Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search returned 10 result(s)
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Elaboration (4) ACADAM005

Considering viewpoints – forms and elements: For example – How did the/does your dance begin? Was/is there a middle part? How did/does the dance end? What shapes did you see/make? (individual and group)

critical-creative

Elaboration (4) | ACADAM005 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum

Elaboration (4) ACADAR008

Considering viewpoints – meanings and interpretations: For example – Is there a story in the dance? How are you using grouping or pathways to communicate ideas or intentions in your dance?

critical-creative

Elaboration (4) | ACADAR008 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum

Elaboration ACADAM005

using contrast and repetition to explore and generate new movement in response to stimuli such as stories, memories and the environment

personal-social critical-creative

Elaboration | ACADAM005 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum

Elaboration (3) ACADAM005

selecting and combining movements using choreographic devices such as contrast and repetition, for example, combining movements learned in a dance from Asia with other dance movements, or repeating movement to show emphasis

intercultural-understanding personal-social critical-creative asia-australia

Elaboration (3) | ACADAM005 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum

Elaboration (3) ACADAR008

examining dances in their community and comparing them to other dances of different peoples, times and cultures

literacy critical-creative intercultural-understanding personal-social

Elaboration (3) | ACADAR008 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum

Elaboration (2) ACADAM005

altering movements in a set, teacher-directed or student-devised dance using the elements of space, time, dynamics and relationships to express ideas, for example, increasing the size of a movement to represent growth

personal-social critical-creative numeracy

Elaboration (2) | ACADAM005 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum

Elaboration ACADAR008

identifying meaning and describing purposes in dances from different social, cultural or historical contexts such as dances that include digital, visual or theatrical elements

literacy critical-creative information-communication

Elaboration | ACADAR008 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum

Elaboration (1) ACADAR008

comparing the expectations and requirements of performers and audience in different cultural settings

critical-creative literacy intercultural-understanding personal-social

Elaboration (1) | ACADAR008 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum

Elaboration (1) ACADAM007

exploring the elements of dance to communicate ideas clearly, such as telling cultural stories in a dance with or without music; for example, travelling lightly using hands and feet to represent a bilby, or skipping vigorously and at a high level to express …

critical-creative numeracy intercultural-understanding personal-social

Elaboration (1) | ACADAM007 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum

Elaboration (5) ACADAR008

writing about and discussing with others the meaning and intended purposes of their own dance using dance terminology

personal-social literacy critical-creative

Elaboration (5) | ACADAR008 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum

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