Australian curriculum: dance LIVE

curriculum_acara

The Australian Arts Curriculum has finally been completed and uploaded to the official Australian Curriculum website. Well, almost.

The arts curriculum is ‘available for use, awaiting final endorsement’. I think that means that all states and territories will now consider implementation, except perhaps NSW, where there may still be issues with organisation and content. (NOTE I only suspect this as I no longer participate in consultation at this level).

The website is experiencing a few teething problems—I couldn’t get the glossary to load and the view of the dance curriculum with content elaborations was also unavailable this morning.

There are a few refinements on the last draft (July 2013). In a quick scan I noticed some changes in the content descriptions and achievement standards. It is important that teachers have the latest draft – don’t work from earlier drafts because there have been changes throughout the consultation process.

Implementation for specialist secondary dance teachers should be fairly straight forward. There is sufficient scope to tailor programs to individuals cohorts. The ‘scope and sequence’ (not really a S&S, rather a sequenced list of content descriptions) allows teachers to look forward and back to individualise content for students needing extra support, or extension.

Primary teachers who are new to teaching dance will need a lot of support to be able to program with confidence from the content descriptions, elaborations and examples of knowledge and skills.

 

Countdown to the Australian Curriculum

Dance learning

Photo by Peter Voerman at Oude School

It’s the first day of August and we are waiting for the Australian Education Minister’s group to endorse the Australian Arts Curriculum. When that happens, Violet’s blog will focus on the language and concepts that are contained in the new dance curriculum—to support teachers to align the new with the old, or to explore new ideas and strategies for implementation.

When I started teaching dance, I had no idea what to do or where to begin to plan a lesson. I had learned ballet and jazz as a kid, and had choreographed some musical numbers for high school performances, but I didn’t know how to conduct a class, or how to sequence learning for students. Back then there was a dearth of resources to help the beginning teacher.

While there are more resources now, dance does not enjoy the same level of support that other curriculum areas receive. I hope this blog and the Dancing capital website will fill some of the gaps in resourcing.

I’m looking forward to the challenge!