Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
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Learning Area Achievement Standard Dance Foundation to Year 2

By the end of Year 2, students describe artworks they make and those to which they respond. They consider where and why people make artworks. Students use the elements and processes of arts subjects to make and share artworks that represent ideas. …

Learning Area Achievement Standard | Achievement Standards | Foundation to Year 2 | Dance | The Arts | F-10 curriculum

Learning Area Achievement Standard Drama Foundation to Year 2

By the end of Year 2, students describe artworks they make and those to which they respond. They consider where and why people make artworks. Students use the elements and processes of arts subjects to make and share artworks that represent ideas. …

Learning Area Achievement Standard | Achievement Standards | Foundation to Year 2 | Drama | The Arts | F-10 curriculum

Learning Area Achievement Standard Media Arts Foundation to Year 2

By the end of Year 2, students describe artworks they make and those to which they respond. They consider where and why people make artworks. Students use the elements and processes of arts subjects to make and share artworks that represent ideas. …

Learning Area Achievement Standard | Achievement Standards | Foundation to Year 2 | Media Arts | The Arts | F-10 curriculum

Achievement Standard Media Arts Foundation to Year 2

By the end of Year 2, students communicate about media artworks they make and view, and where and why media artworks are made. Students make and share media artworks using story principles, composition, sound and technologies.

Achievement Standard | Achievement Standards | Foundation to Year 2 | Media Arts | The Arts | F-10 curriculum

Learning Area Achievement Standard Music Foundation to Year 2

By the end of Year 2, students describe artworks they make and those to which they respond. They consider where and why people make artworks. Students use the elements and processes of arts subjects to make and share artworks that represent ideas. …

Learning Area Achievement Standard | Achievement Standards | Foundation to Year 2 | Music | The Arts | F-10 curriculum

Learning Area Achievement Standard Visual Arts Foundation to Year 2

By the end of Year 2, students describe artworks they make and those to which they respond. They consider where and why people make artworks. Students use the elements and processes of arts subjects to make and share artworks that represent ideas. …

Learning Area Achievement Standard | Achievement Standards | Foundation to Year 2 | Visual Arts | The Arts | F-10 curriculum

Achievement Standard Visual Arts Foundation to Year 2

By the end of Year 2, students describe artworks they make and view and where and why artworks are made and presented. Students make artworks in different forms to express their ideas, observations and imagination, using different techniques and pro …

Achievement Standard | Achievement Standards | Foundation to Year 2 | Visual Arts | The Arts | F-10 curriculum

Achievement Standard Dance Foundation to Year 2

By the end of Year 2, students describe the effect of the elements in dance they make, perform and view and where and why people dance. Students use the elements of dance to make and perform dance sequences that demonstrate fundamental movement skills …

Achievement Standard | Achievement Standards | Foundation to Year 2 | Dance | The Arts | F-10 curriculum

Achievement Standard Drama Foundation to Year 2

By the end of Year 2, students describe what happens in drama they make, perform and view. They identify some elements in drama and describe where and why there is drama. Students make and present drama using the elements of role, situation and focus …

Achievement Standard | Achievement Standards | Foundation to Year 2 | Drama | The Arts | F-10 curriculum

Achievement Standard Music Foundation to Year 2

By the end of Year 2, students communicate about the music they listen to, make and perform and where and why people make music. Students improvise, compose, arrange and perform music. They demonstrate aural skills by staying in tune and keeping in time …

Achievement Standard | Achievement Standards | Foundation to Year 2 | Music | The Arts | F-10 curriculum

Elaboration (2) ACADAM001

exploring movement possibilities in response to a stimulus, such as imagery, music and shared stories

literacy personal-social critical-creative

Elaboration (2) | ACADAM001 | Content Descriptions | Foundation to Year 2 | Dance | The Arts | F-10 curriculum

Elaboration (2) ACADAM002

Considering viewpoints – meanings and interpretations: For example – How are you communicating the ideas or intention in this dance? forms and elements: Which levels are you using in your dance?

critical-creative

Elaboration (2) | ACADAM002 | Content Descriptions | Foundation to Year 2 | Dance | The Arts | F-10 curriculum

Elaboration (2) ACADAM003

Considering viewpoints – meanings and interpretations: For example – What did this dance make you think about? Did the dance movements remind you of anything? How are you communicating the ideas or intention in this dance?

critical-creative

Elaboration (2) | ACADAM003 | Content Descriptions | Foundation to Year 2 | Dance | The Arts | F-10 curriculum

Elaboration (2) ACADAR004

recognising that dance can show that people have different feelings about the world based on their experiences of the environment and other people

critical-creative personal-social literacy intercultural-understanding sustainability

Elaboration (2) | ACADAR004 | Content Descriptions | Foundation to Year 2 | 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 (2) ACADAM006

demonstrating safe dance practices, for example, warming up their bodies before executing more complex movement patterns in dance sequences and cooling/calming down afterwards; removing socks if the floor surface is slippery (and clean)

personal-social

Elaboration (2) | ACADAM006 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum

Elaboration (2) ACADAM007

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?

Elaboration (2) | ACADAM007 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum

Elaboration (2) ACADAR008

Considering viewpoints – societies and cultures: For example – Do you recognise new movements in the dance? Why do you think people from different cultures dance? Where are these dances performed?

sustainability

Elaboration (2) | ACADAR008 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum

Elaboration (2) ACADAM009

exploring character and mood by experimenting with elements of dance in a range of set, teacher-directed or student-devised dances

personal-social critical-creative

Elaboration (2) | ACADAM009 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum

Elaboration (2) ACADAM010

rehearsing a range of learnt and devised dances with an awareness and appreciation of their body capabilities

personal-social numeracy

Elaboration (2) | ACADAM010 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum

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