Number
AS90002
Version
3
Page 1 of 3
Achievement Standard
Subject Reference
Dance 1.2
Title
Perform dance sequences
Level
1
Credits
Subfield
Dance
Domain
Dance Performance
6
Assessment
Internal
Status
Registered
Status date
5 November 2007
Planned review date
28 February 2009
Date version published
5 November 2007
This achievement standard involves learning and using dance vocabularies to perform
dance sequences.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with
Excellence
 Perform the dance
 Perform the dance
 Perform the dance
sequences appropriately
without significant
hesitations or
inconsistencies in the
clarity and control of
technique, focus and
expression.
sequences appropriately
with clarity and control of
technique, focus and
expression.
sequences appropriately
with consistent clarity and
accuracy, and assured
control of technique, focus
and expression.
Explanatory Notes
1
This achievement standard is derived from The Arts in the New Zealand Curriculum,
Learning Media, Ministry of Education, 2000, and relates to the strands
Communicating and Interpreting in Dance and Developing Practical Knowledge in
Dance, Level 6; and Ngā Toi i roto i te Marautanga o Aotearoa, Learning Media,
Ministry of Education, 2000.
2
Dance vocabularies refers to the terminology, stylistic techniques and range of
movements usually associated with particular dance genres or styles. Personal ways
of moving that emerge from improvisation and creative work may also be considered
dance vocabulary.
 New Zealand Qualifications Authority 2016
Number
AS90002
Version
3
Page 2 of 3
3
Perform the dance sequence appropriately refers to the dance sequences being
performed as required by the teacher’s demonstration and/or description.
4
Technique refers to the proficiency or skill in artistic performance. It may include, but
is not limited to, aspects of: balance, rhythm, posture, alignment, coordination, flow,
agility, safe dance practice (eg soft landings).
5
Focus refers to:
 where the dancer’s eye is to be directed at any time within the dance sequences,
eg to the audience, floor, a wall, a body part, another dancer
 the concentration of interest in the performance.
6
Expression refers to the specific manner, dynamics or intention with which the dance
sequences are to be performed. It will involve the student’s understanding of, and
ability to perform, the sequences according to the desired intention of the
choreographer/teacher, and/or the desired stylistic characteristics of the dance genre
or with individual interpretation.
7
The student should demonstrate knowledge and use of dance vocabularies by
performing at least two movement sequences. The sequences may be from the
same or different genres or styles. Each sequence should aim to include a variety of
movements and shapes.
8
Each dance sequence is expected to be a minimum of 30 seconds long, and could
include the use of a prop or costume.
9
Performing sequences from a particular genre/style may require a student to perform
with a partner or group. The focus for assessment against this achievement
standard is on the individual performance, not partner or group interaction.
10
For assessment purposes, students may perform their dance sequences in a
classroom/studio setting.
11
Sequences performed for assessment may be choreographed by the teacher, a
guest choreographer or a senior student, provided that the sequences are
appropriate for this level and give opportunity for students to achieve at all grades of
the achievement standard.
12
Assessment against this achievement standard is to occur at the live performance of
each composed sequence. A video-recording of the composed sequences can be
used to confirm assessment judgements.
 New Zealand Qualifications Authority 2016
Number
AS90002
Version
3
Page 3 of 3
Quality Assurance
1
Providers and Industry Training Organisations must be accredited by NZQA before
they can register credits from assessment against achievement standards.
2
Accredited providers and Industry Training Organisations assessing against
achievement standards must engage with the moderation system that applies to
those achievement standards.
Accreditation and Moderation Action Plan (AMAP) reference
0226
 New Zealand Qualifications Authority 2016