2022

Semester 1, Term 1
Forward Planning Document
Learning area: The Arts
Subject: Dance
Year 2

Campbell Primary School

Elena Roberts
 GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and creative Personal capability Ethical understanding Intercultural
thinking understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
SCSA curriculum: Dance, Y2
Making Ideas
ACADAM001 Exploration, improvisation and organisation of movement ideas to create a dance, demonstrating a beginning and ending.

Skills
ACADAM001 Exploration of and experimentation with three (3) elements of dance to create dance.
 Body:
- Body awareness (awareness of body in relation to objects)
- Body zones (whole body movements, moving different parts of the body)
- Body bases (feet, knees)
 Space
- Levels (medium, low, high)
- Direction (forward, backward)
- Personal space and general space
- Shape (straight, curved, angular, twisted, closed, circular, asymmetry to symmetry)
- Pathways (in the air with the arms, under, over)
 Time
- Tempo (fast, slow, slowing down, speeding up)

ACADAM002 Locomotor (walking, skipping, running) and non-locomotor movements (twisting, bending, turning, swaying) movements to develop control, posture, strength,
balance and coordination.

ACADADM002 Safe dance practices, including being aware of the dance space boundaries when involved in dance lessons or rehearsals.

Performance
ACADAR003 Performance of dance to an audience that communicated an idea demonstrating a beginning and ending.

ACADAR003 Performance skills (holding starting and ending positions) and acknowledging the audience when presenting dance.

Responding ACADAR004 Audience behaviour (being attentive, responding appropriately) when students view different dance styles.

ACADAR004 Reasons why people dance.

 ACADAR004 Personal responses to the elements of body, space and time in dances they view and make.
ACHIEVEMENT STANDARD
At Standard, students explore familiar and some imaginative movement ideas and use the elements of dance (body, space and time) to create dance sequences that have a distinct beginning and
ending.

They demonstrate locomotor and non-locomotor movements showing body awareness and some control of the whole body, varied body parts and bases in dance sequences.

Students perform rehearsed dances to an audience, using some appropriate performance skills.

Students outline, using some dance terminology, how body, space and time are used to create key moments in their own and others’ dance sequences.

They identify some suitable reasons why people dance in daily life.
ABORIGINAL CULTURAL STANDARDS FRAMEWORK
Standard 3: Teaching: Culturally responsive schools have high expectations for Aboriginal students and teach them in ways that enable them to better reach their full education potential.

- Teachers know the cultural, langage and family connections of Aboriginal Students.
- Teachers know relevant background experiences that Aboriginal students bring to school.
- Teachers take into account the preferred learning style of each Aboriginal student.

Standard 4: Culturally responsive schools build an environment that is welcoming for Aboriginal students and reflects community aspirations for their children.

- All students and staff are aware of, and demonstrate respect for the cultural and linguistic diversity of the school community
- Staff engage in developing an environment which displays and respects their histories, cultures and languages.

PRIOR KNOWLEDGE CROSS-CURRICULAR LINKS

Year 2 students took dance in Semester 2 last year. They have previously used the elements of Mathematics: Space
dance (focus on Body and Space) to create short dance sequences. They have watched and Physical Education: vocab locomotor/non locomotor movements.
reflected on their own and peers dances previously to inform the development of their own
dances.

ASSESSMENT STRATEGIES EVIDENCE TO COLLECT MATERIALS & RESOURCES

Movement skills Marking Key Weeks 2-7
Choreographic skills Anecdotal/Behaviour checklist Bangarra Dance: ‘Moth’.
Reflective practice Video of final performance Insect cards
BEST planning sheets
Year 2 - Week 2, T3
WALT: SCSA links
1. Explore the elements of BEST to show different insects Ideas
2. Understand the significance of story telling in the Aboriginal and Torres ACADAM001 Exploration, improvisation and organisation of movement ideas to
Strait Islander culture in relation to Dance. create a dance, demonstrating a beginning and ending.
WILF:
1. Be brave: create new and interesting shapes/ideas. Skills
2. BEST ACADAM001 Exploration of and experimentation with three (3) elements of dance
 Body: to create dance.
- Body awareness (awareness of body in relation to objects)
- Body zones (whole body movements, moving different parts of ACADAM002 Locomotor (walking, skipping, running) and non-locomotor
the body) movements (twisting, bending, turning, swaying) movements to develop control,
- Body bases (feet, knees) posture, strength, balance and coordination.
 Space
- Levels (medium, low, high)
Responding
- Direction (forward, backward)
ACADAR004 Audience behaviour (being attentive, responding appropriately) when
- Personal space and general space
students view different dance styles.
- Shape (straight, curved, angular, twisted, closed, circular,
asymmetry to symmetry)
- Pathways (in the air with the arms, under, over)
 Time
- Tempo (fast, slow, slowing down, speeding up)
Mat session: Main body: Closure:
Inform/Inspire Try/Transfer Watch some videos of the way different insect move
and discuss how they can use this in their
Show/Share Brainstorm different insects that they could use as a
choreography. 10min
stimulus, write on the board. 5min
Show students the YouTube clip of Bangarra Dance
Ensemble’s ‘Moth’:
https://www.bangarra.com.au/youth- Warm up. 5min
outreach/education/resources/moth
10min Fast-Action-Freeze: Teacher to call out one of the
insects from the board (erase once called out) students
Share ideas about this. Discuss how the dancers have move around space exploring BEST to show the
used the movements of a moth to create their dance. insect. 10min
Use the education resource from Bangarra’s website to
assist the discussion: https://bangarra- Insect charades: In partners students are given a card
assets.s3.amazonaws.com/pdf/e-Resources/Moth-3-4- with an insect on it. Students need to create a short
 dance sequence 3x8 in length with their partner.
printable-version- FINAL.pdf Perform dances to the class and guess what they were
10min portraying. 15min
**To pair students, use random name generator.
Spend some time explaining the significance of
storytelling in Aboriginal and Torres Strait Islander
culture. Use the education resource from Bangarra’s
website as a guide: https://bangarra-
assets.s3.amazonaws.com/pdf/e-Resources/Moth-3-4-
printable-version-FINAL.pdf

Whole class to discuss the elements of Dance (BEST)

in relation to ‘Moth’ on the board. 5min
Year 2 – Week 3, T3
WALT: SCSA links
1. Explore the elements of BEST to show different insects Ideas
2. Plan choreography effectively using Dance Maps and BEST boards. ACADAM001 Exploration, improvisation and organisation of movement ideas to
WILF: create a dance, demonstrating a beginning and ending.
1. Be brave: create new and interesting shapes/ideas.
2. BEST Skills
 Body: ACADAM001 Exploration of and experimentation with three (3) elements of dance
- Body awareness (awareness of body in relation to objects) to create dance.
- Body zones (whole body movements, moving different parts of
the body) ACADAM002 Locomotor (walking, skipping, running) and non-locomotor
- Body bases (feet, knees) movements (twisting, bending, turning, swaying) movements to develop control,
 Space posture, strength, balance and coordination.
- Levels (medium, low, high)
- Direction (forward, backward)
- Personal space and general space
- Shape (straight, curved, angular, twisted, closed, circular,
asymmetry to symmetry)
- Pathways (in the air with the arms, under, over)
 Time
- Tempo (fast, slow, slowing down, speeding up)
Mat session: Main body: Closure:
Show/Share Try/Transfer Showcase a few choreography sequences that have
included WILF’s to the class. 5min
Revise significance of storytelling in Aboriginal and
Torres Strait Islander culture and link back to ‘Moth’.
10min
Introduce dance maps and how to use BEST planning
sheet. Show a year 4 WAGOLL from previous year.
5min
Choose partner to work with, choose an insect and start
brainstorming ways to show it using BEST. 10min
**Dance map will be created as they go along
Warm up. 5min
Year 2 – Week 4, T3
WALT:
1. Follow a structure to create a dance sequence.
2. Use BEST to create interesting choreography.
WILF:
1. Insect is clear in choreography.
2. Dance has a clear beginning and ending/follows structure
3. Use of BEST: levels, space, interesting pathways
Mat session
Try/Transfer
Revise previous lessons and intentions of
Moth/Aboriginal story telling.
Revise WAGOLL’s and WILF’s for dance maps and
BEST planning boards. Give students 10min to
Introduce dance structure. Give students 10min to
work on their starting position (remind of WILF’s). Develop dance maps. 5min
15min
Give students 10min min to work on their movement.
10min
Starting position  Movement  Travel  Balance
 Travel  Movement  Finishing Position
SCSA links
Ideas
ACADAM001 Exploration, improvisation and organisation of movement ideas to
create a dance, demonstrating a beginning and ending.
Skills
ACADAM001 Exploration of and experimentation with three (3) elements of dance
to create dance.
ACADAM002 Locomotor (walking, skipping, running) and non-locomotor
movements (twisting, bending, turning, swaying) movements to develop control,
posture, strength, balance and coordination.
Main body: Closure:
Apply/Act Share choreography with one other group and provide
feedback.
In partners continue choreography. Revise from last
week for 5 min and then add on Travel, Balance,
Travel.
Starting position  Movement  Travel  Balance
develop and build on what they completed in the  Travel  Movement  Finishing Position
previous lesson. 10min

Discuss what makes good feedback and how to deliver

it. Feedback should be:
- Positive
- Helpful
- Highlight area for improvement

Warm up.5min

Year 2 – Week 5, T3
WALT: SCSA links
1. Follow a structure to create a dance sequence. Ideas
2. Use BEST to create interesting choreography. ACADAM001 Exploration, improvisation and organisation of movement ideas to
create a dance, demonstrating a beginning and ending.
WILF:
1. Insect is clear in choreography. Skills
2. Dance has a clear beginning and ending. ACADAM001 Exploration of and experimentation with three (3) elements of dance
to create dance.

ACADAM002 Locomotor (walking, skipping, running) and non-locomotor

movements (twisting, bending, turning, swaying) movements to develop control,
posture, strength, balance and coordination.

Apply/Act Apply/Act Make any final changes to choreography for next

weeks performance. 5min
Allow students time to sit with their partner and In partners continue choreography. Revise from last
Discuss what makes a positive audience member and a
evaluate their dance map and planning boards. They week for 5 min and then add on Movement and
good performer in preparation for next week.
need to be finished by the end of today’s lesson. Finishing position.
Audience member:
15min.
- No talking
Starting position  Movement  Travel  Balance - Hands to self
Warm up. 5min  Travel  Movement  Finishing Position - Eyes to the performer
- Clapping at the end
Performer:
 - Confident
- Trying your best
- Facial expressions
- Eye contact
- Dance/body directed to the audience.
-
Year 2 – Week 6, T3
WALT: SCSA links
1. Perform a dance to an audience that shows a clear theme. Performance
2. Be a positive audience member ACADAR003 Performance of dance to an audience that communicated an idea
demonstrating a beginning and ending.
WILF:
1. Dance has a clear beginning and ending ACADAR003 Performance skills (holding starting and ending positions) and
2. Developing performer skills: acknowledging the audience when presenting dance.
- Confident ACADAR004 Audience behaviour (being attentive, responding appropriately) when
- Trying your best students view different dance styles.
- Facial expressions
- Eye contact ACADAR004 Personal responses to the elements of body, space and time in dances
- Dance/body directed to the audience. they view and make.
3. Positive audience member:
- No talking
- Hands to self
- Eyes to the performer
- Clapping at the end
Apply/Act Apply/Act TPS: Reflect on things they did well and things they
can improve on. What did they enjoy/not enjoy/find
challenging in todays performances.
Warm up. 5min Performance week
Perform dances in front of the class. Remind students
Final practice of dances. 10min. of positive audience behaviours and positive performer
skills before starting.
**Teacher to film dances on iPad for viewing session
next week.
Year 2 – Week 7, T3
WALT: SCSA LINKS
1. Watch on reflect on our own and other performances. Performance
2. Show positive audience member skills ACADAR004 Audience behaviour (being attentive, responding appropriately) when
students view different dance styles.
WILF:
1. Be honest, specific, and thoughtful ACADAR004 Personal responses to the elements of body, space and time in dances
2. Positive audience member skills: they view and make.
- No talking
- Hands to self
- Eyes to the performer
- Clapping at the end
Review/Revise
Reflection week
Complete peer and self-reflections. As a part of this students will reflect
on the ‘Moth’ and the cultural significance this kind of dance represents.