The below Preliminary and HSC assessment schedule samples provide teachers with different approaches to planning school-based assessment for Stage 6 dance:

• Preliminary Dance assessment schedule – Sample 1 (DOCX 73 KB)
• Preliminary Dance assessment schedule – Sample 2 (DOCX 76 KB)
• HSC Dance assessment schedule – Sample 1 (DOCX 76 KB)
• HSC Dance assessment schedule – Sample 2 (DOCX 77 KB)

The Stage 6 assessment tasks model a range of assessment strategies, criteria and marking guidelines that could be used in preliminary or HSC dance.

The following assessment tasks may be adapted for an individual school's needs:

• Preliminary appreciation sample assessment task (DOCX 87 KB)
• Preliminary composition sample assessment task (DOCX 84 KB)
• Preliminary appreciation and composition sample assessment task (DOCX 84.9 KB)
• HSC core appreciation and core composition sample assessment task (DOCX 87.4 KB)

The following preliminary task consists of a practical component and written self-evaluation of the dance performance.

Outcomes

A student:

• P1.1 understands dance as the performance and communication of ideas through movement and in written and oral form
• P1.2 understands the use of dance terminology relevant to the study of dance as an art form
• P2.3 recognises the importance of the application of safe dance practice
• P2.4 demonstrates appropriate skeletal alignment, body part articulation, strength, flexibility, agility and coordination
• P2.5 performs combinations, phases and sequences with due consideration of safe dance practices.

Task description

Perform a movement sequence derived from class work and video the performance.

Submit a written self-evaluation of performance from the video that:

• identifies two body skills within the video performance and outlines the correct alignment for the safe performance
• outlines the safe dance considerations made in the performance of these two skills from the video.

Submit a 500 word written report that:

• defines a safe dance practice
• outlines the importance of warm-up and safe methods of stretching.

Submit a journal containing weekly entries that:

• document safe dance and alignment considerations
• reflect on body limitations and strategies to improve techniques.

Answer a viva voce question of two parts:

1. discuss the importance of the warm-up and technique class
2. demonstrate one stretch and one technique exercise and discuss their importance in preparation for performance.

Marking criteria

You will be assessed on your ability to:

• demonstrate the application of safe dance practice to dance technique in performance
• demonstrate an understanding of safe dance practice in written and oral reports
• develop a dance vocabulary.

These marking guidelines require an on-balance judgement of student achievement across the various components of the assessment task.

Marks 16–20 criteria include:

• Sustains a skilled performance – demonstrating alignment, strength, articulation, flexibility, agility, coordination and consistent application of safe dance practice.
• Demonstrates a clear understanding of safe dance practice through written evaluations, reports, journal reflection and viva voce.
• Structures written and oral responses with accurate detail and appropriate terminology.

Marks 11–15 criteria include:

• Presents performance that may demonstrate some inconsistencies in alignment, strength, articulation, flexibility, agility and coordination and application of safe dance practice.
• Demonstrates an understanding of safe dance practice through written evaluations, reports, journal reflection and viva voce.
• Attempts to structure written and oral responses. Descriptions and explanations are sometimes inconsistent in their accuracy and use of terminology.

Marks 6–10 criteria include:

• Presents a limited dance demonstrating a lack of control of alignment, strength, articulation, coordination and major inconsistencies in the application of safe dance practice.
• Demonstrates a superficial and limited understanding of safe dance practice in response to written and oral tasks such as listing some aspects of safe dance practice without definition, demonstrating a warm-up without linking it to performance.
• Basic information listed in written and oral responses with limited use of terminology.

Marks 1–5 criteria include:

• Moves with minimal awareness of alignment, strength and articulation and/or major inconsistencies in the application of safe dance practice.
• Provides little or no response to written and oral tasks.
• Inaccurate information in written and oral responses.

This task focuses on nutrition as an aspect of safe dance practice in the maintenance of the body and the prevention and treatment of injury. This focus is seen in the context of the student’s performance of the dance.

Outcomes

A student:

• H1.1 understands dance from artistic, aesthetic and cultural perspectives through movement and in written and oral form
• H2.1 understands performance quality, interpretation and style relating to dance performance
• H2.2 performs dance skills with confidence, commitment, focus, consistency, performance quality and due consideration of safe dance practices.

Task description

Perform a solo dance of 2 minutes.

Submit a written report that includes:

• an outline of the importance of correct nutrition in the prevention and healing of dance injuries
• a plan for a balanced diet that would suit own body's needs for one week – take into account your own body type and the demands placed on your body
• a discussion of the nutritional benefits of each meal.

Answer a viva voce question of two parts:

1. outline the importance of diet and nutrition in a dancer’s schedule
2. explain and demonstrate an application of knowledge of nutrition in the preparation and performance of dance performance.

Marking criteria

You will be assessed on your ability to:

• demonstrate dance technique and performance quality, incorporating safe dance practice
• demonstrate an understanding of the application of aspects of safe dance practice to dance performance in a viva voce
• synthesise information from research into a written report.

Marking guidelines

These marking guidelines require an 'on-balance' judgement of student achievement across the various components of the assessment task.

Marks 8–10 criteria include:

• Sustains a skilled performance of the dance, demonstrating consistent technique and performance quality with due consideration of safe dance practice.
• Selects appropriate information, explains and demonstrates a clear understanding of the importance of nutrition as an aspect of safe dance practice.
• Analyses and synthesises information about nutrition in a well-structured and coherent written report.

Marks 5–7 criteria include:

• Demonstrates sound dance technique and performance quality, with some inconsistencies in alignment, control and safe dance practice.
• Selects information and demonstrates understanding of the importance of nutrition but is unable to clearly articulate the link between nutrition and performance.
• Presents a report on nutrition that attempts to link research to own needs for dance performance.

Marks 3–4 criteria include:

• Presents movement with limited demonstration of dance technique and performance quality with major inconsistencies in safe dance practice.
• Talks generally about the importance of nutrition.
• Presents general information about nutrition but is unable to link the information to safe dance practice.

Marks 1–2 criteria include:

• Moves with minimal awareness of alignment, line and projection with little strength or endurance.
• Talks about nutrition with few accurate details and little or no demonstration.
• Provides some information about nutrition in written form.

The process diary checklist is a Stage 6 student guide, including suggestions for what to include when documenting the practical dance process.

Stage 6 dance – process diary checklist (DOCX 64 KB)

The rationale guide includes a Stage 6 student-centred scaffold and work samples to support HSC dance students in developing a clear and succinct rationale.

Stage 6 dance – rationale guide (DOCX 82 KB)

A Stage 6 appreciation resource to develop students’ skills in structuring sentences, interpreting movement and creating extended writing about dance.

Elements of dance, movement, the compositional process and safe dance practice posters (PDF 1.9 MB) are available to print and display in your classroom.

A Stage 6 Preliminary dance appreciation learning sequence investigating dance analysis through the context of the work 'Sarabande' by Jiri Kylian.

Stage 6 dance – Preliminary dance appreciation (DOCX 136.7 KB)

A student-centred online module exploring the work 'Sarabande' for preliminary dance.
This site includes information on:

• contextualising 'Sarabande'
  
• dance analysis
  
• dance analysis in practice.

Six student-centered online modules exploring syllabus requirements, knowledge, skills, and recommended text content for HSC core performance, composition, appreciation, and major study composition and performance.

To access this resource visit HSC dance.

This extensive digital resource package provides insight into:

• the subject matter
• themes
• choreographic style
• various interviews with Mats Ek
• characters
• motif
• an overview of the work and key scene descriptions
• suggested additional resources
• reviews
• teaching and learning strategies
• approaches for study
• and classroom ready resources.

A Stage 6 resource, providing an introduction, overview and activities for guiding students in major study appreciation (PPTX 1.5 MB).

A Stage 6 major study dance and technology resource (PPTX 12.5 MB), guiding student learning for film and video with an introduction, overview and activities.