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Stage 6 dance provides students with the opportunity to explore dance as an artform and a learning platform for academic, ethical and social development. Students with previous dance training are given the opportunity to study the creative, historical and cultural aspects of dance through performance, composition and appreciation. Through dance students will choreograph, perform, critically analyse, make judgments and gain knowledge and understanding in an enriching learning environment.

Students will develop knowledge, understanding and skills when studying dance as an artform when:

  • analysing, understanding and responding to artistic, aesthetic and cultural perspectives of dance
  • appreciating, valuing and developing skills in performance and the composition process
  • understanding and acknowledging the diversity of the artform and its connection to other forms of media.

Students will develop knowledge, understanding and skills in dance performance when:

  • identifying and understanding the physiology of the human body and its role in various styles of dance
  • acquiring knowledge and experience in safe dance practice and performance skills
  • valuing self-discipline and commitment when performing technical skills such as combinations, phrases and sequences.

Students will develop knowledge, understanding and skills in dance composition when:

  • identifying, selecting, demonstrating, and responding to the elements of dance when analysing or choreographing a composition
  • understanding various structures and knowledge of the compositional process
  • recognising and devising personal expressive material while problem-solving
  • valuing and using technical skills to explore, create and structure responses to personal styles or artistic concepts/intents.

Students will develop knowledge, understanding and skills through dance appreciation when:

  • exploring and understanding the various artistic, social and cultural contexts of dance and their socio-historic contexts
  • developing skills in recording information for active dance research and critical analysis
  • valuing, appreciating and making judgments which analyse and critique artistic works and the reflective process of dance.

Teaching and learning resources

Assessment in the HSC (Dance)

Image of the landing page of the Assessment in the HSC resource Image of the landing page of the Assessment in the HSC resource
Image: Landing page of the Assessment in the HSC resource

The Assessment in the HSC resource is designed to provide Stage 6 teachers with opportunities to develop their understanding of the assessment requirements for the practical and performance works in the HSC dance course. It has been written to support and compliment the NESA Creative Arts Assessment and Reporting in Stage 6 dance advice and requirements

HSC dance teachers can use this resource to:

  • familiarise themselves with the requirements of each practical and performance component
  • develop their understanding of the language of the NESA assessment criteria for each of the practical and performance works
  • develop confidence in applying assessment criteria through identification and analysis of work sample characteristics
  • assist Year 12 students in making informed choices when selecting course options
  • build student confidence and knowledge of success in each practical and performance work.

Sample scope and sequence

The sample Stage 6 scope and sequence document provides teachers with an overview for programming and assessment in preliminary dance.

Stage 6 dance scope and sequence (DOCX 78.96KB)

Process diary checklist

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)

Rationale guide

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)

Preliminary core appreciation – Jiri Kylian – Sarabande

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.

Core appreciation - Mats Ek - Juliet and Romeo (2013)

Image: A HSC dance course prescriptions 2022–2024 resource.

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.

Dance posters

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.

Preliminary and HSC assessment schedule samples

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

Sample assessment tasks

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

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.

Dance stage 6 syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2009

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 Criteria
16–20
  • 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.
11–15
  • 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.
6–10
  • 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.
1–5
  • 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.

Dance stage 6 syllabus© NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2009

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 Criteria
8–10
  • 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.
5–7
  • 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.
3–4
  • 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.
1–2
  • 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.

Search the National Library of Australia's online collections for current and historical information about performances, galleries, bibliographical databases and so on through Trove.

Contemporary Dance is useful for contemporary dance teachers and students. It offers teaching advice and tools.

The Australian Dance Theatre provides a number of educational resources and opportunities for students of dance.

The NSW Education Standards Authority (NESA) Dance page contains the syllabus and helpful materials including a sample assessment schedule, HSC advice, specimen exams, HSC marking guidelines, standards materials, past papers additional support information.

Learning from home resources

Student guided online learning sequences to support learning from home or in the classroom

HSC Dance google site

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.

If you need further assistance with accessibility for any of these resources, please get in touch with us at SecondaryEducationUnit@det.nsw.edu.au

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