Assessment pointers validate teachers’ professional judgement when reporting against a five-point scale. The pointers: JUDGING STANDARDS IN PRE-PRIMARY are examples of evidence in relation to the achievement standard should be used with the annotated student work samples exemplify what students may demonstrate rather than a checklist of everything they THE ARTS: DANCE should do. PRE-PRIMARY DANCE ACHIEVEMENT STANDARD At Standard, students respond to different stimuli to explore mostly familiar movements as a basis for creating short dance sequences that connect body shapes and levels in space. They demonstrate locomotor and non-locomotor movements showing some body awareness and some control of the whole body in space. Students perform dance sequences, sometimes acknowledging the audience. Students respond briefly to familiar movements that are used in their own and others’ dance. They identify some places and occasions where people dance in their own lives and communities. PRE-PRIMARY DANCE ASSESSMENT POINTERS The student demonstrates excellent achievement of what is expected for this year level The student demonstrates high achievement of what is expected for this year level The student demonstrates satisfactory achievement of what is expected for this year level The student demonstrates limited achievement of what is expected for this year level The student demonstrates very low achievement of what is expected for this year level Making Ideas Responds expressively to different stimuli to explore familiar and imaginative movement ideas as a basis for creating short dance sequences. Responds to different stimuli to explore familiar and some imaginative movement ideas as a basis for creating short dance sequences. Responds to different stimuli to explore mostly familiar movement ideas as a basis for creating short dance sequences. Responds to different stimuli to explore some familiar movement ideas, with teacher guidance. Does not meet the expected standard. Skills Creates short, effective movement sequences by connecting varied familiar movements with particular emphasis on body shapes and levels in space. Creates short movement sequences, with some effect, by connecting familiar movements with particular emphasis on body shapes and levels in space. Creates short movement sequences by connecting some familiar movements with particular emphasis on body shapes and levels in space. Creates, with teacher guidance, simple movements by using minimal familiar body shapes and levels in space. Does not meet the expected standard. 2016/3373v3 [PDF 2016/28490] Published: 23 January, 2017 Skills Performance The student demonstrates excellent achievement of what is expected for this year level The student demonstrates high achievement of what is expected for this year level The student demonstrates satisfactory achievement of what is expected for this year level The student demonstrates limited achievement of what is expected for this year level The student demonstrates very low achievement of what is expected for this year level Demonstrates gross motor movements, including locomotor and non-locomotor movements, showing body awareness and consistent control of the whole body in space. Demonstrates gross motor movements, including locomotor and non-locomotor movements, showing body awareness and frequent control of the whole body in space. Demonstrates some gross motor movements, including locomotor and non-locomotor movements, some body awareness and some control of the whole body in space. Demonstrates simple locomotor and/or non-locomotor movements, showing limited body awareness and control of the whole body in space. Does not meet the expected standard. Performs improvised dance sequences attentively, including consistent audience acknowledgement. Performs improvised dance sequences with some attentiveness, including audience acknowledgement. Performs improvised dance sequences, sometimes including audience acknowledgement. Performs imitated movements, with teacher guidance, and brief audience acknowledgement. Does not meet the expected standard. Responding Reflecting on how BEST is used to create dances Outlines, in some detail, familiar movements that are used in their own and others’ dance sequences. Functions and purposes of Identifies and outlines, in some detail, different places and dance occasions where people dance in their own lives and communities. Outlines familiar movements that are used in their own and others’ dance sequences. Responds briefly to familiar movements that are used in their own and others’ dance sequences. Names, with teacher guidance, some familiar movements that are used in their own and others’ dance sequences. Does not meet the expected standard. Identifies and briefly outlines different places and occasions where people dance in their own lives and communities. Identifies some places and occasions where people dance in their own lives and communities. Names, with teacher guidance, some places and/or occasions where people dance in their own lives and communities. Does not meet the expected standard. © School Curriculum and Standards Authority, 2017 This document—apart from any third party copyright material contained in it—may be freely copied, or communicated on an intranet, for non-commercial purposes in educational institutions, provided that the School Curriculum and Standards Authority is acknowledged as the copyright owner, and that the Authority’s moral rights are not infringed. Copying or communication for any other purpose can be done only within the terms of the Copyright Act 1968 or with prior written permission of the School Curriculum and Standards Authority. Copying or communication of any third party copyright material can be done only within the terms of the Copyright Act 1968 or with permission of the copyright owners. Any content in this document that has been derived from the Australian Curriculum may be used under the terms of the Creative Commons Attribution 4.0 International (CC BY) licence.
