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Get ready for the new NSW K–6 curriculum
Scope and sequence guides for the four new NSW syllabuses in 2027: HSIE, Creative Arts, PDHPE and Science and Technology.
Plan your year, term by term
Choose a subject, stage and term to see a suggested scope and sequence guide with ClickView resources that support each content point.
Stage
Terms
Term
Creative Arts — Early Stage 1
| Term | Term 1 | Term 2 | Term 3 | Term 4 |
|---|---|---|---|---|
| Focus area | DanceCAE-DAN-01 | |||
| Content group | Composing and performing: Dance is made and performed using shapes and movements | Composing and performing: Dance is made and performed using shapes and movements | Making and performing: Drama is made and performed by embodying and enacting feelings, ideas, roles and situations | Making and performing: Drama is made and performed by embodying and enacting feelings, ideas, roles and situations |
| Content point | Explore ways to move the body to make shapes and movementsThe Kiboomer's Movement SongsSeries | Explore ways to change the level or direction of movements with controlThe Kiboomer's Movement SongsSeries | Use imagination to explore ideas and situations through dramatic play, still image, puppetry and object play [repeated]Drama PerformanceTopicPlay School, Lights, Camera, Action!Series | Use imagination to explore ideas and situations through dramatic play, still image, puppetry and object play [repeated] |
| Content point | Make shapes and movements in response to stimuliThe Kiboomer's Movement SongsSeries | Experiment with linking body shapes or movements in a sequenceThe Kiboomer's Movement SongsSeries | Engage in dramatic play using costumes, props and objects to explore feelings, roles and characters [repeated] | Engage in dramatic play using costumes, props and objects to explore feelings, roles and characters [repeated]Play School Move Your Body: Episode 2Video |
| Content point | Demonstrate an awareness of personal space and movement within a spaceYogaTopic | Perform dance shapes and movements while interacting with others [repeated] | Enact a real or imagined situation or story using puppets, toys, objects or other stimuliTheatreVideo | Use voice, language, mime or movement to express feelings and embody roles or charactersDramaTopic |
| Content point | Perform dance shapes and movements while interacting with others [repeated]The Kiboomer's Movement SongsSeries | Demonstrate an awareness of self and relationship with others within a performance space | Embody feelings, roles and characters while interacting with others [repeated] | |
| Content point | Use warm-up and cool-down exercises and demonstrate an awareness of safe dance practicesPhysical ActivityTopicDanceTopic | Embody feelings, roles and characters while interacting with others [repeated] | Perform drama scenarios with awareness of an audience | |
| Content point | Demonstrate an awareness of safe drama practices | |||
| Content group | Appreciating: Dance can be experienced and described | Appreciating: Dance can be experienced and described | Appreciating: Drama can be experienced and described | Appreciating: Drama can be experienced and described |
| Content point | Identify contexts where dance is experiencedDanceTopic | Express ideas or feelings in response to dance experiencesDanceTopic | Identify contexts where drama is performedDramaTopic | Express ideas or feelings in response to drama experiences |
| Content point | Identify shapes and movements used in dance, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic | Identify shapes and movements used in dance, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic | Identify roles, situations or stories in a performance, using Tier 2 and Tier 3 vocabulary [repeated]The Justine Clarke Show!Series | Identify roles, situations or stories in a performance, using Tier 2 and Tier 3 vocabulary [repeated]The Justine Clarke Show!Series |
| Content point | Observe dance from cultures around the world to explore how people engage in danceDanceTopic | Recognise ways Aboriginal Dreaming Stories or Torres Strait Islander Legends are represented in danceDance with TomSeries | Recognise ways Aboriginal Dreaming Stories or Torres Strait Islander Legends are enacted in performances | Observe drama from cultures around the world and discuss how stories and ideas are enactedDramaTopic |
| Focus area | MusicCAE-MUS-01 | |||
| Content group | Performing and composing: Music is performed and made by organising sound through singing, moving and playing | Performing and composing: Music is performed and made by organising sound through singing, moving and playing | Making and exhibiting: Artists make artworks using materials and techniques to represent subject matter and ideas | Making and exhibiting: Artists make artworks using materials and techniques to represent subject matter and ideas |
| Content point | Demonstrate a steady beat using movement, body percussion, environmental sounds or by playing instrumentsInstrumentsTopic | Use singing, chanting or body percussion and listening skills to engage with rhymes or songs [repeated]Play School Song TimeSeriesThe Kiboomer's Circle Songs and Nursery RhymesSeriesWorld Nursery Rhyme WeekTopic | Make artworks inspired by personal experiences or imagination to represent subject matter and ideas [repeated]Artistic TechniquesTopic | Make artworks inspired by personal experiences or imagination to represent subject matter and ideas [repeated]Artistic TechniquesTopic |
| Content point | Use singing, chanting or body percussion and listening skills to engage with rhymes or songs [repeated]World Nursery Rhyme WeekTopicPlay School Song TimeSeriesThe Kiboomer's Circle Songs and Nursery RhymesSeries | Play and organise sounds with non-melodic and melodic sound sources [repeated]SoundTopic | Experiment with ways to make marks, types of lines and shapes, using drawing materials and techniquesElements of ArtTopic | Manipulate malleable materials to explore sculptural techniques and mould 3D formsSculpture and 3D ArtTopicPlay School: Art TimeSeries |
| Content point | Demonstrate an awareness of pitch, using higher, lower and repeated pitches | Use listening skills and memory to perform musical patterns by singing, using body percussion or playing instrumentsSoundTopic | Experiment with primary colours and ways to make secondary coloursElements of ArtTopicColourTopic | Explore construction techniques to make a collage, relief or 3D sculptural form using mixed media materialsSculpture and 3D ArtTopicPlay School: Art TimeSeries |
| Content point | Echo rhythm patterns using body percussion or movementSoundTopic | Explore voice, body percussion, environmental sounds, instruments or digital sounds to identify how sounds are producedSoundTopic | Explore painting and printmaking materials and techniques, experimenting with tools to create effectsColourTopic | Explore ways to use materials and tools, developing fine motor skills [repeated]Sculpture and 3D ArtTopic |
| Content point | Play and organise sounds with non-melodic and melodic sound sources [repeated] | Perform music by singing, moving and playing instruments while interacting with others [repeated]InstrumentsTopic | Explore ways to use materials and tools, developing fine motor skills [repeated]Sculpture and 3D ArtTopic | Present artworks or samples of own work to share ideas with an audience |
| Content point | Use louder and softer sounds to explore dynamics with sound sourcesInstrumentsTopic | Use informal symbols or graphic notation to represent soundsMusic Notation and CompositionTopic | Demonstrate an awareness of safe artmaking practicesClassroom CommonsVideo | |
| Content point | Perform music by singing, moving and playing instruments while interacting with others [repeated]InstrumentsTopic | Identify contexts where artworks are displayed, exhibited or experiencedArt with Mati and DadaSeries | ||
| Content point | Demonstrate an awareness of safe music practices | |||
| Content group | Listening: Music can be listened to, experienced and described | Listening: Music can be listened to, experienced and described | Appreciating: Artists make artworks that can be experienced and described by audiences | Appreciating: Artists make artworks that can be experienced and described by audiences |
| Content point | Identify contexts where music can be listened to or experiencedDisney SongsTopicWorld Music DayTopic | Use listening skills to identify ways that beat, rhythm, pitch, performing media, timbre and dynamics are used in music, using Tier 2 and Tier 3 vocabulary [repeated]InstrumentsTopicDisney SongsTopic | Express ideas or feelings about own and others' artworksElements of ArtTopic | Identify subject matter, materials, techniques, lines, shapes, colours and patterns in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of ArtTopic |
| Content point | Use listening skills to identify ways that beat, rhythm, pitch, performing media, timbre and dynamics are used in music, using Tier 2 and Tier 3 vocabulary [repeated]InstrumentsTopicElements of MusicTopic | Recognise ways Aboriginal Dreaming Stories or Torres Strait Islander Legends are represented through musicYarrabil: First Nations SongsSeries | Identify subject matter, materials, techniques, lines, shapes, colours and patterns in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of ArtTopic | Observe artworks from cultures around the world to explore ways artists represent ideas about their worldWorld ArtTopic |
| Content point | Experience music from cultures around the world, using listening skills to develop aural awareness and recognise ways sounds are organisedCulture and Genres of MusicTopic | Recognise informal symbols or graphic notation that are used to represent soundsMusic Notation and CompositionTopic | Recognise ways Aboriginal Dreaming Stories or Torres Strait Islander Legends are represented in artworksFirst Nations ArtTopic | Explore how artists represent subject matter and ideas in artworksWorld ArtTopic |
| Content point | Use listening skills and express ideas or feelings in response to musicDisney SongsTopic | |||
Term 1
DanceCAE-DAN-01
Composing and performing: Dance is made and performed using shapes and movements
- Explore ways to move the body to make shapes and movementsThe Kiboomer's Movement SongsSeries
- Make shapes and movements in response to stimuliThe Kiboomer's Movement SongsSeries
- Demonstrate an awareness of personal space and movement within a spaceYogaTopic
- Perform dance shapes and movements while interacting with others [repeated]The Kiboomer's Movement SongsSeries
- Use warm-up and cool-down exercises and demonstrate an awareness of safe dance practicesPhysical ActivityTopicDanceTopic
Appreciating: Dance can be experienced and described
- Identify contexts where dance is experiencedDanceTopic
- Identify shapes and movements used in dance, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic
- Observe dance from cultures around the world to explore how people engage in danceDanceTopic
MusicCAE-MUS-01
Performing and composing: Music is performed and made by organising sound through singing, moving and playing
- Demonstrate a steady beat using movement, body percussion, environmental sounds or by playing instrumentsInstrumentsTopic
- Use singing, chanting or body percussion and listening skills to engage with rhymes or songs [repeated]World Nursery Rhyme WeekTopicPlay School Song TimeSeriesThe Kiboomer's Circle Songs and Nursery RhymesSeries
- Demonstrate an awareness of pitch, using higher, lower and repeated pitches
- Echo rhythm patterns using body percussion or movementSoundTopic
- Play and organise sounds with non-melodic and melodic sound sources [repeated]
- Use louder and softer sounds to explore dynamics with sound sourcesInstrumentsTopic
- Perform music by singing, moving and playing instruments while interacting with others [repeated]InstrumentsTopic
- Demonstrate an awareness of safe music practices
Listening: Music can be listened to, experienced and described
- Identify contexts where music can be listened to or experiencedDisney SongsTopicWorld Music DayTopic
- Use listening skills to identify ways that beat, rhythm, pitch, performing media, timbre and dynamics are used in music, using Tier 2 and Tier 3 vocabulary [repeated]InstrumentsTopicElements of MusicTopic
- Experience music from cultures around the world, using listening skills to develop aural awareness and recognise ways sounds are organisedCulture and Genres of MusicTopic
Term 2
DanceCAE-DAN-01
Composing and performing: Dance is made and performed using shapes and movements
- Explore ways to change the level or direction of movements with controlThe Kiboomer's Movement SongsSeries
- Experiment with linking body shapes or movements in a sequenceThe Kiboomer's Movement SongsSeries
- Perform dance shapes and movements while interacting with others [repeated]
Appreciating: Dance can be experienced and described
- Express ideas or feelings in response to dance experiencesDanceTopic
- Identify shapes and movements used in dance, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic
- Recognise ways Aboriginal Dreaming Stories or Torres Strait Islander Legends are represented in danceDance with TomSeries
MusicCAE-MUS-01
Performing and composing: Music is performed and made by organising sound through singing, moving and playing
- Use singing, chanting or body percussion and listening skills to engage with rhymes or songs [repeated]Play School Song TimeSeriesThe Kiboomer's Circle Songs and Nursery RhymesSeriesWorld Nursery Rhyme WeekTopic
- Play and organise sounds with non-melodic and melodic sound sources [repeated]SoundTopic
- Use listening skills and memory to perform musical patterns by singing, using body percussion or playing instrumentsSoundTopic
- Explore voice, body percussion, environmental sounds, instruments or digital sounds to identify how sounds are producedSoundTopic
- Perform music by singing, moving and playing instruments while interacting with others [repeated]InstrumentsTopic
- Use informal symbols or graphic notation to represent soundsMusic Notation and CompositionTopic
Listening: Music can be listened to, experienced and described
- Use listening skills to identify ways that beat, rhythm, pitch, performing media, timbre and dynamics are used in music, using Tier 2 and Tier 3 vocabulary [repeated]InstrumentsTopicDisney SongsTopic
- Recognise ways Aboriginal Dreaming Stories or Torres Strait Islander Legends are represented through musicYarrabil: First Nations SongsSeries
- Recognise informal symbols or graphic notation that are used to represent soundsMusic Notation and CompositionTopic
- Use listening skills and express ideas or feelings in response to musicDisney SongsTopic
Term 3
DanceCAE-DAN-01
Making and performing: Drama is made and performed by embodying and enacting feelings, ideas, roles and situations
- Use imagination to explore ideas and situations through dramatic play, still image, puppetry and object play [repeated]Drama PerformanceTopicPlay School, Lights, Camera, Action!Series
- Engage in dramatic play using costumes, props and objects to explore feelings, roles and characters [repeated]
- Enact a real or imagined situation or story using puppets, toys, objects or other stimuliTheatreVideo
- Demonstrate an awareness of self and relationship with others within a performance space
- Embody feelings, roles and characters while interacting with others [repeated]
- Demonstrate an awareness of safe drama practices
Appreciating: Drama can be experienced and described
- Identify contexts where drama is performedDramaTopic
- Identify roles, situations or stories in a performance, using Tier 2 and Tier 3 vocabulary [repeated]The Justine Clarke Show!Series
- Recognise ways Aboriginal Dreaming Stories or Torres Strait Islander Legends are enacted in performances
MusicCAE-MUS-01
Making and exhibiting: Artists make artworks using materials and techniques to represent subject matter and ideas
- Make artworks inspired by personal experiences or imagination to represent subject matter and ideas [repeated]Artistic TechniquesTopic
- Experiment with ways to make marks, types of lines and shapes, using drawing materials and techniquesElements of ArtTopic
- Experiment with primary colours and ways to make secondary coloursElements of ArtTopicColourTopic
- Explore painting and printmaking materials and techniques, experimenting with tools to create effectsColourTopic
- Explore ways to use materials and tools, developing fine motor skills [repeated]Sculpture and 3D ArtTopic
- Demonstrate an awareness of safe artmaking practicesClassroom CommonsVideo
- Identify contexts where artworks are displayed, exhibited or experiencedArt with Mati and DadaSeries
Appreciating: Artists make artworks that can be experienced and described by audiences
- Express ideas or feelings about own and others' artworksElements of ArtTopic
- Identify subject matter, materials, techniques, lines, shapes, colours and patterns in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of ArtTopic
- Recognise ways Aboriginal Dreaming Stories or Torres Strait Islander Legends are represented in artworksFirst Nations ArtTopic
Term 4
DanceCAE-DAN-01
Making and performing: Drama is made and performed by embodying and enacting feelings, ideas, roles and situations
- Use imagination to explore ideas and situations through dramatic play, still image, puppetry and object play [repeated]
- Engage in dramatic play using costumes, props and objects to explore feelings, roles and characters [repeated]Play School Move Your Body: Episode 2Video
- Use voice, language, mime or movement to express feelings and embody roles or charactersDramaTopic
- Embody feelings, roles and characters while interacting with others [repeated]
- Perform drama scenarios with awareness of an audience
Appreciating: Drama can be experienced and described
- Express ideas or feelings in response to drama experiences
- Identify roles, situations or stories in a performance, using Tier 2 and Tier 3 vocabulary [repeated]The Justine Clarke Show!Series
- Observe drama from cultures around the world and discuss how stories and ideas are enactedDramaTopic
MusicCAE-MUS-01
Making and exhibiting: Artists make artworks using materials and techniques to represent subject matter and ideas
- Make artworks inspired by personal experiences or imagination to represent subject matter and ideas [repeated]Artistic TechniquesTopic
- Manipulate malleable materials to explore sculptural techniques and mould 3D formsSculpture and 3D ArtTopicPlay School: Art TimeSeries
- Explore construction techniques to make a collage, relief or 3D sculptural form using mixed media materialsSculpture and 3D ArtTopicPlay School: Art TimeSeries
- Explore ways to use materials and tools, developing fine motor skills [repeated]Sculpture and 3D ArtTopic
- Present artworks or samples of own work to share ideas with an audience
Appreciating: Artists make artworks that can be experienced and described by audiences
- Identify subject matter, materials, techniques, lines, shapes, colours and patterns in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of ArtTopic
- Observe artworks from cultures around the world to explore ways artists represent ideas about their worldWorld ArtTopic
- Explore how artists represent subject matter and ideas in artworksWorld ArtTopic
| Term | Term 1 | Term 2 | Term 3 | Term 4 |
|---|---|---|---|---|
| Focus area | DanceCA1-DAN-01 | |||
| Content group | Composing: Dance is composed to communicate ideas through shapes and movements | Composing: Dance is composed to communicate ideas through shapes and movements | Making: Characters, ideas and stories are embodied and enacted through drama | Making: Characters, ideas and stories are embodied and enacted through drama |
| Content point | Improvise simple body shapes and movements using locomotor and non-locomotor movements, in response to a stimulus [repeated] | Improvise simple body shapes and movements using locomotor and non-locomotor movements, in response to a stimulus [repeated] | Use imagination in response to a stimulus to generate ideas for a role, character, situation or story [repeated]Read Alouds (stimulus materials)Topic | Use imagination in response to a stimulus to generate ideas for a role, character, situation or story [repeated]Read Alouds (stimulus materials)Topic |
| Content point | Experiment with level, direction or pathway of movement with awareness of space [repeated] | Experiment with level, direction or pathway of movement with awareness of space [repeated] | Engage in dramatic play with costumes, puppets, props and objects to explore roles and characters [repeated] | Improvise while in a role, using dialogue and responding to offers or actions of others [repeated] |
| Content point | Respond to tempo and rhythm changes in music [repeated]DanceTopic | Explore ways to express dynamics through movement [repeated]DanceTopic | Embody a role or character using language, facial expressions and movement [repeated] | Sequence and enact the events of a narrative through drama [repeated]Read Alouds (stimulus materials)Topic |
| Content point | Compose simple dance sequences by linking body shapes and movements [repeated] | Explore the movements used by Aboriginal and/or Torres Strait Islander Peoples in dance [repeated]Bangarra Dance TheatreSeries | Explore ways to interact with other characters while in a role [repeated] | Explore ways to use a performance space to represent a place [repeated] |
| Content point | Demonstrate safe dance practices with awareness of physical and social safety | Connect shapes and movements into a sequence in cooperation with others [repeated] | Sequence and enact the events of a narrative through drama [repeated]Read Alouds (stimulus materials)Topic | Communicate real or imagined experiences through improvisation, still image, mime, puppetry and storytelling [repeated] |
| Content point | Communicate real or imagined experiences through improvisation, still image, mime, puppetry and storytelling [repeated]Let's Build StoriesVideoThe Quiet GameVideo | Explore Cultural narratives in Aboriginal and/or Torres Strait Islander performance [repeated] | ||
| Content point | Demonstrate safe drama practices with awareness of physical and social safetyThe ABCs of ConsentVideo | Devise and enact dramatic ideas and stories in cooperation with others [repeated]Read Alouds (stimulus materials)Topic | ||
| Content group | Performing: Dance is performed to communicate ideas through shapes and movements | Performing: Dance is performed to communicate ideas through shapes and movements | Performing: Drama is performed to enact characters, ideas and stories | Performing: Drama is performed to enact characters, ideas and stories |
| Content point | Explore ways to maintain balance and manipulate posture through body control [repeated] | Perform simple dance sequences to communicate ideas [repeated]DanceTopic | Improvise, rehearse and perform drama in small groups or with the whole class [repeated] | Improvise, rehearse and perform drama in small groups or with the whole class [repeated] |
| Content point | Perform simple dance sequences to communicate ideas [repeated]DanceTopic | Perform drama to communicate ideas and stories to an audience [repeated] | Perform drama to communicate ideas and stories to an audience [repeated] | |
| Content group | Appreciating: Ideas are conveyed in various ways in dance | Appreciating: Ideas are conveyed in various ways in dance | Appreciating: Stories and ideas are communicated in drama in various ways | Appreciating: Stories and ideas are communicated in drama in various ways |
| Content point | Describe how space, time and dynamics are used in dance, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic | Discuss ideas, feelings and opinions in response to dance experiencesDanceTopic | Describe how role, character, situation, language, space and time are used in drama, using Tier 2 and Tier 3 vocabulary [repeated]DramaTopic | Discuss ideas, feelings and opinions in response to drama experiences [repeated]DramaTopic |
| Content point | Explore dance from cultural contexts around the world to recognise ways shapes, movements and ideas are communicated through dance [repeated]DanceTopic | Describe how space, time and dynamics are used in dance, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic | Explore drama from cultural contexts around the world to recognise ways stories and ideas are enacted [repeated]DramaTopic | Describe how role, character, situation, language, space and time are used in drama, using Tier 2 and Tier 3 vocabulary [repeated]DramaTopic |
| Content point | Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place through dance [repeated]DanceTopic | Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place through performances [repeated] | ||
| Focus area | MusicCA1-MUS-01 | |||
| Content group | Performing: Music is performed to communicate musical ideas through sound | Performing: Music is performed to communicate musical ideas through sound | Making: Artists use materials and techniques to represent subject matter and ideas in artworks | Making: Artists use materials and techniques to represent subject matter and ideas in artworks |
| Content point | Engage in musical games and warm-up exercises for singing and playing instruments [repeated]VoiceTopicHouse of SoundSeriesGreen Bean's MusicSeries | Engage in musical games and warm-up exercises for singing and playing instruments [repeated]VoiceTopicInstrumentsTopicGreen Bean's MusicSeries | Make artworks to represent subject matter and ideas about their world in realistic, imaginative or expressive ways [repeated]Artistic TechniquesTopic | Make artworks to represent subject matter and ideas about their world in realistic, imaginative or expressive ways [repeated]Artistic TechniquesTopic |
| Content point | Maintain a steady beat or change the speed of the beat through movement, body percussion, environmental sounds or by playing instruments [repeated]PercussionTopicHouse of SoundSeries | Develop playing skills using environmental sounds, instruments or technologies [repeated]InstrumentsTopicHouse of SoundSeries | Use drawing materials and techniques to explore how types of lines, shapes and patterns can represent subject matter or ideas [repeated]Elements of ArtTopicIllustrationTopic | Mould clay or modelling materials to create 3D sculptural forms, such as pots or standing forms [repeated]Sculpture and 3D ArtTopic |
| Content point | Sing, chant or engage with vocal repertoire, developing an aural awareness of pitch [repeated]VoiceTopic | Use sound sources to experiment with dynamic effects, including gradual or sudden changes in volume [repeated]InstrumentsTopic | Explore ways to develop ideas and effects with colour, including natural pigments, ochre, primary and secondary colours, tints and shades [repeated]Elements of ArtTopicColourTopic | Create 3D sculptural forms using natural, sustainable or manufactured materials, exploring construction techniques [repeated]Sculpture and 3D ArtTopic |
| Content point | Explore changes in pitch and pitch patterns, indicating changes with gestures [repeated]VoiceTopic | Rehearse music and use listening skills to refine singing, moving or playing [repeated]VoiceTopicInstrumentsTopic | Experiment with painting and printmaking materials and techniques, including ways to layer colours and create textural effects [repeated]ColourTopic | Explore ways digital tools can be used to make still or moving images [repeated]Media ArtsTopic |
| Content point | Perform rhythmic and melodic patterns by singing, using body percussion or playing instruments [repeated]VoiceTopicInstrumentsTopic | Perform music repertoire through singing, moving, using body percussion and playing instruments to communicate musical ideas [repeated]VoiceTopicInstrumentsTopic | Explore the spatial arrangement of shapes or objects in compositions to represent subject matter and ideas [repeated]IllustrationTopic | Explore meanings of signs and symbols used in Aboriginal and/or Torres Strait Islander artworks [repeated]First Nations ArtTopic |
| Content point | Produce sounds using voice, body percussion, environmental sounds, instruments or digital technologies to develop an awareness of timbre [repeated]VoiceTopicInstrumentsTopic | Perform music in small groups by layering sounds in cooperation with others [repeated]VoiceTopicInstrumentsTopic | Identify ways other artists and artworks influence own artmaking practice [repeated]Artists and DesignersTopic | Identify ways other artists and artworks influence own artmaking practice [repeated]Artists and DesignersTopic |
| Content point | Rehearse music and use listening skills to refine singing, moving or playing [repeated]VoiceTopicInstrumentsTopic | Demonstrate safe artmaking practices with awareness of physical and social safetyClassroom CommonsVideo | ||
| Content point | Demonstrate safe music practices with awareness of physical and social safety | |||
| Content group | Listening: Musical ideas are conveyed through sound | Listening: Musical ideas are conveyed through sound | Appreciating: Artists represent subject matter and ideas in artworks which can be experienced and described by audiences | Appreciating: Artists represent subject matter and ideas in artworks which can be experienced and described by audiences |
| Content point | Use listening skills and describe duration, pitch, performing media, timbre, dynamics, expression and structure in music, using Tier 2 and Tier 3 vocabulary [repeated]Elements of MusicTopic | Use listening skills and describe duration, pitch, performing media, timbre, dynamics, expression and structure in music, using Tier 2 and Tier 3 vocabulary [repeated]Elements of MusicTopic | Describe how artists use materials, techniques, lines, shapes, colours, tones, textures and patterns to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of ArtTopicColourTopic | Discuss ideas, feelings or opinions about own and others' artworks [repeated]Artists and DesignersTopic |
| Content point | Develop listening skills and aural awareness by experiencing music from cultural contexts around the world, and identify ways musical ideas are communicated [repeated]Culture and Genres of MusicTopic | Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place through music [repeated]Yarrabil: First Nations SongsSeriesGaral JagunSeries | Observe artworks from cultural contexts around the world to explore how artmaking connects to place [repeated]First Nations ArtTopicWorld ArtTopic | Describe ways artists represent subject matter and ideas in realistic, imaginative or expressive ways [repeated]Artists and DesignersTopic |
| Content point | Explore ways to use symbols or graphic notation to represent sounds and musical ideas in repertoire [repeated]Music Notation and CompositionTopic | Explore ancient and historical artworks to understand how artmaking practices are influenced by time and place [repeated]World ArtTopicArtists and DesignersTopic | Describe how artists use materials, techniques, lines, shapes, colours, tones, textures and patterns to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of ArtTopicColourTopic | |
| Content point | Explore music from historical contexts, including ancient music practices, to recognise how music is influenced by time and place [repeated]Culture and Genres of MusicTopic | Identify how signs and symbols are used to represent ideas in artworks [repeated]Elements of ArtTopicColourTopic | ||
| Content point | Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place in artworks [repeated]First Nations ArtTopic | |||
| Content group | Composing: Music is composed to communicate musical ideas through sound | Composing: Music is composed to communicate musical ideas through sound | Exhibiting: Artworks can be displayed and exhibited for audiences to experience | Exhibiting: Artworks can be displayed and exhibited for audiences to experience |
| Content point | Imitate and vary rhythm patterns and tempo using body percussion, movement or instruments [repeated]PercussionTopic | Select and organise sounds into simple structures, using melodic or non-melodic sound sources [repeated]Elements of MusicTopic | Select, organise and display samples of own work or artworks to communicate ideas to an audience [repeated] | Select, organise and display samples of own work or artworks to communicate ideas to an audience [repeated] |
| Content point | Experiment with ways to change rhymes or songs using body percussion or instruments [repeated]PercussionTopic | Explore sound sources used in Aboriginal and/or Torres Strait Islander music [repeated]Yarrabil: First Nations SongsSeriesGaral JagunSeries | ||
| Content point | Select and organise sounds into simple structures, using melodic or non-melodic sound sources [repeated]Elements of MusicTopic | Use symbols or graphic notation to represent duration, pitch, dynamics and other musical ideas [repeated]Music Notation and CompositionTopic | ||
| Term | Term 5 | Term 6 | Term 7 | Term 8 |
|---|---|---|---|---|
| Focus area | DanceCA1-DAN-01 | |||
| Content group | Composing: Dance is composed to communicate ideas through shapes and movements | Composing: Dance is composed to communicate ideas through shapes and movements | Making: Characters, ideas and stories are embodied and enacted through drama | Making: Characters, ideas and stories are embodied and enacted through drama |
| Content point | Improvise simple body shapes and movements using locomotor and non-locomotor movements, in response to a stimulus [repeated] | Improvise simple body shapes and movements using locomotor and non-locomotor movements, in response to a stimulus [repeated] | Use imagination in response to a stimulus to generate ideas for a role, character, situation or story [repeated]Read Alouds (stimulus materials)Topic | Use imagination in response to a stimulus to generate ideas for a role, character, situation or story [repeated]Read Alouds (stimulus materials)Topic |
| Content point | Experiment with level, direction or pathway of movement with awareness of space [repeated] | Experiment with level, direction or pathway of movement with awareness of space [repeated] | Engage in dramatic play with costumes, puppets, props and objects to explore roles and characters [repeated] | Improvise while in a role, using dialogue and responding to offers or actions of others [repeated] |
| Content point | Respond to tempo and rhythm changes in musicDanceTopic | Explore ways to express dynamics through movement [repeated] | Embody a role or character using language, facial expressions and movement [repeated] | Sequence and enact the events of a narrative through drama [repeated] |
| Content point | Compose simple dance sequences by linking body shapes and movements [repeated]DanceTopic | Explore the movements used by Aboriginal and/or Torres Strait Islander Peoples in dance [repeated]Bangarra Dance TheatreSeries | Explore ways to interact with other characters while in a role [repeated] | Explore ways to use a performance space to represent a place [repeated] |
| Content point | Connect shapes and movements into a sequence in cooperation with others [repeated] | Sequence and enact the events of a narrative through drama [repeated] | Communicate real or imagined experiences through improvisation, still image, mime, puppetry and storytelling [repeated] | |
| Content point | Communicate real or imagined experiences through improvisation, still image, mime, puppetry and storytelling [repeated]Let's Build StoriesVideoThe Quiet GameVideo | Explore Cultural narratives in Aboriginal and/or Torres Strait Islander performance [repeated] | ||
| Content point | Devise and enact dramatic ideas and stories in cooperation with others [repeated]Read Alouds (stimulus materials)Topic | |||
| Content group | Performing: Dance is performed to communicate ideas through shapes and movements | Performing: Dance is performed to communicate ideas through shapes and movements | Performing: Drama is performed to enact characters, ideas and stories | Performing: Drama is performed to enact characters, ideas and stories |
| Content point | Explore ways to maintain balance and manipulate posture through body control [repeated] | Perform simple dance sequences to communicate ideas [repeated]DanceTopic | Improvise, rehearse and perform drama in small groups or with the whole class [repeated] | Improvise, rehearse and perform drama in small groups or with the whole class [repeated] |
| Content point | Perform simple dance sequences to communicate ideas [repeated]DanceTopic | Reflect on personal experiences of composing and performing dance | Perform drama to communicate ideas and stories to an audience [repeated] | Perform drama to communicate ideas and stories to an audience [repeated] |
| Content point | Reflect on personal experiences of making and performing drama | |||
| Content group | Appreciating: Ideas are conveyed in various ways in dance | Appreciating: Ideas are conveyed in various ways in dance | Appreciating: Stories and ideas are communicated in drama in various ways | Appreciating: Stories and ideas are communicated in drama in various ways |
| Content point | Describe how space, time and dynamics are used in dance, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic | Discuss ideas, feelings and opinions in response to dance experiencesDanceTopic | Describe how role, character, situation, language, space and time are used in drama, using Tier 2 and Tier 3 vocabulary [repeated]DramaTopic | Discuss ideas, feelings and opinions in response to drama experiences [repeated]DramaTopic |
| Content point | Explore dance from cultural contexts around the world to recognise ways shapes, movements and ideas are communicated through dance [repeated]DanceTopic | Describe how space, time and dynamics are used in dance, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic | Explore drama from cultural contexts around the world to recognise ways stories and ideas are enacted [repeated] | Describe how role, character, situation, language, space and time are used in drama, using Tier 2 and Tier 3 vocabulary [repeated]DramaTopic |
| Content point | Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place through dance [repeated]DanceTopicBangarra Dance TheatreSeries | Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place through performances [repeated] | ||
| Focus area | MusicCA1-MUS-01 | |||
| Content group | Performing: Music is performed to communicate musical ideas through sound | Performing: Music is performed to communicate musical ideas through sound | Making: Artists use materials and techniques to represent subject matter and ideas in artworks | Making: Artists use materials and techniques to represent subject matter and ideas in artworks |
| Content point | Engage in musical games and warm-up exercises for singing and playing instruments [repeated]House of SoundSeriesGreen Bean's MusicSeries | Engage in musical games and warm-up exercises for singing and playing instruments [repeated]House of SoundSeriesGreen Bean's MusicSeries | Make artworks to represent subject matter and ideas about their world in realistic, imaginative or expressive ways [repeated]CraftsTopic | Make artworks to represent subject matter and ideas about their world in realistic, imaginative or expressive ways [repeated]IllustrationTopicCraftsTopic |
| Content point | Maintain a steady beat or change the speed of the beat through movement, body percussion, environmental sounds or by playing instruments [repeated]PercussionTopic | Develop playing skills using environmental sounds, instruments or technologies [repeated]PercussionTopic | Use drawing materials and techniques to explore how types of lines, shapes and patterns can represent subject matter or ideas [repeated]IllustrationTopic | Explore meanings of signs and symbols used in Aboriginal and/or Torres Strait Islander artworks [repeated]First Nations ArtTopic |
| Content point | Sing, chant or engage with vocal repertoire, developing an aural awareness of pitch [repeated]Hopscotch SongsSeriesGreen Bean's MusicSeries | Use sound sources to experiment with dynamic effects, including gradual or sudden changes in volume [repeated]SoundTopicPercussionTopic | Explore ways to develop ideas and effects with colour, including natural pigments, ochre, primary and secondary colours, tints and shades [repeated]Elements of ArtTopicColourTopic | Mould clay or modelling materials to create 3D sculptural forms, such as pots or standing forms [repeated]Sculpture and 3D ArtTopicCraftsTopic |
| Content point | Explore changes in pitch and pitch patterns, indicating changes with gestures [repeated]Elements of MusicTopicPercussionTopic | Rehearse music and use listening skills to refine singing, moving or playing [repeated]PercussionTopicVoiceTopic | Experiment with painting and printmaking materials and techniques, including ways to layer colours and create textural effects [repeated]ColourTopic | Create 3D sculptural forms using natural, sustainable or manufactured materials, exploring construction techniques [repeated]Sculpture and 3D ArtTopicCraftsTopic |
| Content point | Perform rhythmic and melodic patterns by singing, using body percussion or playing instruments [repeated]PercussionTopicVoiceTopic | Perform music repertoire through singing, moving, using body percussion and playing instruments to communicate musical ideas [repeated]PercussionTopicVoiceTopic | Explore the spatial arrangement of shapes or objects in compositions to represent subject matter and ideas [repeated]Elements of ArtTopicCraftsTopic | Explore ways digital tools can be used to make still or moving images [repeated]Media ArtsTopic |
| Content point | Produce sounds using voice, body percussion, environmental sounds, instruments or digital technologies to develop an awareness of timbre [repeated]SoundTopicPercussionTopicVoiceTopic | Perform music in small groups by layering sounds in cooperation with others [repeated]Green Bean's MusicSeriesPercussionTopic | Identify ways other artists and artworks influence own artmaking practice [repeated]Artists and DesignersTopic | Identify ways other artists and artworks influence own artmaking practice [repeated]Artists and DesignersTopic |
| Content point | Rehearse music and use listening skills to refine singing, moving or playing [repeated]Elements of MusicTopicPercussionTopicVoiceTopic | |||
| Content group | Listening: Musical ideas are conveyed through sound | Listening: Musical ideas are conveyed through sound | Appreciating: Artists represent subject matter and ideas in artworks which can be experienced and described by audiences | Appreciating: Artists represent subject matter and ideas in artworks which can be experienced and described by audiences |
| Content point | Use listening skills and describe duration, pitch, performing media, timbre, dynamics, expression and structure in music, using Tier 2 and Tier 3 vocabulary [repeated]Elements of MusicTopic | Use listening skills and describe duration, pitch, performing media, timbre, dynamics, expression and structure in music, using Tier 2 and Tier 3 vocabulary [repeated]Elements of MusicTopic | Describe how artists use materials, techniques, lines, shapes, colours, tones, textures and patterns to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of ArtTopicColourTopic | Discuss ideas, feelings or opinions about own and others' artworksArtists and DesignersTopicArt with Mati and DadaSeries |
| Content point | Develop listening skills and aural awareness by experiencing music from cultural contexts around the world, and identify ways musical ideas are communicated [repeated]Culture and Genres of MusicTopic | Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place through music [repeated]Yarrabil: First Nations SongsSeriesGaral JagunSeries | Observe artworks from cultural contexts around the world to explore how artmaking connects to place [repeated]Artists and DesignersTopic | Describe ways artists represent subject matter and ideas in realistic, imaginative or expressive waysArtists and DesignersTopicCraftsTopic |
| Content point | Explore ways to use symbols or graphic notation to represent sounds and musical ideas in repertoire [repeated]Music Notation and CompositionTopic | Explore ancient and historical artworks to understand how artmaking practices are influenced by time and place [repeated]Artists and DesignersTopic | Describe how artists use materials, techniques, lines, shapes, colours, tones, textures and patterns to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of ArtTopicColourTopic | |
| Content point | Explore music from historical contexts, including ancient music practices, to recognise how music is influenced by time and place [repeated]Culture and Genres of MusicTopic | Identify how signs and symbols are used to represent ideas in artworks [repeated]Artists and DesignersTopic | ||
| Content point | Use listening skills and reflect on personal experiences, discussing ideas, feelings or opinions in response to musicElements of MusicTopic | Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place in artworks [repeated]First Nations ArtTopic | ||
| Content group | Composing: Music is composed to communicate musical ideas through sound | Composing: Music is composed to communicate musical ideas through sound | Exhibiting: Artworks can be displayed and exhibited for audiences to experience | Exhibiting: Artworks can be displayed and exhibited for audiences to experience |
| Content point | Imitate and vary rhythm patterns and tempo using body percussion, movement or instruments [repeated]PercussionTopic | Select and organise sounds into simple structures, using melodic or non-melodic sound sources [repeated]SoundTopicPercussionTopic | Select, organise and display samples of own work or artworks to communicate ideas to an audience [repeated] | Select, organise and display samples of own work or artworks to communicate ideas to an audience [repeated] |
| Content point | Experiment with ways to change rhymes or songs using body percussion or instruments [repeated]PercussionTopic | Explore sound sources used in Aboriginal and/or Torres Strait Islander music [repeated]Yarrabil: First Nations SongsSeriesGaral JagunSeries | Reflect on own artworks and personal experiences of making artworks | |
| Content point | Select and organise sounds into simple structures, using melodic or non-melodic sound sources [repeated]SoundTopicPercussionTopic | Use symbols or graphic notation to represent duration, pitch, dynamics and other musical ideas [repeated]Music Notation and CompositionTopic | ||
Term 1
DanceCA1-DAN-01
Composing: Dance is composed to communicate ideas through shapes and movements
- Improvise simple body shapes and movements using locomotor and non-locomotor movements, in response to a stimulus [repeated]
- Experiment with level, direction or pathway of movement with awareness of space [repeated]
- Respond to tempo and rhythm changes in music [repeated]DanceTopic
- Compose simple dance sequences by linking body shapes and movements [repeated]
- Demonstrate safe dance practices with awareness of physical and social safety
Performing: Dance is performed to communicate ideas through shapes and movements
- Explore ways to maintain balance and manipulate posture through body control [repeated]
- Perform simple dance sequences to communicate ideas [repeated]DanceTopic
Appreciating: Ideas are conveyed in various ways in dance
- Describe how space, time and dynamics are used in dance, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic
- Explore dance from cultural contexts around the world to recognise ways shapes, movements and ideas are communicated through dance [repeated]DanceTopic
MusicCA1-MUS-01
Performing: Music is performed to communicate musical ideas through sound
- Engage in musical games and warm-up exercises for singing and playing instruments [repeated]VoiceTopicHouse of SoundSeriesGreen Bean's MusicSeries
- Maintain a steady beat or change the speed of the beat through movement, body percussion, environmental sounds or by playing instruments [repeated]PercussionTopicHouse of SoundSeries
- Sing, chant or engage with vocal repertoire, developing an aural awareness of pitch [repeated]VoiceTopic
- Explore changes in pitch and pitch patterns, indicating changes with gestures [repeated]VoiceTopic
- Perform rhythmic and melodic patterns by singing, using body percussion or playing instruments [repeated]VoiceTopicInstrumentsTopic
- Produce sounds using voice, body percussion, environmental sounds, instruments or digital technologies to develop an awareness of timbre [repeated]VoiceTopicInstrumentsTopic
- Rehearse music and use listening skills to refine singing, moving or playing [repeated]VoiceTopicInstrumentsTopic
- Demonstrate safe music practices with awareness of physical and social safety
Listening: Musical ideas are conveyed through sound
- Use listening skills and describe duration, pitch, performing media, timbre, dynamics, expression and structure in music, using Tier 2 and Tier 3 vocabulary [repeated]Elements of MusicTopic
- Develop listening skills and aural awareness by experiencing music from cultural contexts around the world, and identify ways musical ideas are communicated [repeated]Culture and Genres of MusicTopic
Composing: Music is composed to communicate musical ideas through sound
- Imitate and vary rhythm patterns and tempo using body percussion, movement or instruments [repeated]PercussionTopic
- Experiment with ways to change rhymes or songs using body percussion or instruments [repeated]PercussionTopic
- Select and organise sounds into simple structures, using melodic or non-melodic sound sources [repeated]Elements of MusicTopic
Term 2
DanceCA1-DAN-01
Composing: Dance is composed to communicate ideas through shapes and movements
- Improvise simple body shapes and movements using locomotor and non-locomotor movements, in response to a stimulus [repeated]
- Experiment with level, direction or pathway of movement with awareness of space [repeated]
- Explore ways to express dynamics through movement [repeated]DanceTopic
- Explore the movements used by Aboriginal and/or Torres Strait Islander Peoples in dance [repeated]Bangarra Dance TheatreSeries
- Connect shapes and movements into a sequence in cooperation with others [repeated]
Performing: Dance is performed to communicate ideas through shapes and movements
- Perform simple dance sequences to communicate ideas [repeated]DanceTopic
Appreciating: Ideas are conveyed in various ways in dance
- Discuss ideas, feelings and opinions in response to dance experiencesDanceTopic
- Describe how space, time and dynamics are used in dance, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic
- Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place through dance [repeated]DanceTopic
MusicCA1-MUS-01
Performing: Music is performed to communicate musical ideas through sound
- Engage in musical games and warm-up exercises for singing and playing instruments [repeated]VoiceTopicInstrumentsTopicGreen Bean's MusicSeries
- Develop playing skills using environmental sounds, instruments or technologies [repeated]InstrumentsTopicHouse of SoundSeries
- Use sound sources to experiment with dynamic effects, including gradual or sudden changes in volume [repeated]InstrumentsTopic
- Rehearse music and use listening skills to refine singing, moving or playing [repeated]VoiceTopicInstrumentsTopic
- Perform music repertoire through singing, moving, using body percussion and playing instruments to communicate musical ideas [repeated]VoiceTopicInstrumentsTopic
- Perform music in small groups by layering sounds in cooperation with others [repeated]VoiceTopicInstrumentsTopic
Listening: Musical ideas are conveyed through sound
- Use listening skills and describe duration, pitch, performing media, timbre, dynamics, expression and structure in music, using Tier 2 and Tier 3 vocabulary [repeated]Elements of MusicTopic
- Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place through music [repeated]Yarrabil: First Nations SongsSeriesGaral JagunSeries
- Explore ways to use symbols or graphic notation to represent sounds and musical ideas in repertoire [repeated]Music Notation and CompositionTopic
- Explore music from historical contexts, including ancient music practices, to recognise how music is influenced by time and place [repeated]Culture and Genres of MusicTopic
Composing: Music is composed to communicate musical ideas through sound
- Select and organise sounds into simple structures, using melodic or non-melodic sound sources [repeated]Elements of MusicTopic
- Explore sound sources used in Aboriginal and/or Torres Strait Islander music [repeated]Yarrabil: First Nations SongsSeriesGaral JagunSeries
- Use symbols or graphic notation to represent duration, pitch, dynamics and other musical ideas [repeated]Music Notation and CompositionTopic
Term 3
DanceCA1-DAN-01
Making: Characters, ideas and stories are embodied and enacted through drama
- Use imagination in response to a stimulus to generate ideas for a role, character, situation or story [repeated]Read Alouds (stimulus materials)Topic
- Engage in dramatic play with costumes, puppets, props and objects to explore roles and characters [repeated]
- Embody a role or character using language, facial expressions and movement [repeated]
- Explore ways to interact with other characters while in a role [repeated]
- Sequence and enact the events of a narrative through drama [repeated]Read Alouds (stimulus materials)Topic
- Communicate real or imagined experiences through improvisation, still image, mime, puppetry and storytelling [repeated]Let's Build StoriesVideoThe Quiet GameVideo
- Demonstrate safe drama practices with awareness of physical and social safetyThe ABCs of ConsentVideo
Performing: Drama is performed to enact characters, ideas and stories
- Improvise, rehearse and perform drama in small groups or with the whole class [repeated]
- Perform drama to communicate ideas and stories to an audience [repeated]
Appreciating: Stories and ideas are communicated in drama in various ways
- Describe how role, character, situation, language, space and time are used in drama, using Tier 2 and Tier 3 vocabulary [repeated]DramaTopic
- Explore drama from cultural contexts around the world to recognise ways stories and ideas are enacted [repeated]DramaTopic
MusicCA1-MUS-01
Making: Artists use materials and techniques to represent subject matter and ideas in artworks
- Make artworks to represent subject matter and ideas about their world in realistic, imaginative or expressive ways [repeated]Artistic TechniquesTopic
- Use drawing materials and techniques to explore how types of lines, shapes and patterns can represent subject matter or ideas [repeated]Elements of ArtTopicIllustrationTopic
- Explore ways to develop ideas and effects with colour, including natural pigments, ochre, primary and secondary colours, tints and shades [repeated]Elements of ArtTopicColourTopic
- Experiment with painting and printmaking materials and techniques, including ways to layer colours and create textural effects [repeated]ColourTopic
- Explore the spatial arrangement of shapes or objects in compositions to represent subject matter and ideas [repeated]IllustrationTopic
- Identify ways other artists and artworks influence own artmaking practice [repeated]Artists and DesignersTopic
- Demonstrate safe artmaking practices with awareness of physical and social safetyClassroom CommonsVideo
Appreciating: Artists represent subject matter and ideas in artworks which can be experienced and described by audiences
- Describe how artists use materials, techniques, lines, shapes, colours, tones, textures and patterns to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of ArtTopicColourTopic
- Observe artworks from cultural contexts around the world to explore how artmaking connects to place [repeated]First Nations ArtTopicWorld ArtTopic
- Explore ancient and historical artworks to understand how artmaking practices are influenced by time and place [repeated]World ArtTopicArtists and DesignersTopic
Exhibiting: Artworks can be displayed and exhibited for audiences to experience
- Select, organise and display samples of own work or artworks to communicate ideas to an audience [repeated]
Term 4
DanceCA1-DAN-01
Making: Characters, ideas and stories are embodied and enacted through drama
- Use imagination in response to a stimulus to generate ideas for a role, character, situation or story [repeated]Read Alouds (stimulus materials)Topic
- Improvise while in a role, using dialogue and responding to offers or actions of others [repeated]
- Sequence and enact the events of a narrative through drama [repeated]Read Alouds (stimulus materials)Topic
- Explore ways to use a performance space to represent a place [repeated]
- Communicate real or imagined experiences through improvisation, still image, mime, puppetry and storytelling [repeated]
- Explore Cultural narratives in Aboriginal and/or Torres Strait Islander performance [repeated]
- Devise and enact dramatic ideas and stories in cooperation with others [repeated]Read Alouds (stimulus materials)Topic
Performing: Drama is performed to enact characters, ideas and stories
- Improvise, rehearse and perform drama in small groups or with the whole class [repeated]
- Perform drama to communicate ideas and stories to an audience [repeated]
Appreciating: Stories and ideas are communicated in drama in various ways
- Discuss ideas, feelings and opinions in response to drama experiences [repeated]DramaTopic
- Describe how role, character, situation, language, space and time are used in drama, using Tier 2 and Tier 3 vocabulary [repeated]DramaTopic
- Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place through performances [repeated]
MusicCA1-MUS-01
Making: Artists use materials and techniques to represent subject matter and ideas in artworks
- Make artworks to represent subject matter and ideas about their world in realistic, imaginative or expressive ways [repeated]Artistic TechniquesTopic
- Mould clay or modelling materials to create 3D sculptural forms, such as pots or standing forms [repeated]Sculpture and 3D ArtTopic
- Create 3D sculptural forms using natural, sustainable or manufactured materials, exploring construction techniques [repeated]Sculpture and 3D ArtTopic
- Explore ways digital tools can be used to make still or moving images [repeated]Media ArtsTopic
- Explore meanings of signs and symbols used in Aboriginal and/or Torres Strait Islander artworks [repeated]First Nations ArtTopic
- Identify ways other artists and artworks influence own artmaking practice [repeated]Artists and DesignersTopic
Appreciating: Artists represent subject matter and ideas in artworks which can be experienced and described by audiences
- Discuss ideas, feelings or opinions about own and others' artworks [repeated]Artists and DesignersTopic
- Describe ways artists represent subject matter and ideas in realistic, imaginative or expressive ways [repeated]Artists and DesignersTopic
- Describe how artists use materials, techniques, lines, shapes, colours, tones, textures and patterns to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of ArtTopicColourTopic
- Identify how signs and symbols are used to represent ideas in artworks [repeated]Elements of ArtTopicColourTopic
- Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place in artworks [repeated]First Nations ArtTopic
Exhibiting: Artworks can be displayed and exhibited for audiences to experience
- Select, organise and display samples of own work or artworks to communicate ideas to an audience [repeated]
Term 5
DanceCA1-DAN-01
Composing: Dance is composed to communicate ideas through shapes and movements
- Improvise simple body shapes and movements using locomotor and non-locomotor movements, in response to a stimulus [repeated]
- Experiment with level, direction or pathway of movement with awareness of space [repeated]
- Respond to tempo and rhythm changes in musicDanceTopic
- Compose simple dance sequences by linking body shapes and movements [repeated]DanceTopic
Performing: Dance is performed to communicate ideas through shapes and movements
- Explore ways to maintain balance and manipulate posture through body control [repeated]
- Perform simple dance sequences to communicate ideas [repeated]DanceTopic
Appreciating: Ideas are conveyed in various ways in dance
- Describe how space, time and dynamics are used in dance, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic
- Explore dance from cultural contexts around the world to recognise ways shapes, movements and ideas are communicated through dance [repeated]DanceTopic
MusicCA1-MUS-01
Performing: Music is performed to communicate musical ideas through sound
- Engage in musical games and warm-up exercises for singing and playing instruments [repeated]House of SoundSeriesGreen Bean's MusicSeries
- Maintain a steady beat or change the speed of the beat through movement, body percussion, environmental sounds or by playing instruments [repeated]PercussionTopic
- Sing, chant or engage with vocal repertoire, developing an aural awareness of pitch [repeated]Hopscotch SongsSeriesGreen Bean's MusicSeries
- Explore changes in pitch and pitch patterns, indicating changes with gestures [repeated]Elements of MusicTopicPercussionTopic
- Perform rhythmic and melodic patterns by singing, using body percussion or playing instruments [repeated]PercussionTopicVoiceTopic
- Produce sounds using voice, body percussion, environmental sounds, instruments or digital technologies to develop an awareness of timbre [repeated]SoundTopicPercussionTopicVoiceTopic
- Rehearse music and use listening skills to refine singing, moving or playing [repeated]Elements of MusicTopicPercussionTopicVoiceTopic
Listening: Musical ideas are conveyed through sound
- Use listening skills and describe duration, pitch, performing media, timbre, dynamics, expression and structure in music, using Tier 2 and Tier 3 vocabulary [repeated]Elements of MusicTopic
- Develop listening skills and aural awareness by experiencing music from cultural contexts around the world, and identify ways musical ideas are communicated [repeated]Culture and Genres of MusicTopic
Composing: Music is composed to communicate musical ideas through sound
- Imitate and vary rhythm patterns and tempo using body percussion, movement or instruments [repeated]PercussionTopic
- Experiment with ways to change rhymes or songs using body percussion or instruments [repeated]PercussionTopic
- Select and organise sounds into simple structures, using melodic or non-melodic sound sources [repeated]SoundTopicPercussionTopic
Term 6
DanceCA1-DAN-01
Composing: Dance is composed to communicate ideas through shapes and movements
- Improvise simple body shapes and movements using locomotor and non-locomotor movements, in response to a stimulus [repeated]
- Experiment with level, direction or pathway of movement with awareness of space [repeated]
- Explore ways to express dynamics through movement [repeated]
- Explore the movements used by Aboriginal and/or Torres Strait Islander Peoples in dance [repeated]Bangarra Dance TheatreSeries
- Connect shapes and movements into a sequence in cooperation with others [repeated]
Performing: Dance is performed to communicate ideas through shapes and movements
- Perform simple dance sequences to communicate ideas [repeated]DanceTopic
- Reflect on personal experiences of composing and performing dance
Appreciating: Ideas are conveyed in various ways in dance
- Discuss ideas, feelings and opinions in response to dance experiencesDanceTopic
- Describe how space, time and dynamics are used in dance, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic
- Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place through dance [repeated]DanceTopicBangarra Dance TheatreSeries
MusicCA1-MUS-01
Performing: Music is performed to communicate musical ideas through sound
- Engage in musical games and warm-up exercises for singing and playing instruments [repeated]House of SoundSeriesGreen Bean's MusicSeries
- Develop playing skills using environmental sounds, instruments or technologies [repeated]PercussionTopic
- Use sound sources to experiment with dynamic effects, including gradual or sudden changes in volume [repeated]SoundTopicPercussionTopic
- Rehearse music and use listening skills to refine singing, moving or playing [repeated]PercussionTopicVoiceTopic
- Perform music repertoire through singing, moving, using body percussion and playing instruments to communicate musical ideas [repeated]PercussionTopicVoiceTopic
- Perform music in small groups by layering sounds in cooperation with others [repeated]Green Bean's MusicSeriesPercussionTopic
Listening: Musical ideas are conveyed through sound
- Use listening skills and describe duration, pitch, performing media, timbre, dynamics, expression and structure in music, using Tier 2 and Tier 3 vocabulary [repeated]Elements of MusicTopic
- Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place through music [repeated]Yarrabil: First Nations SongsSeriesGaral JagunSeries
- Explore ways to use symbols or graphic notation to represent sounds and musical ideas in repertoire [repeated]Music Notation and CompositionTopic
- Explore music from historical contexts, including ancient music practices, to recognise how music is influenced by time and place [repeated]Culture and Genres of MusicTopic
- Use listening skills and reflect on personal experiences, discussing ideas, feelings or opinions in response to musicElements of MusicTopic
Composing: Music is composed to communicate musical ideas through sound
- Select and organise sounds into simple structures, using melodic or non-melodic sound sources [repeated]SoundTopicPercussionTopic
- Explore sound sources used in Aboriginal and/or Torres Strait Islander music [repeated]Yarrabil: First Nations SongsSeriesGaral JagunSeries
- Use symbols or graphic notation to represent duration, pitch, dynamics and other musical ideas [repeated]Music Notation and CompositionTopic
Term 7
DanceCA1-DAN-01
Making: Characters, ideas and stories are embodied and enacted through drama
- Use imagination in response to a stimulus to generate ideas for a role, character, situation or story [repeated]Read Alouds (stimulus materials)Topic
- Engage in dramatic play with costumes, puppets, props and objects to explore roles and characters [repeated]
- Embody a role or character using language, facial expressions and movement [repeated]
- Explore ways to interact with other characters while in a role [repeated]
- Sequence and enact the events of a narrative through drama [repeated]
- Communicate real or imagined experiences through improvisation, still image, mime, puppetry and storytelling [repeated]Let's Build StoriesVideoThe Quiet GameVideo
Performing: Drama is performed to enact characters, ideas and stories
- Improvise, rehearse and perform drama in small groups or with the whole class [repeated]
- Perform drama to communicate ideas and stories to an audience [repeated]
Appreciating: Stories and ideas are communicated in drama in various ways
- Describe how role, character, situation, language, space and time are used in drama, using Tier 2 and Tier 3 vocabulary [repeated]DramaTopic
- Explore drama from cultural contexts around the world to recognise ways stories and ideas are enacted [repeated]
MusicCA1-MUS-01
Making: Artists use materials and techniques to represent subject matter and ideas in artworks
- Make artworks to represent subject matter and ideas about their world in realistic, imaginative or expressive ways [repeated]CraftsTopic
- Use drawing materials and techniques to explore how types of lines, shapes and patterns can represent subject matter or ideas [repeated]IllustrationTopic
- Explore ways to develop ideas and effects with colour, including natural pigments, ochre, primary and secondary colours, tints and shades [repeated]Elements of ArtTopicColourTopic
- Experiment with painting and printmaking materials and techniques, including ways to layer colours and create textural effects [repeated]ColourTopic
- Explore the spatial arrangement of shapes or objects in compositions to represent subject matter and ideas [repeated]Elements of ArtTopicCraftsTopic
- Identify ways other artists and artworks influence own artmaking practice [repeated]Artists and DesignersTopic
Appreciating: Artists represent subject matter and ideas in artworks which can be experienced and described by audiences
- Describe how artists use materials, techniques, lines, shapes, colours, tones, textures and patterns to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of ArtTopicColourTopic
- Observe artworks from cultural contexts around the world to explore how artmaking connects to place [repeated]Artists and DesignersTopic
- Explore ancient and historical artworks to understand how artmaking practices are influenced by time and place [repeated]Artists and DesignersTopic
Exhibiting: Artworks can be displayed and exhibited for audiences to experience
- Select, organise and display samples of own work or artworks to communicate ideas to an audience [repeated]
Term 8
DanceCA1-DAN-01
Making: Characters, ideas and stories are embodied and enacted through drama
- Use imagination in response to a stimulus to generate ideas for a role, character, situation or story [repeated]Read Alouds (stimulus materials)Topic
- Improvise while in a role, using dialogue and responding to offers or actions of others [repeated]
- Sequence and enact the events of a narrative through drama [repeated]
- Explore ways to use a performance space to represent a place [repeated]
- Communicate real or imagined experiences through improvisation, still image, mime, puppetry and storytelling [repeated]
- Explore Cultural narratives in Aboriginal and/or Torres Strait Islander performance [repeated]
- Devise and enact dramatic ideas and stories in cooperation with others [repeated]Read Alouds (stimulus materials)Topic
Performing: Drama is performed to enact characters, ideas and stories
- Improvise, rehearse and perform drama in small groups or with the whole class [repeated]
- Perform drama to communicate ideas and stories to an audience [repeated]
- Reflect on personal experiences of making and performing drama
Appreciating: Stories and ideas are communicated in drama in various ways
- Discuss ideas, feelings and opinions in response to drama experiences [repeated]DramaTopic
- Describe how role, character, situation, language, space and time are used in drama, using Tier 2 and Tier 3 vocabulary [repeated]DramaTopic
- Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place through performances [repeated]
MusicCA1-MUS-01
Making: Artists use materials and techniques to represent subject matter and ideas in artworks
- Make artworks to represent subject matter and ideas about their world in realistic, imaginative or expressive ways [repeated]IllustrationTopicCraftsTopic
- Explore meanings of signs and symbols used in Aboriginal and/or Torres Strait Islander artworks [repeated]First Nations ArtTopic
- Mould clay or modelling materials to create 3D sculptural forms, such as pots or standing forms [repeated]Sculpture and 3D ArtTopicCraftsTopic
- Create 3D sculptural forms using natural, sustainable or manufactured materials, exploring construction techniques [repeated]Sculpture and 3D ArtTopicCraftsTopic
- Explore ways digital tools can be used to make still or moving images [repeated]Media ArtsTopic
- Identify ways other artists and artworks influence own artmaking practice [repeated]Artists and DesignersTopic
Appreciating: Artists represent subject matter and ideas in artworks which can be experienced and described by audiences
- Discuss ideas, feelings or opinions about own and others' artworksArtists and DesignersTopicArt with Mati and DadaSeries
- Describe ways artists represent subject matter and ideas in realistic, imaginative or expressive waysArtists and DesignersTopicCraftsTopic
- Describe how artists use materials, techniques, lines, shapes, colours, tones, textures and patterns to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of ArtTopicColourTopic
- Identify how signs and symbols are used to represent ideas in artworks [repeated]Artists and DesignersTopic
- Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place in artworks [repeated]First Nations ArtTopic
Exhibiting: Artworks can be displayed and exhibited for audiences to experience
- Select, organise and display samples of own work or artworks to communicate ideas to an audience [repeated]
- Reflect on own artworks and personal experiences of making artworks
| Term | Term 1 | Term 2 | Term 3 | Term 4 |
|---|---|---|---|---|
| Focus area | DanceCA2-DAN-01 | |||
| Content group | Composing: Dance is composed using the elements of dance to communicate ideas | Composing: Dance is composed using the elements of dance to communicate ideas | Making: Drama is made using the dramatic elements to shape ideas and stories | Making: Drama is made using the dramatic elements to shape ideas and stories |
| Content point | Improvise shapes and movements in response to stimuli and organise into a dance sequence [repeated] | Improvise shapes and movements in response to stimuli and organise into a dance sequence [repeated] | Improvise and enact a situation or story using imagination and ideas gathered from multiple sources [repeated]ImprovisingVideoYesterday Stories (stimulus materials)Topic | Improvise and enact a situation or story using imagination and ideas gathered from multiple sources [repeated]ImprovisingVideoYesterday Stories (stimulus materials)Topic |
| Content point | Modify movement pathways within a space to explore ways to communicate ideas in dance [repeated] | Experiment with ways to embody and enact the qualities, attitudes and movements of a character [repeated]CharacterisationTopic | Experiment with ways to embody and enact the qualities, attitudes and movements of a character [repeated] | |
| Content point | Vary dance movements in response to tempo and rhythm changes in music [repeated] | Explore dance practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]Bangarra Dance TheatreSeriesMove it, Mob StyleSeries | Explore ways to develop relationships between characters while in a role [repeated] | Explore how a narrative can be developed, adapted or represented through storytelling, readers’ theatre or student-devised drama [repeated]National Theatre Learning: PlaywrightsSeries |
| Content point | Experiment with dynamics to create effects with contrasting movements [repeated] | Use notes and annotations to document ideas for a dance [repeated]Music Notation and CompositionTopic | Experiment with voice or language of a character through pace, pitch and tone [repeated]CharacterisationTopic | Establish a setting and organise a performance space for a situation or story [repeated] |
| Content point | Demonstrate respect for physical, social and digital safety protocols | Compose a dance sequence to communicate an idea by collaborating with others [repeated] | Investigate ways to indicate time of day or historical period of a situation [repeated] | Enact ideas using improvisation, still image, mime, storytelling, readers' theatre and student-devised drama [repeated] |
| Content point | Experiment with ways to establish tension in dramatic action [repeated]DramaVideo | Explore dramatic practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated] | ||
| Content point | Enact ideas using improvisation, still image, mime, storytelling, readers' theatre and student-devised drama [repeated]The Quiet GameVideo | Create a written script for a dramatic situation using adjectives in descriptions, and saying and action verbs in stage directions [repeated]The Storybuilding ToolkitSeriesAdjectivesTopicVerbsTopic | ||
| Content point | Demonstrate safe drama practices with respect for physical, social and digital safety | Devise a dramatic situation to communicate an idea or story, collaborating with others [repeated] | ||
| Content group | Performing: Dance is performed to communicate ideas to audiences | Performing: Dance is performed to communicate ideas to audiences | Performing: Drama is performed to embody and enact characters, ideas and stories for audiences | Performing: Drama is performed to embody and enact characters, ideas and stories for audiences |
| Content point | Demonstrate dance technique through body alignment, control and balance | Rehearse and refine dance sequences for a group or class performance [repeated]DanceTopic | Rehearse drama to refine voice and movement and improve quality of a performance [repeated] | Rehearse drama to refine voice and movement and improve quality of a performance [repeated] |
| Content point | Rehearse and refine dance sequences for a group or class performance [repeated]DanceTopic | Perform a group-devised dance sequence to communicate an intent to an audience [repeated] | Perform group-devised drama scenarios, collaborating with others, to communicate ideas and perspectives to an audience [repeated] | Perform group-devised drama scenarios, collaborating with others, to communicate ideas and perspectives to an audience [repeated] |
| Content point | Perform a group-devised dance sequence to communicate an intent to an audience [repeated] | Recognise how elements of production contribute to audience engagement with and understanding of a performance [repeated]DramaTopic | ||
| Content group | Appreciating: The elements of dance are used in various ways to convey ideas through movement | Appreciating: The elements of dance are used in various ways to convey ideas through movement | Appreciating: The dramatic elements are used to shape meaning for audiences | Appreciating: The dramatic elements are used to shape meaning for audiences |
| Content point | Discuss ways dance connects to own personal, social or cultural contexts [repeated]DanceTopic | Discuss ways dance connects to own personal, social or cultural contexts [repeated]DanceTopic | Discuss ways drama connects to own personal, social or cultural contexts [repeated]DramaTopic | Describe how the dramatic elements are used to enact ideas or stories, using Tier 2 and Tier 3 vocabulary [repeated]DramaTopic |
| Content point | Describe how the elements of dance are used to communicate intent in dance, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic | Describe how the elements of dance are used to communicate intent in dance, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic | Engage with drama from cultural and historical contexts around the world to investigate ways dramatic practices are influenced by people, time and place [repeated]DramaTopicNational Theatre Learning: Jane EyreSeries | Discuss ways drama connects to own personal, social or cultural contexts [repeated]DramaTopic |
| Content point | Engage with dance from cultural and historical contexts around the world to investigate ways dance practices are influenced by people, time and place [repeated]DanceTopic | Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage in dance for story sharing, celebrations or Cultural expression [repeated]DanceTopic | Describe how the dramatic elements are used to enact ideas or stories, using Tier 2 and Tier 3 vocabulary [repeated]DramaTopic | Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage in performing for story sharing, celebrations or Cultural expression [repeated] |
| Content point | Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to describe, explain or give an opinion about a dance performance [repeated]DanceTopic | Use Tier 2 and Tier 3 vocabulary to create a written review of a dramatic performance, using connectives to link ideas and modal language to express opinions [repeated]DramaTopic | ||
| Focus area | MusicCA2-MUS-01 | |||
| Content group | Performing: Music is performed to communicate musical ideas in various ways | Performing: Music is performed to communicate musical ideas in various ways | Making: Artists represent their world through subject matter and ideas in artworks | Making: Artists represent their world through subject matter and ideas in artworks |
| Content point | Perform pitch and pitch patterns while singing, moving and playingVoiceTopicInstrumentsTopic | Sing songs or engage with vocal repertoire, using echo, partner songs or rounds, developing an aural awareness of pitch, duration and structure [repeated]VoiceTopic | Represent subject matter and ideas in artworks, making choices based on own interpretations of the world [repeated]CraftsTopic | Represent subject matter and ideas in artworks, making choices based on own interpretations of the world [repeated]CraftsTopic |
| Content point | Sing songs or engage with vocal repertoire, using echo, partner songs or rounds, developing an aural awareness of pitch, duration and structure [repeated]VoiceTopic | Demonstrate playing skills using environmental sounds, instruments or technologies [repeated]PercussionTopicInstrumentsTopic | Use drawing materials and techniques to create effects with texture and tone to represent subject matter and ideas [repeated]IllustrationTopic | Explore balance, scale and proportion in compositions to represent subject matter and ideas [repeated]IllustrationTopic |
| Content point | Experiment with voice, environmental sounds, instruments or digital technologies to investigate how materials and technologies impact timbreVoiceTopicPercussionTopic | Experiment with instrumental techniques and sound sources to create changes in dynamics and expression [repeated]PercussionTopicInstrumentsTopic | Explore relationships between colours and tones, using primary, secondary, complementary or analogous colours to represent subject matter and ideas [repeated]Elements of ArtTopic | Investigate printmaking processes to create rubbings and repeated prints, using sustainable materials, self-made tools or objects [repeated]CraftsTopic |
| Content point | Play rhythmic and melodic patterns from memory, as an accompaniment to musicPercussionTopic | Rehearse music as a group or class and use listening skills and memory to refine singing, moving or playing [repeated]VoiceTopic | Experiment with the qualities of paint and painting processes using tools to blend colours and create surface effects [repeated]Elements of ArtTopic | Investigate the properties of materials and experiment with techniques to represent ideas through the construction of 3D sculptural forms [repeated]Sculpture and 3D ArtTopicCraftsTopic |
| Content point | Demonstrate safe music practices with respect for physical, social and digital safety | Perform repertoire, including own compositions, by singing, moving, using body percussion and playing to communicate musical ideas [repeated]Music Notation and CompositionTopicInstrumentsTopic | Explore digital tools to make or manipulate still or moving images, text and/or sounds [repeated]Film MakingTopicAnimationTopic | Explore artmaking practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]First Nations ArtTopic |
| Content point | Perform music to communicate musical ideas, developing an awareness of the elements of music, by collaborating with others [repeated]VoiceTopicElements of MusicTopic | Explore balance, scale and proportion in compositions to represent subject matter and ideas [repeated]IllustrationTopic | Describe ways that other artists, artworks and audiences influence own artmaking practice [repeated]Artists and DesignersTopic | |
| Content point | Make artworks through collaboration with others [repeated]CraftsTopic | |||
| Content point | Demonstrate safe artmaking practices with respect for physical, social and digital safety | |||
| Content group | Listening: Musical ideas are conveyed in various ways using the elements of music | Listening: Musical ideas are conveyed in various ways using the elements of music | Appreciating: Artists convey ideas about their world in artworks which can be experienced and interpreted by audiences | Appreciating: Artists convey ideas about their world in artworks which can be experienced and interpreted by audiences |
| Content point | Use listening skills and describe how the elements of music are used to communicate musical ideas, using Tier 2 and Tier 3 vocabulary [repeated]Elements of MusicTopicMusical SongsTopic | Use listening skills and describe how the elements of music are used to communicate musical ideas, using Tier 2 and Tier 3 vocabulary [repeated]Elements of MusicTopicMusical SongsTopic | Discuss ways artworks connect to own personal, social or cultural contexts [repeated]Sculpture and 3D ArtTopic | Discuss ways artworks connect to own personal, social or cultural contexts [repeated]Sculpture and 3D ArtTopic |
| Content point | Use listening skills and aural awareness to engage with music from cultural contexts around the world, and investigate ways music practices are influenced by people, time and place [repeated]Culture and Genres of MusicTopicMusicians, Performers and ComposersTopic | Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage with music for story sharing, celebrations or Cultural expression [repeated]SongsTopicMusicians, Performers and ComposersTopic | Describe how artists use materials, techniques, processes and the elements of art and design to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of ArtTopic | Describe how artists use materials, techniques, processes and the elements of art and design to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of ArtTopicArtists and DesignersTopic |
| Content point | Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to give an opinion about, describe or explain music [repeated]Elements of MusicTopicSongsTopic | Use symbols, graphic notation or staff notation to represent the elements of music [repeated]Music Notation and CompositionTopic | Observe artworks from cultural contexts around the world to explore ways artists represent cultural knowledge [repeated]World ArtTopic | Describe how signs and symbols such as objects, words and colours are used to influence meaning in artworks [repeated]Artists and DesignersTopic |
| Content point | Experience music from historical periods to understand the influences of people, time and place [repeated]Culture and Genres of MusicTopic | Investigate artworks or artmaking practices from historical periods to understand the influences of people, time and place [repeated]Artists and DesignersTopic | Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage in art making for story sharing, celebrations or Cultural expression [repeated]First Nations ArtTopic | |
| Content point | Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to give an opinion about, describe or explain music [repeated]Elements of MusicTopicMusicians, Performers and ComposersTopic | Describe how artists make choices in their practice that influence how audiences interpret artworks [repeated]Elements of ArtTopicSculpture and 3D ArtTopicArtists and DesignersTopic | ||
| Content point | Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to create a description of an artwork [repeated]Elements of ArtTopicIllustrationTopic | |||
| Content group | Composing: Music is composed to communicate musical ideas in various ways | Composing: Music is composed to communicate musical ideas in various ways | Exhibiting: Displays and exhibitions of artworks communicate ideas about artists’ practices to audiences | Exhibiting: Displays and exhibitions of artworks communicate ideas about artists’ practices to audiences |
| Content point | Respond to changes in beat, rhythm and tempo while singing, playing and moving [repeated]VoiceTopicPercussionTopic | Improvise and combine musical ideas using voice, body percussion, movement, instruments, environmental sounds or digital technologies [repeated]VoiceTopicPercussionTopic | Refine and enhance artworks or prepare samples of work for display or exhibition [repeated] | Exhibit artworks or samples of work to communicate ideas about own artworks and art practices to an audience [repeated] |
| Content point | Improvise and combine musical ideas using voice, body percussion, movement, instruments, environmental sounds or digital technologies [repeated]VoiceTopicPercussionTopic | Explore ways to layer sounds using voice, environmental sounds, body percussion or instruments [repeated]VoiceTopicPercussionTopic | Identify how physical or virtual displays of artworks engage and inform audiences and influence audience interpretations [repeated] | |
| Content point | Explore ways to layer sounds using voice, environmental sounds, body percussion or instruments [repeated]VoiceTopicPercussionTopic | Explore music Practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]Musicians, Performers and ComposersTopicGaral JagunSeries | ||
| Content point | Vary or create new structures by adding or changing sections of music [repeated]Music Notation and CompositionTopic | Use written annotations and musical symbols, graphic notation or staff notation to plan and document ideas for a musical composition [repeated]Music Notation and CompositionTopic | ||
| Term | Term 5 | Term 6 | Term 7 | Term 8 |
|---|---|---|---|---|
| Focus area | DanceCA2-DAN-01 | |||
| Content group | Composing: Dance is composed using the elements of dance to communicate ideas | Composing: Dance is composed using the elements of dance to communicate ideas | Making: Drama is made using the dramatic elements to shape ideas and stories | Making: Drama is made using the dramatic elements to shape ideas and stories |
| Content point | Improvise shapes and movements in response to stimuli and organise into a dance sequence [repeated] | Improvise shapes and movements in response to stimuli and organise into a dance sequence [repeated] | Improvise and enact a situation or story using imagination and ideas gathered from multiple sources [repeated]ImprovisingVideo | Improvise and enact a situation or story using imagination and ideas gathered from multiple sources [repeated] |
| Content point | Modify movement pathways within a space to explore ways to communicate ideas in dance [repeated] | Compose dance sequences using repeating and contrasting movements [repeated] | Experiment with ways to embody and enact the qualities, attitudes and movements of a character [repeated]CharacterisationTopic | Experiment with ways to embody and enact the qualities, attitudes and movements of a character [repeated]CharacterisationTopic |
| Content point | Vary dance movements in response to tempo and rhythm changes in music [repeated]DanceTopic | Explore dance practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]Bangarra Dance TheatreSeries | Enact ideas using improvisation, still image, mime, storytelling, readers' theatre and student-devised drama [repeated] | Enact ideas using improvisation, still image, mime, storytelling, readers' theatre and student-devised drama [repeated] |
| Content point | Experiment with dynamics to create effects with contrasting movements [repeated]DanceTopic | Compose a dance sequence to communicate an idea by collaborating with others [repeated] | Experiment with voice or language of a character through pace, pitch and tone [repeated]Reading Aloud/Performing 2VideoCharacterisationTopic | Explore how a narrative can be developed, adapted or represented through storytelling, readers’ theatre or student-devised drama [repeated]National Theatre Learning: PlaywrightsSeries |
| Content point | Use notes and annotations to document ideas for a dance [repeated] | Explore ways to develop relationships between characters while in a role [repeated] | Devise a dramatic situation to communicate an idea or story, collaborating with others [repeated] | |
| Content point | Experiment with ways to establish tension in dramatic action [repeated]National Theatre Learning: PlaywrightsSeries | Explore dramatic practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated] | ||
| Content point | Investigate ways to indicate time of day or historical period of a situation [repeated] | Establish a setting and organise a performance space for a situation or story [repeated] | ||
| Content point | Create a written script for a dramatic situation using adjectives in descriptions, and saying and action verbs in stage directions [repeated]The Storybuilding ToolkitSeries | |||
| Content group | Performing: Dance is performed to communicate ideas to audiences | Performing: Dance is performed to communicate ideas to audiences | Performing: Drama is performed to embody and enact characters, ideas and stories for audiences | Performing: Drama is performed to embody and enact characters, ideas and stories for audiences |
| Content point | Demonstrate dance technique through body alignment, control and balance | Perform a group-devised dance sequence to communicate an intent to an audience [repeated] | Rehearse drama to refine voice and movement and improve quality of a performance [repeated] | Rehearse drama to refine voice and movement and improve quality of a performance [repeated] |
| Content point | Rehearse and refine dance sequences for a group or class performance [repeated]DanceTopic | Rehearse and refine dance sequences for a group or class performance [repeated]DanceTopic | Perform group-devised drama scenarios, collaborating with others, to communicate ideas and perspectives to an audience [repeated] | Perform group-devised drama scenarios, collaborating with others, to communicate ideas and perspectives to an audience [repeated] |
| Content point | Perform a group-devised dance sequence to communicate an intent to an audience [repeated] | Reflect on personal experiences of composing and performing dance, recognising successes and challenges | Recognise how elements of production contribute to audience engagement with and understanding of a performance [repeated] | Reflect on personal experiences of making and performing drama, recognising successes and challenges |
| Content group | Appreciating: The elements of dance are used in various ways to convey ideas through movement | Appreciating: The elements of dance are used in various ways to convey ideas through movement | Appreciating: The dramatic elements are used to shape meaning for audiences | Appreciating: The dramatic elements are used to shape meaning for audiences |
| Content point | Discuss ways dance connects to own personal, social or cultural contexts [repeated]DanceTopic | Discuss ways dance connects to own personal, social or cultural contexts [repeated]DanceTopic | Discuss ways drama connects to own personal, social or cultural contexts [repeated]DramaTopic | Describe how the dramatic elements are used to enact ideas or stories, using Tier 2 and Tier 3 vocabulary [repeated]National Theatre Learning: Jane EyreSeries |
| Content point | Describe how the elements of dance are used to communicate intent in dance, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic | Describe how the elements of dance are used to communicate intent in dance, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic | Engage with drama from cultural and historical contexts around the world to investigate ways dramatic practices are influenced by people, time and place [repeated]National Theatre Learning: Jane EyreSeries | Discuss ways drama connects to own personal, social or cultural contexts [repeated]DramaTopic |
| Content point | Engage with dance from cultural and historical contexts around the world to investigate ways dance practices are influenced by people, time and place [repeated]DanceTopic | Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage in dance for story sharing, celebrations or Cultural expression [repeated]DanceTopic | Describe how the dramatic elements are used to enact ideas or stories, using Tier 2 and Tier 3 vocabulary [repeated]DramaTopic | Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage in performing for story sharing, celebrations or Cultural expression |
| Content point | Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to describe, explain or give an opinion about a dance performance [repeated]DanceTopic | Use Tier 2 and Tier 3 vocabulary to create a written review of a dramatic performance, using connectives to link ideas and modal language to express opinions [repeated] | ||
| Focus area | MusicCA2-MUS-01 | |||
| Content group | Performing: Music is performed to communicate musical ideas in various ways | Performing: Music is performed to communicate musical ideas in various ways | Making: Artists represent their world through subject matter and ideas in artworks | Making: Artists represent their world through subject matter and ideas in artworks |
| Content point | Perform pitch and pitch patterns while singing, moving and playing [repeated]VoiceTopic | Sing songs or engage with vocal repertoire, using echo, partner songs or rounds, developing an aural awareness of pitch, duration and structure [repeated]VoiceTopicDisney SongsTopic | Represent subject matter and ideas in artworks, making choices based on own interpretations of the world [repeated]IllustrationTopic | Represent subject matter and ideas in artworks, making choices based on own interpretations of the world [repeated]Artistic TechniquesTopic |
| Content point | Sing songs or engage with vocal repertoire, using echo, partner songs or rounds, developing an aural awareness of pitch, duration and structure [repeated]VoiceTopicDisney SongsTopic | Demonstrate playing skills using environmental sounds, instruments or technologies [repeated]InstrumentsTopicPercussionTopic | Use drawing materials and techniques to create effects with texture and tone to represent subject matter and ideas [repeated]IllustrationTopic | Explore balance, scale and proportion in compositions to represent subject matter and ideas [repeated]Elements of ArtTopicSculpture and 3D ArtTopic |
| Content point | Experiment with voice, environmental sounds, instruments or digital technologies to investigate how materials and technologies impact timbre [repeated]InstrumentsTopicVoiceTopic | Experiment with instrumental techniques and sound sources to create changes in dynamics and expression [repeated]InstrumentsTopicPercussionTopic | Explore relationships between colours and tones, using primary, secondary, complementary or analogous colours to represent subject matter and ideas [repeated]Elements of ArtTopic | Investigate printmaking processes to create rubbings and repeated prints, using sustainable materials, self-made tools or objects [repeated] |
| Content point | Play rhythmic and melodic patterns from memory, as an accompaniment to music [repeated]InstrumentsTopicPercussionTopic | Rehearse music as a group or class and use listening skills and memory to refine singing, moving or playing [repeated]VoiceTopic | Experiment with the qualities of paint and painting processes using tools to blend colours and create surface effects [repeated]Artistic TechniquesTopic | Investigate the properties of materials and experiment with techniques to represent ideas through the construction of 3D sculptural forms [repeated]Sculpture and 3D ArtTopic |
| Content point | Perform repertoire, including own compositions, by singing, moving, using body percussion and playing to communicate musical ideas [repeated]VoiceTopicPercussionTopic | Explore digital tools to make or manipulate still or moving images, text and/or sounds [repeated]Film MakingTopicAnimationTopic | Explore artmaking practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]First Nations ArtTopic | |
| Content point | Perform music to communicate musical ideas, developing an awareness of the elements of music, by collaborating with others [repeated]VoiceTopicPercussionTopic | Explore balance, scale and proportion in compositions to represent subject matter and ideas [repeated]Elements of ArtTopicSculpture and 3D ArtTopic | Describe ways that other artists, artworks and audiences influence own artmaking practice [repeated]Artistic TechniquesTopicArtists and DesignersTopic | |
| Content point | Use notes and annotations to document ideas and reflections during the process of art makingStudy SkillsTopicThe Design ProcessTopic | |||
| Content point | Make artworks through collaboration with others [repeated]AnimationTopic | |||
| Content group | Listening: Musical ideas are conveyed in various ways using the elements of music | Listening: Musical ideas are conveyed in various ways using the elements of music | Appreciating: Artists convey ideas about their world in artworks which can be experienced and interpreted by audiences | Appreciating: Artists convey ideas about their world in artworks which can be experienced and interpreted by audiences |
| Content point | Use listening skills and describe how the elements of music are used to communicate musical ideas, using Tier 2 and Tier 3 vocabulary [repeated]Elements of MusicTopic | Use listening skills and describe how the elements of music are used to communicate musical ideas, using Tier 2 and Tier 3 vocabulary [repeated]Elements of MusicTopic | Discuss ways artworks connect to own personal, social or cultural contexts [repeated]Sculpture and 3D ArtTopic | Discuss ways artworks connect to own personal, social or cultural contexts [repeated]Sculpture and 3D ArtTopicKnow it Alls: Visual ArtSeries |
| Content point | Use listening skills and aural awareness to engage with music from cultural contexts around the world, and investigate ways music practices are influenced by people, time and place [repeated]Culture and Genres of MusicTopic | Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage with music for story sharing, celebrations or Cultural expression [repeated]SongsTopicMusicians, Performers and ComposersTopic | Describe how artists use materials, techniques, processes and the elements of art and design to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of ArtTopicArtists and DesignersTopic | Describe how artists use materials, techniques, processes and the elements of art and design to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of ArtTopicArtists and DesignersTopic |
| Content point | Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to give an opinion about, describe or explain music [repeated]Elements of MusicTopic | Use symbols, graphic notation or staff notation to represent the elements of music [repeated]Music Notation and CompositionTopic | Observe artworks from cultural contexts around the world to explore ways artists represent cultural knowledge [repeated]World ArtTopicArtists and DesignersTopic | Describe how signs and symbols such as objects, words and colours are used to influence meaning in artworks [repeated]Artistic TechniquesTopicArtists and DesignersTopic |
| Content point | Experience music from historical periods to understand the influences of people, time and place [repeated]Culture and Genres of MusicTopic | Investigate artworks or artmaking practices from historical periods to understand the influences of people, time and place [repeated]Artists and DesignersTopic | Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage in art making for story sharing, celebrations or Cultural expression [repeated]First Nations ArtTopic | |
| Content point | Use listening skills and reflect on personal experiences of performing and composing music, recognising successes and challenges | Describe how artists make choices in their practice that influence how audiences interpret artworks [repeated]World ArtTopicArtists and DesignersTopic | ||
| Content point | Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to create a description of an artwork [repeated]Elements of ArtTopic | |||
| Content group | Composing: Music is composed to communicate musical ideas in various ways | Composing: Music is composed to communicate musical ideas in various ways | Exhibiting: Displays and exhibitions of artworks communicate ideas about artists’ practices to audiences | Exhibiting: Displays and exhibitions of artworks communicate ideas about artists’ practices to audiences |
| Content point | Respond to changes in beat, rhythm and tempo while singing, playing and moving [repeated]InstrumentsTopic | Improvise and combine musical ideas using voice, body percussion, movement, instruments, environmental sounds or digital technologies [repeated]InstrumentsTopicPercussionTopic | Refine and enhance artworks or prepare samples of work for display or exhibition [repeated] | Exhibit artworks or samples of work to communicate ideas about own artworks and art practices to an audience [repeated] |
| Content point | Improvise and combine musical ideas using voice, body percussion, movement, instruments, environmental sounds or digital technologies [repeated]InstrumentsTopicPercussionTopic | Explore ways to layer sounds using voice, environmental sounds, body percussion or instruments [repeated]InstrumentsTopicPercussionTopic | Identify how physical or virtual displays of artworks engage and inform audiences and influence audience interpretations [repeated] | Reflect on own artworks and personal experiences of making artworks, recognising successes and challenges |
| Content point | Explore ways to layer sounds using voice, environmental sounds, body percussion or instruments [repeated]PercussionTopic | Explore music Practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]Musicians, Performers and ComposersTopicGaral JagunSeries | ||
| Content point | Vary or create new structures by adding or changing sections of music [repeated]Music Notation and CompositionTopic | Use written annotations and musical symbols, graphic notation or staff notation to plan and document ideas for a musical composition [repeated]Music Notation and CompositionTopic | ||
Term 1
DanceCA2-DAN-01
Composing: Dance is composed using the elements of dance to communicate ideas
- Improvise shapes and movements in response to stimuli and organise into a dance sequence [repeated]
- Modify movement pathways within a space to explore ways to communicate ideas in dance [repeated]
- Vary dance movements in response to tempo and rhythm changes in music [repeated]
- Experiment with dynamics to create effects with contrasting movements [repeated]
- Demonstrate respect for physical, social and digital safety protocols
Performing: Dance is performed to communicate ideas to audiences
- Demonstrate dance technique through body alignment, control and balance
- Rehearse and refine dance sequences for a group or class performance [repeated]DanceTopic
- Perform a group-devised dance sequence to communicate an intent to an audience [repeated]
Appreciating: The elements of dance are used in various ways to convey ideas through movement
- Discuss ways dance connects to own personal, social or cultural contexts [repeated]DanceTopic
- Describe how the elements of dance are used to communicate intent in dance, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic
- Engage with dance from cultural and historical contexts around the world to investigate ways dance practices are influenced by people, time and place [repeated]DanceTopic
MusicCA2-MUS-01
Performing: Music is performed to communicate musical ideas in various ways
- Perform pitch and pitch patterns while singing, moving and playingVoiceTopicInstrumentsTopic
- Sing songs or engage with vocal repertoire, using echo, partner songs or rounds, developing an aural awareness of pitch, duration and structure [repeated]VoiceTopic
- Experiment with voice, environmental sounds, instruments or digital technologies to investigate how materials and technologies impact timbreVoiceTopicPercussionTopic
- Play rhythmic and melodic patterns from memory, as an accompaniment to musicPercussionTopic
- Demonstrate safe music practices with respect for physical, social and digital safety
Listening: Musical ideas are conveyed in various ways using the elements of music
- Use listening skills and describe how the elements of music are used to communicate musical ideas, using Tier 2 and Tier 3 vocabulary [repeated]Elements of MusicTopicMusical SongsTopic
- Use listening skills and aural awareness to engage with music from cultural contexts around the world, and investigate ways music practices are influenced by people, time and place [repeated]Culture and Genres of MusicTopicMusicians, Performers and ComposersTopic
- Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to give an opinion about, describe or explain music [repeated]Elements of MusicTopicSongsTopic
Composing: Music is composed to communicate musical ideas in various ways
- Respond to changes in beat, rhythm and tempo while singing, playing and moving [repeated]VoiceTopicPercussionTopic
- Improvise and combine musical ideas using voice, body percussion, movement, instruments, environmental sounds or digital technologies [repeated]VoiceTopicPercussionTopic
- Explore ways to layer sounds using voice, environmental sounds, body percussion or instruments [repeated]VoiceTopicPercussionTopic
- Vary or create new structures by adding or changing sections of music [repeated]Music Notation and CompositionTopic
Term 2
DanceCA2-DAN-01
Composing: Dance is composed using the elements of dance to communicate ideas
- Improvise shapes and movements in response to stimuli and organise into a dance sequence [repeated]
- Explore dance practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]Bangarra Dance TheatreSeriesMove it, Mob StyleSeries
- Use notes and annotations to document ideas for a dance [repeated]Music Notation and CompositionTopic
- Compose a dance sequence to communicate an idea by collaborating with others [repeated]
Performing: Dance is performed to communicate ideas to audiences
- Rehearse and refine dance sequences for a group or class performance [repeated]DanceTopic
- Perform a group-devised dance sequence to communicate an intent to an audience [repeated]
Appreciating: The elements of dance are used in various ways to convey ideas through movement
- Discuss ways dance connects to own personal, social or cultural contexts [repeated]DanceTopic
- Describe how the elements of dance are used to communicate intent in dance, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic
- Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage in dance for story sharing, celebrations or Cultural expression [repeated]DanceTopic
- Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to describe, explain or give an opinion about a dance performance [repeated]DanceTopic
MusicCA2-MUS-01
Performing: Music is performed to communicate musical ideas in various ways
- Sing songs or engage with vocal repertoire, using echo, partner songs or rounds, developing an aural awareness of pitch, duration and structure [repeated]VoiceTopic
- Demonstrate playing skills using environmental sounds, instruments or technologies [repeated]PercussionTopicInstrumentsTopic
- Experiment with instrumental techniques and sound sources to create changes in dynamics and expression [repeated]PercussionTopicInstrumentsTopic
- Rehearse music as a group or class and use listening skills and memory to refine singing, moving or playing [repeated]VoiceTopic
- Perform repertoire, including own compositions, by singing, moving, using body percussion and playing to communicate musical ideas [repeated]Music Notation and CompositionTopicInstrumentsTopic
- Perform music to communicate musical ideas, developing an awareness of the elements of music, by collaborating with others [repeated]VoiceTopicElements of MusicTopic
Listening: Musical ideas are conveyed in various ways using the elements of music
- Use listening skills and describe how the elements of music are used to communicate musical ideas, using Tier 2 and Tier 3 vocabulary [repeated]Elements of MusicTopicMusical SongsTopic
- Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage with music for story sharing, celebrations or Cultural expression [repeated]SongsTopicMusicians, Performers and ComposersTopic
- Use symbols, graphic notation or staff notation to represent the elements of music [repeated]Music Notation and CompositionTopic
- Experience music from historical periods to understand the influences of people, time and place [repeated]Culture and Genres of MusicTopic
- Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to give an opinion about, describe or explain music [repeated]Elements of MusicTopicMusicians, Performers and ComposersTopic
Composing: Music is composed to communicate musical ideas in various ways
- Improvise and combine musical ideas using voice, body percussion, movement, instruments, environmental sounds or digital technologies [repeated]VoiceTopicPercussionTopic
- Explore ways to layer sounds using voice, environmental sounds, body percussion or instruments [repeated]VoiceTopicPercussionTopic
- Explore music Practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]Musicians, Performers and ComposersTopicGaral JagunSeries
- Use written annotations and musical symbols, graphic notation or staff notation to plan and document ideas for a musical composition [repeated]Music Notation and CompositionTopic
Term 3
DanceCA2-DAN-01
Making: Drama is made using the dramatic elements to shape ideas and stories
- Improvise and enact a situation or story using imagination and ideas gathered from multiple sources [repeated]ImprovisingVideoYesterday Stories (stimulus materials)Topic
- Experiment with ways to embody and enact the qualities, attitudes and movements of a character [repeated]CharacterisationTopic
- Explore ways to develop relationships between characters while in a role [repeated]
- Experiment with voice or language of a character through pace, pitch and tone [repeated]CharacterisationTopic
- Investigate ways to indicate time of day or historical period of a situation [repeated]
- Experiment with ways to establish tension in dramatic action [repeated]DramaVideo
- Enact ideas using improvisation, still image, mime, storytelling, readers' theatre and student-devised drama [repeated]The Quiet GameVideo
- Demonstrate safe drama practices with respect for physical, social and digital safety
Performing: Drama is performed to embody and enact characters, ideas and stories for audiences
- Rehearse drama to refine voice and movement and improve quality of a performance [repeated]
- Perform group-devised drama scenarios, collaborating with others, to communicate ideas and perspectives to an audience [repeated]
- Recognise how elements of production contribute to audience engagement with and understanding of a performance [repeated]DramaTopic
Appreciating: The dramatic elements are used to shape meaning for audiences
- Discuss ways drama connects to own personal, social or cultural contexts [repeated]DramaTopic
- Engage with drama from cultural and historical contexts around the world to investigate ways dramatic practices are influenced by people, time and place [repeated]DramaTopicNational Theatre Learning: Jane EyreSeries
- Describe how the dramatic elements are used to enact ideas or stories, using Tier 2 and Tier 3 vocabulary [repeated]DramaTopic
MusicCA2-MUS-01
Making: Artists represent their world through subject matter and ideas in artworks
- Represent subject matter and ideas in artworks, making choices based on own interpretations of the world [repeated]CraftsTopic
- Use drawing materials and techniques to create effects with texture and tone to represent subject matter and ideas [repeated]IllustrationTopic
- Explore relationships between colours and tones, using primary, secondary, complementary or analogous colours to represent subject matter and ideas [repeated]Elements of ArtTopic
- Experiment with the qualities of paint and painting processes using tools to blend colours and create surface effects [repeated]Elements of ArtTopic
- Explore digital tools to make or manipulate still or moving images, text and/or sounds [repeated]Film MakingTopicAnimationTopic
- Explore balance, scale and proportion in compositions to represent subject matter and ideas [repeated]IllustrationTopic
- Make artworks through collaboration with others [repeated]CraftsTopic
- Demonstrate safe artmaking practices with respect for physical, social and digital safety
Appreciating: Artists convey ideas about their world in artworks which can be experienced and interpreted by audiences
- Discuss ways artworks connect to own personal, social or cultural contexts [repeated]Sculpture and 3D ArtTopic
- Describe how artists use materials, techniques, processes and the elements of art and design to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of ArtTopic
- Observe artworks from cultural contexts around the world to explore ways artists represent cultural knowledge [repeated]World ArtTopic
- Investigate artworks or artmaking practices from historical periods to understand the influences of people, time and place [repeated]Artists and DesignersTopic
- Describe how artists make choices in their practice that influence how audiences interpret artworks [repeated]Elements of ArtTopicSculpture and 3D ArtTopicArtists and DesignersTopic
- Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to create a description of an artwork [repeated]Elements of ArtTopicIllustrationTopic
Exhibiting: Displays and exhibitions of artworks communicate ideas about artists’ practices to audiences
- Refine and enhance artworks or prepare samples of work for display or exhibition [repeated]
- Identify how physical or virtual displays of artworks engage and inform audiences and influence audience interpretations [repeated]
Term 4
DanceCA2-DAN-01
Making: Drama is made using the dramatic elements to shape ideas and stories
- Improvise and enact a situation or story using imagination and ideas gathered from multiple sources [repeated]ImprovisingVideoYesterday Stories (stimulus materials)Topic
- Experiment with ways to embody and enact the qualities, attitudes and movements of a character [repeated]
- Explore how a narrative can be developed, adapted or represented through storytelling, readers’ theatre or student-devised drama [repeated]National Theatre Learning: PlaywrightsSeries
- Establish a setting and organise a performance space for a situation or story [repeated]
- Enact ideas using improvisation, still image, mime, storytelling, readers' theatre and student-devised drama [repeated]
- Explore dramatic practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]
- Create a written script for a dramatic situation using adjectives in descriptions, and saying and action verbs in stage directions [repeated]The Storybuilding ToolkitSeriesAdjectivesTopicVerbsTopic
- Devise a dramatic situation to communicate an idea or story, collaborating with others [repeated]
Performing: Drama is performed to embody and enact characters, ideas and stories for audiences
- Rehearse drama to refine voice and movement and improve quality of a performance [repeated]
- Perform group-devised drama scenarios, collaborating with others, to communicate ideas and perspectives to an audience [repeated]
Appreciating: The dramatic elements are used to shape meaning for audiences
- Describe how the dramatic elements are used to enact ideas or stories, using Tier 2 and Tier 3 vocabulary [repeated]DramaTopic
- Discuss ways drama connects to own personal, social or cultural contexts [repeated]DramaTopic
- Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage in performing for story sharing, celebrations or Cultural expression [repeated]
- Use Tier 2 and Tier 3 vocabulary to create a written review of a dramatic performance, using connectives to link ideas and modal language to express opinions [repeated]DramaTopic
MusicCA2-MUS-01
Making: Artists represent their world through subject matter and ideas in artworks
- Represent subject matter and ideas in artworks, making choices based on own interpretations of the world [repeated]CraftsTopic
- Explore balance, scale and proportion in compositions to represent subject matter and ideas [repeated]IllustrationTopic
- Investigate printmaking processes to create rubbings and repeated prints, using sustainable materials, self-made tools or objects [repeated]CraftsTopic
- Investigate the properties of materials and experiment with techniques to represent ideas through the construction of 3D sculptural forms [repeated]Sculpture and 3D ArtTopicCraftsTopic
- Explore artmaking practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]First Nations ArtTopic
- Describe ways that other artists, artworks and audiences influence own artmaking practice [repeated]Artists and DesignersTopic
Appreciating: Artists convey ideas about their world in artworks which can be experienced and interpreted by audiences
- Discuss ways artworks connect to own personal, social or cultural contexts [repeated]Sculpture and 3D ArtTopic
- Describe how artists use materials, techniques, processes and the elements of art and design to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of ArtTopicArtists and DesignersTopic
- Describe how signs and symbols such as objects, words and colours are used to influence meaning in artworks [repeated]Artists and DesignersTopic
- Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage in art making for story sharing, celebrations or Cultural expression [repeated]First Nations ArtTopic
Exhibiting: Displays and exhibitions of artworks communicate ideas about artists’ practices to audiences
- Exhibit artworks or samples of work to communicate ideas about own artworks and art practices to an audience [repeated]
Term 5
DanceCA2-DAN-01
Composing: Dance is composed using the elements of dance to communicate ideas
- Improvise shapes and movements in response to stimuli and organise into a dance sequence [repeated]
- Modify movement pathways within a space to explore ways to communicate ideas in dance [repeated]
- Vary dance movements in response to tempo and rhythm changes in music [repeated]DanceTopic
- Experiment with dynamics to create effects with contrasting movements [repeated]DanceTopic
Performing: Dance is performed to communicate ideas to audiences
- Demonstrate dance technique through body alignment, control and balance
- Rehearse and refine dance sequences for a group or class performance [repeated]DanceTopic
- Perform a group-devised dance sequence to communicate an intent to an audience [repeated]
Appreciating: The elements of dance are used in various ways to convey ideas through movement
- Discuss ways dance connects to own personal, social or cultural contexts [repeated]DanceTopic
- Describe how the elements of dance are used to communicate intent in dance, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic
- Engage with dance from cultural and historical contexts around the world to investigate ways dance practices are influenced by people, time and place [repeated]DanceTopic
MusicCA2-MUS-01
Performing: Music is performed to communicate musical ideas in various ways
- Perform pitch and pitch patterns while singing, moving and playing [repeated]VoiceTopic
- Sing songs or engage with vocal repertoire, using echo, partner songs or rounds, developing an aural awareness of pitch, duration and structure [repeated]VoiceTopicDisney SongsTopic
- Experiment with voice, environmental sounds, instruments or digital technologies to investigate how materials and technologies impact timbre [repeated]InstrumentsTopicVoiceTopic
- Play rhythmic and melodic patterns from memory, as an accompaniment to music [repeated]InstrumentsTopicPercussionTopic
Listening: Musical ideas are conveyed in various ways using the elements of music
- Use listening skills and describe how the elements of music are used to communicate musical ideas, using Tier 2 and Tier 3 vocabulary [repeated]Elements of MusicTopic
- Use listening skills and aural awareness to engage with music from cultural contexts around the world, and investigate ways music practices are influenced by people, time and place [repeated]Culture and Genres of MusicTopic
- Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to give an opinion about, describe or explain music [repeated]Elements of MusicTopic
Composing: Music is composed to communicate musical ideas in various ways
- Respond to changes in beat, rhythm and tempo while singing, playing and moving [repeated]InstrumentsTopic
- Improvise and combine musical ideas using voice, body percussion, movement, instruments, environmental sounds or digital technologies [repeated]InstrumentsTopicPercussionTopic
- Explore ways to layer sounds using voice, environmental sounds, body percussion or instruments [repeated]PercussionTopic
- Vary or create new structures by adding or changing sections of music [repeated]Music Notation and CompositionTopic
Term 6
DanceCA2-DAN-01
Composing: Dance is composed using the elements of dance to communicate ideas
- Improvise shapes and movements in response to stimuli and organise into a dance sequence [repeated]
- Compose dance sequences using repeating and contrasting movements [repeated]
- Explore dance practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]Bangarra Dance TheatreSeries
- Compose a dance sequence to communicate an idea by collaborating with others [repeated]
- Use notes and annotations to document ideas for a dance [repeated]
Performing: Dance is performed to communicate ideas to audiences
- Perform a group-devised dance sequence to communicate an intent to an audience [repeated]
- Rehearse and refine dance sequences for a group or class performance [repeated]DanceTopic
- Reflect on personal experiences of composing and performing dance, recognising successes and challenges
Appreciating: The elements of dance are used in various ways to convey ideas through movement
- Discuss ways dance connects to own personal, social or cultural contexts [repeated]DanceTopic
- Describe how the elements of dance are used to communicate intent in dance, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic
- Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage in dance for story sharing, celebrations or Cultural expression [repeated]DanceTopic
- Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to describe, explain or give an opinion about a dance performance [repeated]DanceTopic
MusicCA2-MUS-01
Performing: Music is performed to communicate musical ideas in various ways
- Sing songs or engage with vocal repertoire, using echo, partner songs or rounds, developing an aural awareness of pitch, duration and structure [repeated]VoiceTopicDisney SongsTopic
- Demonstrate playing skills using environmental sounds, instruments or technologies [repeated]InstrumentsTopicPercussionTopic
- Experiment with instrumental techniques and sound sources to create changes in dynamics and expression [repeated]InstrumentsTopicPercussionTopic
- Rehearse music as a group or class and use listening skills and memory to refine singing, moving or playing [repeated]VoiceTopic
- Perform repertoire, including own compositions, by singing, moving, using body percussion and playing to communicate musical ideas [repeated]VoiceTopicPercussionTopic
- Perform music to communicate musical ideas, developing an awareness of the elements of music, by collaborating with others [repeated]VoiceTopicPercussionTopic
Listening: Musical ideas are conveyed in various ways using the elements of music
- Use listening skills and describe how the elements of music are used to communicate musical ideas, using Tier 2 and Tier 3 vocabulary [repeated]Elements of MusicTopic
- Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage with music for story sharing, celebrations or Cultural expression [repeated]SongsTopicMusicians, Performers and ComposersTopic
- Use symbols, graphic notation or staff notation to represent the elements of music [repeated]Music Notation and CompositionTopic
- Experience music from historical periods to understand the influences of people, time and place [repeated]Culture and Genres of MusicTopic
- Use listening skills and reflect on personal experiences of performing and composing music, recognising successes and challenges
Composing: Music is composed to communicate musical ideas in various ways
- Improvise and combine musical ideas using voice, body percussion, movement, instruments, environmental sounds or digital technologies [repeated]InstrumentsTopicPercussionTopic
- Explore ways to layer sounds using voice, environmental sounds, body percussion or instruments [repeated]InstrumentsTopicPercussionTopic
- Explore music Practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]Musicians, Performers and ComposersTopicGaral JagunSeries
- Use written annotations and musical symbols, graphic notation or staff notation to plan and document ideas for a musical composition [repeated]Music Notation and CompositionTopic
Term 7
DanceCA2-DAN-01
Making: Drama is made using the dramatic elements to shape ideas and stories
- Improvise and enact a situation or story using imagination and ideas gathered from multiple sources [repeated]ImprovisingVideo
- Experiment with ways to embody and enact the qualities, attitudes and movements of a character [repeated]CharacterisationTopic
- Enact ideas using improvisation, still image, mime, storytelling, readers' theatre and student-devised drama [repeated]
- Experiment with voice or language of a character through pace, pitch and tone [repeated]Reading Aloud/Performing 2VideoCharacterisationTopic
- Explore ways to develop relationships between characters while in a role [repeated]
- Experiment with ways to establish tension in dramatic action [repeated]National Theatre Learning: PlaywrightsSeries
- Investigate ways to indicate time of day or historical period of a situation [repeated]
Performing: Drama is performed to embody and enact characters, ideas and stories for audiences
- Rehearse drama to refine voice and movement and improve quality of a performance [repeated]
- Perform group-devised drama scenarios, collaborating with others, to communicate ideas and perspectives to an audience [repeated]
- Recognise how elements of production contribute to audience engagement with and understanding of a performance [repeated]
Appreciating: The dramatic elements are used to shape meaning for audiences
- Discuss ways drama connects to own personal, social or cultural contexts [repeated]DramaTopic
- Engage with drama from cultural and historical contexts around the world to investigate ways dramatic practices are influenced by people, time and place [repeated]National Theatre Learning: Jane EyreSeries
- Describe how the dramatic elements are used to enact ideas or stories, using Tier 2 and Tier 3 vocabulary [repeated]DramaTopic
MusicCA2-MUS-01
Making: Artists represent their world through subject matter and ideas in artworks
- Represent subject matter and ideas in artworks, making choices based on own interpretations of the world [repeated]IllustrationTopic
- Use drawing materials and techniques to create effects with texture and tone to represent subject matter and ideas [repeated]IllustrationTopic
- Explore relationships between colours and tones, using primary, secondary, complementary or analogous colours to represent subject matter and ideas [repeated]Elements of ArtTopic
- Experiment with the qualities of paint and painting processes using tools to blend colours and create surface effects [repeated]Artistic TechniquesTopic
- Explore digital tools to make or manipulate still or moving images, text and/or sounds [repeated]Film MakingTopicAnimationTopic
- Explore balance, scale and proportion in compositions to represent subject matter and ideas [repeated]Elements of ArtTopicSculpture and 3D ArtTopic
- Use notes and annotations to document ideas and reflections during the process of art makingStudy SkillsTopicThe Design ProcessTopic
- Make artworks through collaboration with others [repeated]AnimationTopic
Appreciating: Artists convey ideas about their world in artworks which can be experienced and interpreted by audiences
- Discuss ways artworks connect to own personal, social or cultural contexts [repeated]Sculpture and 3D ArtTopic
- Describe how artists use materials, techniques, processes and the elements of art and design to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of ArtTopicArtists and DesignersTopic
- Observe artworks from cultural contexts around the world to explore ways artists represent cultural knowledge [repeated]World ArtTopicArtists and DesignersTopic
- Investigate artworks or artmaking practices from historical periods to understand the influences of people, time and place [repeated]Artists and DesignersTopic
- Describe how artists make choices in their practice that influence how audiences interpret artworks [repeated]World ArtTopicArtists and DesignersTopic
- Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to create a description of an artwork [repeated]Elements of ArtTopic
Exhibiting: Displays and exhibitions of artworks communicate ideas about artists’ practices to audiences
- Refine and enhance artworks or prepare samples of work for display or exhibition [repeated]
- Identify how physical or virtual displays of artworks engage and inform audiences and influence audience interpretations [repeated]
Term 8
DanceCA2-DAN-01
Making: Drama is made using the dramatic elements to shape ideas and stories
- Improvise and enact a situation or story using imagination and ideas gathered from multiple sources [repeated]
- Experiment with ways to embody and enact the qualities, attitudes and movements of a character [repeated]CharacterisationTopic
- Enact ideas using improvisation, still image, mime, storytelling, readers' theatre and student-devised drama [repeated]
- Explore how a narrative can be developed, adapted or represented through storytelling, readers’ theatre or student-devised drama [repeated]National Theatre Learning: PlaywrightsSeries
- Devise a dramatic situation to communicate an idea or story, collaborating with others [repeated]
- Explore dramatic practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]
- Establish a setting and organise a performance space for a situation or story [repeated]
- Create a written script for a dramatic situation using adjectives in descriptions, and saying and action verbs in stage directions [repeated]The Storybuilding ToolkitSeries
Performing: Drama is performed to embody and enact characters, ideas and stories for audiences
- Rehearse drama to refine voice and movement and improve quality of a performance [repeated]
- Perform group-devised drama scenarios, collaborating with others, to communicate ideas and perspectives to an audience [repeated]
- Reflect on personal experiences of making and performing drama, recognising successes and challenges
Appreciating: The dramatic elements are used to shape meaning for audiences
- Describe how the dramatic elements are used to enact ideas or stories, using Tier 2 and Tier 3 vocabulary [repeated]National Theatre Learning: Jane EyreSeries
- Discuss ways drama connects to own personal, social or cultural contexts [repeated]DramaTopic
- Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage in performing for story sharing, celebrations or Cultural expression
- Use Tier 2 and Tier 3 vocabulary to create a written review of a dramatic performance, using connectives to link ideas and modal language to express opinions [repeated]
MusicCA2-MUS-01
Making: Artists represent their world through subject matter and ideas in artworks
- Represent subject matter and ideas in artworks, making choices based on own interpretations of the world [repeated]Artistic TechniquesTopic
- Explore balance, scale and proportion in compositions to represent subject matter and ideas [repeated]Elements of ArtTopicSculpture and 3D ArtTopic
- Investigate printmaking processes to create rubbings and repeated prints, using sustainable materials, self-made tools or objects [repeated]
- Investigate the properties of materials and experiment with techniques to represent ideas through the construction of 3D sculptural forms [repeated]Sculpture and 3D ArtTopic
- Explore artmaking practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]First Nations ArtTopic
- Describe ways that other artists, artworks and audiences influence own artmaking practice [repeated]Artistic TechniquesTopicArtists and DesignersTopic
Appreciating: Artists convey ideas about their world in artworks which can be experienced and interpreted by audiences
- Discuss ways artworks connect to own personal, social or cultural contexts [repeated]Sculpture and 3D ArtTopicKnow it Alls: Visual ArtSeries
- Describe how artists use materials, techniques, processes and the elements of art and design to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of ArtTopicArtists and DesignersTopic
- Describe how signs and symbols such as objects, words and colours are used to influence meaning in artworks [repeated]Artistic TechniquesTopicArtists and DesignersTopic
- Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage in art making for story sharing, celebrations or Cultural expression [repeated]First Nations ArtTopic
Exhibiting: Displays and exhibitions of artworks communicate ideas about artists’ practices to audiences
- Exhibit artworks or samples of work to communicate ideas about own artworks and art practices to an audience [repeated]
- Reflect on own artworks and personal experiences of making artworks, recognising successes and challenges
| Term | Term 1 | Term 2 | Term 3 | Term 4 |
|---|---|---|---|---|
| Focus area | DanceCA3-DAN-01 | |||
| Content group | Composing: Dance is composed using the elements of dance to generate movements that communicate ideas and intent | Composing: Dance is composed using the elements of dance to generate movements that communicate ideas and intent | Making: Drama is made using the dramatic elements to shape meaning | Making: Drama is made using the dramatic elements to shape meaning |
| Content point | Improvise to generate movements that convey ideas and intent for a dance sequence [repeated] | Improvise to generate movements that convey ideas and intent for a dance sequence [repeated] | Improvise to generate ideas and consider possibilities for characters and dramatic action in response to stimuli [repeated]CharacterisationTopic | Improvise to generate ideas and consider possibilities for characters and dramatic action in response to stimuli [repeated]CharacterisationTopic |
| Content point | Adapt movements in response to changes in tempo and rhythm to convey ideas [repeated] | Explore ways to vary shape, level, direction and pathway of movements to communicate ideas and intent [repeated] | Embody and enact a character using language, voice, movement and facial expressions to express individual qualities and attitudesCharacterisationTopic | Explore ways to develop the status of a character and establish relationships between characters while in a roleCharacterisationTopic |
| Content point | Explore how energy, weight and force are used to create dynamics and convey ideas in movement [repeated]DanceTopic | Compose a dance sequence using components of space, time and dynamics to communicate an idea or intent [repeated] | Manage movement and interactions with others within a performance space, with awareness of the representation of a place | Represent the journey of a narrative, through reader's theatre, devised or scripted drama |
| Content point | Compose a dance sequence using components of space, time and dynamics to communicate an idea or intent [repeated] | Explore how Cultural Knowledges, Practices and protocols are used in Aboriginal and/or Torres Strait Islander dance [repeated]Bangarra Dance TheatreSeriesMove it, Mob StyleSeries | Use space, time, movement or sound to establish dramatic tension and atmospherePost-Production: Creating SoundtracksVideo | Explore ways to represent transitions in time, the duration of an event or time elapsing |
| Content point | Demonstrate safe dance practices with respect for physical, social, digital and cultural safety | Compose a dance to communicate an idea or intent by collaborating with others [repeated] | Demonstrate safe drama practices with respect for physical, social, digital and cultural safetyThe ABCs of ConsentVideo | Explore how Cultural Knowledges, Practices and protocols are used in Aboriginal and/or Torres Strait Islander performances |
| Content point | Explore ways to use metaphor and dramatic symbol to convey meaning to an audienceDramaTopic | |||
| Content point | Adapt a story or devise a dramatic situation to create meaning, by collaborating with others | |||
| Content group | Performing: Dance is performed using the elements of dance to communicate ideas and intent to audiences | Performing: Dance is performed using the elements of dance to communicate ideas and intent to audiences | Performing: Drama is performed using the dramatic elements to shape meaning for audiences: | Performing: Drama is performed using the dramatic elements to shape meaning for audiences |
| Content point | Demonstrate dance technique through body alignment, control, balance and transfer of weight to ensure safe movements | Rehearse and refine dance to enhance performance quality for an audience [repeated] | Develop performance skills by making choices about ways to use voice, gestures or movements to communicate ideas to an audience [repeated]DramaTopic | Develop performance skills by making choices about ways to use voice, gestures or movements to communicate ideas to an audience [repeated] |
| Content point | Rehearse and refine dance to enhance performance quality for an audience [repeated] | Explore how music, costumes, props or technologies are used in performances to engage audiences [repeated]DanceTopic | Perform group-devised drama scenarios or stories in collaboration with others to communicate meaning to an audience [repeated] | Perform group-devised drama scenarios or stories in collaboration with others to communicate meaning to an audience [repeated] |
| Content point | Perform and stage a group-devised dance to communicate an idea or intent to an audience [repeated] | Perform and stage a group-devised dance to communicate an idea or intent to an audience [repeated] | Use elements of production in performances to engage audiences [repeated]DramaTopic | |
| Content point | Rehearse and refine drama to enhance a performance for an audience [repeated] | |||
| Content group | Appreciating: Dance is influenced by the context it is composed and performed in and is understood by audiences in various ways | Appreciating: Dance is influenced by the context it is composed and performed in and is understood by audiences in various ways | Appreciating: Drama is influenced by the context it is made and performed in and is understood by audiences in various ways | Appreciating: Drama is influenced by the context it is made and performed in and is understood by audiences in various ways |
| Content point | Make associations between dance and own personal, social or cultural contexts [repeated]DanceTopic | Make associations between dance and own personal, social or cultural contexts [repeated]DanceTopic | Make associations between drama and own personal, social or cultural contexts [repeated]DramaTopic | Make associations between drama and own personal, social or cultural contexts [repeated]DramaTopic |
| Content point | Explain how the elements of dance are used to convey ideas and intent to an audience, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic | Explain how the elements of dance are used to convey ideas and intent to an audience, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic | Explain how the dramatic elements are used to shape meaning for audiences, using Tier 2 and Tier 3 vocabulary [repeated]DramaTopic | Explain how the dramatic elements are used to shape meaning for audiences, using Tier 2 and Tier 3 vocabulary [repeated]DramaTopic |
| Content point | Investigate dance from cultural contexts around the world to explore ways choreographers and dancers communicate ideas and intent to audiences [repeated]DanceTopic | Compare historical and contemporary dance practices to explore changes over time, to understand how contexts influence dance [repeated]Musical SongsTopic | Investigate drama from cultural contexts around the world to explore ways dramatic practitioners shape meaning for audiences [repeated]DramaTopic | Compare historical and contemporary dramatic practices to explore changes over time, to understand how contexts influence drama [repeated]DramaTopic |
| Content point | Describe ways current Aboriginal and/or Torres Strait Islander dance Practices maintain Cultural identity and belonging [repeated]DanceTopic | Explain how other dance works influence own dance practices [repeated]DanceTopic | Describe ways current Aboriginal and/or Torres Strait Islander dramatic practices maintain Cultural identity and belonging [repeated] | Explain how other drama works influence own dramatic practice [repeated]DramaTopic |
| Focus area | Creating written texts in Creative ArtsCA3-CWT-01 | |||
| Content group | Creating written texts supports understanding in Dance | Creating written texts supports understanding in Dance | Creating written texts supports understanding in Drama | Creating written texts supports understanding in Drama |
| Content point | Use notes and annotated images to create a multimodal text documenting ideas for a dance [repeated]Creative ProcessVideo | Use notes and annotated images to create a multimodal text documenting ideas for a dance [repeated]Creative ProcessVideo | Use Tier 2 and Tier 3 vocabulary and compound and complex sentences, sequenced into paragraphs to describe how dramatic elements are used to shape meaning for an audience [repeated]SentencesTopic | Create or adapt a written script or monologue while in a role, making choices about language and text structures, to communicate feelings, thoughts or attitudes of a character [repeated] |
| Content point | Acknowledge artists, titles, origins of dance works and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic | Use Tier 2 and Tier 3 vocabulary to create a written review of a dance performance, drawing on personal experiences and evidence to reinforce an opinion [repeated]Writing Text ResponsesVideoOpinion Writing for KidsSeries | Acknowledge artists, titles, origins of dramatic works and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic | Acknowledge artists, titles, origins of dramatic works and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic |
| Content point | Acknowledge artists, titles, origins of dance works and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic | |||
| Focus area | MusicCA3-MUS-01 | |||
| Content group | Performing: Music is performed using the elements of music to communicate musical ideas | Performing: Music is performed using the elements of music to communicate musical ideas | Making: Artists represent their world in intentional ways through their artmaking practice | Making: Artists represent their world in intentional ways through their artmaking practice |
| Content point | Perform rhythm, melody or harmony patterns by singing, moving and playing independent parts in combination with others [repeated]VoiceTopicPercussionTopic | Demonstrate an aural understanding of dynamics and expression while performing vocal repertoire [repeated]VoiceTopic | Represent ideas or perspectives of their world and intentions in own artmaking practice [repeated]CraftsTopic | Represent ideas or perspectives of their world and intentions in own artmaking practice [repeated]CraftsTopic |
| Content point | Perform music, including own compositions, to develop solo and group playing skills [repeated]VoiceTopicPercussionTopic | Experiment with timbre to create mood and effects using voice, environmental sounds, instruments or digital technologies [repeated]VoiceTopicPercussionTopic | Use drawing materials and techniques to create artistic effects to represent subject matter or ideas in intentional ways [repeated]IllustrationTopicAnimationTopic | Use printmaking materials, techniques and processes to explore ways to make single or multiple prints [repeated] |
| Content point | Perform music in collaboration with others to communicate musical ideas or intent, with awareness of the elements of music [repeated]VoiceTopicPercussionTopic | Experiment with repetition and contrast, varying ways the elements of music are used while performing [repeated]VoiceTopicPercussionTopic | Create intentional effects with awareness of the relationships between colours and tones, to represent subject matter or ideas in realistic, imaginative or symbolic ways [repeated]Artistic TechniquesTopic | Apply understandings of materials, techniques and 3D sculptural processes to make artworks to represent own intentions [repeated]Sculpture and 3D ArtTopicCraftsTopic |
| Content point | Demonstrate safe music practices, with respect for physical, social, digital and cultural safety | Rehearse and refine music using listening skills and memory to enhance performance techniques [repeated]VoiceTopicPercussionTopic | Use painting materials, techniques and processes to explore ways to apply paint in combination with mixed media materials [repeated]Artistic TechniquesTopic | Explore artistic conventions and ways to represent subject matter and ideas in compositions [repeated]IllustrationTopic |
| Content point | Perform music in collaboration with others to communicate musical ideas or intent, with awareness of the elements of music [repeated]VoiceTopicPercussionTopic | Apply understandings of materials, digital technologies and processes to represent intended ideas in artworks [repeated]CraftsTopicAnimationTopic | Explain how artists, artworks, the world and audiences influence own artmaking practice [repeated]Artistic TechniquesTopicArtists and DesignersTopic | |
| Content point | Explore how Cultural Knowledges, Practices and protocols continue to be used in Aboriginal and/or Torres Strait Islander artworks [repeated]First Nations ArtTopic | Make artworks in collaboration with others to represent an intended meaning [repeated]CraftsTopic | ||
| Content point | Demonstrate safe artmaking practices with respect for physical, social, digital and cultural safety | |||
| Content group | Listening: Music is influenced by the context in which it is performed and composed | Listening: Music is influenced by the context in which it is performed and composed | Appreciating: Artists are influenced by contexts and make artworks that audiences can critique and interpret in various ways | Appreciating: Artists are influenced by contexts and make artworks that audiences can critique and interpret in various ways |
| Content point | Use listening skills and explain how the elements of music communicate musical ideas in music repertoire, using Tier 2 and Tier 3 vocabulary [repeated]Elements of MusicTopicSongsTopic | Use listening skills and explain how the elements of music communicate musical ideas in music repertoire, using Tier 2 and Tier 3 vocabulary [repeated]Elements of MusicTopic | Make associations between artworks and own personal, social or cultural contexts [repeated]IllustrationTopicSculpture and 3D ArtTopic | Make associations between artworks and own personal, social or cultural contexts [repeated]IllustrationTopicSculpture and 3D ArtTopic |
| Content point | Use listening skills and aural awareness to engage with music from cultural contexts around the world, and describe how musical ideas are conveyed by composers and musicians [repeated]Musicians, Performers and ComposersTopicCulture and Genres of MusicTopic | Interpret the ways musical ideas are communicated using symbols, graphic notation or staff notation [repeated]Elements of MusicTopic | Explain structural features of an artwork and how artists use the elements of art and design to communicate meaning to audiences through art forms, using Tier 2 and Tier 3 vocabulary [repeated]IllustrationTopic | Describe how meaning is conveyed through signs and symbols in artworks [repeated]World ArtTopicArtists and DesignersTopic |
| Content point | Describe ways current Aboriginal and/or Torres Strait Islander music Practices maintain Cultural identity and belonging [repeated]SongsTopic | Compare music from historical and contemporary contexts to understand significant influences on music practices over time [repeated]Musical SongsTopicCulture and Genres of MusicTopic | Observe artworks from cultural contexts around the world to investigate how artworks reflect ideas and beliefs [repeated]World ArtTopicArtists and DesignersTopic | Compare artworks from historical and contemporary contexts to understand significant influences on artists and artmaking practices over time [repeated]World ArtTopicArtists and DesignersTopic |
| Content point | Explain how other music influences own music practice [repeated]Musicians, Performers and ComposersTopic | Describe ways current Aboriginal and/or Torres Strait Islander artists maintain Cultural identity and belonging in their artmaking Practices [repeated]First Nations ArtTopic | Infer ideas about an artist's intentions and recognise that artworks may be critiqued and interpreted in various ways by audiences [repeated]Sculpture and 3D ArtTopicArtists and DesignersTopic | |
| Content point | Investigate an artist's practice and explain the roles and connections between artist, artwork, the world and audiences [repeated]World ArtTopicArtists and DesignersTopic | |||
| Content group | Composing: Music is composed using the elements of music to communicate musical ideas | Composing: Music is composed using the elements of music to communicate musical ideas | Exhibiting: Artworks are displayed and curated to communicate intentional ideas to audiences | Exhibiting: Artworks are displayed and curated to communicate intentional ideas to audiences |
| Content point | Create texture in music by combining or layering sounds such as voice, body percussion, instruments or environmental sounds [repeated]InstrumentsTopic | Create texture in music by combining or layering sounds such as voice, body percussion, instruments or environmental sounds [repeated]InstrumentsTopic | Enhance an artwork by refining, editing, resolving or mounting an artwork [repeated] | Make choices about ways to display or curate own artworks to engage audiences and convey ideas and meaning [repeated] |
| Content point | Improvise and express musical ideas using voice, body percussion, movement, instruments, environmental sounds and digital technologies [repeated]InstrumentsTopic | Improvise and express musical ideas using voice, body percussion, movement, instruments, environmental sounds and digital technologies [repeated]InstrumentsTopic | Make choices about ways to display or curate own artworks to engage audiences and convey ideas and meaning [repeated] | Explore how displays and exhibitions support audiences to construct interpretations [repeated] |
| Content point | Explore ways Cultural Knowledges, Practices and protocols are used in Aboriginal and/or Torres Strait Islander music [repeated]SongsTopic | Arrange and organise rhythmic and melodic patterns into sections to create structure in own compositions [repeated]Music Notation and CompositionTopic | ||
| Content point | Use symbols, graphic notation or staff notation to represent musical ideas in compositions [repeated]Music Notation and CompositionTopic | |||
| Focus area | Creating written texts in Creative ArtsCA3-CWT-01 | |||
| Content group | Creating written texts supports understanding in Music | Creating written texts supports understanding in Music | Creating written texts supports understanding in Visual Arts | Creating written texts supports understanding in Visual Arts |
| Content point | Experiment with language, word order and repetition to adapt or create song lyrics [repeated]SongsTopic | Experiment with language, word order and repetition to adapt or create song lyrics [repeated]SongsTopic | Use notes, annotated work samples and illustrations to create a multimodal text documenting ideas and plans for an artwork [repeated] | Use Tier 2 and Tier 3 vocabulary and compound and complex sentences to explain how artists communicate ideas and perspectives about their world in artworks [repeated] |
| Content point | Acknowledge artists, titles, origins of music and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic | Use Tier 2 and Tier 3 vocabulary to create a written review of music, using the elements of music to reinforce an opinion [repeated]SongsTopic | Acknowledge artists, titles, origins of artworks and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic | Acknowledge artists, titles, origins of artworks and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic |
| Content point | Acknowledge artists, titles, origins of music and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic | |||
| Term | Term 5 | Term 6 | Term 7 | Term 8 |
|---|---|---|---|---|
| Focus area | DanceCA3-DAN-01 | |||
| Content group | Composing: Dance is composed using the elements of dance to generate movements that communicate ideas and intent | Composing: Dance is composed using the elements of dance to generate movements that communicate ideas and intent | Making: Drama is made using the dramatic elements to shape meaning | Making: Drama is made using the dramatic elements to shape meaning |
| Content point | Improvise to generate movements that convey ideas and intent for a dance sequence [repeated] | Improvise to generate movements that convey ideas and intent for a dance sequence [repeated] | Improvise to generate ideas and consider possibilities for characters and dramatic action in response to stimuli [repeated] | Improvise to generate ideas and consider possibilities for characters and dramatic action in response to stimuli [repeated] |
| Content point | Adapt movements in response to changes in tempo and rhythm to convey ideas [repeated] | Explore ways to vary shape, level, direction and pathway of movements to communicate ideas and intent [repeated] | Embody and enact a character using language, voice, movement and facial expressions to express individual qualities and attitudes | Explore ways to develop the status of a character and establish relationships between characters while in a role |
| Content point | Explore how energy, weight and force are used to create dynamics and convey ideas in movement [repeated] | Compose a dance sequence using components of space, time and dynamics to communicate an idea or intent [repeated] | Manage movement and interactions with others within a performance space, with awareness of the representation of a place | Represent the journey of a narrative, through reader's theatre, devised or scripted dramaThe Storybuilding ToolkitSeries |
| Content point | Compose a dance sequence using components of space, time and dynamics to communicate an idea or intent [repeated] | Explore how Cultural Knowledges, Practices and protocols are used in Aboriginal and/or Torres Strait Islander dance [repeated]Bangarra Dance TheatreSeries | Use space, time, movement or sound to establish dramatic tension and atmosphere | Explore ways to represent transitions in time, the duration of an event or time elapsing |
| Content point | Compose a dance to communicate an idea or intent by collaborating with others [repeated] | Explore how Cultural Knowledges, Practices and protocols are used in Aboriginal and/or Torres Strait Islander performances | ||
| Content point | Explore ways to use metaphor and dramatic symbol to convey meaning to an audienceSimile and MetaphorTopic | |||
| Content point | Adapt a story or devise a dramatic situation to create meaning, by collaborating with others | |||
| Content group | Performing: Dance is performed using the elements of dance to communicate ideas and intent to audiences | Performing: Dance is performed using the elements of dance to communicate ideas and intent to audiences | Performing: Drama is performed using the dramatic elements to shape meaning for audiences | Performing: Drama is performed using the dramatic elements to shape meaning for audiences |
| Content point | Rehearse and refine dance to enhance performance quality for an audience [repeated] | Rehearse and refine dance to enhance performance quality for an audience [repeated] | Develop performance skills by making choices about ways to use voice, gestures or movements to communicate ideas to an audience [repeated] | Develop performance skills by making choices about ways to use voice, gestures or movements to communicate ideas to an audience [repeated] |
| Content point | Perform and stage a group-devised dance to communicate an idea or intent to an audience [repeated] | Explore how music, costumes, props or technologies are used in performances to engage audiences [repeated]DanceTopic | Perform group-devised drama scenarios or stories in collaboration with others to communicate meaning to an audience [repeated] | Perform group-devised drama scenarios or stories in collaboration with others to communicate meaning to an audience [repeated] |
| Content point | Perform and stage a group-devised dance to communicate an idea or intent to an audience [repeated] | Use elements of production in performances to engage audiences [repeated]DramaTopic | Reflect on personal experiences and contributions as a drama maker or performer | |
| Content point | Reflect on personal experiences and contributions as a composer or dancer | Rehearse and refine drama to enhance a performance for an audience [repeated] | ||
| Content group | Appreciating: Dance is influenced by the context it is composed and performed in and is understood by audiences in various ways | Appreciating: Dance is influenced by the context it is composed and performed in and is understood by audiences in various ways | Appreciating: Drama is influenced by the context it is made and performed in and is understood by audiences in various ways | Appreciating: Drama is influenced by the context it is made and performed in and is understood by audiences in various ways |
| Content point | Make associations between dance and own personal, social or cultural contexts [repeated]DanceTopic | Make associations between dance and own personal, social or cultural contexts [repeated]DanceTopic | Make associations between drama and own personal, social or cultural contexts [repeated]DramaTopic | Make associations between drama and own personal, social or cultural contexts [repeated]DramaTopic |
| Content point | Explain how the elements of dance are used to convey ideas and intent to an audience, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic | Explain how the elements of dance are used to convey ideas and intent to an audience, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic | Explain how the dramatic elements are used to shape meaning for audiences, using Tier 2 and Tier 3 vocabulary [repeated]DramaTopic | Explain how the dramatic elements are used to shape meaning for audiences, using Tier 2 and Tier 3 vocabulary [repeated]DramaTopic |
| Content point | Investigate dance from cultural contexts around the world to explore ways choreographers and dancers communicate ideas and intent to audiences [repeated]DanceTopic | Compare historical and contemporary dance practices to explore changes over time, to understand how contexts influence dance [repeated]Musical SongsTopic | Investigate drama from cultural contexts around the world to explore ways dramatic practitioners shape meaning for audiences [repeated] | Compare historical and contemporary dramatic practices to explore changes over time, to understand how contexts influence drama [repeated] |
| Content point | Describe ways current Aboriginal and/or Torres Strait Islander dance Practices maintain Cultural identity and belonging [repeated]DanceTopic | Explain how other dance works influence own dance practices [repeated]DanceTopic | Describe ways current Aboriginal and/or Torres Strait Islander dramatic Practices maintain Cultural identity and belonging [repeated] | Explain how other drama works influence own dramatic practice [repeated]DramaTopic |
| Focus area | Creating written texts in Creative ArtsCA3-CWT-01 | |||
| Content group | Creating written texts supports understanding in Dance | Creating written texts supports understanding in Dance | Creating written texts supports understanding in Drama | Creating written texts supports understanding in Drama |
| Content point | Use notes and annotated images to create a multimodal text documenting ideas for a dance [repeated]Study and Research SkillsTopic | Use notes and annotated images to create a multimodal text documenting ideas for a dance [repeated]Study and Research SkillsTopic | Use Tier 2 and Tier 3 vocabulary and compound and complex sentences, sequenced into paragraphs to describe how dramatic elements are used to shape meaning for an audience [repeated]Study and Research SkillsTopic | Create or adapt a written script or monologue while in a role, making choices about language and text structures, to communicate feelings, thoughts or attitudes of a character [repeated] |
| Content point | Acknowledge artists, titles, origins of dance works and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic | Use Tier 2 and Tier 3 vocabulary to create a written review of a dance performance, drawing on personal experiences and evidence to reinforce an opinion [repeated]Writing Text ResponsesVideo | Acknowledge artists, titles, origins of dramatic works and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic | Acknowledge artists, titles, origins of dramatic works and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic |
| Content point | Acknowledge artists, titles, origins of dance works and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic | |||
| Focus area | MusicCA3-MUS-01 | |||
| Content group | Performing: Music is performed using the elements of music to communicate musical ideas | Performing: Music is performed using the elements of music to communicate musical ideas | Making: Artists represent their world in intentional ways through their artmaking practice | Making: Artists represent their world in intentional ways through their artmaking practice |
| Content point | Perform rhythm, melody or harmony patterns by singing, moving and playing independent parts in combination with others [repeated]VoiceTopicPercussionTopic | Demonstrate an aural understanding of dynamics and expression while performing vocal repertoireVoiceTopic | Represent ideas or perspectives of their world and intentions in own artmaking practice [repeated]CraftsTopic | Represent ideas or perspectives of their world and intentions in own artmaking practice [repeated]CraftsTopic |
| Content point | Perform music in collaboration with others to communicate musical ideas or intent, with awareness of the elements of music [repeated]VoiceTopicPercussionTopic | Experiment with timbre to create mood and effects using voice, environmental sounds, instruments or digital technologies [repeated]VoiceTopicPercussionTopic | Use drawing materials and techniques to create artistic effects to represent subject matter or ideas in intentional ways [repeated]IllustrationTopicAnimationTopic | Use printmaking materials, techniques and processes to explore ways to make single or multiple prints [repeated] |
| Content point | Perform music, including own compositions, to develop solo and group playing skills [repeated]VoiceTopicPercussionTopic | Experiment with repetition and contrast, varying ways the elements of music are used while performing [repeated]VoiceTopicPercussionTopic | Create intentional effects with awareness of the relationships between colours and tones, to represent subject matter or ideas in realistic, imaginative or symbolic ways [repeated]IllustrationTopicAnimationTopic | Apply understandings of materials, techniques and 3D sculptural processes to make artworks to represent own intentions [repeated]Sculpture and 3D ArtTopic |
| Content point | Rehearse and refine music using listening skills and memory to enhance performance techniques [repeated]PercussionTopic | Use painting materials, techniques and processes to explore ways to apply paint in combination with mixed media materials [repeated]Artistic TechniquesTopic | Explore artistic conventions and ways to represent subject matter and ideas in compositions [repeated]Artists and DesignersTopic | |
| Content point | Perform music in collaboration with others to communicate musical ideas or intent, with awareness of the elements of music [repeated]VoiceTopicPercussionTopic | Apply understandings of materials, digital technologies and processes to represent intended ideas in artworks [repeated]CraftsTopicFilm MakingTopic | Explain how artists, artworks, the world and audiences influence own artmaking practice [repeated]Artists and DesignersTopic | |
| Content point | Explore how Cultural Knowledges, Practices and protocols continue to be used in Aboriginal and/or Torres Strait Islander artworksFirst Nations ArtTopic | Make artworks in collaboration with others to represent an intended meaning [repeated]CraftsTopicAnimationTopic | ||
| Content group | Listening: Music is influenced by the context in which it is performed and composed | Listening: Music is influenced by the context in which it is performed and composed | Appreciating: Artists are influenced by contexts and make artworks that audiences can critique and interpret in various ways | Appreciating: Artists are influenced by contexts and make artworks that audiences can critique and interpret in various ways |
| Content point | Describe ways current Aboriginal and/or Torres Strait Islander music practices maintain Cultural identity and belonging [repeated]SongsTopic | Use listening skills and aural awareness to engage with music from cultural contexts around the world, and describe how musical ideas are conveyed by composers and musicians [repeated]Elements of MusicTopicWorld Music DayTopic | Make associations between artworks and own personal, social or cultural contexts [repeated]IllustrationTopicSculpture and 3D ArtTopic | Make associations between artworks and own personal, social or cultural contexts [repeated]IllustrationTopicSculpture and 3D ArtTopic |
| Content point | Use listening skills and explain how the elements of music communicate musical ideas in music repertoire, using Tier 2 and Tier 3 vocabulary [repeated]Elements of MusicTopic | Use listening skills and explain how the elements of music communicate musical ideas in music repertoire, using Tier 2 and Tier 3 vocabulary [repeated]Elements of MusicTopic | Explain structural features of an artwork and how artists use the elements of art and design to communicate meaning to audiences through art forms, using Tier 2 and Tier 3 vocabulary [repeated]IllustrationTopicSculpture and 3D ArtTopic | Describe how meaning is conveyed through signs and symbols in artworks [repeated]World ArtTopicArtists and DesignersTopic |
| Content point | Compare music from historical and contemporary contexts to understand significant influences on music practices over time [repeated]Musical SongsTopic | Observe artworks from cultural contexts around the world to investigate how artworks reflect ideas and beliefs [repeated]World ArtTopicArtists and DesignersTopic | Compare artworks from historical and contemporary contexts to understand significant influences on artists and artmaking practices over time [repeated]World ArtTopicArtists and DesignersTopic | |
| Content point | Explain how other music influences own music practice [repeated]Musicians, Performers and ComposersTopic | Describe ways current Aboriginal and/or Torres Strait Islander artists maintain Cultural identity and belonging in their artmaking Practices [repeated]First Nations ArtTopic | Infer ideas about an artist's intentions and recognise that artworks may be critiqued and interpreted in various ways by audiences [repeated]Sculpture and 3D ArtTopicArtists and DesignersTopic | |
| Content point | Use listening skills and reflect on personal experiences and contributions as a composer or musicianSongsTopic | Investigate an artist's practice and explain the roles and connections between artist, artwork, the world and audiences [repeated]World ArtTopicArtists and DesignersTopic | ||
| Content point | Interpret the ways musical ideas are communicated using symbols, graphic notation or staff notation [repeated]Music Notation and CompositionTopic | |||
| Content group | Composing: Music is composed using the elements of music to communicate musical ideas | Composing: Music is composed using the elements of music to communicate musical ideas | Exhibiting: Artworks are displayed and curated to communicate intentional ideas to audiences | Exhibiting: Artworks are displayed and curated to communicate intentional ideas to audiences |
| Content point | Create texture in music by combining or layering sounds such as voice, body percussion, instruments or environmental sounds [repeated]VoiceTopicPercussionTopic | Create texture in music by combining or layering sounds such as voice, body percussion, instruments or environmental sounds [repeated]VoiceTopicPercussionTopic | Enhance an artwork by refining, editing, resolving or mounting an artwork [repeated] | Make choices about ways to display or curate own artworks to engage audiences and convey ideas and meaning [repeated] |
| Content point | Improvise and express musical ideas using voice, body percussion, movement, instruments, environmental sounds and digital technologies [repeated]VoiceTopicPercussionTopicMovie SoundsVideo | Improvise and express musical ideas using voice, body percussion, movement, instruments, environmental sounds and digital technologies [repeated]VoiceTopicPercussionTopicFoley and Sound DesignSeries | Make choices about ways to display or curate own artworks to engage audiences and convey ideas and meaning [repeated] | Explore how displays and exhibitions support audiences to construct interpretations [repeated] |
| Content point | Explore ways Cultural Knowledges, Practices and protocols are used in Aboriginal and/or Torres Strait Islander music [repeated]SongsTopic | Arrange and organise rhythmic and melodic patterns into sections to create structure in own compositions [repeated]Music Notation and CompositionTopic | Reflect on personal experiences and contributions as an artist, explaining how choices and decisions influenced the artwork and the ways it is understood by audiences | |
| Content point | Use symbols, graphic notation or staff notation to represent musical ideas in compositions [repeated]Music Notation and CompositionTopic | |||
| Focus area | Creating written texts in Creative ArtsCA3-CWT-01 | |||
| Content group | Creating written texts supports understanding in Music | Creating written texts supports understanding in Music | Creating written texts supports understanding in Visual Arts | Creating written texts supports understanding in Visual Arts |
| Content point | Experiment with language, word order and repetition to adapt or create song lyrics [repeated]SongsTopic | Experiment with language, word order and repetition to adapt or create song lyrics [repeated]SongsTopic | Use notes, annotated work samples and illustrations to create a multimodal text documenting ideas and plans for an artwork [repeated] | Use Tier 2 and Tier 3 vocabulary and compound and complex sentences to explain how artists communicate ideas and perspectives about their world in artworks [repeated] |
| Content point | Acknowledge artists, titles, origins of music and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic | Use Tier 2 and Tier 3 vocabulary to create a written review of music, using the elements of music to reinforce an opinion [repeated]SongsTopic | Acknowledge artists, titles, origins of artworks and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic | Acknowledge artists, titles, origins of artworks and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic |
| Content point | Acknowledge artists, titles, origins of music and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic | |||
Term 1
DanceCA3-DAN-01
Composing: Dance is composed using the elements of dance to generate movements that communicate ideas and intent
- Improvise to generate movements that convey ideas and intent for a dance sequence [repeated]
- Adapt movements in response to changes in tempo and rhythm to convey ideas [repeated]
- Explore how energy, weight and force are used to create dynamics and convey ideas in movement [repeated]DanceTopic
- Compose a dance sequence using components of space, time and dynamics to communicate an idea or intent [repeated]
- Demonstrate safe dance practices with respect for physical, social, digital and cultural safety
Performing: Dance is performed using the elements of dance to communicate ideas and intent to audiences
- Demonstrate dance technique through body alignment, control, balance and transfer of weight to ensure safe movements
- Rehearse and refine dance to enhance performance quality for an audience [repeated]
- Perform and stage a group-devised dance to communicate an idea or intent to an audience [repeated]
Appreciating: Dance is influenced by the context it is composed and performed in and is understood by audiences in various ways
- Make associations between dance and own personal, social or cultural contexts [repeated]DanceTopic
- Explain how the elements of dance are used to convey ideas and intent to an audience, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic
- Investigate dance from cultural contexts around the world to explore ways choreographers and dancers communicate ideas and intent to audiences [repeated]DanceTopic
- Describe ways current Aboriginal and/or Torres Strait Islander dance Practices maintain Cultural identity and belonging [repeated]DanceTopic
Creating written texts in Creative ArtsCA3-CWT-01
Creating written texts supports understanding in Dance
- Use notes and annotated images to create a multimodal text documenting ideas for a dance [repeated]Creative ProcessVideo
- Acknowledge artists, titles, origins of dance works and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic
MusicCA3-MUS-01
Performing: Music is performed using the elements of music to communicate musical ideas
- Perform rhythm, melody or harmony patterns by singing, moving and playing independent parts in combination with others [repeated]VoiceTopicPercussionTopic
- Perform music, including own compositions, to develop solo and group playing skills [repeated]VoiceTopicPercussionTopic
- Perform music in collaboration with others to communicate musical ideas or intent, with awareness of the elements of music [repeated]VoiceTopicPercussionTopic
- Demonstrate safe music practices, with respect for physical, social, digital and cultural safety
Listening: Music is influenced by the context in which it is performed and composed
- Use listening skills and explain how the elements of music communicate musical ideas in music repertoire, using Tier 2 and Tier 3 vocabulary [repeated]Elements of MusicTopicSongsTopic
- Use listening skills and aural awareness to engage with music from cultural contexts around the world, and describe how musical ideas are conveyed by composers and musicians [repeated]Musicians, Performers and ComposersTopicCulture and Genres of MusicTopic
- Describe ways current Aboriginal and/or Torres Strait Islander music Practices maintain Cultural identity and belonging [repeated]SongsTopic
Composing: Music is composed using the elements of music to communicate musical ideas
- Create texture in music by combining or layering sounds such as voice, body percussion, instruments or environmental sounds [repeated]InstrumentsTopic
- Improvise and express musical ideas using voice, body percussion, movement, instruments, environmental sounds and digital technologies [repeated]InstrumentsTopic
- Explore ways Cultural Knowledges, Practices and protocols are used in Aboriginal and/or Torres Strait Islander music [repeated]SongsTopic
Creating written texts in Creative ArtsCA3-CWT-01
Creating written texts supports understanding in Music
- Experiment with language, word order and repetition to adapt or create song lyrics [repeated]SongsTopic
- Acknowledge artists, titles, origins of music and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic
Term 2
DanceCA3-DAN-01
Composing: Dance is composed using the elements of dance to generate movements that communicate ideas and intent
- Improvise to generate movements that convey ideas and intent for a dance sequence [repeated]
- Explore ways to vary shape, level, direction and pathway of movements to communicate ideas and intent [repeated]
- Compose a dance sequence using components of space, time and dynamics to communicate an idea or intent [repeated]
- Explore how Cultural Knowledges, Practices and protocols are used in Aboriginal and/or Torres Strait Islander dance [repeated]Bangarra Dance TheatreSeriesMove it, Mob StyleSeries
- Compose a dance to communicate an idea or intent by collaborating with others [repeated]
Performing: Dance is performed using the elements of dance to communicate ideas and intent to audiences
- Rehearse and refine dance to enhance performance quality for an audience [repeated]
- Explore how music, costumes, props or technologies are used in performances to engage audiences [repeated]DanceTopic
- Perform and stage a group-devised dance to communicate an idea or intent to an audience [repeated]
Appreciating: Dance is influenced by the context it is composed and performed in and is understood by audiences in various ways
- Make associations between dance and own personal, social or cultural contexts [repeated]DanceTopic
- Explain how the elements of dance are used to convey ideas and intent to an audience, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic
- Compare historical and contemporary dance practices to explore changes over time, to understand how contexts influence dance [repeated]Musical SongsTopic
- Explain how other dance works influence own dance practices [repeated]DanceTopic
Creating written texts in Creative ArtsCA3-CWT-01
Creating written texts supports understanding in Dance
- Use notes and annotated images to create a multimodal text documenting ideas for a dance [repeated]Creative ProcessVideo
- Use Tier 2 and Tier 3 vocabulary to create a written review of a dance performance, drawing on personal experiences and evidence to reinforce an opinion [repeated]Writing Text ResponsesVideoOpinion Writing for KidsSeries
- Acknowledge artists, titles, origins of dance works and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic
MusicCA3-MUS-01
Performing: Music is performed using the elements of music to communicate musical ideas
- Demonstrate an aural understanding of dynamics and expression while performing vocal repertoire [repeated]VoiceTopic
- Experiment with timbre to create mood and effects using voice, environmental sounds, instruments or digital technologies [repeated]VoiceTopicPercussionTopic
- Experiment with repetition and contrast, varying ways the elements of music are used while performing [repeated]VoiceTopicPercussionTopic
- Rehearse and refine music using listening skills and memory to enhance performance techniques [repeated]VoiceTopicPercussionTopic
- Perform music in collaboration with others to communicate musical ideas or intent, with awareness of the elements of music [repeated]VoiceTopicPercussionTopic
Listening: Music is influenced by the context in which it is performed and composed
- Use listening skills and explain how the elements of music communicate musical ideas in music repertoire, using Tier 2 and Tier 3 vocabulary [repeated]Elements of MusicTopic
- Interpret the ways musical ideas are communicated using symbols, graphic notation or staff notation [repeated]Elements of MusicTopic
- Compare music from historical and contemporary contexts to understand significant influences on music practices over time [repeated]Musical SongsTopicCulture and Genres of MusicTopic
- Explain how other music influences own music practice [repeated]Musicians, Performers and ComposersTopic
Composing: Music is composed using the elements of music to communicate musical ideas
- Create texture in music by combining or layering sounds such as voice, body percussion, instruments or environmental sounds [repeated]InstrumentsTopic
- Improvise and express musical ideas using voice, body percussion, movement, instruments, environmental sounds and digital technologies [repeated]InstrumentsTopic
- Arrange and organise rhythmic and melodic patterns into sections to create structure in own compositions [repeated]Music Notation and CompositionTopic
- Use symbols, graphic notation or staff notation to represent musical ideas in compositions [repeated]Music Notation and CompositionTopic
Creating written texts in Creative ArtsCA3-CWT-01
Creating written texts supports understanding in Music
- Experiment with language, word order and repetition to adapt or create song lyrics [repeated]SongsTopic
- Use Tier 2 and Tier 3 vocabulary to create a written review of music, using the elements of music to reinforce an opinion [repeated]SongsTopic
- Acknowledge artists, titles, origins of music and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic
Term 3
DanceCA3-DAN-01
Making: Drama is made using the dramatic elements to shape meaning
- Improvise to generate ideas and consider possibilities for characters and dramatic action in response to stimuli [repeated]CharacterisationTopic
- Embody and enact a character using language, voice, movement and facial expressions to express individual qualities and attitudesCharacterisationTopic
- Manage movement and interactions with others within a performance space, with awareness of the representation of a place
- Use space, time, movement or sound to establish dramatic tension and atmospherePost-Production: Creating SoundtracksVideo
- Demonstrate safe drama practices with respect for physical, social, digital and cultural safetyThe ABCs of ConsentVideo
Performing: Drama is performed using the dramatic elements to shape meaning for audiences:
- Develop performance skills by making choices about ways to use voice, gestures or movements to communicate ideas to an audience [repeated]DramaTopic
- Perform group-devised drama scenarios or stories in collaboration with others to communicate meaning to an audience [repeated]
- Use elements of production in performances to engage audiences [repeated]DramaTopic
- Rehearse and refine drama to enhance a performance for an audience [repeated]
Appreciating: Drama is influenced by the context it is made and performed in and is understood by audiences in various ways
- Make associations between drama and own personal, social or cultural contexts [repeated]DramaTopic
- Explain how the dramatic elements are used to shape meaning for audiences, using Tier 2 and Tier 3 vocabulary [repeated]DramaTopic
- Investigate drama from cultural contexts around the world to explore ways dramatic practitioners shape meaning for audiences [repeated]DramaTopic
- Describe ways current Aboriginal and/or Torres Strait Islander dramatic practices maintain Cultural identity and belonging [repeated]
Creating written texts in Creative ArtsCA3-CWT-01
Creating written texts supports understanding in Drama
- Use Tier 2 and Tier 3 vocabulary and compound and complex sentences, sequenced into paragraphs to describe how dramatic elements are used to shape meaning for an audience [repeated]SentencesTopic
- Acknowledge artists, titles, origins of dramatic works and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic
MusicCA3-MUS-01
Making: Artists represent their world in intentional ways through their artmaking practice
- Represent ideas or perspectives of their world and intentions in own artmaking practice [repeated]CraftsTopic
- Use drawing materials and techniques to create artistic effects to represent subject matter or ideas in intentional ways [repeated]IllustrationTopicAnimationTopic
- Create intentional effects with awareness of the relationships between colours and tones, to represent subject matter or ideas in realistic, imaginative or symbolic ways [repeated]Artistic TechniquesTopic
- Use painting materials, techniques and processes to explore ways to apply paint in combination with mixed media materials [repeated]Artistic TechniquesTopic
- Apply understandings of materials, digital technologies and processes to represent intended ideas in artworks [repeated]CraftsTopicAnimationTopic
- Explore how Cultural Knowledges, Practices and protocols continue to be used in Aboriginal and/or Torres Strait Islander artworks [repeated]First Nations ArtTopic
- Demonstrate safe artmaking practices with respect for physical, social, digital and cultural safety
Appreciating: Artists are influenced by contexts and make artworks that audiences can critique and interpret in various ways
- Make associations between artworks and own personal, social or cultural contexts [repeated]IllustrationTopicSculpture and 3D ArtTopic
- Explain structural features of an artwork and how artists use the elements of art and design to communicate meaning to audiences through art forms, using Tier 2 and Tier 3 vocabulary [repeated]IllustrationTopic
- Observe artworks from cultural contexts around the world to investigate how artworks reflect ideas and beliefs [repeated]World ArtTopicArtists and DesignersTopic
- Describe ways current Aboriginal and/or Torres Strait Islander artists maintain Cultural identity and belonging in their artmaking Practices [repeated]First Nations ArtTopic
Exhibiting: Artworks are displayed and curated to communicate intentional ideas to audiences
- Enhance an artwork by refining, editing, resolving or mounting an artwork [repeated]
- Make choices about ways to display or curate own artworks to engage audiences and convey ideas and meaning [repeated]
Creating written texts in Creative ArtsCA3-CWT-01
Creating written texts supports understanding in Visual Arts
- Use notes, annotated work samples and illustrations to create a multimodal text documenting ideas and plans for an artwork [repeated]
- Acknowledge artists, titles, origins of artworks and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic
Term 4
DanceCA3-DAN-01
Making: Drama is made using the dramatic elements to shape meaning
- Improvise to generate ideas and consider possibilities for characters and dramatic action in response to stimuli [repeated]CharacterisationTopic
- Explore ways to develop the status of a character and establish relationships between characters while in a roleCharacterisationTopic
- Represent the journey of a narrative, through reader's theatre, devised or scripted drama
- Explore ways to represent transitions in time, the duration of an event or time elapsing
- Explore how Cultural Knowledges, Practices and protocols are used in Aboriginal and/or Torres Strait Islander performances
- Explore ways to use metaphor and dramatic symbol to convey meaning to an audienceDramaTopic
- Adapt a story or devise a dramatic situation to create meaning, by collaborating with others
Performing: Drama is performed using the dramatic elements to shape meaning for audiences
- Develop performance skills by making choices about ways to use voice, gestures or movements to communicate ideas to an audience [repeated]
- Perform group-devised drama scenarios or stories in collaboration with others to communicate meaning to an audience [repeated]
Appreciating: Drama is influenced by the context it is made and performed in and is understood by audiences in various ways
- Make associations between drama and own personal, social or cultural contexts [repeated]DramaTopic
- Explain how the dramatic elements are used to shape meaning for audiences, using Tier 2 and Tier 3 vocabulary [repeated]DramaTopic
- Compare historical and contemporary dramatic practices to explore changes over time, to understand how contexts influence drama [repeated]DramaTopic
- Explain how other drama works influence own dramatic practice [repeated]DramaTopic
Creating written texts in Creative ArtsCA3-CWT-01
Creating written texts supports understanding in Drama
- Create or adapt a written script or monologue while in a role, making choices about language and text structures, to communicate feelings, thoughts or attitudes of a character [repeated]
- Acknowledge artists, titles, origins of dramatic works and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic
MusicCA3-MUS-01
Making: Artists represent their world in intentional ways through their artmaking practice
- Represent ideas or perspectives of their world and intentions in own artmaking practice [repeated]CraftsTopic
- Use printmaking materials, techniques and processes to explore ways to make single or multiple prints [repeated]
- Apply understandings of materials, techniques and 3D sculptural processes to make artworks to represent own intentions [repeated]Sculpture and 3D ArtTopicCraftsTopic
- Explore artistic conventions and ways to represent subject matter and ideas in compositions [repeated]IllustrationTopic
- Explain how artists, artworks, the world and audiences influence own artmaking practice [repeated]Artistic TechniquesTopicArtists and DesignersTopic
- Make artworks in collaboration with others to represent an intended meaning [repeated]CraftsTopic
Appreciating: Artists are influenced by contexts and make artworks that audiences can critique and interpret in various ways
- Make associations between artworks and own personal, social or cultural contexts [repeated]IllustrationTopicSculpture and 3D ArtTopic
- Describe how meaning is conveyed through signs and symbols in artworks [repeated]World ArtTopicArtists and DesignersTopic
- Compare artworks from historical and contemporary contexts to understand significant influences on artists and artmaking practices over time [repeated]World ArtTopicArtists and DesignersTopic
- Infer ideas about an artist's intentions and recognise that artworks may be critiqued and interpreted in various ways by audiences [repeated]Sculpture and 3D ArtTopicArtists and DesignersTopic
- Investigate an artist's practice and explain the roles and connections between artist, artwork, the world and audiences [repeated]World ArtTopicArtists and DesignersTopic
Exhibiting: Artworks are displayed and curated to communicate intentional ideas to audiences
- Make choices about ways to display or curate own artworks to engage audiences and convey ideas and meaning [repeated]
- Explore how displays and exhibitions support audiences to construct interpretations [repeated]
Creating written texts in Creative ArtsCA3-CWT-01
Creating written texts supports understanding in Visual Arts
- Use Tier 2 and Tier 3 vocabulary and compound and complex sentences to explain how artists communicate ideas and perspectives about their world in artworks [repeated]
- Acknowledge artists, titles, origins of artworks and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic
Term 5
DanceCA3-DAN-01
Composing: Dance is composed using the elements of dance to generate movements that communicate ideas and intent
- Improvise to generate movements that convey ideas and intent for a dance sequence [repeated]
- Adapt movements in response to changes in tempo and rhythm to convey ideas [repeated]
- Explore how energy, weight and force are used to create dynamics and convey ideas in movement [repeated]
- Compose a dance sequence using components of space, time and dynamics to communicate an idea or intent [repeated]
Performing: Dance is performed using the elements of dance to communicate ideas and intent to audiences
- Rehearse and refine dance to enhance performance quality for an audience [repeated]
- Perform and stage a group-devised dance to communicate an idea or intent to an audience [repeated]
Appreciating: Dance is influenced by the context it is composed and performed in and is understood by audiences in various ways
- Make associations between dance and own personal, social or cultural contexts [repeated]DanceTopic
- Explain how the elements of dance are used to convey ideas and intent to an audience, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic
- Investigate dance from cultural contexts around the world to explore ways choreographers and dancers communicate ideas and intent to audiences [repeated]DanceTopic
- Describe ways current Aboriginal and/or Torres Strait Islander dance Practices maintain Cultural identity and belonging [repeated]DanceTopic
Creating written texts in Creative ArtsCA3-CWT-01
Creating written texts supports understanding in Dance
- Use notes and annotated images to create a multimodal text documenting ideas for a dance [repeated]Study and Research SkillsTopic
- Acknowledge artists, titles, origins of dance works and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic
MusicCA3-MUS-01
Performing: Music is performed using the elements of music to communicate musical ideas
- Perform rhythm, melody or harmony patterns by singing, moving and playing independent parts in combination with others [repeated]VoiceTopicPercussionTopic
- Perform music in collaboration with others to communicate musical ideas or intent, with awareness of the elements of music [repeated]VoiceTopicPercussionTopic
- Perform music, including own compositions, to develop solo and group playing skills [repeated]VoiceTopicPercussionTopic
Listening: Music is influenced by the context in which it is performed and composed
- Describe ways current Aboriginal and/or Torres Strait Islander music practices maintain Cultural identity and belonging [repeated]SongsTopic
- Use listening skills and explain how the elements of music communicate musical ideas in music repertoire, using Tier 2 and Tier 3 vocabulary [repeated]Elements of MusicTopic
Composing: Music is composed using the elements of music to communicate musical ideas
- Create texture in music by combining or layering sounds such as voice, body percussion, instruments or environmental sounds [repeated]VoiceTopicPercussionTopic
- Improvise and express musical ideas using voice, body percussion, movement, instruments, environmental sounds and digital technologies [repeated]VoiceTopicPercussionTopicMovie SoundsVideo
- Explore ways Cultural Knowledges, Practices and protocols are used in Aboriginal and/or Torres Strait Islander music [repeated]SongsTopic
Creating written texts in Creative ArtsCA3-CWT-01
Creating written texts supports understanding in Music
- Experiment with language, word order and repetition to adapt or create song lyrics [repeated]SongsTopic
- Acknowledge artists, titles, origins of music and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic
Term 6
DanceCA3-DAN-01
Composing: Dance is composed using the elements of dance to generate movements that communicate ideas and intent
- Improvise to generate movements that convey ideas and intent for a dance sequence [repeated]
- Explore ways to vary shape, level, direction and pathway of movements to communicate ideas and intent [repeated]
- Compose a dance sequence using components of space, time and dynamics to communicate an idea or intent [repeated]
- Explore how Cultural Knowledges, Practices and protocols are used in Aboriginal and/or Torres Strait Islander dance [repeated]Bangarra Dance TheatreSeries
- Compose a dance to communicate an idea or intent by collaborating with others [repeated]
Performing: Dance is performed using the elements of dance to communicate ideas and intent to audiences
- Rehearse and refine dance to enhance performance quality for an audience [repeated]
- Explore how music, costumes, props or technologies are used in performances to engage audiences [repeated]DanceTopic
- Perform and stage a group-devised dance to communicate an idea or intent to an audience [repeated]
- Reflect on personal experiences and contributions as a composer or dancer
Appreciating: Dance is influenced by the context it is composed and performed in and is understood by audiences in various ways
- Make associations between dance and own personal, social or cultural contexts [repeated]DanceTopic
- Explain how the elements of dance are used to convey ideas and intent to an audience, using Tier 2 and Tier 3 vocabulary [repeated]DanceTopic
- Compare historical and contemporary dance practices to explore changes over time, to understand how contexts influence dance [repeated]Musical SongsTopic
- Explain how other dance works influence own dance practices [repeated]DanceTopic
Creating written texts in Creative ArtsCA3-CWT-01
Creating written texts supports understanding in Dance
- Use notes and annotated images to create a multimodal text documenting ideas for a dance [repeated]Study and Research SkillsTopic
- Use Tier 2 and Tier 3 vocabulary to create a written review of a dance performance, drawing on personal experiences and evidence to reinforce an opinion [repeated]Writing Text ResponsesVideo
- Acknowledge artists, titles, origins of dance works and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic
MusicCA3-MUS-01
Performing: Music is performed using the elements of music to communicate musical ideas
- Demonstrate an aural understanding of dynamics and expression while performing vocal repertoireVoiceTopic
- Experiment with timbre to create mood and effects using voice, environmental sounds, instruments or digital technologies [repeated]VoiceTopicPercussionTopic
- Experiment with repetition and contrast, varying ways the elements of music are used while performing [repeated]VoiceTopicPercussionTopic
- Rehearse and refine music using listening skills and memory to enhance performance techniques [repeated]PercussionTopic
- Perform music in collaboration with others to communicate musical ideas or intent, with awareness of the elements of music [repeated]VoiceTopicPercussionTopic
Listening: Music is influenced by the context in which it is performed and composed
- Use listening skills and aural awareness to engage with music from cultural contexts around the world, and describe how musical ideas are conveyed by composers and musicians [repeated]Elements of MusicTopicWorld Music DayTopic
- Use listening skills and explain how the elements of music communicate musical ideas in music repertoire, using Tier 2 and Tier 3 vocabulary [repeated]Elements of MusicTopic
- Compare music from historical and contemporary contexts to understand significant influences on music practices over time [repeated]Musical SongsTopic
- Explain how other music influences own music practice [repeated]Musicians, Performers and ComposersTopic
- Use listening skills and reflect on personal experiences and contributions as a composer or musicianSongsTopic
- Interpret the ways musical ideas are communicated using symbols, graphic notation or staff notation [repeated]Music Notation and CompositionTopic
Composing: Music is composed using the elements of music to communicate musical ideas
- Create texture in music by combining or layering sounds such as voice, body percussion, instruments or environmental sounds [repeated]VoiceTopicPercussionTopic
- Improvise and express musical ideas using voice, body percussion, movement, instruments, environmental sounds and digital technologies [repeated]VoiceTopicPercussionTopicFoley and Sound DesignSeries
- Arrange and organise rhythmic and melodic patterns into sections to create structure in own compositions [repeated]Music Notation and CompositionTopic
- Use symbols, graphic notation or staff notation to represent musical ideas in compositions [repeated]Music Notation and CompositionTopic
Creating written texts in Creative ArtsCA3-CWT-01
Creating written texts supports understanding in Music
- Experiment with language, word order and repetition to adapt or create song lyrics [repeated]SongsTopic
- Use Tier 2 and Tier 3 vocabulary to create a written review of music, using the elements of music to reinforce an opinion [repeated]SongsTopic
- Acknowledge artists, titles, origins of music and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic
Term 7
DanceCA3-DAN-01
Making: Drama is made using the dramatic elements to shape meaning
- Improvise to generate ideas and consider possibilities for characters and dramatic action in response to stimuli [repeated]
- Embody and enact a character using language, voice, movement and facial expressions to express individual qualities and attitudes
- Manage movement and interactions with others within a performance space, with awareness of the representation of a place
- Use space, time, movement or sound to establish dramatic tension and atmosphere
Performing: Drama is performed using the dramatic elements to shape meaning for audiences
- Develop performance skills by making choices about ways to use voice, gestures or movements to communicate ideas to an audience [repeated]
- Perform group-devised drama scenarios or stories in collaboration with others to communicate meaning to an audience [repeated]
- Use elements of production in performances to engage audiences [repeated]DramaTopic
- Rehearse and refine drama to enhance a performance for an audience [repeated]
Appreciating: Drama is influenced by the context it is made and performed in and is understood by audiences in various ways
- Make associations between drama and own personal, social or cultural contexts [repeated]DramaTopic
- Explain how the dramatic elements are used to shape meaning for audiences, using Tier 2 and Tier 3 vocabulary [repeated]DramaTopic
- Investigate drama from cultural contexts around the world to explore ways dramatic practitioners shape meaning for audiences [repeated]
- Describe ways current Aboriginal and/or Torres Strait Islander dramatic Practices maintain Cultural identity and belonging [repeated]
Creating written texts in Creative ArtsCA3-CWT-01
Creating written texts supports understanding in Drama
- Use Tier 2 and Tier 3 vocabulary and compound and complex sentences, sequenced into paragraphs to describe how dramatic elements are used to shape meaning for an audience [repeated]Study and Research SkillsTopic
- Acknowledge artists, titles, origins of dramatic works and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic
MusicCA3-MUS-01
Making: Artists represent their world in intentional ways through their artmaking practice
- Represent ideas or perspectives of their world and intentions in own artmaking practice [repeated]CraftsTopic
- Use drawing materials and techniques to create artistic effects to represent subject matter or ideas in intentional ways [repeated]IllustrationTopicAnimationTopic
- Create intentional effects with awareness of the relationships between colours and tones, to represent subject matter or ideas in realistic, imaginative or symbolic ways [repeated]IllustrationTopicAnimationTopic
- Use painting materials, techniques and processes to explore ways to apply paint in combination with mixed media materials [repeated]Artistic TechniquesTopic
- Apply understandings of materials, digital technologies and processes to represent intended ideas in artworks [repeated]CraftsTopicFilm MakingTopic
- Explore how Cultural Knowledges, Practices and protocols continue to be used in Aboriginal and/or Torres Strait Islander artworksFirst Nations ArtTopic
Appreciating: Artists are influenced by contexts and make artworks that audiences can critique and interpret in various ways
- Make associations between artworks and own personal, social or cultural contexts [repeated]IllustrationTopicSculpture and 3D ArtTopic
- Explain structural features of an artwork and how artists use the elements of art and design to communicate meaning to audiences through art forms, using Tier 2 and Tier 3 vocabulary [repeated]IllustrationTopicSculpture and 3D ArtTopic
- Observe artworks from cultural contexts around the world to investigate how artworks reflect ideas and beliefs [repeated]World ArtTopicArtists and DesignersTopic
- Describe ways current Aboriginal and/or Torres Strait Islander artists maintain Cultural identity and belonging in their artmaking Practices [repeated]First Nations ArtTopic
Exhibiting: Artworks are displayed and curated to communicate intentional ideas to audiences
- Enhance an artwork by refining, editing, resolving or mounting an artwork [repeated]
- Make choices about ways to display or curate own artworks to engage audiences and convey ideas and meaning [repeated]
Creating written texts in Creative ArtsCA3-CWT-01
Creating written texts supports understanding in Visual Arts
- Use notes, annotated work samples and illustrations to create a multimodal text documenting ideas and plans for an artwork [repeated]
- Acknowledge artists, titles, origins of artworks and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic
Term 8
DanceCA3-DAN-01
Making: Drama is made using the dramatic elements to shape meaning
- Improvise to generate ideas and consider possibilities for characters and dramatic action in response to stimuli [repeated]
- Explore ways to develop the status of a character and establish relationships between characters while in a role
- Represent the journey of a narrative, through reader's theatre, devised or scripted dramaThe Storybuilding ToolkitSeries
- Explore ways to represent transitions in time, the duration of an event or time elapsing
- Explore how Cultural Knowledges, Practices and protocols are used in Aboriginal and/or Torres Strait Islander performances
- Explore ways to use metaphor and dramatic symbol to convey meaning to an audienceSimile and MetaphorTopic
- Adapt a story or devise a dramatic situation to create meaning, by collaborating with others
Performing: Drama is performed using the dramatic elements to shape meaning for audiences
- Develop performance skills by making choices about ways to use voice, gestures or movements to communicate ideas to an audience [repeated]
- Perform group-devised drama scenarios or stories in collaboration with others to communicate meaning to an audience [repeated]
- Reflect on personal experiences and contributions as a drama maker or performer
Appreciating: Drama is influenced by the context it is made and performed in and is understood by audiences in various ways
- Make associations between drama and own personal, social or cultural contexts [repeated]DramaTopic
- Explain how the dramatic elements are used to shape meaning for audiences, using Tier 2 and Tier 3 vocabulary [repeated]DramaTopic
- Compare historical and contemporary dramatic practices to explore changes over time, to understand how contexts influence drama [repeated]
- Explain how other drama works influence own dramatic practice [repeated]DramaTopic
Creating written texts in Creative ArtsCA3-CWT-01
Creating written texts supports understanding in Drama
- Create or adapt a written script or monologue while in a role, making choices about language and text structures, to communicate feelings, thoughts or attitudes of a character [repeated]
- Acknowledge artists, titles, origins of dramatic works and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic
MusicCA3-MUS-01
Making: Artists represent their world in intentional ways through their artmaking practice
- Represent ideas or perspectives of their world and intentions in own artmaking practice [repeated]CraftsTopic
- Use printmaking materials, techniques and processes to explore ways to make single or multiple prints [repeated]
- Apply understandings of materials, techniques and 3D sculptural processes to make artworks to represent own intentions [repeated]Sculpture and 3D ArtTopic
- Explore artistic conventions and ways to represent subject matter and ideas in compositions [repeated]Artists and DesignersTopic
- Explain how artists, artworks, the world and audiences influence own artmaking practice [repeated]Artists and DesignersTopic
- Make artworks in collaboration with others to represent an intended meaning [repeated]CraftsTopicAnimationTopic
Appreciating: Artists are influenced by contexts and make artworks that audiences can critique and interpret in various ways
- Make associations between artworks and own personal, social or cultural contexts [repeated]IllustrationTopicSculpture and 3D ArtTopic
- Describe how meaning is conveyed through signs and symbols in artworks [repeated]World ArtTopicArtists and DesignersTopic
- Compare artworks from historical and contemporary contexts to understand significant influences on artists and artmaking practices over time [repeated]World ArtTopicArtists and DesignersTopic
- Infer ideas about an artist's intentions and recognise that artworks may be critiqued and interpreted in various ways by audiences [repeated]Sculpture and 3D ArtTopicArtists and DesignersTopic
- Investigate an artist's practice and explain the roles and connections between artist, artwork, the world and audiences [repeated]World ArtTopicArtists and DesignersTopic
Exhibiting: Artworks are displayed and curated to communicate intentional ideas to audiences
- Make choices about ways to display or curate own artworks to engage audiences and convey ideas and meaning [repeated]
- Explore how displays and exhibitions support audiences to construct interpretations [repeated]
- Reflect on personal experiences and contributions as an artist, explaining how choices and decisions influenced the artwork and the ways it is understood by audiences
Creating written texts in Creative ArtsCA3-CWT-01
Creating written texts supports understanding in Visual Arts
- Use Tier 2 and Tier 3 vocabulary and compound and complex sentences to explain how artists communicate ideas and perspectives about their world in artworks [repeated]
- Acknowledge artists, titles, origins of artworks and sources of information to add authority to written texts [repeated]Study and Research SkillsTopic
