1. Planning Dance 7-10 learning using Victorian Curriculum
Helen Champion
Webinar, 1 December 2016

2. Session overview Victorian Curriculum: The Arts - Dance Planning
Design assumptions
Content
Organisation
Planning
Working from existing sequences of learning/units
New sequences of learning/units

3. check your understanding with colleagues
Where is Dance in the Whole school, Level and Domain plans at your school?
On the timetable?
Core?
Elective?
Co-curricula?
Inquiry/project-based learning?
Make a list;
check your understanding with colleagues

4. Victorian Curriculum: The Arts
Curriculum design
Victorian Curriculum: The Arts
Same framework for all Arts disciplines
Designed for use in multiple contexts
No set pedagogies, texts or styles

5. Victorian Curriculum: The Arts4
Strands:
explore & express/represent ideas
practices
present & perform
respond & interpret + 2
Organising ideas:
students learn as artist and as audience
Students learn by making & responding

6. Learning in Dance

7. Interdependent content
CONCEPT
CONTENT
CONTEXT
What is to be taught?
What knowledge and skills will students acquire or develop?
What is the context for the learning?

8. Unpacking a concept contrast CONTRAST AND REPETITION
EXPLORING AND SHAPING IDEAS, BUILDING MOVEMENT VOCABULARY
DANCE STYLES …
contrast

9. EXPLORE & EXPRESS PRACTICES PRESENT & PERFORM RESPOND & INTERPRET
CONTRAST AND REPETITION
EXPLORING AND SHAPING IDEAS, BUILDING MOVEMENT VOCABULARY
DANCE STYLES …
PRESENT & PERFORM
RESPOND & INTERPRET

10. Curriculum mapping
Mapping identifies the extent of curriculum coverage in units of work and clearly links teaching, learning and assessment while working with the curriculum continuum.
Mapping templates support teachers to identify where content descriptions and achievement standards are being explicitly addressed within the school’s teaching and learning program
Instructions:
Templates
For each Arts discipline
Levels A-D
F-6
7-10

11. Activity #1: The big idea
What is the purpose of the unit/learning? (The big, central idea)
Describe the unit/sequence of learning in 20 words or less
EXPLORE & EXPRESS
PRACTICES
PRESENT & PERFORM
RESPOND & INTERPRET

12. Activity #2: unpacking
why is this activity in the learning plan for this student/group of students?
What are the key concepts the students will learn?
How will you know what students already know and what learning has occurred?
EXPLORE & EXPRESS
PRACTICES
PRESENT & PERFORM
RESPOND & INTERPRET

13. Activity #2b: more unpacking
how is the activity
introduced?
taught?
aligned to prior learning?
varied to cater for different levels of knowledge and skill?
how does the activity connect to the rest of the unit/sequence?
What opportunities are there for formative assessment?
self-assessment
peer-assessment
teacher observation
EXPLORE & EXPRESS
PRACTICES
PRESENT & PERFORM
RESPOND & INTERPRET

14. Activity #3: identifying possible connections
Thinking about the same activity or aspect of the unit/sequence,
when students are ‘exploring’ or ‘expressing’ what dance practices are they using?
are they also ‘responding’ or ‘interpreting’?
does this activity contribute to
presentation of a performance?
an actual performance
how are digital technologies used for learning and teaching in this activity? How could they be used?
EXPLORE & EXPRESS
PRACTICES
PRESENT & PERFORM
RESPOND & INTERPRET

15. Activity #3a: making connections
Levels 7 and 8 Band description
In Levels 7 and 8, students make and respond to dance, independently, with their peers, teachers and communities
explore dance forms and styles through choreography and performance and by exploring ideas and intentions, forms and elements.

16. Activity #3a: making connections
improvise
experiment
EXPLORE
choreography
performance
movement skills
PRACTICE
other peoples’ dance
evaluate, seek feedback
refine
RESPOND

17. Activity #4: Which level?
Consider the information you’ve gathered about this activity/aspect of a learning sequence and
Identify the content description/s and level/s that is/are the best fit/s
Are adjustments required to align all of the activities in the unit/sequence of learning with a single level?
How can each activity be varied to cater for different learning needs? (for example, within a group)
higher level
lower level
EXPLORE & EXPRESS
PRACTICES
PRESENT & PERFORM
RESPOND & INTERPRET

18. Activity #5: Document audit results and ‘things to do’ or ‘questions’
For example,
Check that all information required for school planning template is available
revise, add or delete activities
incorporate formative assessment opportunities
use digital technologies
enhance skill development

19. … and, how does your Dance learning program connect with
CAPABILITIES
INQUIRY LEARNING
OTHER LEARNING AREAS
LITERACY, NUMERACY OR ICT
CO-CURRICULAR EVENTS

20. Next steps update rubrics, success criteria, learning intentions etc.
transfer information to school curriculum planning template
discuss the process and findings with colleagues and/or curriculum leaders
& maybe
repeat for other units
write a new unit or sequence of learning using this process as a checklist

21. Feedback
Please complete the survey the F-10 unit will to you so that I get your feedback about the relevance of this presentation for your work and whether it met your expectations. You can also me directly:
Helen Champion
Curriculum Manager: Performing Arts
phone: