Overview
Syllabus overview
The Dance 11–12 Syllabus aligns with the Dance Life Skills 11–12 Syllabus to provide opportunities for integrated delivery.
Through collaborative curriculum planning, it may be decided that Life Skills outcomes and content are the most appropriate option for some students with intellectual disability.
Organisation of Dance 11–12
The Dance 11–12 syllabus is structured around the key Dance practices of performance, choreography and appreciation, which form the Focus areas. In the year 11 course the emphasis is on the discrete and explicit study of the focus areas. In the year 12 course students synthesise their knowledge, understanding and skills both in and across the focus areas.
Figure 1 shows the organisation of Dance 11–12.
Image long description: Year 11 focus areas Performance, Choreography and Appreciation appear in 3 boxes linked by a line that interweaves the 4 content groups: Context, The dancing body, Elements of dance, and Structure. Below this, the Year 12 focus areas Performance, Choreography and Appreciation appear in 3 boxes linked by a line that interweaves the content groups: Context, and Components of performance, choreography and appreciation.
Protocols for collaborating with Aboriginal and Torres Strait Islander Communities and engaging with Cultural works
NESA is committed to working in partnership with Aboriginal Communities and supporting teachers, schools and schooling sectors to improve educational outcomes for young people.
It is important to respect appropriate ways of interacting with Aboriginal Communities and Cultural material when teachers plan, program and implement learning experiences that focus on Aboriginal and Torres Strait Islander Priorities.
Indigenous Cultural and Intellectual Property (ICIP) protocols need to be followed. Aboriginal and Torres Strait Islander Peoples’ ICIP protocols include Cultural Knowledges, Cultural Expression and Cultural Property and documentation of Aboriginal and Torres Strait Islander Peoples’ identities and lived experiences. It is important to recognise the diversity and complexity of different Cultural groups in NSW, as protocols may differ between local Aboriginal Communities.
Teachers should work in partnership with Elders, parents, Community members, Cultural Knowledge Holders, or a local, regional or state Aboriginal Education Consultative Group. It is important to respect Elders and the roles of men and women. Local Aboriginal Peoples should be invited to share their Cultural Knowledges with students and staff when engaging with Aboriginal histories and Cultural Practices.