content descriptorAC9ADR2P01 Presenting and performing
share their drama in informal settings
Elaborations (3)
- Elaboration retelling a familiar story through acting and sharing with an audience
- Elaboration performing sequences of frozen images linked by transitions in order to communicate key scenes from a familiar story
- Elaboration considering their personal responses to drama experiences at school, in their homes or in their communities; for example, reflecting on their drama using questions such as, “What do you want your audience to think about your drama?”, “What did this drama make you think about?”, “How did you feel when making/watching the drama?”, and evaluating: “What did you like best in the drama? Why?”
Content descriptorAC9AMA2P01 Presenting and performing
share media arts works with audiences in informal settings
Elaborations (4)
- Elaboration collecting and sharing class stories and presenting them in the form of a class news bulletin, with permission of the people involved and observing relevant protocols, such as obtaining permission to use cultural material that belongs to a collective or a cultural group rather than an individual
- Elaboration presenting a media arts work they have made to the class, a small group or their teacher, and explaining how they made it and what they enjoyed about making it
- Elaboration considering relationships that peers may have with their work when creating, rehearsing and recording a radio play, and seeking permission to share it with another class
- Elaboration exploring what permission means; for example, consulting relevant people such as cultural knowledge holders or using online safety resources, and deciding on a class set of rules for using and creating images, sounds and text in media arts works
Content descriptorAC9AMU2P01 Presenting and performing
sing and play music in informal settings
Elaborations (6)
- Elaboration singing songs, performing chants/raps or playing instrumental music they have learnt or composed for an audience of peers and teachers
- Elaboration following agreed decisions about how the music should sound; for example, using singing voice rather than speaking voice, holding beaters or instruments in ways that produce clear and clean sound, performing at the agreed tempo
- Elaboration making decisions about how/where to sit/stand in a performance space; for example, deciding if they can see cues/signals from other performers or a conductor more easily if they are standing in curved or straight rows, or whether they can perform an instrumental part more accurately/comfortably when standing or sitting
- Elaboration introducing a performance by writing text for a slide that shares information about the music with the audience; for example, the title of the music, the name of the composer and identifying where, when or why it was composed, and then projecting the slide before or during the performance
- Elaboration listening intentionally and respectfully during performances and when invited, participating in the performance by using body percussion (clapping, tapping, stamping) or singing
- Elaboration contributing to post-performance discussions; for example, sharing ideas about what the best part of the performance was or asking the performers questions such as, “How long have you been singing/playing as a group?” or “How did you get your instrument to …?”
Content descriptorAC9AVA2P01 Presenting and performing
share artworks and/or visual arts practice in informal settings
Elaborations (4)
- Elaboration presenting an artwork they have made to the class, a small group or their teacher and explaining what they like about it
- Elaboration creating a spontaneous and experimental artwork and only showing a small portion of it to their audience as they dramatise the making of the work; or using unlikely objects for brushes, testing colours and “brush” strokes using expressive movements, and applying a cardboard “window” frame as a flourish across the finished painting to find the most “successful section”, trimming away the remainder and concluding the performance by cutting a “window frame” from paper to frame their final selection for display
- Elaboration using an everyday object as the starting point, drawing the object, then personifying it by adding character qualities, attributes and a name; then taking it in turns to match each student’s artwork with the appropriate object, explaining how they arrived at their decision
- Elaboration deciding on an appropriate audience and ways to share their artworks; for example, sharing with the class a work-in-progress or posting their work on a school learning management system to allow their families to see and appreciate it
This achievement standard describes the expected learning for Years 1 to 2 Arts (all subjects). Use it to plan teaching and assessment with the Australian Curriculum v9.
Subject standards for Years 1 to 2
This standard covers the whole learning area. Each subject also has its own standard:
ASARTDANY12 Years 1 to 2 Dance Achievement Standard ASARTDRAY12 Years 1 to 2 Drama Achievement Standard ASARTMEDY12 Years 1 to 2 Media Arts Achievement Standard ASARTMUSY12 Years 1 to 2 Music Achievement Standard ASARTVISY12 Years 1 to 2 Visual Arts Achievement StandardAt 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 |
| Creating and making | Drama | 1 | 9 |
| Developing practices and skills | Drama | 1 | 6 |
| Exploring and responding | Drama | 2 | 9 |
| Presenting and performing | Drama | 1 | 3 |
| Creating and making | Media Arts | 1 | 5 |
| Developing practices and skills | Media Arts | 1 | 5 |
| Exploring and responding | Media Arts | 2 | 8 |
| Presenting and performing | Media Arts | 1 | 4 |
| Creating and making | Music | 1 | 8 |
| Developing practices and skills | Music | 1 | 8 |
| Exploring and responding | Music | 2 | 8 |
| Presenting and performing | Music | 1 | 6 |
| Creating and making | Visual Arts | 1 | 6 |
| Developing practices and skills | Visual Arts | 1 | 6 |
| Exploring and responding | Visual Arts | 2 | 10 |
| Presenting and performing | Visual Arts | 1 | 4 |
| Total | 25 | 129 | |
Frequently Asked Questions
What should students know by the end of Years 1 to 2 Arts (all subjects)?
By the end of Year 2, students identify where they experience the arts. They describe where, why and/or how people across cultures, communities and/or other contexts experience the arts. Read the full standard
How many Content Descriptors support this standard?
25 Content Descriptors support this Achievement Standard (Creating and making: 5, Developing practices and skills: 5, Exploring and responding: 10, Presenting and performing: 5).
How does this compare to Foundation?
The Foundation Arts (all subjects) standard (ASARTFY) covers the preceding curriculum level. Standards build progressively, with Years 1 to 2 expectations extending what was introduced in Foundation.
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.