Dance The Basic Moves is a Level 1 course requiring no previous experience
Learners develop basic movement skills and an understanding of basic movement principles in a primarily teacher led environment. Responding to the Dance work of others forms the theory component. This course may provide a pathway to Dance Level 2.
Dance the Basic Moves Level 1 is the first of a suite of three Dance courses. It provides learners with little or no previous experience, with a basic understanding of Dance as an art form and avenue for self-expression.
This course is designed to assist learners realise personal benefits such as: body awareness; developing fitness; intra/inter personal skills and social interaction skills; in addition to basic dance skills and knowledge.
Learners working at this level will require guidance in generating their own movements. Typically, learners will require supportive direction. Tasks will be scaffolded and learners will benefit from repetition to enhance and develop dance movements and sequences.
Dance the Basic Moves allows learners to develop their confidence in a non-threatening and inclusive environment in which they can enjoy participation in dance-related activities and events.
This course also caters for learners with specific learning needs, which may include those with intellectual and/or physical disabilities. Some learners will complete this course as part of a specific work and/or support program.
On successful completion of this course, learners will be able to:
Students who already hold a dance qualification in a higher level of complexity may not enroll in this course.
This course requires learners to work in groups.
Learners can access this course supported by a teacher assistant, disability support worker or peer mentor.
Learners with physical disabilities can access this course and receive an award commensurate with their ability to successfully meet the Criteria and Standards. For some learners, this may be a Preliminary Achievement (PA) or a Satisfactory Achievement (SA).
This course is a pathway from Preliminary Arts Stage 4 and provides a pathway to students studying Dance Level 2, as well as developing skills useful in other Level 2 courses in the creative and performing arts area.
This course requires access to a suitable and safe space for movement activities and dance work, free from potentially hazardous obstacles. The space must be adequate in size and ventilation to cater for the movement activities of individuals and small groups, and whole class work as required.
Access to audio equipment will be required (e.g. MP3s, phones, amplification devices).
Access to technology equipment for the viewing of recorded dance works will be required (e.g. YouTube, data projectors, laptops, personal computers).
This course has a complexity level of 1.
At Level 1, the learner is expected to carry out tasks and activities that draw on a limited range of knowledge and skills. The tasks and activities generally have a substantial repetitive aspect to them. Minimum judgement is needed as there are usually very clear rules, guidelines or procedures to be followed. VET competencies at this level are often those characteristic of an AQF Certificate I.
This course has a size value of 10.
This course has six (6) units. All units are compulsory.
Units 1, 3 and 4 are to be delivered sequentially. Unit 2 will be delivered concurrently with all other units.
Some learning activities will be specific to one unit.
Some learning activities will cover more than one unit.
Though not a requirement, learners will be provided with opportunities to experience live performances of movement and/or dance works wherever possible.
This course has six (6) units.
UNIT 1 INTRODUCTION TO MOVEMENT
UNIT 2 SAFE DANCE
UNIT 3 DANCE MAKING
UNIT 4 PERFORMANCE
UNIT 5* DANCE IN CONTEXT
UNIT 6 DANCE APPRECIATION
*There is a Work Requirement for Unit 5.
UNIT 1 INTRODUCTION TO MOVEMENT
Topics will include (but are not restricted to):
UNIT 2 SAFE DANCE
Topics will include (but are not restricted to):
UNIT 3 DANCE MAKING
Topics will include (but are not restricted to):
UNIT 4 PERFORMANCE
Topics will include (but are not restricted to):
UNIT 5 DANCE IN CONTEXT
Topics will include (but are not restricted to):
UNIT 6 DANCE APPRECIATION
Though not a requirement, learning in this unit will be supported by excursions and field trips to live productions, concerts and performances wherever it is possible and practicable. Recorded examples can also be used (e.g. videos, films, DVDs).
Topics will include (but are not restricted to):
Unit 5 Researching a Genre of Choice
Learners will undertake research on at least one (1) genre of their choice. Research findings may be presented as a (for example):
Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement.
The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.
A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.
A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.
Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. To learn more, see TASC's quality assurance processes and assessment information.
Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to TASC.
The following processes will be facilitated by TASC to ensure there is:
Process- Each provider is responsible for ensuring the integrity and validity of their assessment results against the requirements of the course, including standards, and for maintaining records and documentation that will demonstrate the integrity, accuracy and validity of the award decisions they make each year.
Where TASC identifies sufficient potential for concern about the integrity or validity of a provider’s award decisions it will undertake an investigation. After such an investigation is completed, TASC may take action under Section 33 of the Office of Tasmanian Assessment, Standards and Certification Act 2003 as it considers appropriate, including but not limited to:
The assessment for Dance the Basic Moves Level 1 will be based on the degree to which the learner can:
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| brings appropriate attire and footwear, and adapts to different situations and requirements | brings appropriate attire and footwear | brings appropriate attire and footwear as directed |
| identifies warm-up activities that are appropriate for specific movement/dance requirements, and completes those activities | commences warm-up prior to movement activities | engages in warm up activities as directed |
| successfully completes exercises/movement phrases that require balance control in different body positions | successfully completes exercises/movement phrases that require a range of balance skills and gross motor control | successfully completes simple exercises/movement phrases |
| shows co-ordination skills that allow for controlled and unrestricted movements and actions | co-ordinates and controls dance movements and actions of isolated body parts | shows body co-ordination |
| selects and then combines basic dance actions into a phrase. | recalls and reproduces basic dance actions independently. | reproduces basic dance actions from modelling. |
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| describes how major anatomical systems impact the dancer | identifies major anatomical systems of the human body relevant to the dancer | identifies at least two anatomical systems relevant to the dancer |
| negotiates travel around others, props, staging materials etc. in a safe manner | shows a self awareness of place and position in the workspace through placement and positioning of self in the space | follows instructions about safe movement in and around others |
| explains importance of good nutrition to the health and well-being of the dancer | describes basic principles of good nutrition supported by examples | identifies basic principals of good nutrition from a given range |
| identifies and applies appropriate personal hygiene practices consistently | identifies the importance of hygiene when working in close proximity to others and applies appropriate personal hygiene practices | uses appropriate personal hygiene practices |
| consistently applies injury prevention practices | identifies and explains ways to prevent injury that may arise from dance work | identifies some ways to prevent injury that might arise from dance work |
| identifies who to call/contact to seek first aid assistance, articulates the best course of action while awaiting assistance, and suggests appropriate injury “first response” protocols in either a real or simulated setting. | identifies who to call/contact to seek first aid assistance, and articulates an appropriate course of action while awaiting assistance. | identifies who to call/contact to seek first aid assistance. |
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| creates a short sequence of movements | creates and combines several isolated movements | creates isolated single movements under direction |
| uses dance elements and simple choreographic devices to manipulate movement for an intended purpose | applies simple choreographic devices and elements of dance to manipulate movement | applies rudimentary elements of dance such as level and shape to alter movement, under direction |
| makes simple suggestions about the appropriateness of suggested movement ideas. | contributes appropriate movement ideas in group choreography tasks. | suggests movement ideas and suggestions in group choreography tasks. |
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| performs simple dance works to different audiences in a range of familiar and unfamiliar environments | performs simple dance works to small and familiar groups | performs simple dance works to classmates and peers |
| performs simple dance works with focus and concentration throughout a performance | performs simple dance works with focus and concentration for most of a performance | performs simple dance works with limited focus and occasional distraction |
| explores simple production tools*; makes decisions about which are appropriate for their dance and uses these elements in their performance. | suggests and uses simple selected production tools* appropriate for their dance work. | suggests simple - though not always appropriate – production tools* for their dance work. |
* costume, props, lighting, music, etc…
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| identifies some ways in which dance as an art form can be used to express emotion and ideas, and makes simple comparisons between ways dance communicates emotions and ideas (e.g. happiness, sadness) and how this communication is achieved in a different art form | identifies some ways in which dance as an art form can be used to express emotion and ideas | identifies basic features of dance as an art form (e.g. involving physical movement of the body, often to music) |
| identifies and provides examples of a range of different dance styles and genres and describes some of their essential characteristics | identifies a range of different dance styles and genres, selects and presents relevant examples (e.g. videos, performances) | correctly identifies at least two different dance styles or genres from given examples (e.g. videos, performances) |
| compares two different styles or genres, and describes their different characteristics. |
describes in detail one genre of choice (e.g. typical movements, social/cultural links, music). |
describes one genre in limited detail (e.g. typical movements, social/cultural links, music). |
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| reflects (orally or in writing) on what has been learned in the creation of dance work in class | describes (orally or in writing) what has been learned in the creation of dance work in their class | verbally describes their dance experience: how they have developed; how they feel about it |
| responds to, (orally or in writing) and makes appropriate comments supported by simple examples, about the dance work of others | responds to, (orally or in writing) and makes appropriate comments about, the dance work of others | gives simple verbal responses to the dance work of others |
| identifies and describes the use of production tools in at least two dance works that use different production tools to each other | identifies and cites examples of production tools used | identifies a limited range of production tools used in recorded or live dance works |
| responds as a member of the audience after viewing live or recorded dance works, identifying what was appealing, giving examples and simple explanations to support their response. | responds as a member of the audience after viewing live or recorded dance works, identifying what was appealing and giving examples to support their response. | responds as a member of the audience after viewing live or recorded dance works, identifying what was appealing. |
Dance the Basic Moves Level 1 (with the award of):
EXCEPTIONAL ACHIEVEMENT
HIGH ACHIEVEMENT
COMMENDABLE ACHIEVEMENT
SATISFACTORY ACHIEVEMENT
PRELIMINARY ACHIEVEMENT
The minimum requirements for an award in Dance the Basic Moves Level 1 are as follows:
EXCEPTIONAL ACHIEVEMENT (EA)
5 ‘A’ ratings, 1 ‘B’ rating
HIGH ACHIEVEMENT (HA)
2 ‘A’ ratings, 3 ‘B’ ratings, 1 ‘C’ rating
COMMENDABLE ACHIEVEMENT (CA)
3 ‘B’ ratings, 3 ‘C’ ratings
SATISFACTORY ACHIEVEMENT (SA)
4 ‘C’ ratings
PRELIMINARY ASSESSMENT (PA)
2 ‘C’ ratings
A learner who otherwise achieves the ratings for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.
The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment.
In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.
Requests for amendments to an accredited course will be forwarded by Curriculum Services to the Office of TASC for formal consideration.
Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.
A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.
The accreditation period for this course is from 1 January 2020 to 31 December 2023.
During the accreditation period required amendments can be considered via established processes.
Should outcomes of the Years 9-12 Review process find this course unsuitable for inclusion in the Tasmanian senior secondary curriculum, its accreditation may be cancelled. Any such cancellation would not occur during an academic year.
Version 1 – Accredited on 16 August 2019 for use from 1 January 2020 to 31 December 2021. This course replaces Dance the Basic Moves (DNC110115) that expired on 31 December 2019.
Version 1.a - Renewal of Accreditation on 14 July 2021 for the period 31 December 2021 until 31 December 2023, without amendments.
DNC110115CourseAccreditation.pdf
(2017-07-21 01:05pm AEST)