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Get ready for the new NSW K–6 curriculum

Scope and sequence guides for the four new NSW syllabuses in 2027: HSIE, Creative Arts, PDHPE and Science and Technology.

NSW primary curriculum scope and sequence

Plan your year, term by term

Choose a subject, stage and term to see a suggested scope and sequence guide with ClickView resources that support each content point.

Subject

Stage

Terms

Term

Creative Arts — Early Stage 1

Early Stage 1, terms 1–4: content points by term, with matched ClickView resources
Term	Term 1	Term 2	Term 3	Term 4
Focus area	DanceCAE-DAN-01
Content group	Composing and performing: Dance is made and performed using shapes and movements	Composing and performing: Dance is made and performed using shapes and movements	Making and performing: Drama is made and performed by embodying and enacting feelings, ideas, roles and situations	Making and performing: Drama is made and performed by embodying and enacting feelings, ideas, roles and situations
Content point	Explore ways to move the body to make shapes and movementsThe Kiboomer's Movement SongsSeries	Explore ways to change the level or direction of movements with controlThe Kiboomer's Movement SongsSeries	Use imagination to explore ideas and situations through dramatic play, still image, puppetry and object play [repeated]Drama Performance Play School, Lights, Camera, Action!Series	Use imagination to explore ideas and situations through dramatic play, still image, puppetry and object play [repeated]
Content point	Make shapes and movements in response to stimuliThe Kiboomer's Movement SongsSeries	Experiment with linking body shapes or movements in a sequenceThe Kiboomer's Movement SongsSeries	Engage in dramatic play using costumes, props and objects to explore feelings, roles and characters [repeated]	Engage in dramatic play using costumes, props and objects to explore feelings, roles and characters [repeated]Play School Move Your Body: Episode 2Video
Content point	Demonstrate an awareness of personal space and movement within a spaceYoga	Perform dance shapes and movements while interacting with others [repeated]	Enact a real or imagined situation or story using puppets, toys, objects or other stimuliTheatreVideo	Use voice, language, mime or movement to express feelings and embody roles or charactersDrama
Content point	Perform dance shapes and movements while interacting with others [repeated]The Kiboomer's Movement SongsSeries		Demonstrate an awareness of self and relationship with others within a performance space	Embody feelings, roles and characters while interacting with others [repeated]
Content point	Use warm-up and cool-down exercises and demonstrate an awareness of safe dance practicesPhysical Activity Dance		Embody feelings, roles and characters while interacting with others [repeated]	Perform drama scenarios with awareness of an audience
Content point			Demonstrate an awareness of safe drama practices
Content group	Appreciating: Dance can be experienced and described	Appreciating: Dance can be experienced and described	Appreciating: Drama can be experienced and described	Appreciating: Drama can be experienced and described
Content point	Identify contexts where dance is experiencedDance	Express ideas or feelings in response to dance experiencesDance	Identify contexts where drama is performedDrama	Express ideas or feelings in response to drama experiences
Content point	Identify shapes and movements used in dance, using Tier 2 and Tier 3 vocabulary [repeated]Dance	Identify shapes and movements used in dance, using Tier 2 and Tier 3 vocabulary [repeated]Dance	Identify roles, situations or stories in a performance, using Tier 2 and Tier 3 vocabulary [repeated]The Justine Clarke Show!Series	Identify roles, situations or stories in a performance, using Tier 2 and Tier 3 vocabulary [repeated]The Justine Clarke Show!Series
Content point	Observe dance from cultures around the world to explore how people engage in danceDance	Recognise ways Aboriginal Dreaming Stories or Torres Strait Islander Legends are represented in danceDance with TomSeries	Recognise ways Aboriginal Dreaming Stories or Torres Strait Islander Legends are enacted in performances	Observe drama from cultures around the world and discuss how stories and ideas are enactedDrama
Focus area	MusicCAE-MUS-01
Term	Term 1	Term 2	Term 3	Term 4
Content group	Performing and composing: Music is performed and made by organising sound through singing, moving and playing	Performing and composing: Music is performed and made by organising sound through singing, moving and playing	Making and exhibiting: Artists make artworks using materials and techniques to represent subject matter and ideas	Making and exhibiting: Artists make artworks using materials and techniques to represent subject matter and ideas
Content point	Demonstrate a steady beat using movement, body percussion, environmental sounds or by playing instrumentsInstruments	Use singing, chanting or body percussion and listening skills to engage with rhymes or songs [repeated]Play School Song TimeSeries The Kiboomer's Circle Songs and Nursery RhymesSeries World Nursery Rhyme Week	Make artworks inspired by personal experiences or imagination to represent subject matter and ideas [repeated]Artistic Techniques	Make artworks inspired by personal experiences or imagination to represent subject matter and ideas [repeated]Artistic Techniques
Content point	Use singing, chanting or body percussion and listening skills to engage with rhymes or songs [repeated]World Nursery Rhyme Week Play School Song TimeSeries The Kiboomer's Circle Songs and Nursery RhymesSeries	Play and organise sounds with non-melodic and melodic sound sources [repeated]Sound	Experiment with ways to make marks, types of lines and shapes, using drawing materials and techniquesElements of Art	Manipulate malleable materials to explore sculptural techniques and mould 3D formsSculpture and 3D Art Play School: Art TimeSeries
Content point	Demonstrate an awareness of pitch, using higher, lower and repeated pitches	Use listening skills and memory to perform musical patterns by singing, using body percussion or playing instrumentsSound	Experiment with primary colours and ways to make secondary coloursElements of Art Colour	Explore construction techniques to make a collage, relief or 3D sculptural form using mixed media materialsSculpture and 3D Art Play School: Art TimeSeries
Content point	Echo rhythm patterns using body percussion or movementSound	Explore voice, body percussion, environmental sounds, instruments or digital sounds to identify how sounds are producedSound	Explore painting and printmaking materials and techniques, experimenting with tools to create effectsColour	Explore ways to use materials and tools, developing fine motor skills [repeated]Sculpture and 3D Art
Content point	Play and organise sounds with non-melodic and melodic sound sources [repeated]	Perform music by singing, moving and playing instruments while interacting with others [repeated]Instruments	Explore ways to use materials and tools, developing fine motor skills [repeated]Sculpture and 3D Art	Present artworks or samples of own work to share ideas with an audience
Content point	Use louder and softer sounds to explore dynamics with sound sourcesInstruments	Use informal symbols or graphic notation to represent soundsMusic Notation and Composition	Demonstrate an awareness of safe artmaking practicesClassroom CommonsVideo
Content point	Perform music by singing, moving and playing instruments while interacting with others [repeated]Instruments		Identify contexts where artworks are displayed, exhibited or experiencedArt with Mati and DadaSeries
Content point	Demonstrate an awareness of safe music practices
Content group	Listening: Music can be listened to, experienced and described	Listening: Music can be listened to, experienced and described	Appreciating: Artists make artworks that can be experienced and described by audiences	Appreciating: Artists make artworks that can be experienced and described by audiences
Content point	Identify contexts where music can be listened to or experiencedDisney Songs World Music Day	Use listening skills to identify ways that beat, rhythm, pitch, performing media, timbre and dynamics are used in music, using Tier 2 and Tier 3 vocabulary [repeated]Instruments Disney Songs	Express ideas or feelings about own and others' artworksElements of Art	Identify subject matter, materials, techniques, lines, shapes, colours and patterns in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Art
Content point	Use listening skills to identify ways that beat, rhythm, pitch, performing media, timbre and dynamics are used in music, using Tier 2 and Tier 3 vocabulary [repeated]Instruments Elements of Music	Recognise ways Aboriginal Dreaming Stories or Torres Strait Islander Legends are represented through musicYarrabil: First Nations SongsSeries	Identify subject matter, materials, techniques, lines, shapes, colours and patterns in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Art	Observe artworks from cultures around the world to explore ways artists represent ideas about their worldWorld Art
Content point	Experience music from cultures around the world, using listening skills to develop aural awareness and recognise ways sounds are organisedCulture and Genres of Music	Recognise informal symbols or graphic notation that are used to represent soundsMusic Notation and Composition	Recognise ways Aboriginal Dreaming Stories or Torres Strait Islander Legends are represented in artworksFirst Nations Art	Explore how artists represent subject matter and ideas in artworksWorld Art
Content point		Use listening skills and express ideas or feelings in response to musicDisney Songs

Term 1

DanceCAE-DAN-01

Composing and performing: Dance is made and performed using shapes and movements

Explore ways to move the body to make shapes and movementsThe Kiboomer's Movement SongsSeries
Make shapes and movements in response to stimuliThe Kiboomer's Movement SongsSeries
Demonstrate an awareness of personal space and movement within a spaceYoga
Perform dance shapes and movements while interacting with others [repeated]The Kiboomer's Movement SongsSeries
Use warm-up and cool-down exercises and demonstrate an awareness of safe dance practicesPhysical Activity Dance

Appreciating: Dance can be experienced and described

Identify contexts where dance is experiencedDance
Identify shapes and movements used in dance, using Tier 2 and Tier 3 vocabulary [repeated]Dance
Observe dance from cultures around the world to explore how people engage in danceDance

MusicCAE-MUS-01

Performing and composing: Music is performed and made by organising sound through singing, moving and playing

Demonstrate a steady beat using movement, body percussion, environmental sounds or by playing instrumentsInstruments
Use singing, chanting or body percussion and listening skills to engage with rhymes or songs [repeated]World Nursery Rhyme Week Play School Song TimeSeries The Kiboomer's Circle Songs and Nursery RhymesSeries
Demonstrate an awareness of pitch, using higher, lower and repeated pitches
Echo rhythm patterns using body percussion or movementSound
Play and organise sounds with non-melodic and melodic sound sources [repeated]
Use louder and softer sounds to explore dynamics with sound sourcesInstruments
Perform music by singing, moving and playing instruments while interacting with others [repeated]Instruments
Demonstrate an awareness of safe music practices

Listening: Music can be listened to, experienced and described

Identify contexts where music can be listened to or experiencedDisney Songs World Music Day
Use listening skills to identify ways that beat, rhythm, pitch, performing media, timbre and dynamics are used in music, using Tier 2 and Tier 3 vocabulary [repeated]Instruments Elements of Music
Experience music from cultures around the world, using listening skills to develop aural awareness and recognise ways sounds are organisedCulture and Genres of Music

Term 2

DanceCAE-DAN-01

Composing and performing: Dance is made and performed using shapes and movements

Explore ways to change the level or direction of movements with controlThe Kiboomer's Movement SongsSeries
Experiment with linking body shapes or movements in a sequenceThe Kiboomer's Movement SongsSeries
Perform dance shapes and movements while interacting with others [repeated]

Appreciating: Dance can be experienced and described

Express ideas or feelings in response to dance experiencesDance
Identify shapes and movements used in dance, using Tier 2 and Tier 3 vocabulary [repeated]Dance
Recognise ways Aboriginal Dreaming Stories or Torres Strait Islander Legends are represented in danceDance with TomSeries

MusicCAE-MUS-01

Performing and composing: Music is performed and made by organising sound through singing, moving and playing

Use singing, chanting or body percussion and listening skills to engage with rhymes or songs [repeated]Play School Song TimeSeries The Kiboomer's Circle Songs and Nursery RhymesSeries World Nursery Rhyme Week
Play and organise sounds with non-melodic and melodic sound sources [repeated]Sound
Use listening skills and memory to perform musical patterns by singing, using body percussion or playing instrumentsSound
Explore voice, body percussion, environmental sounds, instruments or digital sounds to identify how sounds are producedSound
Perform music by singing, moving and playing instruments while interacting with others [repeated]Instruments
Use informal symbols or graphic notation to represent soundsMusic Notation and Composition

Listening: Music can be listened to, experienced and described

Use listening skills to identify ways that beat, rhythm, pitch, performing media, timbre and dynamics are used in music, using Tier 2 and Tier 3 vocabulary [repeated]Instruments Disney Songs
Recognise ways Aboriginal Dreaming Stories or Torres Strait Islander Legends are represented through musicYarrabil: First Nations SongsSeries
Recognise informal symbols or graphic notation that are used to represent soundsMusic Notation and Composition
Use listening skills and express ideas or feelings in response to musicDisney Songs

Term 3

DanceCAE-DAN-01

Making and performing: Drama is made and performed by embodying and enacting feelings, ideas, roles and situations

Use imagination to explore ideas and situations through dramatic play, still image, puppetry and object play [repeated]Drama Performance Play School, Lights, Camera, Action!Series
Engage in dramatic play using costumes, props and objects to explore feelings, roles and characters [repeated]
Enact a real or imagined situation or story using puppets, toys, objects or other stimuliTheatreVideo
Demonstrate an awareness of self and relationship with others within a performance space
Embody feelings, roles and characters while interacting with others [repeated]
Demonstrate an awareness of safe drama practices

Appreciating: Drama can be experienced and described

Identify contexts where drama is performedDrama
Identify roles, situations or stories in a performance, using Tier 2 and Tier 3 vocabulary [repeated]The Justine Clarke Show!Series
Recognise ways Aboriginal Dreaming Stories or Torres Strait Islander Legends are enacted in performances

MusicCAE-MUS-01

Making and exhibiting: Artists make artworks using materials and techniques to represent subject matter and ideas

Make artworks inspired by personal experiences or imagination to represent subject matter and ideas [repeated]Artistic Techniques
Experiment with ways to make marks, types of lines and shapes, using drawing materials and techniquesElements of Art
Experiment with primary colours and ways to make secondary coloursElements of Art Colour
Explore painting and printmaking materials and techniques, experimenting with tools to create effectsColour
Explore ways to use materials and tools, developing fine motor skills [repeated]Sculpture and 3D Art
Demonstrate an awareness of safe artmaking practicesClassroom CommonsVideo
Identify contexts where artworks are displayed, exhibited or experiencedArt with Mati and DadaSeries

Appreciating: Artists make artworks that can be experienced and described by audiences

Express ideas or feelings about own and others' artworksElements of Art
Identify subject matter, materials, techniques, lines, shapes, colours and patterns in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Art
Recognise ways Aboriginal Dreaming Stories or Torres Strait Islander Legends are represented in artworksFirst Nations Art

Term 4

DanceCAE-DAN-01

Making and performing: Drama is made and performed by embodying and enacting feelings, ideas, roles and situations

Use imagination to explore ideas and situations through dramatic play, still image, puppetry and object play [repeated]
Engage in dramatic play using costumes, props and objects to explore feelings, roles and characters [repeated]Play School Move Your Body: Episode 2Video
Use voice, language, mime or movement to express feelings and embody roles or charactersDrama
Embody feelings, roles and characters while interacting with others [repeated]
Perform drama scenarios with awareness of an audience

Appreciating: Drama can be experienced and described

Express ideas or feelings in response to drama experiences
Identify roles, situations or stories in a performance, using Tier 2 and Tier 3 vocabulary [repeated]The Justine Clarke Show!Series
Observe drama from cultures around the world and discuss how stories and ideas are enactedDrama

MusicCAE-MUS-01

Making and exhibiting: Artists make artworks using materials and techniques to represent subject matter and ideas

Make artworks inspired by personal experiences or imagination to represent subject matter and ideas [repeated]Artistic Techniques
Manipulate malleable materials to explore sculptural techniques and mould 3D formsSculpture and 3D Art Play School: Art TimeSeries
Explore construction techniques to make a collage, relief or 3D sculptural form using mixed media materialsSculpture and 3D Art Play School: Art TimeSeries
Explore ways to use materials and tools, developing fine motor skills [repeated]Sculpture and 3D Art
Present artworks or samples of own work to share ideas with an audience

Appreciating: Artists make artworks that can be experienced and described by audiences

Identify subject matter, materials, techniques, lines, shapes, colours and patterns in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Art
Observe artworks from cultures around the world to explore ways artists represent ideas about their worldWorld Art
Explore how artists represent subject matter and ideas in artworksWorld Art

Stage 1, terms 1–4: content points by term, with matched ClickView resources
Term	Term 1	Term 2	Term 3	Term 4
Focus area	DanceCA1-DAN-01
Content group	Composing: Dance is composed to communicate ideas through shapes and movements	Composing: Dance is composed to communicate ideas through shapes and movements	Making: Characters, ideas and stories are embodied and enacted through drama	Making: Characters, ideas and stories are embodied and enacted through drama
Content point	Improvise simple body shapes and movements using locomotor and non-locomotor movements, in response to a stimulus [repeated]	Improvise simple body shapes and movements using locomotor and non-locomotor movements, in response to a stimulus [repeated]	Use imagination in response to a stimulus to generate ideas for a role, character, situation or story [repeated]Read Alouds (stimulus materials)	Use imagination in response to a stimulus to generate ideas for a role, character, situation or story [repeated]Read Alouds (stimulus materials)
Content point	Experiment with level, direction or pathway of movement with awareness of space [repeated]	Experiment with level, direction or pathway of movement with awareness of space [repeated]	Engage in dramatic play with costumes, puppets, props and objects to explore roles and characters [repeated]	Improvise while in a role, using dialogue and responding to offers or actions of others [repeated]
Content point	Respond to tempo and rhythm changes in music [repeated]Dance	Explore ways to express dynamics through movement [repeated]Dance	Embody a role or character using language, facial expressions and movement [repeated]	Sequence and enact the events of a narrative through drama [repeated]Read Alouds (stimulus materials)
Content point	Compose simple dance sequences by linking body shapes and movements [repeated]	Explore the movements used by Aboriginal and/or Torres Strait Islander Peoples in dance [repeated]Bangarra Dance TheatreSeries	Explore ways to interact with other characters while in a role [repeated]	Explore ways to use a performance space to represent a place [repeated]
Content point	Demonstrate safe dance practices with awareness of physical and social safety	Connect shapes and movements into a sequence in cooperation with others [repeated]	Sequence and enact the events of a narrative through drama [repeated]Read Alouds (stimulus materials)	Communicate real or imagined experiences through improvisation, still image, mime, puppetry and storytelling [repeated]
Content point			Communicate real or imagined experiences through improvisation, still image, mime, puppetry and storytelling [repeated]Let's Build StoriesVideo The Quiet GameVideo	Explore Cultural narratives in Aboriginal and/or Torres Strait Islander performance [repeated]
Content point			Demonstrate safe drama practices with awareness of physical and social safetyThe ABCs of ConsentVideo	Devise and enact dramatic ideas and stories in cooperation with others [repeated]Read Alouds (stimulus materials)
Content group	Performing: Dance is performed to communicate ideas through shapes and movements	Performing: Dance is performed to communicate ideas through shapes and movements	Performing: Drama is performed to enact characters, ideas and stories	Performing: Drama is performed to enact characters, ideas and stories
Content point	Explore ways to maintain balance and manipulate posture through body control [repeated]	Perform simple dance sequences to communicate ideas [repeated]Dance	Improvise, rehearse and perform drama in small groups or with the whole class [repeated]	Improvise, rehearse and perform drama in small groups or with the whole class [repeated]
Content point	Perform simple dance sequences to communicate ideas [repeated]Dance		Perform drama to communicate ideas and stories to an audience [repeated]	Perform drama to communicate ideas and stories to an audience [repeated]
Content group	Appreciating: Ideas are conveyed in various ways in dance	Appreciating: Ideas are conveyed in various ways in dance	Appreciating: Stories and ideas are communicated in drama in various ways	Appreciating: Stories and ideas are communicated in drama in various ways
Content point	Describe how space, time and dynamics are used in dance, using Tier 2 and Tier 3 vocabulary [repeated]Dance	Discuss ideas, feelings and opinions in response to dance experiencesDance	Describe how role, character, situation, language, space and time are used in drama, using Tier 2 and Tier 3 vocabulary [repeated]Drama	Discuss ideas, feelings and opinions in response to drama experiences [repeated]Drama
Content point	Explore dance from cultural contexts around the world to recognise ways shapes, movements and ideas are communicated through dance [repeated]Dance	Describe how space, time and dynamics are used in dance, using Tier 2 and Tier 3 vocabulary [repeated]Dance	Explore drama from cultural contexts around the world to recognise ways stories and ideas are enacted [repeated]Drama	Describe how role, character, situation, language, space and time are used in drama, using Tier 2 and Tier 3 vocabulary [repeated]Drama
Content point		Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place through dance [repeated]Dance		Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place through performances [repeated]
Focus area	MusicCA1-MUS-01
Term	Term 1	Term 2	Term 3	Term 4
Content group	Performing: Music is performed to communicate musical ideas through sound	Performing: Music is performed to communicate musical ideas through sound	Making: Artists use materials and techniques to represent subject matter and ideas in artworks	Making: Artists use materials and techniques to represent subject matter and ideas in artworks
Content point	Engage in musical games and warm-up exercises for singing and playing instruments [repeated]Voice House of SoundSeries Green Bean's MusicSeries	Engage in musical games and warm-up exercises for singing and playing instruments [repeated]Voice Instruments Green Bean's MusicSeries	Make artworks to represent subject matter and ideas about their world in realistic, imaginative or expressive ways [repeated]Artistic Techniques	Make artworks to represent subject matter and ideas about their world in realistic, imaginative or expressive ways [repeated]Artistic Techniques
Content point	Maintain a steady beat or change the speed of the beat through movement, body percussion, environmental sounds or by playing instruments [repeated]Percussion House of SoundSeries	Develop playing skills using environmental sounds, instruments or technologies [repeated]Instruments House of SoundSeries	Use drawing materials and techniques to explore how types of lines, shapes and patterns can represent subject matter or ideas [repeated]Elements of Art Illustration	Mould clay or modelling materials to create 3D sculptural forms, such as pots or standing forms [repeated]Sculpture and 3D Art
Content point	Sing, chant or engage with vocal repertoire, developing an aural awareness of pitch [repeated]Voice	Use sound sources to experiment with dynamic effects, including gradual or sudden changes in volume [repeated]Instruments	Explore ways to develop ideas and effects with colour, including natural pigments, ochre, primary and secondary colours, tints and shades [repeated]Elements of Art Colour	Create 3D sculptural forms using natural, sustainable or manufactured materials, exploring construction techniques [repeated]Sculpture and 3D Art
Content point	Explore changes in pitch and pitch patterns, indicating changes with gestures [repeated]Voice	Rehearse music and use listening skills to refine singing, moving or playing [repeated]Voice Instruments	Experiment with painting and printmaking materials and techniques, including ways to layer colours and create textural effects [repeated]Colour	Explore ways digital tools can be used to make still or moving images [repeated]Media Arts
Content point	Perform rhythmic and melodic patterns by singing, using body percussion or playing instruments [repeated]Voice Instruments	Perform music repertoire through singing, moving, using body percussion and playing instruments to communicate musical ideas [repeated]Voice Instruments	Explore the spatial arrangement of shapes or objects in compositions to represent subject matter and ideas [repeated]Illustration	Explore meanings of signs and symbols used in Aboriginal and/or Torres Strait Islander artworks [repeated]First Nations Art
Content point	Produce sounds using voice, body percussion, environmental sounds, instruments or digital technologies to develop an awareness of timbre [repeated]Voice Instruments	Perform music in small groups by layering sounds in cooperation with others [repeated]Voice Instruments	Identify ways other artists and artworks influence own artmaking practice [repeated]Artists and Designers	Identify ways other artists and artworks influence own artmaking practice [repeated]Artists and Designers
Content point	Rehearse music and use listening skills to refine singing, moving or playing [repeated]Voice Instruments		Demonstrate safe artmaking practices with awareness of physical and social safetyClassroom CommonsVideo
Content point	Demonstrate safe music practices with awareness of physical and social safety
Content group	Listening: Musical ideas are conveyed through sound	Listening: Musical ideas are conveyed through sound	Appreciating: Artists represent subject matter and ideas in artworks which can be experienced and described by audiences	Appreciating: Artists represent subject matter and ideas in artworks which can be experienced and described by audiences
Content point	Use listening skills and describe duration, pitch, performing media, timbre, dynamics, expression and structure in music, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Music	Use listening skills and describe duration, pitch, performing media, timbre, dynamics, expression and structure in music, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Music	Describe how artists use materials, techniques, lines, shapes, colours, tones, textures and patterns to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Art Colour	Discuss ideas, feelings or opinions about own and others' artworks [repeated]Artists and Designers
Content point	Develop listening skills and aural awareness by experiencing music from cultural contexts around the world, and identify ways musical ideas are communicated [repeated]Culture and Genres of Music	Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place through music [repeated]Yarrabil: First Nations SongsSeries Garal JagunSeries	Observe artworks from cultural contexts around the world to explore how artmaking connects to place [repeated]First Nations Art World Art	Describe ways artists represent subject matter and ideas in realistic, imaginative or expressive ways [repeated]Artists and Designers
Content point		Explore ways to use symbols or graphic notation to represent sounds and musical ideas in repertoire [repeated]Music Notation and Composition	Explore ancient and historical artworks to understand how artmaking practices are influenced by time and place [repeated]World Art Artists and Designers	Describe how artists use materials, techniques, lines, shapes, colours, tones, textures and patterns to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Art Colour
Content point		Explore music from historical contexts, including ancient music practices, to recognise how music is influenced by time and place [repeated]Culture and Genres of Music		Identify how signs and symbols are used to represent ideas in artworks [repeated]Elements of Art Colour
Content point				Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place in artworks [repeated]First Nations Art
Content group	Composing: Music is composed to communicate musical ideas through sound	Composing: Music is composed to communicate musical ideas through sound	Exhibiting: Artworks can be displayed and exhibited for audiences to experience	Exhibiting: Artworks can be displayed and exhibited for audiences to experience
Content point	Imitate and vary rhythm patterns and tempo using body percussion, movement or instruments [repeated]Percussion	Select and organise sounds into simple structures, using melodic or non-melodic sound sources [repeated]Elements of Music	Select, organise and display samples of own work or artworks to communicate ideas to an audience [repeated]	Select, organise and display samples of own work or artworks to communicate ideas to an audience [repeated]
Content point	Experiment with ways to change rhymes or songs using body percussion or instruments [repeated]Percussion	Explore sound sources used in Aboriginal and/or Torres Strait Islander music [repeated]Yarrabil: First Nations SongsSeries Garal JagunSeries
Content point	Select and organise sounds into simple structures, using melodic or non-melodic sound sources [repeated]Elements of Music	Use symbols or graphic notation to represent duration, pitch, dynamics and other musical ideas [repeated]Music Notation and Composition

Stage 1, terms 5–8: content points by term, with matched ClickView resources
Term	Term 5	Term 6	Term 7	Term 8
Focus area	DanceCA1-DAN-01
Content group	Composing: Dance is composed to communicate ideas through shapes and movements	Composing: Dance is composed to communicate ideas through shapes and movements	Making: Characters, ideas and stories are embodied and enacted through drama	Making: Characters, ideas and stories are embodied and enacted through drama
Content point	Improvise simple body shapes and movements using locomotor and non-locomotor movements, in response to a stimulus [repeated]	Improvise simple body shapes and movements using locomotor and non-locomotor movements, in response to a stimulus [repeated]	Use imagination in response to a stimulus to generate ideas for a role, character, situation or story [repeated]Read Alouds (stimulus materials)	Use imagination in response to a stimulus to generate ideas for a role, character, situation or story [repeated]Read Alouds (stimulus materials)
Content point	Experiment with level, direction or pathway of movement with awareness of space [repeated]	Experiment with level, direction or pathway of movement with awareness of space [repeated]	Engage in dramatic play with costumes, puppets, props and objects to explore roles and characters [repeated]	Improvise while in a role, using dialogue and responding to offers or actions of others [repeated]
Content point	Respond to tempo and rhythm changes in musicDance	Explore ways to express dynamics through movement [repeated]	Embody a role or character using language, facial expressions and movement [repeated]	Sequence and enact the events of a narrative through drama [repeated]
Content point	Compose simple dance sequences by linking body shapes and movements [repeated]Dance	Explore the movements used by Aboriginal and/or Torres Strait Islander Peoples in dance [repeated]Bangarra Dance TheatreSeries	Explore ways to interact with other characters while in a role [repeated]	Explore ways to use a performance space to represent a place [repeated]
Content point		Connect shapes and movements into a sequence in cooperation with others [repeated]	Sequence and enact the events of a narrative through drama [repeated]	Communicate real or imagined experiences through improvisation, still image, mime, puppetry and storytelling [repeated]
Content point			Communicate real or imagined experiences through improvisation, still image, mime, puppetry and storytelling [repeated]Let's Build StoriesVideo The Quiet GameVideo	Explore Cultural narratives in Aboriginal and/or Torres Strait Islander performance [repeated]
Content point				Devise and enact dramatic ideas and stories in cooperation with others [repeated]Read Alouds (stimulus materials)
Content group	Performing: Dance is performed to communicate ideas through shapes and movements	Performing: Dance is performed to communicate ideas through shapes and movements	Performing: Drama is performed to enact characters, ideas and stories	Performing: Drama is performed to enact characters, ideas and stories
Content point	Explore ways to maintain balance and manipulate posture through body control [repeated]	Perform simple dance sequences to communicate ideas [repeated]Dance	Improvise, rehearse and perform drama in small groups or with the whole class [repeated]	Improvise, rehearse and perform drama in small groups or with the whole class [repeated]
Content point	Perform simple dance sequences to communicate ideas [repeated]Dance	Reflect on personal experiences of composing and performing dance	Perform drama to communicate ideas and stories to an audience [repeated]	Perform drama to communicate ideas and stories to an audience [repeated]
Content point				Reflect on personal experiences of making and performing drama
Content group	Appreciating: Ideas are conveyed in various ways in dance	Appreciating: Ideas are conveyed in various ways in dance	Appreciating: Stories and ideas are communicated in drama in various ways	Appreciating: Stories and ideas are communicated in drama in various ways
Content point	Describe how space, time and dynamics are used in dance, using Tier 2 and Tier 3 vocabulary [repeated]Dance	Discuss ideas, feelings and opinions in response to dance experiencesDance	Describe how role, character, situation, language, space and time are used in drama, using Tier 2 and Tier 3 vocabulary [repeated]Drama	Discuss ideas, feelings and opinions in response to drama experiences [repeated]Drama
Content point	Explore dance from cultural contexts around the world to recognise ways shapes, movements and ideas are communicated through dance [repeated]Dance	Describe how space, time and dynamics are used in dance, using Tier 2 and Tier 3 vocabulary [repeated]Dance	Explore drama from cultural contexts around the world to recognise ways stories and ideas are enacted [repeated]	Describe how role, character, situation, language, space and time are used in drama, using Tier 2 and Tier 3 vocabulary [repeated]Drama
Content point		Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place through dance [repeated]Dance Bangarra Dance TheatreSeries		Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place through performances [repeated]
Focus area	MusicCA1-MUS-01
Term	Term 5	Term 6	Term 7	Term 8
Content group	Performing: Music is performed to communicate musical ideas through sound	Performing: Music is performed to communicate musical ideas through sound	Making: Artists use materials and techniques to represent subject matter and ideas in artworks	Making: Artists use materials and techniques to represent subject matter and ideas in artworks
Content point	Engage in musical games and warm-up exercises for singing and playing instruments [repeated]House of SoundSeries Green Bean's MusicSeries	Engage in musical games and warm-up exercises for singing and playing instruments [repeated]House of SoundSeries Green Bean's MusicSeries	Make artworks to represent subject matter and ideas about their world in realistic, imaginative or expressive ways [repeated]Crafts	Make artworks to represent subject matter and ideas about their world in realistic, imaginative or expressive ways [repeated]Illustration Crafts
Content point	Maintain a steady beat or change the speed of the beat through movement, body percussion, environmental sounds or by playing instruments [repeated]Percussion	Develop playing skills using environmental sounds, instruments or technologies [repeated]Percussion	Use drawing materials and techniques to explore how types of lines, shapes and patterns can represent subject matter or ideas [repeated]Illustration	Explore meanings of signs and symbols used in Aboriginal and/or Torres Strait Islander artworks [repeated]First Nations Art
Content point	Sing, chant or engage with vocal repertoire, developing an aural awareness of pitch [repeated]Hopscotch SongsSeries Green Bean's MusicSeries	Use sound sources to experiment with dynamic effects, including gradual or sudden changes in volume [repeated]Sound Percussion	Explore ways to develop ideas and effects with colour, including natural pigments, ochre, primary and secondary colours, tints and shades [repeated]Elements of Art Colour	Mould clay or modelling materials to create 3D sculptural forms, such as pots or standing forms [repeated]Sculpture and 3D Art Crafts
Content point	Explore changes in pitch and pitch patterns, indicating changes with gestures [repeated]Elements of Music Percussion	Rehearse music and use listening skills to refine singing, moving or playing [repeated]Percussion Voice	Experiment with painting and printmaking materials and techniques, including ways to layer colours and create textural effects [repeated]Colour	Create 3D sculptural forms using natural, sustainable or manufactured materials, exploring construction techniques [repeated]Sculpture and 3D Art Crafts
Content point	Perform rhythmic and melodic patterns by singing, using body percussion or playing instruments [repeated]Percussion Voice	Perform music repertoire through singing, moving, using body percussion and playing instruments to communicate musical ideas [repeated]Percussion Voice	Explore the spatial arrangement of shapes or objects in compositions to represent subject matter and ideas [repeated]Elements of Art Crafts	Explore ways digital tools can be used to make still or moving images [repeated]Media Arts
Content point	Produce sounds using voice, body percussion, environmental sounds, instruments or digital technologies to develop an awareness of timbre [repeated]Sound Percussion Voice	Perform music in small groups by layering sounds in cooperation with others [repeated]Green Bean's MusicSeries Percussion	Identify ways other artists and artworks influence own artmaking practice [repeated]Artists and Designers	Identify ways other artists and artworks influence own artmaking practice [repeated]Artists and Designers
Content point	Rehearse music and use listening skills to refine singing, moving or playing [repeated]Elements of Music Percussion Voice
Content group	Listening: Musical ideas are conveyed through sound	Listening: Musical ideas are conveyed through sound	Appreciating: Artists represent subject matter and ideas in artworks which can be experienced and described by audiences	Appreciating: Artists represent subject matter and ideas in artworks which can be experienced and described by audiences
Content point	Use listening skills and describe duration, pitch, performing media, timbre, dynamics, expression and structure in music, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Music	Use listening skills and describe duration, pitch, performing media, timbre, dynamics, expression and structure in music, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Music	Describe how artists use materials, techniques, lines, shapes, colours, tones, textures and patterns to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Art Colour	Discuss ideas, feelings or opinions about own and others' artworksArtists and Designers Art with Mati and DadaSeries
Content point	Develop listening skills and aural awareness by experiencing music from cultural contexts around the world, and identify ways musical ideas are communicated [repeated]Culture and Genres of Music	Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place through music [repeated]Yarrabil: First Nations SongsSeries Garal JagunSeries	Observe artworks from cultural contexts around the world to explore how artmaking connects to place [repeated]Artists and Designers	Describe ways artists represent subject matter and ideas in realistic, imaginative or expressive waysArtists and Designers Crafts
Content point		Explore ways to use symbols or graphic notation to represent sounds and musical ideas in repertoire [repeated]Music Notation and Composition	Explore ancient and historical artworks to understand how artmaking practices are influenced by time and place [repeated]Artists and Designers	Describe how artists use materials, techniques, lines, shapes, colours, tones, textures and patterns to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Art Colour
Content point		Explore music from historical contexts, including ancient music practices, to recognise how music is influenced by time and place [repeated]Culture and Genres of Music		Identify how signs and symbols are used to represent ideas in artworks [repeated]Artists and Designers
Content point		Use listening skills and reflect on personal experiences, discussing ideas, feelings or opinions in response to musicElements of Music		Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place in artworks [repeated]First Nations Art
Content group	Composing: Music is composed to communicate musical ideas through sound	Composing: Music is composed to communicate musical ideas through sound	Exhibiting: Artworks can be displayed and exhibited for audiences to experience	Exhibiting: Artworks can be displayed and exhibited for audiences to experience
Content point	Imitate and vary rhythm patterns and tempo using body percussion, movement or instruments [repeated]Percussion	Select and organise sounds into simple structures, using melodic or non-melodic sound sources [repeated]Sound Percussion	Select, organise and display samples of own work or artworks to communicate ideas to an audience [repeated]	Select, organise and display samples of own work or artworks to communicate ideas to an audience [repeated]
Content point	Experiment with ways to change rhymes or songs using body percussion or instruments [repeated]Percussion	Explore sound sources used in Aboriginal and/or Torres Strait Islander music [repeated]Yarrabil: First Nations SongsSeries Garal JagunSeries		Reflect on own artworks and personal experiences of making artworks
Content point	Select and organise sounds into simple structures, using melodic or non-melodic sound sources [repeated]Sound Percussion	Use symbols or graphic notation to represent duration, pitch, dynamics and other musical ideas [repeated]Music Notation and Composition

Term 1

DanceCA1-DAN-01

Composing: Dance is composed to communicate ideas through shapes and movements

Improvise simple body shapes and movements using locomotor and non-locomotor movements, in response to a stimulus [repeated]
Experiment with level, direction or pathway of movement with awareness of space [repeated]
Respond to tempo and rhythm changes in music [repeated]Dance
Compose simple dance sequences by linking body shapes and movements [repeated]
Demonstrate safe dance practices with awareness of physical and social safety

Performing: Dance is performed to communicate ideas through shapes and movements

Explore ways to maintain balance and manipulate posture through body control [repeated]
Perform simple dance sequences to communicate ideas [repeated]Dance

Appreciating: Ideas are conveyed in various ways in dance

Describe how space, time and dynamics are used in dance, using Tier 2 and Tier 3 vocabulary [repeated]Dance
Explore dance from cultural contexts around the world to recognise ways shapes, movements and ideas are communicated through dance [repeated]Dance

MusicCA1-MUS-01

Performing: Music is performed to communicate musical ideas through sound

Engage in musical games and warm-up exercises for singing and playing instruments [repeated]Voice House of SoundSeries Green Bean's MusicSeries
Maintain a steady beat or change the speed of the beat through movement, body percussion, environmental sounds or by playing instruments [repeated]Percussion House of SoundSeries
Sing, chant or engage with vocal repertoire, developing an aural awareness of pitch [repeated]Voice
Explore changes in pitch and pitch patterns, indicating changes with gestures [repeated]Voice
Perform rhythmic and melodic patterns by singing, using body percussion or playing instruments [repeated]Voice Instruments
Produce sounds using voice, body percussion, environmental sounds, instruments or digital technologies to develop an awareness of timbre [repeated]Voice Instruments
Rehearse music and use listening skills to refine singing, moving or playing [repeated]Voice Instruments
Demonstrate safe music practices with awareness of physical and social safety

Listening: Musical ideas are conveyed through sound

Use listening skills and describe duration, pitch, performing media, timbre, dynamics, expression and structure in music, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Music
Develop listening skills and aural awareness by experiencing music from cultural contexts around the world, and identify ways musical ideas are communicated [repeated]Culture and Genres of Music

Composing: Music is composed to communicate musical ideas through sound

Imitate and vary rhythm patterns and tempo using body percussion, movement or instruments [repeated]Percussion
Experiment with ways to change rhymes or songs using body percussion or instruments [repeated]Percussion
Select and organise sounds into simple structures, using melodic or non-melodic sound sources [repeated]Elements of Music

Term 2

DanceCA1-DAN-01

Composing: Dance is composed to communicate ideas through shapes and movements

Improvise simple body shapes and movements using locomotor and non-locomotor movements, in response to a stimulus [repeated]
Experiment with level, direction or pathway of movement with awareness of space [repeated]
Explore ways to express dynamics through movement [repeated]Dance
Explore the movements used by Aboriginal and/or Torres Strait Islander Peoples in dance [repeated]Bangarra Dance TheatreSeries
Connect shapes and movements into a sequence in cooperation with others [repeated]

Performing: Dance is performed to communicate ideas through shapes and movements

Perform simple dance sequences to communicate ideas [repeated]Dance

Appreciating: Ideas are conveyed in various ways in dance

Discuss ideas, feelings and opinions in response to dance experiencesDance
Describe how space, time and dynamics are used in dance, using Tier 2 and Tier 3 vocabulary [repeated]Dance
Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place through dance [repeated]Dance

MusicCA1-MUS-01

Performing: Music is performed to communicate musical ideas through sound

Engage in musical games and warm-up exercises for singing and playing instruments [repeated]Voice Instruments Green Bean's MusicSeries
Develop playing skills using environmental sounds, instruments or technologies [repeated]Instruments House of SoundSeries
Use sound sources to experiment with dynamic effects, including gradual or sudden changes in volume [repeated]Instruments
Rehearse music and use listening skills to refine singing, moving or playing [repeated]Voice Instruments
Perform music repertoire through singing, moving, using body percussion and playing instruments to communicate musical ideas [repeated]Voice Instruments
Perform music in small groups by layering sounds in cooperation with others [repeated]Voice Instruments

Listening: Musical ideas are conveyed through sound

Use listening skills and describe duration, pitch, performing media, timbre, dynamics, expression and structure in music, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Music
Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place through music [repeated]Yarrabil: First Nations SongsSeries Garal JagunSeries
Explore ways to use symbols or graphic notation to represent sounds and musical ideas in repertoire [repeated]Music Notation and Composition
Explore music from historical contexts, including ancient music practices, to recognise how music is influenced by time and place [repeated]Culture and Genres of Music

Composing: Music is composed to communicate musical ideas through sound

Select and organise sounds into simple structures, using melodic or non-melodic sound sources [repeated]Elements of Music
Explore sound sources used in Aboriginal and/or Torres Strait Islander music [repeated]Yarrabil: First Nations SongsSeries Garal JagunSeries
Use symbols or graphic notation to represent duration, pitch, dynamics and other musical ideas [repeated]Music Notation and Composition

Term 3

DanceCA1-DAN-01

Making: Characters, ideas and stories are embodied and enacted through drama

Use imagination in response to a stimulus to generate ideas for a role, character, situation or story [repeated]Read Alouds (stimulus materials)
Engage in dramatic play with costumes, puppets, props and objects to explore roles and characters [repeated]
Embody a role or character using language, facial expressions and movement [repeated]
Explore ways to interact with other characters while in a role [repeated]
Sequence and enact the events of a narrative through drama [repeated]Read Alouds (stimulus materials)
Communicate real or imagined experiences through improvisation, still image, mime, puppetry and storytelling [repeated]Let's Build StoriesVideo The Quiet GameVideo
Demonstrate safe drama practices with awareness of physical and social safetyThe ABCs of ConsentVideo

Performing: Drama is performed to enact characters, ideas and stories

Improvise, rehearse and perform drama in small groups or with the whole class [repeated]
Perform drama to communicate ideas and stories to an audience [repeated]

Appreciating: Stories and ideas are communicated in drama in various ways

Describe how role, character, situation, language, space and time are used in drama, using Tier 2 and Tier 3 vocabulary [repeated]Drama
Explore drama from cultural contexts around the world to recognise ways stories and ideas are enacted [repeated]Drama

MusicCA1-MUS-01

Making: Artists use materials and techniques to represent subject matter and ideas in artworks

Make artworks to represent subject matter and ideas about their world in realistic, imaginative or expressive ways [repeated]Artistic Techniques
Use drawing materials and techniques to explore how types of lines, shapes and patterns can represent subject matter or ideas [repeated]Elements of Art Illustration
Explore ways to develop ideas and effects with colour, including natural pigments, ochre, primary and secondary colours, tints and shades [repeated]Elements of Art Colour
Experiment with painting and printmaking materials and techniques, including ways to layer colours and create textural effects [repeated]Colour
Explore the spatial arrangement of shapes or objects in compositions to represent subject matter and ideas [repeated]Illustration
Identify ways other artists and artworks influence own artmaking practice [repeated]Artists and Designers
Demonstrate safe artmaking practices with awareness of physical and social safetyClassroom CommonsVideo

Appreciating: Artists represent subject matter and ideas in artworks which can be experienced and described by audiences

Describe how artists use materials, techniques, lines, shapes, colours, tones, textures and patterns to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Art Colour
Observe artworks from cultural contexts around the world to explore how artmaking connects to place [repeated]First Nations Art World Art
Explore ancient and historical artworks to understand how artmaking practices are influenced by time and place [repeated]World Art Artists and Designers

Exhibiting: Artworks can be displayed and exhibited for audiences to experience

Select, organise and display samples of own work or artworks to communicate ideas to an audience [repeated]

Term 4

DanceCA1-DAN-01

Making: Characters, ideas and stories are embodied and enacted through drama

Use imagination in response to a stimulus to generate ideas for a role, character, situation or story [repeated]Read Alouds (stimulus materials)
Improvise while in a role, using dialogue and responding to offers or actions of others [repeated]
Sequence and enact the events of a narrative through drama [repeated]Read Alouds (stimulus materials)
Explore ways to use a performance space to represent a place [repeated]
Communicate real or imagined experiences through improvisation, still image, mime, puppetry and storytelling [repeated]
Explore Cultural narratives in Aboriginal and/or Torres Strait Islander performance [repeated]
Devise and enact dramatic ideas and stories in cooperation with others [repeated]Read Alouds (stimulus materials)

Performing: Drama is performed to enact characters, ideas and stories

Improvise, rehearse and perform drama in small groups or with the whole class [repeated]
Perform drama to communicate ideas and stories to an audience [repeated]

Appreciating: Stories and ideas are communicated in drama in various ways

Discuss ideas, feelings and opinions in response to drama experiences [repeated]Drama
Describe how role, character, situation, language, space and time are used in drama, using Tier 2 and Tier 3 vocabulary [repeated]Drama
Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place through performances [repeated]

MusicCA1-MUS-01

Making: Artists use materials and techniques to represent subject matter and ideas in artworks

Make artworks to represent subject matter and ideas about their world in realistic, imaginative or expressive ways [repeated]Artistic Techniques
Mould clay or modelling materials to create 3D sculptural forms, such as pots or standing forms [repeated]Sculpture and 3D Art
Create 3D sculptural forms using natural, sustainable or manufactured materials, exploring construction techniques [repeated]Sculpture and 3D Art
Explore ways digital tools can be used to make still or moving images [repeated]Media Arts
Explore meanings of signs and symbols used in Aboriginal and/or Torres Strait Islander artworks [repeated]First Nations Art
Identify ways other artists and artworks influence own artmaking practice [repeated]Artists and Designers

Appreciating: Artists represent subject matter and ideas in artworks which can be experienced and described by audiences

Discuss ideas, feelings or opinions about own and others' artworks [repeated]Artists and Designers
Describe ways artists represent subject matter and ideas in realistic, imaginative or expressive ways [repeated]Artists and Designers
Describe how artists use materials, techniques, lines, shapes, colours, tones, textures and patterns to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Art Colour
Identify how signs and symbols are used to represent ideas in artworks [repeated]Elements of Art Colour
Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place in artworks [repeated]First Nations Art

Exhibiting: Artworks can be displayed and exhibited for audiences to experience

Select, organise and display samples of own work or artworks to communicate ideas to an audience [repeated]

Term 5

DanceCA1-DAN-01

Composing: Dance is composed to communicate ideas through shapes and movements

Improvise simple body shapes and movements using locomotor and non-locomotor movements, in response to a stimulus [repeated]
Experiment with level, direction or pathway of movement with awareness of space [repeated]
Respond to tempo and rhythm changes in musicDance
Compose simple dance sequences by linking body shapes and movements [repeated]Dance

Performing: Dance is performed to communicate ideas through shapes and movements

Explore ways to maintain balance and manipulate posture through body control [repeated]
Perform simple dance sequences to communicate ideas [repeated]Dance

Appreciating: Ideas are conveyed in various ways in dance

Describe how space, time and dynamics are used in dance, using Tier 2 and Tier 3 vocabulary [repeated]Dance
Explore dance from cultural contexts around the world to recognise ways shapes, movements and ideas are communicated through dance [repeated]Dance

MusicCA1-MUS-01

Performing: Music is performed to communicate musical ideas through sound

Engage in musical games and warm-up exercises for singing and playing instruments [repeated]House of SoundSeries Green Bean's MusicSeries
Maintain a steady beat or change the speed of the beat through movement, body percussion, environmental sounds or by playing instruments [repeated]Percussion
Sing, chant or engage with vocal repertoire, developing an aural awareness of pitch [repeated]Hopscotch SongsSeries Green Bean's MusicSeries
Explore changes in pitch and pitch patterns, indicating changes with gestures [repeated]Elements of Music Percussion
Perform rhythmic and melodic patterns by singing, using body percussion or playing instruments [repeated]Percussion Voice
Produce sounds using voice, body percussion, environmental sounds, instruments or digital technologies to develop an awareness of timbre [repeated]Sound Percussion Voice
Rehearse music and use listening skills to refine singing, moving or playing [repeated]Elements of Music Percussion Voice

Listening: Musical ideas are conveyed through sound

Use listening skills and describe duration, pitch, performing media, timbre, dynamics, expression and structure in music, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Music
Develop listening skills and aural awareness by experiencing music from cultural contexts around the world, and identify ways musical ideas are communicated [repeated]Culture and Genres of Music

Composing: Music is composed to communicate musical ideas through sound

Imitate and vary rhythm patterns and tempo using body percussion, movement or instruments [repeated]Percussion
Experiment with ways to change rhymes or songs using body percussion or instruments [repeated]Percussion
Select and organise sounds into simple structures, using melodic or non-melodic sound sources [repeated]Sound Percussion

Term 6

DanceCA1-DAN-01

Composing: Dance is composed to communicate ideas through shapes and movements

Improvise simple body shapes and movements using locomotor and non-locomotor movements, in response to a stimulus [repeated]
Experiment with level, direction or pathway of movement with awareness of space [repeated]
Explore ways to express dynamics through movement [repeated]
Explore the movements used by Aboriginal and/or Torres Strait Islander Peoples in dance [repeated]Bangarra Dance TheatreSeries
Connect shapes and movements into a sequence in cooperation with others [repeated]

Performing: Dance is performed to communicate ideas through shapes and movements

Perform simple dance sequences to communicate ideas [repeated]Dance
Reflect on personal experiences of composing and performing dance

Appreciating: Ideas are conveyed in various ways in dance

Discuss ideas, feelings and opinions in response to dance experiencesDance
Describe how space, time and dynamics are used in dance, using Tier 2 and Tier 3 vocabulary [repeated]Dance
Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place through dance [repeated]Dance Bangarra Dance TheatreSeries

MusicCA1-MUS-01

Performing: Music is performed to communicate musical ideas through sound

Engage in musical games and warm-up exercises for singing and playing instruments [repeated]House of SoundSeries Green Bean's MusicSeries
Develop playing skills using environmental sounds, instruments or technologies [repeated]Percussion
Use sound sources to experiment with dynamic effects, including gradual or sudden changes in volume [repeated]Sound Percussion
Rehearse music and use listening skills to refine singing, moving or playing [repeated]Percussion Voice
Perform music repertoire through singing, moving, using body percussion and playing instruments to communicate musical ideas [repeated]Percussion Voice
Perform music in small groups by layering sounds in cooperation with others [repeated]Green Bean's MusicSeries Percussion

Listening: Musical ideas are conveyed through sound

Use listening skills and describe duration, pitch, performing media, timbre, dynamics, expression and structure in music, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Music
Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place through music [repeated]Yarrabil: First Nations SongsSeries Garal JagunSeries
Explore ways to use symbols or graphic notation to represent sounds and musical ideas in repertoire [repeated]Music Notation and Composition
Explore music from historical contexts, including ancient music practices, to recognise how music is influenced by time and place [repeated]Culture and Genres of Music
Use listening skills and reflect on personal experiences, discussing ideas, feelings or opinions in response to musicElements of Music

Composing: Music is composed to communicate musical ideas through sound

Select and organise sounds into simple structures, using melodic or non-melodic sound sources [repeated]Sound Percussion
Explore sound sources used in Aboriginal and/or Torres Strait Islander music [repeated]Yarrabil: First Nations SongsSeries Garal JagunSeries
Use symbols or graphic notation to represent duration, pitch, dynamics and other musical ideas [repeated]Music Notation and Composition

Term 7

DanceCA1-DAN-01

Making: Characters, ideas and stories are embodied and enacted through drama

Use imagination in response to a stimulus to generate ideas for a role, character, situation or story [repeated]Read Alouds (stimulus materials)
Engage in dramatic play with costumes, puppets, props and objects to explore roles and characters [repeated]
Embody a role or character using language, facial expressions and movement [repeated]
Explore ways to interact with other characters while in a role [repeated]
Sequence and enact the events of a narrative through drama [repeated]
Communicate real or imagined experiences through improvisation, still image, mime, puppetry and storytelling [repeated]Let's Build StoriesVideo The Quiet GameVideo

Performing: Drama is performed to enact characters, ideas and stories

Improvise, rehearse and perform drama in small groups or with the whole class [repeated]
Perform drama to communicate ideas and stories to an audience [repeated]

Appreciating: Stories and ideas are communicated in drama in various ways

Describe how role, character, situation, language, space and time are used in drama, using Tier 2 and Tier 3 vocabulary [repeated]Drama
Explore drama from cultural contexts around the world to recognise ways stories and ideas are enacted [repeated]

MusicCA1-MUS-01

Making: Artists use materials and techniques to represent subject matter and ideas in artworks

Make artworks to represent subject matter and ideas about their world in realistic, imaginative or expressive ways [repeated]Crafts
Use drawing materials and techniques to explore how types of lines, shapes and patterns can represent subject matter or ideas [repeated]Illustration
Explore ways to develop ideas and effects with colour, including natural pigments, ochre, primary and secondary colours, tints and shades [repeated]Elements of Art Colour
Experiment with painting and printmaking materials and techniques, including ways to layer colours and create textural effects [repeated]Colour
Explore the spatial arrangement of shapes or objects in compositions to represent subject matter and ideas [repeated]Elements of Art Crafts
Identify ways other artists and artworks influence own artmaking practice [repeated]Artists and Designers

Appreciating: Artists represent subject matter and ideas in artworks which can be experienced and described by audiences

Describe how artists use materials, techniques, lines, shapes, colours, tones, textures and patterns to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Art Colour
Observe artworks from cultural contexts around the world to explore how artmaking connects to place [repeated]Artists and Designers
Explore ancient and historical artworks to understand how artmaking practices are influenced by time and place [repeated]Artists and Designers

Exhibiting: Artworks can be displayed and exhibited for audiences to experience

Select, organise and display samples of own work or artworks to communicate ideas to an audience [repeated]

Term 8

DanceCA1-DAN-01

Making: Characters, ideas and stories are embodied and enacted through drama

Use imagination in response to a stimulus to generate ideas for a role, character, situation or story [repeated]Read Alouds (stimulus materials)
Improvise while in a role, using dialogue and responding to offers or actions of others [repeated]
Sequence and enact the events of a narrative through drama [repeated]
Explore ways to use a performance space to represent a place [repeated]
Communicate real or imagined experiences through improvisation, still image, mime, puppetry and storytelling [repeated]
Explore Cultural narratives in Aboriginal and/or Torres Strait Islander performance [repeated]
Devise and enact dramatic ideas and stories in cooperation with others [repeated]Read Alouds (stimulus materials)

Performing: Drama is performed to enact characters, ideas and stories

Improvise, rehearse and perform drama in small groups or with the whole class [repeated]
Perform drama to communicate ideas and stories to an audience [repeated]
Reflect on personal experiences of making and performing drama

Appreciating: Stories and ideas are communicated in drama in various ways

Discuss ideas, feelings and opinions in response to drama experiences [repeated]Drama
Describe how role, character, situation, language, space and time are used in drama, using Tier 2 and Tier 3 vocabulary [repeated]Drama
Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place through performances [repeated]

MusicCA1-MUS-01

Making: Artists use materials and techniques to represent subject matter and ideas in artworks

Make artworks to represent subject matter and ideas about their world in realistic, imaginative or expressive ways [repeated]Illustration Crafts
Explore meanings of signs and symbols used in Aboriginal and/or Torres Strait Islander artworks [repeated]First Nations Art
Mould clay or modelling materials to create 3D sculptural forms, such as pots or standing forms [repeated]Sculpture and 3D Art Crafts
Create 3D sculptural forms using natural, sustainable or manufactured materials, exploring construction techniques [repeated]Sculpture and 3D Art Crafts
Explore ways digital tools can be used to make still or moving images [repeated]Media Arts
Identify ways other artists and artworks influence own artmaking practice [repeated]Artists and Designers

Appreciating: Artists represent subject matter and ideas in artworks which can be experienced and described by audiences

Discuss ideas, feelings or opinions about own and others' artworksArtists and Designers Art with Mati and DadaSeries
Describe ways artists represent subject matter and ideas in realistic, imaginative or expressive waysArtists and Designers Crafts
Describe how artists use materials, techniques, lines, shapes, colours, tones, textures and patterns to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Art Colour
Identify how signs and symbols are used to represent ideas in artworks [repeated]Artists and Designers
Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place in artworks [repeated]First Nations Art

Exhibiting: Artworks can be displayed and exhibited for audiences to experience

Select, organise and display samples of own work or artworks to communicate ideas to an audience [repeated]
Reflect on own artworks and personal experiences of making artworks

Stage 2, terms 1–4: content points by term, with matched ClickView resources
Term	Term 1	Term 2	Term 3	Term 4
Focus area	DanceCA2-DAN-01
Content group	Composing: Dance is composed using the elements of dance to communicate ideas	Composing: Dance is composed using the elements of dance to communicate ideas	Making: Drama is made using the dramatic elements to shape ideas and stories	Making: Drama is made using the dramatic elements to shape ideas and stories
Content point	Improvise shapes and movements in response to stimuli and organise into a dance sequence [repeated]	Improvise shapes and movements in response to stimuli and organise into a dance sequence [repeated]	Improvise and enact a situation or story using imagination and ideas gathered from multiple sources [repeated]ImprovisingVideo Yesterday Stories (stimulus materials)	Improvise and enact a situation or story using imagination and ideas gathered from multiple sources [repeated]ImprovisingVideo Yesterday Stories (stimulus materials)
Content point	Modify movement pathways within a space to explore ways to communicate ideas in dance [repeated]		Experiment with ways to embody and enact the qualities, attitudes and movements of a character [repeated]Characterisation	Experiment with ways to embody and enact the qualities, attitudes and movements of a character [repeated]
Content point	Vary dance movements in response to tempo and rhythm changes in music [repeated]	Explore dance practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]Bangarra Dance TheatreSeries Move it, Mob StyleSeries	Explore ways to develop relationships between characters while in a role [repeated]	Explore how a narrative can be developed, adapted or represented through storytelling, readers’ theatre or student-devised drama [repeated]National Theatre Learning: PlaywrightsSeries
Content point	Experiment with dynamics to create effects with contrasting movements [repeated]	Use notes and annotations to document ideas for a dance [repeated]Music Notation and Composition	Experiment with voice or language of a character through pace, pitch and tone [repeated]Characterisation	Establish a setting and organise a performance space for a situation or story [repeated]
Content point	Demonstrate respect for physical, social and digital safety protocols	Compose a dance sequence to communicate an idea by collaborating with others [repeated]	Investigate ways to indicate time of day or historical period of a situation [repeated]	Enact ideas using improvisation, still image, mime, storytelling, readers' theatre and student-devised drama [repeated]
Content point			Experiment with ways to establish tension in dramatic action [repeated]DramaVideo	Explore dramatic practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]
Content point			Enact ideas using improvisation, still image, mime, storytelling, readers' theatre and student-devised drama [repeated]The Quiet GameVideo	Create a written script for a dramatic situation using adjectives in descriptions, and saying and action verbs in stage directions [repeated]The Storybuilding ToolkitSeries Adjectives Verbs
Content point			Demonstrate safe drama practices with respect for physical, social and digital safety	Devise a dramatic situation to communicate an idea or story, collaborating with others [repeated]
Content group	Performing: Dance is performed to communicate ideas to audiences	Performing: Dance is performed to communicate ideas to audiences	Performing: Drama is performed to embody and enact characters, ideas and stories for audiences	Performing: Drama is performed to embody and enact characters, ideas and stories for audiences
Content point	Demonstrate dance technique through body alignment, control and balance	Rehearse and refine dance sequences for a group or class performance [repeated]Dance	Rehearse drama to refine voice and movement and improve quality of a performance [repeated]	Rehearse drama to refine voice and movement and improve quality of a performance [repeated]
Content point	Rehearse and refine dance sequences for a group or class performance [repeated]Dance	Perform a group-devised dance sequence to communicate an intent to an audience [repeated]	Perform group-devised drama scenarios, collaborating with others, to communicate ideas and perspectives to an audience [repeated]	Perform group-devised drama scenarios, collaborating with others, to communicate ideas and perspectives to an audience [repeated]
Content point	Perform a group-devised dance sequence to communicate an intent to an audience [repeated]		Recognise how elements of production contribute to audience engagement with and understanding of a performance [repeated]Drama
Content group	Appreciating: The elements of dance are used in various ways to convey ideas through movement	Appreciating: The elements of dance are used in various ways to convey ideas through movement	Appreciating: The dramatic elements are used to shape meaning for audiences	Appreciating: The dramatic elements are used to shape meaning for audiences
Content point	Discuss ways dance connects to own personal, social or cultural contexts [repeated]Dance	Discuss ways dance connects to own personal, social or cultural contexts [repeated]Dance	Discuss ways drama connects to own personal, social or cultural contexts [repeated]Drama	Describe how the dramatic elements are used to enact ideas or stories, using Tier 2 and Tier 3 vocabulary [repeated]Drama
Content point	Describe how the elements of dance are used to communicate intent in dance, using Tier 2 and Tier 3 vocabulary [repeated]Dance	Describe how the elements of dance are used to communicate intent in dance, using Tier 2 and Tier 3 vocabulary [repeated]Dance	Engage with drama from cultural and historical contexts around the world to investigate ways dramatic practices are influenced by people, time and place [repeated]Drama National Theatre Learning: Jane EyreSeries	Discuss ways drama connects to own personal, social or cultural contexts [repeated]Drama
Content point	Engage with dance from cultural and historical contexts around the world to investigate ways dance practices are influenced by people, time and place [repeated]Dance	Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage in dance for story sharing, celebrations or Cultural expression [repeated]Dance	Describe how the dramatic elements are used to enact ideas or stories, using Tier 2 and Tier 3 vocabulary [repeated]Drama	Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage in performing for story sharing, celebrations or Cultural expression [repeated]
Content point		Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to describe, explain or give an opinion about a dance performance [repeated]Dance		Use Tier 2 and Tier 3 vocabulary to create a written review of a dramatic performance, using connectives to link ideas and modal language to express opinions [repeated]Drama
Focus area	MusicCA2-MUS-01
Term	Term 1	Term 2	Term 3	Term 4
Content group	Performing: Music is performed to communicate musical ideas in various ways	Performing: Music is performed to communicate musical ideas in various ways	Making: Artists represent their world through subject matter and ideas in artworks	Making: Artists represent their world through subject matter and ideas in artworks
Content point	Perform pitch and pitch patterns while singing, moving and playingVoice Instruments	Sing songs or engage with vocal repertoire, using echo, partner songs or rounds, developing an aural awareness of pitch, duration and structure [repeated]Voice	Represent subject matter and ideas in artworks, making choices based on own interpretations of the world [repeated]Crafts	Represent subject matter and ideas in artworks, making choices based on own interpretations of the world [repeated]Crafts
Content point	Sing songs or engage with vocal repertoire, using echo, partner songs or rounds, developing an aural awareness of pitch, duration and structure [repeated]Voice	Demonstrate playing skills using environmental sounds, instruments or technologies [repeated]Percussion Instruments	Use drawing materials and techniques to create effects with texture and tone to represent subject matter and ideas [repeated]Illustration	Explore balance, scale and proportion in compositions to represent subject matter and ideas [repeated]Illustration
Content point	Experiment with voice, environmental sounds, instruments or digital technologies to investigate how materials and technologies impact timbreVoice Percussion	Experiment with instrumental techniques and sound sources to create changes in dynamics and expression [repeated]Percussion Instruments	Explore relationships between colours and tones, using primary, secondary, complementary or analogous colours to represent subject matter and ideas [repeated]Elements of Art	Investigate printmaking processes to create rubbings and repeated prints, using sustainable materials, self-made tools or objects [repeated]Crafts
Content point	Play rhythmic and melodic patterns from memory, as an accompaniment to musicPercussion	Rehearse music as a group or class and use listening skills and memory to refine singing, moving or playing [repeated]Voice	Experiment with the qualities of paint and painting processes using tools to blend colours and create surface effects [repeated]Elements of Art	Investigate the properties of materials and experiment with techniques to represent ideas through the construction of 3D sculptural forms [repeated]Sculpture and 3D Art Crafts
Content point	Demonstrate safe music practices with respect for physical, social and digital safety	Perform repertoire, including own compositions, by singing, moving, using body percussion and playing to communicate musical ideas [repeated]Music Notation and Composition Instruments	Explore digital tools to make or manipulate still or moving images, text and/or sounds [repeated]Film Making Animation	Explore artmaking practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]First Nations Art
Content point		Perform music to communicate musical ideas, developing an awareness of the elements of music, by collaborating with others [repeated]Voice Elements of Music	Explore balance, scale and proportion in compositions to represent subject matter and ideas [repeated]Illustration	Describe ways that other artists, artworks and audiences influence own artmaking practice [repeated]Artists and Designers
Content point			Make artworks through collaboration with others [repeated]Crafts
Content point			Demonstrate safe artmaking practices with respect for physical, social and digital safety
Content group	Listening: Musical ideas are conveyed in various ways using the elements of music	Listening: Musical ideas are conveyed in various ways using the elements of music	Appreciating: Artists convey ideas about their world in artworks which can be experienced and interpreted by audiences	Appreciating: Artists convey ideas about their world in artworks which can be experienced and interpreted by audiences
Content point	Use listening skills and describe how the elements of music are used to communicate musical ideas, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Music Musical Songs	Use listening skills and describe how the elements of music are used to communicate musical ideas, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Music Musical Songs	Discuss ways artworks connect to own personal, social or cultural contexts [repeated]Sculpture and 3D Art	Discuss ways artworks connect to own personal, social or cultural contexts [repeated]Sculpture and 3D Art
Content point	Use listening skills and aural awareness to engage with music from cultural contexts around the world, and investigate ways music practices are influenced by people, time and place [repeated]Culture and Genres of Music Musicians, Performers and Composers	Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage with music for story sharing, celebrations or Cultural expression [repeated]Songs Musicians, Performers and Composers	Describe how artists use materials, techniques, processes and the elements of art and design to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Art	Describe how artists use materials, techniques, processes and the elements of art and design to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Art Artists and Designers
Content point	Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to give an opinion about, describe or explain music [repeated]Elements of Music Songs	Use symbols, graphic notation or staff notation to represent the elements of music [repeated]Music Notation and Composition	Observe artworks from cultural contexts around the world to explore ways artists represent cultural knowledge [repeated]World Art	Describe how signs and symbols such as objects, words and colours are used to influence meaning in artworks [repeated]Artists and Designers
Content point		Experience music from historical periods to understand the influences of people, time and place [repeated]Culture and Genres of Music	Investigate artworks or artmaking practices from historical periods to understand the influences of people, time and place [repeated]Artists and Designers	Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage in art making for story sharing, celebrations or Cultural expression [repeated]First Nations Art
Content point		Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to give an opinion about, describe or explain music [repeated]Elements of Music Musicians, Performers and Composers	Describe how artists make choices in their practice that influence how audiences interpret artworks [repeated]Elements of Art Sculpture and 3D Art Artists and Designers
Content point			Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to create a description of an artwork [repeated]Elements of Art Illustration
Content group	Composing: Music is composed to communicate musical ideas in various ways	Composing: Music is composed to communicate musical ideas in various ways	Exhibiting: Displays and exhibitions of artworks communicate ideas about artists’ practices to audiences	Exhibiting: Displays and exhibitions of artworks communicate ideas about artists’ practices to audiences
Content point	Respond to changes in beat, rhythm and tempo while singing, playing and moving [repeated]Voice Percussion	Improvise and combine musical ideas using voice, body percussion, movement, instruments, environmental sounds or digital technologies [repeated]Voice Percussion	Refine and enhance artworks or prepare samples of work for display or exhibition [repeated]	Exhibit artworks or samples of work to communicate ideas about own artworks and art practices to an audience [repeated]
Content point	Improvise and combine musical ideas using voice, body percussion, movement, instruments, environmental sounds or digital technologies [repeated]Voice Percussion	Explore ways to layer sounds using voice, environmental sounds, body percussion or instruments [repeated]Voice Percussion	Identify how physical or virtual displays of artworks engage and inform audiences and influence audience interpretations [repeated]
Content point	Explore ways to layer sounds using voice, environmental sounds, body percussion or instruments [repeated]Voice Percussion	Explore music Practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]Musicians, Performers and Composers Garal JagunSeries
Content point	Vary or create new structures by adding or changing sections of music [repeated]Music Notation and Composition	Use written annotations and musical symbols, graphic notation or staff notation to plan and document ideas for a musical composition [repeated]Music Notation and Composition

Stage 2, terms 5–8: content points by term, with matched ClickView resources
Term	Term 5	Term 6	Term 7	Term 8
Focus area	DanceCA2-DAN-01
Content group	Composing: Dance is composed using the elements of dance to communicate ideas	Composing: Dance is composed using the elements of dance to communicate ideas	Making: Drama is made using the dramatic elements to shape ideas and stories	Making: Drama is made using the dramatic elements to shape ideas and stories
Content point	Improvise shapes and movements in response to stimuli and organise into a dance sequence [repeated]	Improvise shapes and movements in response to stimuli and organise into a dance sequence [repeated]	Improvise and enact a situation or story using imagination and ideas gathered from multiple sources [repeated]ImprovisingVideo	Improvise and enact a situation or story using imagination and ideas gathered from multiple sources [repeated]
Content point	Modify movement pathways within a space to explore ways to communicate ideas in dance [repeated]	Compose dance sequences using repeating and contrasting movements [repeated]	Experiment with ways to embody and enact the qualities, attitudes and movements of a character [repeated]Characterisation	Experiment with ways to embody and enact the qualities, attitudes and movements of a character [repeated]Characterisation
Content point	Vary dance movements in response to tempo and rhythm changes in music [repeated]Dance	Explore dance practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]Bangarra Dance TheatreSeries	Enact ideas using improvisation, still image, mime, storytelling, readers' theatre and student-devised drama [repeated]	Enact ideas using improvisation, still image, mime, storytelling, readers' theatre and student-devised drama [repeated]
Content point	Experiment with dynamics to create effects with contrasting movements [repeated]Dance	Compose a dance sequence to communicate an idea by collaborating with others [repeated]	Experiment with voice or language of a character through pace, pitch and tone [repeated]Reading Aloud/Performing 2Video Characterisation	Explore how a narrative can be developed, adapted or represented through storytelling, readers’ theatre or student-devised drama [repeated]National Theatre Learning: PlaywrightsSeries
Content point		Use notes and annotations to document ideas for a dance [repeated]	Explore ways to develop relationships between characters while in a role [repeated]	Devise a dramatic situation to communicate an idea or story, collaborating with others [repeated]
Content point			Experiment with ways to establish tension in dramatic action [repeated]National Theatre Learning: PlaywrightsSeries	Explore dramatic practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]
Content point			Investigate ways to indicate time of day or historical period of a situation [repeated]	Establish a setting and organise a performance space for a situation or story [repeated]
Content point				Create a written script for a dramatic situation using adjectives in descriptions, and saying and action verbs in stage directions [repeated]The Storybuilding ToolkitSeries
Content group	Performing: Dance is performed to communicate ideas to audiences	Performing: Dance is performed to communicate ideas to audiences	Performing: Drama is performed to embody and enact characters, ideas and stories for audiences	Performing: Drama is performed to embody and enact characters, ideas and stories for audiences
Content point	Demonstrate dance technique through body alignment, control and balance	Perform a group-devised dance sequence to communicate an intent to an audience [repeated]	Rehearse drama to refine voice and movement and improve quality of a performance [repeated]	Rehearse drama to refine voice and movement and improve quality of a performance [repeated]
Content point	Rehearse and refine dance sequences for a group or class performance [repeated]Dance	Rehearse and refine dance sequences for a group or class performance [repeated]Dance	Perform group-devised drama scenarios, collaborating with others, to communicate ideas and perspectives to an audience [repeated]	Perform group-devised drama scenarios, collaborating with others, to communicate ideas and perspectives to an audience [repeated]
Content point	Perform a group-devised dance sequence to communicate an intent to an audience [repeated]	Reflect on personal experiences of composing and performing dance, recognising successes and challenges	Recognise how elements of production contribute to audience engagement with and understanding of a performance [repeated]	Reflect on personal experiences of making and performing drama, recognising successes and challenges
Content group	Appreciating: The elements of dance are used in various ways to convey ideas through movement	Appreciating: The elements of dance are used in various ways to convey ideas through movement	Appreciating: The dramatic elements are used to shape meaning for audiences	Appreciating: The dramatic elements are used to shape meaning for audiences
Content point	Discuss ways dance connects to own personal, social or cultural contexts [repeated]Dance	Discuss ways dance connects to own personal, social or cultural contexts [repeated]Dance	Discuss ways drama connects to own personal, social or cultural contexts [repeated]Drama	Describe how the dramatic elements are used to enact ideas or stories, using Tier 2 and Tier 3 vocabulary [repeated]National Theatre Learning: Jane EyreSeries
Content point	Describe how the elements of dance are used to communicate intent in dance, using Tier 2 and Tier 3 vocabulary [repeated]Dance	Describe how the elements of dance are used to communicate intent in dance, using Tier 2 and Tier 3 vocabulary [repeated]Dance	Engage with drama from cultural and historical contexts around the world to investigate ways dramatic practices are influenced by people, time and place [repeated]National Theatre Learning: Jane EyreSeries	Discuss ways drama connects to own personal, social or cultural contexts [repeated]Drama
Content point	Engage with dance from cultural and historical contexts around the world to investigate ways dance practices are influenced by people, time and place [repeated]Dance	Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage in dance for story sharing, celebrations or Cultural expression [repeated]Dance	Describe how the dramatic elements are used to enact ideas or stories, using Tier 2 and Tier 3 vocabulary [repeated]Drama	Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage in performing for story sharing, celebrations or Cultural expression
Content point		Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to describe, explain or give an opinion about a dance performance [repeated]Dance		Use Tier 2 and Tier 3 vocabulary to create a written review of a dramatic performance, using connectives to link ideas and modal language to express opinions [repeated]
Focus area	MusicCA2-MUS-01
Term	Term 5	Term 6	Term 7	Term 8
Content group	Performing: Music is performed to communicate musical ideas in various ways	Performing: Music is performed to communicate musical ideas in various ways	Making: Artists represent their world through subject matter and ideas in artworks	Making: Artists represent their world through subject matter and ideas in artworks
Content point	Perform pitch and pitch patterns while singing, moving and playing [repeated]Voice	Sing songs or engage with vocal repertoire, using echo, partner songs or rounds, developing an aural awareness of pitch, duration and structure [repeated]Voice Disney Songs	Represent subject matter and ideas in artworks, making choices based on own interpretations of the world [repeated]Illustration	Represent subject matter and ideas in artworks, making choices based on own interpretations of the world [repeated]Artistic Techniques
Content point	Sing songs or engage with vocal repertoire, using echo, partner songs or rounds, developing an aural awareness of pitch, duration and structure [repeated]Voice Disney Songs	Demonstrate playing skills using environmental sounds, instruments or technologies [repeated]Instruments Percussion	Use drawing materials and techniques to create effects with texture and tone to represent subject matter and ideas [repeated]Illustration	Explore balance, scale and proportion in compositions to represent subject matter and ideas [repeated]Elements of Art Sculpture and 3D Art
Content point	Experiment with voice, environmental sounds, instruments or digital technologies to investigate how materials and technologies impact timbre [repeated]Instruments Voice	Experiment with instrumental techniques and sound sources to create changes in dynamics and expression [repeated]Instruments Percussion	Explore relationships between colours and tones, using primary, secondary, complementary or analogous colours to represent subject matter and ideas [repeated]Elements of Art	Investigate printmaking processes to create rubbings and repeated prints, using sustainable materials, self-made tools or objects [repeated]
Content point	Play rhythmic and melodic patterns from memory, as an accompaniment to music [repeated]Instruments Percussion	Rehearse music as a group or class and use listening skills and memory to refine singing, moving or playing [repeated]Voice	Experiment with the qualities of paint and painting processes using tools to blend colours and create surface effects [repeated]Artistic Techniques	Investigate the properties of materials and experiment with techniques to represent ideas through the construction of 3D sculptural forms [repeated]Sculpture and 3D Art
Content point		Perform repertoire, including own compositions, by singing, moving, using body percussion and playing to communicate musical ideas [repeated]Voice Percussion	Explore digital tools to make or manipulate still or moving images, text and/or sounds [repeated]Film Making Animation	Explore artmaking practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]First Nations Art
Content point		Perform music to communicate musical ideas, developing an awareness of the elements of music, by collaborating with others [repeated]Voice Percussion	Explore balance, scale and proportion in compositions to represent subject matter and ideas [repeated]Elements of Art Sculpture and 3D Art	Describe ways that other artists, artworks and audiences influence own artmaking practice [repeated]Artistic Techniques Artists and Designers
Content point			Use notes and annotations to document ideas and reflections during the process of art makingStudy Skills The Design Process
Content point			Make artworks through collaboration with others [repeated]Animation
Content group	Listening: Musical ideas are conveyed in various ways using the elements of music	Listening: Musical ideas are conveyed in various ways using the elements of music	Appreciating: Artists convey ideas about their world in artworks which can be experienced and interpreted by audiences	Appreciating: Artists convey ideas about their world in artworks which can be experienced and interpreted by audiences
Content point	Use listening skills and describe how the elements of music are used to communicate musical ideas, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Music	Use listening skills and describe how the elements of music are used to communicate musical ideas, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Music	Discuss ways artworks connect to own personal, social or cultural contexts [repeated]Sculpture and 3D Art	Discuss ways artworks connect to own personal, social or cultural contexts [repeated]Sculpture and 3D Art Know it Alls: Visual ArtSeries
Content point	Use listening skills and aural awareness to engage with music from cultural contexts around the world, and investigate ways music practices are influenced by people, time and place [repeated]Culture and Genres of Music	Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage with music for story sharing, celebrations or Cultural expression [repeated]Songs Musicians, Performers and Composers	Describe how artists use materials, techniques, processes and the elements of art and design to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Art Artists and Designers	Describe how artists use materials, techniques, processes and the elements of art and design to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Art Artists and Designers
Content point	Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to give an opinion about, describe or explain music [repeated]Elements of Music	Use symbols, graphic notation or staff notation to represent the elements of music [repeated]Music Notation and Composition	Observe artworks from cultural contexts around the world to explore ways artists represent cultural knowledge [repeated]World Art Artists and Designers	Describe how signs and symbols such as objects, words and colours are used to influence meaning in artworks [repeated]Artistic Techniques Artists and Designers
Content point		Experience music from historical periods to understand the influences of people, time and place [repeated]Culture and Genres of Music	Investigate artworks or artmaking practices from historical periods to understand the influences of people, time and place [repeated]Artists and Designers	Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage in art making for story sharing, celebrations or Cultural expression [repeated]First Nations Art
Content point		Use listening skills and reflect on personal experiences of performing and composing music, recognising successes and challenges	Describe how artists make choices in their practice that influence how audiences interpret artworks [repeated]World Art Artists and Designers
Content point			Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to create a description of an artwork [repeated]Elements of Art
Content group	Composing: Music is composed to communicate musical ideas in various ways	Composing: Music is composed to communicate musical ideas in various ways	Exhibiting: Displays and exhibitions of artworks communicate ideas about artists’ practices to audiences	Exhibiting: Displays and exhibitions of artworks communicate ideas about artists’ practices to audiences
Content point	Respond to changes in beat, rhythm and tempo while singing, playing and moving [repeated]Instruments	Improvise and combine musical ideas using voice, body percussion, movement, instruments, environmental sounds or digital technologies [repeated]Instruments Percussion	Refine and enhance artworks or prepare samples of work for display or exhibition [repeated]	Exhibit artworks or samples of work to communicate ideas about own artworks and art practices to an audience [repeated]
Content point	Improvise and combine musical ideas using voice, body percussion, movement, instruments, environmental sounds or digital technologies [repeated]Instruments Percussion	Explore ways to layer sounds using voice, environmental sounds, body percussion or instruments [repeated]Instruments Percussion	Identify how physical or virtual displays of artworks engage and inform audiences and influence audience interpretations [repeated]	Reflect on own artworks and personal experiences of making artworks, recognising successes and challenges
Content point	Explore ways to layer sounds using voice, environmental sounds, body percussion or instruments [repeated]Percussion	Explore music Practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]Musicians, Performers and Composers Garal JagunSeries
Content point	Vary or create new structures by adding or changing sections of music [repeated]Music Notation and Composition	Use written annotations and musical symbols, graphic notation or staff notation to plan and document ideas for a musical composition [repeated]Music Notation and Composition

Term 1

DanceCA2-DAN-01

Composing: Dance is composed using the elements of dance to communicate ideas

Improvise shapes and movements in response to stimuli and organise into a dance sequence [repeated]
Modify movement pathways within a space to explore ways to communicate ideas in dance [repeated]
Vary dance movements in response to tempo and rhythm changes in music [repeated]
Experiment with dynamics to create effects with contrasting movements [repeated]
Demonstrate respect for physical, social and digital safety protocols

Performing: Dance is performed to communicate ideas to audiences

Demonstrate dance technique through body alignment, control and balance
Rehearse and refine dance sequences for a group or class performance [repeated]Dance
Perform a group-devised dance sequence to communicate an intent to an audience [repeated]

Appreciating: The elements of dance are used in various ways to convey ideas through movement

Discuss ways dance connects to own personal, social or cultural contexts [repeated]Dance
Describe how the elements of dance are used to communicate intent in dance, using Tier 2 and Tier 3 vocabulary [repeated]Dance
Engage with dance from cultural and historical contexts around the world to investigate ways dance practices are influenced by people, time and place [repeated]Dance

MusicCA2-MUS-01

Performing: Music is performed to communicate musical ideas in various ways

Perform pitch and pitch patterns while singing, moving and playingVoice Instruments
Sing songs or engage with vocal repertoire, using echo, partner songs or rounds, developing an aural awareness of pitch, duration and structure [repeated]Voice
Experiment with voice, environmental sounds, instruments or digital technologies to investigate how materials and technologies impact timbreVoice Percussion
Play rhythmic and melodic patterns from memory, as an accompaniment to musicPercussion
Demonstrate safe music practices with respect for physical, social and digital safety

Listening: Musical ideas are conveyed in various ways using the elements of music

Use listening skills and describe how the elements of music are used to communicate musical ideas, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Music Musical Songs
Use listening skills and aural awareness to engage with music from cultural contexts around the world, and investigate ways music practices are influenced by people, time and place [repeated]Culture and Genres of Music Musicians, Performers and Composers
Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to give an opinion about, describe or explain music [repeated]Elements of Music Songs

Composing: Music is composed to communicate musical ideas in various ways

Respond to changes in beat, rhythm and tempo while singing, playing and moving [repeated]Voice Percussion
Improvise and combine musical ideas using voice, body percussion, movement, instruments, environmental sounds or digital technologies [repeated]Voice Percussion
Explore ways to layer sounds using voice, environmental sounds, body percussion or instruments [repeated]Voice Percussion
Vary or create new structures by adding or changing sections of music [repeated]Music Notation and Composition

Term 2

DanceCA2-DAN-01

Composing: Dance is composed using the elements of dance to communicate ideas

Improvise shapes and movements in response to stimuli and organise into a dance sequence [repeated]
Explore dance practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]Bangarra Dance TheatreSeries Move it, Mob StyleSeries
Use notes and annotations to document ideas for a dance [repeated]Music Notation and Composition
Compose a dance sequence to communicate an idea by collaborating with others [repeated]

Performing: Dance is performed to communicate ideas to audiences

Rehearse and refine dance sequences for a group or class performance [repeated]Dance
Perform a group-devised dance sequence to communicate an intent to an audience [repeated]

Appreciating: The elements of dance are used in various ways to convey ideas through movement

Discuss ways dance connects to own personal, social or cultural contexts [repeated]Dance
Describe how the elements of dance are used to communicate intent in dance, using Tier 2 and Tier 3 vocabulary [repeated]Dance
Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage in dance for story sharing, celebrations or Cultural expression [repeated]Dance
Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to describe, explain or give an opinion about a dance performance [repeated]Dance

MusicCA2-MUS-01

Performing: Music is performed to communicate musical ideas in various ways

Sing songs or engage with vocal repertoire, using echo, partner songs or rounds, developing an aural awareness of pitch, duration and structure [repeated]Voice
Demonstrate playing skills using environmental sounds, instruments or technologies [repeated]Percussion Instruments
Experiment with instrumental techniques and sound sources to create changes in dynamics and expression [repeated]Percussion Instruments
Rehearse music as a group or class and use listening skills and memory to refine singing, moving or playing [repeated]Voice
Perform repertoire, including own compositions, by singing, moving, using body percussion and playing to communicate musical ideas [repeated]Music Notation and Composition Instruments
Perform music to communicate musical ideas, developing an awareness of the elements of music, by collaborating with others [repeated]Voice Elements of Music

Listening: Musical ideas are conveyed in various ways using the elements of music

Use listening skills and describe how the elements of music are used to communicate musical ideas, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Music Musical Songs
Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage with music for story sharing, celebrations or Cultural expression [repeated]Songs Musicians, Performers and Composers
Use symbols, graphic notation or staff notation to represent the elements of music [repeated]Music Notation and Composition
Experience music from historical periods to understand the influences of people, time and place [repeated]Culture and Genres of Music
Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to give an opinion about, describe or explain music [repeated]Elements of Music Musicians, Performers and Composers

Composing: Music is composed to communicate musical ideas in various ways

Improvise and combine musical ideas using voice, body percussion, movement, instruments, environmental sounds or digital technologies [repeated]Voice Percussion
Explore ways to layer sounds using voice, environmental sounds, body percussion or instruments [repeated]Voice Percussion
Explore music Practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]Musicians, Performers and Composers Garal JagunSeries
Use written annotations and musical symbols, graphic notation or staff notation to plan and document ideas for a musical composition [repeated]Music Notation and Composition

Term 3

DanceCA2-DAN-01

Making: Drama is made using the dramatic elements to shape ideas and stories

Improvise and enact a situation or story using imagination and ideas gathered from multiple sources [repeated]ImprovisingVideo Yesterday Stories (stimulus materials)
Experiment with ways to embody and enact the qualities, attitudes and movements of a character [repeated]Characterisation
Explore ways to develop relationships between characters while in a role [repeated]
Experiment with voice or language of a character through pace, pitch and tone [repeated]Characterisation
Investigate ways to indicate time of day or historical period of a situation [repeated]
Experiment with ways to establish tension in dramatic action [repeated]DramaVideo
Enact ideas using improvisation, still image, mime, storytelling, readers' theatre and student-devised drama [repeated]The Quiet GameVideo
Demonstrate safe drama practices with respect for physical, social and digital safety

Performing: Drama is performed to embody and enact characters, ideas and stories for audiences

Rehearse drama to refine voice and movement and improve quality of a performance [repeated]
Perform group-devised drama scenarios, collaborating with others, to communicate ideas and perspectives to an audience [repeated]
Recognise how elements of production contribute to audience engagement with and understanding of a performance [repeated]Drama

Appreciating: The dramatic elements are used to shape meaning for audiences

Discuss ways drama connects to own personal, social or cultural contexts [repeated]Drama
Engage with drama from cultural and historical contexts around the world to investigate ways dramatic practices are influenced by people, time and place [repeated]Drama National Theatre Learning: Jane EyreSeries
Describe how the dramatic elements are used to enact ideas or stories, using Tier 2 and Tier 3 vocabulary [repeated]Drama

MusicCA2-MUS-01

Making: Artists represent their world through subject matter and ideas in artworks

Represent subject matter and ideas in artworks, making choices based on own interpretations of the world [repeated]Crafts
Use drawing materials and techniques to create effects with texture and tone to represent subject matter and ideas [repeated]Illustration
Explore relationships between colours and tones, using primary, secondary, complementary or analogous colours to represent subject matter and ideas [repeated]Elements of Art
Experiment with the qualities of paint and painting processes using tools to blend colours and create surface effects [repeated]Elements of Art
Explore digital tools to make or manipulate still or moving images, text and/or sounds [repeated]Film Making Animation
Explore balance, scale and proportion in compositions to represent subject matter and ideas [repeated]Illustration
Make artworks through collaboration with others [repeated]Crafts
Demonstrate safe artmaking practices with respect for physical, social and digital safety

Appreciating: Artists convey ideas about their world in artworks which can be experienced and interpreted by audiences

Discuss ways artworks connect to own personal, social or cultural contexts [repeated]Sculpture and 3D Art
Describe how artists use materials, techniques, processes and the elements of art and design to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Art
Observe artworks from cultural contexts around the world to explore ways artists represent cultural knowledge [repeated]World Art
Investigate artworks or artmaking practices from historical periods to understand the influences of people, time and place [repeated]Artists and Designers
Describe how artists make choices in their practice that influence how audiences interpret artworks [repeated]Elements of Art Sculpture and 3D Art Artists and Designers
Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to create a description of an artwork [repeated]Elements of Art Illustration

Exhibiting: Displays and exhibitions of artworks communicate ideas about artists’ practices to audiences

Refine and enhance artworks or prepare samples of work for display or exhibition [repeated]
Identify how physical or virtual displays of artworks engage and inform audiences and influence audience interpretations [repeated]

Term 4

DanceCA2-DAN-01

Making: Drama is made using the dramatic elements to shape ideas and stories

Improvise and enact a situation or story using imagination and ideas gathered from multiple sources [repeated]ImprovisingVideo Yesterday Stories (stimulus materials)
Experiment with ways to embody and enact the qualities, attitudes and movements of a character [repeated]
Explore how a narrative can be developed, adapted or represented through storytelling, readers’ theatre or student-devised drama [repeated]National Theatre Learning: PlaywrightsSeries
Establish a setting and organise a performance space for a situation or story [repeated]
Enact ideas using improvisation, still image, mime, storytelling, readers' theatre and student-devised drama [repeated]
Explore dramatic practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]
Create a written script for a dramatic situation using adjectives in descriptions, and saying and action verbs in stage directions [repeated]The Storybuilding ToolkitSeries Adjectives Verbs
Devise a dramatic situation to communicate an idea or story, collaborating with others [repeated]

Performing: Drama is performed to embody and enact characters, ideas and stories for audiences

Rehearse drama to refine voice and movement and improve quality of a performance [repeated]
Perform group-devised drama scenarios, collaborating with others, to communicate ideas and perspectives to an audience [repeated]

Appreciating: The dramatic elements are used to shape meaning for audiences

Describe how the dramatic elements are used to enact ideas or stories, using Tier 2 and Tier 3 vocabulary [repeated]Drama
Discuss ways drama connects to own personal, social or cultural contexts [repeated]Drama
Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage in performing for story sharing, celebrations or Cultural expression [repeated]
Use Tier 2 and Tier 3 vocabulary to create a written review of a dramatic performance, using connectives to link ideas and modal language to express opinions [repeated]Drama

MusicCA2-MUS-01

Making: Artists represent their world through subject matter and ideas in artworks

Represent subject matter and ideas in artworks, making choices based on own interpretations of the world [repeated]Crafts
Explore balance, scale and proportion in compositions to represent subject matter and ideas [repeated]Illustration
Investigate printmaking processes to create rubbings and repeated prints, using sustainable materials, self-made tools or objects [repeated]Crafts
Investigate the properties of materials and experiment with techniques to represent ideas through the construction of 3D sculptural forms [repeated]Sculpture and 3D Art Crafts
Explore artmaking practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]First Nations Art
Describe ways that other artists, artworks and audiences influence own artmaking practice [repeated]Artists and Designers

Appreciating: Artists convey ideas about their world in artworks which can be experienced and interpreted by audiences

Discuss ways artworks connect to own personal, social or cultural contexts [repeated]Sculpture and 3D Art
Describe how artists use materials, techniques, processes and the elements of art and design to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Art Artists and Designers
Describe how signs and symbols such as objects, words and colours are used to influence meaning in artworks [repeated]Artists and Designers
Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage in art making for story sharing, celebrations or Cultural expression [repeated]First Nations Art

Exhibiting: Displays and exhibitions of artworks communicate ideas about artists’ practices to audiences

Exhibit artworks or samples of work to communicate ideas about own artworks and art practices to an audience [repeated]

Term 5

DanceCA2-DAN-01

Composing: Dance is composed using the elements of dance to communicate ideas

Improvise shapes and movements in response to stimuli and organise into a dance sequence [repeated]
Modify movement pathways within a space to explore ways to communicate ideas in dance [repeated]
Vary dance movements in response to tempo and rhythm changes in music [repeated]Dance
Experiment with dynamics to create effects with contrasting movements [repeated]Dance

Performing: Dance is performed to communicate ideas to audiences

Demonstrate dance technique through body alignment, control and balance
Rehearse and refine dance sequences for a group or class performance [repeated]Dance
Perform a group-devised dance sequence to communicate an intent to an audience [repeated]

Appreciating: The elements of dance are used in various ways to convey ideas through movement

Discuss ways dance connects to own personal, social or cultural contexts [repeated]Dance
Describe how the elements of dance are used to communicate intent in dance, using Tier 2 and Tier 3 vocabulary [repeated]Dance
Engage with dance from cultural and historical contexts around the world to investigate ways dance practices are influenced by people, time and place [repeated]Dance

MusicCA2-MUS-01

Performing: Music is performed to communicate musical ideas in various ways

Perform pitch and pitch patterns while singing, moving and playing [repeated]Voice
Sing songs or engage with vocal repertoire, using echo, partner songs or rounds, developing an aural awareness of pitch, duration and structure [repeated]Voice Disney Songs
Experiment with voice, environmental sounds, instruments or digital technologies to investigate how materials and technologies impact timbre [repeated]Instruments Voice
Play rhythmic and melodic patterns from memory, as an accompaniment to music [repeated]Instruments Percussion

Listening: Musical ideas are conveyed in various ways using the elements of music

Use listening skills and describe how the elements of music are used to communicate musical ideas, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Music
Use listening skills and aural awareness to engage with music from cultural contexts around the world, and investigate ways music practices are influenced by people, time and place [repeated]Culture and Genres of Music
Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to give an opinion about, describe or explain music [repeated]Elements of Music

Composing: Music is composed to communicate musical ideas in various ways

Respond to changes in beat, rhythm and tempo while singing, playing and moving [repeated]Instruments
Improvise and combine musical ideas using voice, body percussion, movement, instruments, environmental sounds or digital technologies [repeated]Instruments Percussion
Explore ways to layer sounds using voice, environmental sounds, body percussion or instruments [repeated]Percussion
Vary or create new structures by adding or changing sections of music [repeated]Music Notation and Composition

Term 6

DanceCA2-DAN-01

Composing: Dance is composed using the elements of dance to communicate ideas

Improvise shapes and movements in response to stimuli and organise into a dance sequence [repeated]
Compose dance sequences using repeating and contrasting movements [repeated]
Explore dance practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]Bangarra Dance TheatreSeries
Compose a dance sequence to communicate an idea by collaborating with others [repeated]
Use notes and annotations to document ideas for a dance [repeated]

Performing: Dance is performed to communicate ideas to audiences

Perform a group-devised dance sequence to communicate an intent to an audience [repeated]
Rehearse and refine dance sequences for a group or class performance [repeated]Dance
Reflect on personal experiences of composing and performing dance, recognising successes and challenges

Appreciating: The elements of dance are used in various ways to convey ideas through movement

Discuss ways dance connects to own personal, social or cultural contexts [repeated]Dance
Describe how the elements of dance are used to communicate intent in dance, using Tier 2 and Tier 3 vocabulary [repeated]Dance
Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage in dance for story sharing, celebrations or Cultural expression [repeated]Dance
Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to describe, explain or give an opinion about a dance performance [repeated]Dance

MusicCA2-MUS-01

Performing: Music is performed to communicate musical ideas in various ways

Sing songs or engage with vocal repertoire, using echo, partner songs or rounds, developing an aural awareness of pitch, duration and structure [repeated]Voice Disney Songs
Demonstrate playing skills using environmental sounds, instruments or technologies [repeated]Instruments Percussion
Experiment with instrumental techniques and sound sources to create changes in dynamics and expression [repeated]Instruments Percussion
Rehearse music as a group or class and use listening skills and memory to refine singing, moving or playing [repeated]Voice
Perform repertoire, including own compositions, by singing, moving, using body percussion and playing to communicate musical ideas [repeated]Voice Percussion
Perform music to communicate musical ideas, developing an awareness of the elements of music, by collaborating with others [repeated]Voice Percussion

Listening: Musical ideas are conveyed in various ways using the elements of music

Use listening skills and describe how the elements of music are used to communicate musical ideas, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Music
Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage with music for story sharing, celebrations or Cultural expression [repeated]Songs Musicians, Performers and Composers
Use symbols, graphic notation or staff notation to represent the elements of music [repeated]Music Notation and Composition
Experience music from historical periods to understand the influences of people, time and place [repeated]Culture and Genres of Music
Use listening skills and reflect on personal experiences of performing and composing music, recognising successes and challenges

Composing: Music is composed to communicate musical ideas in various ways

Improvise and combine musical ideas using voice, body percussion, movement, instruments, environmental sounds or digital technologies [repeated]Instruments Percussion
Explore ways to layer sounds using voice, environmental sounds, body percussion or instruments [repeated]Instruments Percussion
Explore music Practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]Musicians, Performers and Composers Garal JagunSeries
Use written annotations and musical symbols, graphic notation or staff notation to plan and document ideas for a musical composition [repeated]Music Notation and Composition

Term 7

DanceCA2-DAN-01

Making: Drama is made using the dramatic elements to shape ideas and stories

Improvise and enact a situation or story using imagination and ideas gathered from multiple sources [repeated]ImprovisingVideo
Experiment with ways to embody and enact the qualities, attitudes and movements of a character [repeated]Characterisation
Enact ideas using improvisation, still image, mime, storytelling, readers' theatre and student-devised drama [repeated]
Experiment with voice or language of a character through pace, pitch and tone [repeated]Reading Aloud/Performing 2Video Characterisation
Explore ways to develop relationships between characters while in a role [repeated]
Experiment with ways to establish tension in dramatic action [repeated]National Theatre Learning: PlaywrightsSeries
Investigate ways to indicate time of day or historical period of a situation [repeated]

Performing: Drama is performed to embody and enact characters, ideas and stories for audiences

Rehearse drama to refine voice and movement and improve quality of a performance [repeated]
Perform group-devised drama scenarios, collaborating with others, to communicate ideas and perspectives to an audience [repeated]
Recognise how elements of production contribute to audience engagement with and understanding of a performance [repeated]

Appreciating: The dramatic elements are used to shape meaning for audiences

Discuss ways drama connects to own personal, social or cultural contexts [repeated]Drama
Engage with drama from cultural and historical contexts around the world to investigate ways dramatic practices are influenced by people, time and place [repeated]National Theatre Learning: Jane EyreSeries
Describe how the dramatic elements are used to enact ideas or stories, using Tier 2 and Tier 3 vocabulary [repeated]Drama

MusicCA2-MUS-01

Making: Artists represent their world through subject matter and ideas in artworks

Represent subject matter and ideas in artworks, making choices based on own interpretations of the world [repeated]Illustration
Use drawing materials and techniques to create effects with texture and tone to represent subject matter and ideas [repeated]Illustration
Explore relationships between colours and tones, using primary, secondary, complementary or analogous colours to represent subject matter and ideas [repeated]Elements of Art
Experiment with the qualities of paint and painting processes using tools to blend colours and create surface effects [repeated]Artistic Techniques
Explore digital tools to make or manipulate still or moving images, text and/or sounds [repeated]Film Making Animation
Explore balance, scale and proportion in compositions to represent subject matter and ideas [repeated]Elements of Art Sculpture and 3D Art
Use notes and annotations to document ideas and reflections during the process of art makingStudy Skills The Design Process
Make artworks through collaboration with others [repeated]Animation

Appreciating: Artists convey ideas about their world in artworks which can be experienced and interpreted by audiences

Discuss ways artworks connect to own personal, social or cultural contexts [repeated]Sculpture and 3D Art
Describe how artists use materials, techniques, processes and the elements of art and design to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Art Artists and Designers
Observe artworks from cultural contexts around the world to explore ways artists represent cultural knowledge [repeated]World Art Artists and Designers
Investigate artworks or artmaking practices from historical periods to understand the influences of people, time and place [repeated]Artists and Designers
Describe how artists make choices in their practice that influence how audiences interpret artworks [repeated]World Art Artists and Designers
Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to create a description of an artwork [repeated]Elements of Art

Exhibiting: Displays and exhibitions of artworks communicate ideas about artists’ practices to audiences

Refine and enhance artworks or prepare samples of work for display or exhibition [repeated]
Identify how physical or virtual displays of artworks engage and inform audiences and influence audience interpretations [repeated]

Term 8

DanceCA2-DAN-01

Making: Drama is made using the dramatic elements to shape ideas and stories

Improvise and enact a situation or story using imagination and ideas gathered from multiple sources [repeated]
Experiment with ways to embody and enact the qualities, attitudes and movements of a character [repeated]Characterisation
Enact ideas using improvisation, still image, mime, storytelling, readers' theatre and student-devised drama [repeated]
Explore how a narrative can be developed, adapted or represented through storytelling, readers’ theatre or student-devised drama [repeated]National Theatre Learning: PlaywrightsSeries
Devise a dramatic situation to communicate an idea or story, collaborating with others [repeated]
Explore dramatic practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]
Establish a setting and organise a performance space for a situation or story [repeated]
Create a written script for a dramatic situation using adjectives in descriptions, and saying and action verbs in stage directions [repeated]The Storybuilding ToolkitSeries

Performing: Drama is performed to embody and enact characters, ideas and stories for audiences

Rehearse drama to refine voice and movement and improve quality of a performance [repeated]
Perform group-devised drama scenarios, collaborating with others, to communicate ideas and perspectives to an audience [repeated]
Reflect on personal experiences of making and performing drama, recognising successes and challenges

Appreciating: The dramatic elements are used to shape meaning for audiences

Describe how the dramatic elements are used to enact ideas or stories, using Tier 2 and Tier 3 vocabulary [repeated]National Theatre Learning: Jane EyreSeries
Discuss ways drama connects to own personal, social or cultural contexts [repeated]Drama
Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage in performing for story sharing, celebrations or Cultural expression
Use Tier 2 and Tier 3 vocabulary to create a written review of a dramatic performance, using connectives to link ideas and modal language to express opinions [repeated]

MusicCA2-MUS-01

Making: Artists represent their world through subject matter and ideas in artworks

Represent subject matter and ideas in artworks, making choices based on own interpretations of the world [repeated]Artistic Techniques
Explore balance, scale and proportion in compositions to represent subject matter and ideas [repeated]Elements of Art Sculpture and 3D Art
Investigate printmaking processes to create rubbings and repeated prints, using sustainable materials, self-made tools or objects [repeated]
Investigate the properties of materials and experiment with techniques to represent ideas through the construction of 3D sculptural forms [repeated]Sculpture and 3D Art
Explore artmaking practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed [repeated]First Nations Art
Describe ways that other artists, artworks and audiences influence own artmaking practice [repeated]Artistic Techniques Artists and Designers

Appreciating: Artists convey ideas about their world in artworks which can be experienced and interpreted by audiences

Discuss ways artworks connect to own personal, social or cultural contexts [repeated]Sculpture and 3D Art Know it Alls: Visual ArtSeries
Describe how artists use materials, techniques, processes and the elements of art and design to represent subject matter and ideas in artworks, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Art Artists and Designers
Describe how signs and symbols such as objects, words and colours are used to influence meaning in artworks [repeated]Artistic Techniques Artists and Designers
Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage in art making for story sharing, celebrations or Cultural expression [repeated]First Nations Art

Exhibiting: Displays and exhibitions of artworks communicate ideas about artists’ practices to audiences

Exhibit artworks or samples of work to communicate ideas about own artworks and art practices to an audience [repeated]
Reflect on own artworks and personal experiences of making artworks, recognising successes and challenges

Stage 3, terms 1–4: content points by term, with matched ClickView resources
Term	Term 1	Term 2	Term 3	Term 4
Focus area	DanceCA3-DAN-01
Content group	Composing: Dance is composed using the elements of dance to generate movements that communicate ideas and intent	Composing: Dance is composed using the elements of dance to generate movements that communicate ideas and intent	Making: Drama is made using the dramatic elements to shape meaning	Making: Drama is made using the dramatic elements to shape meaning
Content point	Improvise to generate movements that convey ideas and intent for a dance sequence [repeated]	Improvise to generate movements that convey ideas and intent for a dance sequence [repeated]	Improvise to generate ideas and consider possibilities for characters and dramatic action in response to stimuli [repeated]Characterisation	Improvise to generate ideas and consider possibilities for characters and dramatic action in response to stimuli [repeated]Characterisation
Content point	Adapt movements in response to changes in tempo and rhythm to convey ideas [repeated]	Explore ways to vary shape, level, direction and pathway of movements to communicate ideas and intent [repeated]	Embody and enact a character using language, voice, movement and facial expressions to express individual qualities and attitudesCharacterisation	Explore ways to develop the status of a character and establish relationships between characters while in a roleCharacterisation
Content point	Explore how energy, weight and force are used to create dynamics and convey ideas in movement [repeated]Dance	Compose a dance sequence using components of space, time and dynamics to communicate an idea or intent [repeated]	Manage movement and interactions with others within a performance space, with awareness of the representation of a place	Represent the journey of a narrative, through reader's theatre, devised or scripted drama
Content point	Compose a dance sequence using components of space, time and dynamics to communicate an idea or intent [repeated]	Explore how Cultural Knowledges, Practices and protocols are used in Aboriginal and/or Torres Strait Islander dance [repeated]Bangarra Dance TheatreSeries Move it, Mob StyleSeries	Use space, time, movement or sound to establish dramatic tension and atmospherePost-Production: Creating SoundtracksVideo	Explore ways to represent transitions in time, the duration of an event or time elapsing
Content point	Demonstrate safe dance practices with respect for physical, social, digital and cultural safety	Compose a dance to communicate an idea or intent by collaborating with others [repeated]	Demonstrate safe drama practices with respect for physical, social, digital and cultural safetyThe ABCs of ConsentVideo	Explore how Cultural Knowledges, Practices and protocols are used in Aboriginal and/or Torres Strait Islander performances
Content point				Explore ways to use metaphor and dramatic symbol to convey meaning to an audienceDrama
Content point				Adapt a story or devise a dramatic situation to create meaning, by collaborating with others
Content group	Performing: Dance is performed using the elements of dance to communicate ideas and intent to audiences	Performing: Dance is performed using the elements of dance to communicate ideas and intent to audiences	Performing: Drama is performed using the dramatic elements to shape meaning for audiences:	Performing: Drama is performed using the dramatic elements to shape meaning for audiences
Content point	Demonstrate dance technique through body alignment, control, balance and transfer of weight to ensure safe movements	Rehearse and refine dance to enhance performance quality for an audience [repeated]	Develop performance skills by making choices about ways to use voice, gestures or movements to communicate ideas to an audience [repeated]Drama	Develop performance skills by making choices about ways to use voice, gestures or movements to communicate ideas to an audience [repeated]
Content point	Rehearse and refine dance to enhance performance quality for an audience [repeated]	Explore how music, costumes, props or technologies are used in performances to engage audiences [repeated]Dance	Perform group-devised drama scenarios or stories in collaboration with others to communicate meaning to an audience [repeated]	Perform group-devised drama scenarios or stories in collaboration with others to communicate meaning to an audience [repeated]
Content point	Perform and stage a group-devised dance to communicate an idea or intent to an audience [repeated]	Perform and stage a group-devised dance to communicate an idea or intent to an audience [repeated]	Use elements of production in performances to engage audiences [repeated]Drama
Content point			Rehearse and refine drama to enhance a performance for an audience [repeated]
Content group	Appreciating: Dance is influenced by the context it is composed and performed in and is understood by audiences in various ways	Appreciating: Dance is influenced by the context it is composed and performed in and is understood by audiences in various ways	Appreciating: Drama is influenced by the context it is made and performed in and is understood by audiences in various ways	Appreciating: Drama is influenced by the context it is made and performed in and is understood by audiences in various ways
Content point	Make associations between dance and own personal, social or cultural contexts [repeated]Dance	Make associations between dance and own personal, social or cultural contexts [repeated]Dance	Make associations between drama and own personal, social or cultural contexts [repeated]Drama	Make associations between drama and own personal, social or cultural contexts [repeated]Drama
Content point	Explain how the elements of dance are used to convey ideas and intent to an audience, using Tier 2 and Tier 3 vocabulary [repeated]Dance	Explain how the elements of dance are used to convey ideas and intent to an audience, using Tier 2 and Tier 3 vocabulary [repeated]Dance	Explain how the dramatic elements are used to shape meaning for audiences, using Tier 2 and Tier 3 vocabulary [repeated]Drama	Explain how the dramatic elements are used to shape meaning for audiences, using Tier 2 and Tier 3 vocabulary [repeated]Drama
Content point	Investigate dance from cultural contexts around the world to explore ways choreographers and dancers communicate ideas and intent to audiences [repeated]Dance	Compare historical and contemporary dance practices to explore changes over time, to understand how contexts influence dance [repeated]Musical Songs	Investigate drama from cultural contexts around the world to explore ways dramatic practitioners shape meaning for audiences [repeated]Drama	Compare historical and contemporary dramatic practices to explore changes over time, to understand how contexts influence drama [repeated]Drama
Content point	Describe ways current Aboriginal and/or Torres Strait Islander dance Practices maintain Cultural identity and belonging [repeated]Dance	Explain how other dance works influence own dance practices [repeated]Dance	Describe ways current Aboriginal and/or Torres Strait Islander dramatic practices maintain Cultural identity and belonging [repeated]	Explain how other drama works influence own dramatic practice [repeated]Drama
Focus area	Creating written texts in Creative ArtsCA3-CWT-01
Term	Term 1	Term 2	Term 3	Term 4
Content group	Creating written texts supports understanding in Dance	Creating written texts supports understanding in Dance	Creating written texts supports understanding in Drama	Creating written texts supports understanding in Drama
Content point	Use notes and annotated images to create a multimodal text documenting ideas for a dance [repeated]Creative ProcessVideo	Use notes and annotated images to create a multimodal text documenting ideas for a dance [repeated]Creative ProcessVideo	Use Tier 2 and Tier 3 vocabulary and compound and complex sentences, sequenced into paragraphs to describe how dramatic elements are used to shape meaning for an audience [repeated]Sentences	Create or adapt a written script or monologue while in a role, making choices about language and text structures, to communicate feelings, thoughts or attitudes of a character [repeated]
Content point	Acknowledge artists, titles, origins of dance works and sources of information to add authority to written texts [repeated]Study and Research Skills	Use Tier 2 and Tier 3 vocabulary to create a written review of a dance performance, drawing on personal experiences and evidence to reinforce an opinion [repeated]Writing Text ResponsesVideo Opinion Writing for KidsSeries	Acknowledge artists, titles, origins of dramatic works and sources of information to add authority to written texts [repeated]Study and Research Skills	Acknowledge artists, titles, origins of dramatic works and sources of information to add authority to written texts [repeated]Study and Research Skills
Content point		Acknowledge artists, titles, origins of dance works and sources of information to add authority to written texts [repeated]Study and Research Skills
Focus area	MusicCA3-MUS-01
Term	Term 1	Term 2	Term 3	Term 4
Content group	Performing: Music is performed using the elements of music to communicate musical ideas	Performing: Music is performed using the elements of music to communicate musical ideas	Making: Artists represent their world in intentional ways through their artmaking practice	Making: Artists represent their world in intentional ways through their artmaking practice
Content point	Perform rhythm, melody or harmony patterns by singing, moving and playing independent parts in combination with others [repeated]Voice Percussion	Demonstrate an aural understanding of dynamics and expression while performing vocal repertoire [repeated]Voice	Represent ideas or perspectives of their world and intentions in own artmaking practice [repeated]Crafts	Represent ideas or perspectives of their world and intentions in own artmaking practice [repeated]Crafts
Content point	Perform music, including own compositions, to develop solo and group playing skills [repeated]Voice Percussion	Experiment with timbre to create mood and effects using voice, environmental sounds, instruments or digital technologies [repeated]Voice Percussion	Use drawing materials and techniques to create artistic effects to represent subject matter or ideas in intentional ways [repeated]Illustration Animation	Use printmaking materials, techniques and processes to explore ways to make single or multiple prints [repeated]
Content point	Perform music in collaboration with others to communicate musical ideas or intent, with awareness of the elements of music [repeated]Voice Percussion	Experiment with repetition and contrast, varying ways the elements of music are used while performing [repeated]Voice Percussion	Create intentional effects with awareness of the relationships between colours and tones, to represent subject matter or ideas in realistic, imaginative or symbolic ways [repeated]Artistic Techniques	Apply understandings of materials, techniques and 3D sculptural processes to make artworks to represent own intentions [repeated]Sculpture and 3D Art Crafts
Content point	Demonstrate safe music practices, with respect for physical, social, digital and cultural safety	Rehearse and refine music using listening skills and memory to enhance performance techniques [repeated]Voice Percussion	Use painting materials, techniques and processes to explore ways to apply paint in combination with mixed media materials [repeated]Artistic Techniques	Explore artistic conventions and ways to represent subject matter and ideas in compositions [repeated]Illustration
Content point		Perform music in collaboration with others to communicate musical ideas or intent, with awareness of the elements of music [repeated]Voice Percussion	Apply understandings of materials, digital technologies and processes to represent intended ideas in artworks [repeated]Crafts Animation	Explain how artists, artworks, the world and audiences influence own artmaking practice [repeated]Artistic Techniques Artists and Designers
Content point			Explore how Cultural Knowledges, Practices and protocols continue to be used in Aboriginal and/or Torres Strait Islander artworks [repeated]First Nations Art	Make artworks in collaboration with others to represent an intended meaning [repeated]Crafts
Content point			Demonstrate safe artmaking practices with respect for physical, social, digital and cultural safety
Content group	Listening: Music is influenced by the context in which it is performed and composed	Listening: Music is influenced by the context in which it is performed and composed	Appreciating: Artists are influenced by contexts and make artworks that audiences can critique and interpret in various ways	Appreciating: Artists are influenced by contexts and make artworks that audiences can critique and interpret in various ways
Content point	Use listening skills and explain how the elements of music communicate musical ideas in music repertoire, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Music Songs	Use listening skills and explain how the elements of music communicate musical ideas in music repertoire, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Music	Make associations between artworks and own personal, social or cultural contexts [repeated]Illustration Sculpture and 3D Art	Make associations between artworks and own personal, social or cultural contexts [repeated]Illustration Sculpture and 3D Art
Content point	Use listening skills and aural awareness to engage with music from cultural contexts around the world, and describe how musical ideas are conveyed by composers and musicians [repeated]Musicians, Performers and Composers Culture and Genres of Music	Interpret the ways musical ideas are communicated using symbols, graphic notation or staff notation [repeated]Elements of Music	Explain structural features of an artwork and how artists use the elements of art and design to communicate meaning to audiences through art forms, using Tier 2 and Tier 3 vocabulary [repeated]Illustration	Describe how meaning is conveyed through signs and symbols in artworks [repeated]World Art Artists and Designers
Content point	Describe ways current Aboriginal and/or Torres Strait Islander music Practices maintain Cultural identity and belonging [repeated]Songs	Compare music from historical and contemporary contexts to understand significant influences on music practices over time [repeated]Musical Songs Culture and Genres of Music	Observe artworks from cultural contexts around the world to investigate how artworks reflect ideas and beliefs [repeated]World Art Artists and Designers	Compare artworks from historical and contemporary contexts to understand significant influences on artists and artmaking practices over time [repeated]World Art Artists and Designers
Content point		Explain how other music influences own music practice [repeated]Musicians, Performers and Composers	Describe ways current Aboriginal and/or Torres Strait Islander artists maintain Cultural identity and belonging in their artmaking Practices [repeated]First Nations Art	Infer ideas about an artist's intentions and recognise that artworks may be critiqued and interpreted in various ways by audiences [repeated]Sculpture and 3D Art Artists and Designers
Content point				Investigate an artist's practice and explain the roles and connections between artist, artwork, the world and audiences [repeated]World Art Artists and Designers
Content group	Composing: Music is composed using the elements of music to communicate musical ideas	Composing: Music is composed using the elements of music to communicate musical ideas	Exhibiting: Artworks are displayed and curated to communicate intentional ideas to audiences	Exhibiting: Artworks are displayed and curated to communicate intentional ideas to audiences
Content point	Create texture in music by combining or layering sounds such as voice, body percussion, instruments or environmental sounds [repeated]Instruments	Create texture in music by combining or layering sounds such as voice, body percussion, instruments or environmental sounds [repeated]Instruments	Enhance an artwork by refining, editing, resolving or mounting an artwork [repeated]	Make choices about ways to display or curate own artworks to engage audiences and convey ideas and meaning [repeated]
Content point	Improvise and express musical ideas using voice, body percussion, movement, instruments, environmental sounds and digital technologies [repeated]Instruments	Improvise and express musical ideas using voice, body percussion, movement, instruments, environmental sounds and digital technologies [repeated]Instruments	Make choices about ways to display or curate own artworks to engage audiences and convey ideas and meaning [repeated]	Explore how displays and exhibitions support audiences to construct interpretations [repeated]
Content point	Explore ways Cultural Knowledges, Practices and protocols are used in Aboriginal and/or Torres Strait Islander music [repeated]Songs	Arrange and organise rhythmic and melodic patterns into sections to create structure in own compositions [repeated]Music Notation and Composition
Content point		Use symbols, graphic notation or staff notation to represent musical ideas in compositions [repeated]Music Notation and Composition
Focus area	Creating written texts in Creative ArtsCA3-CWT-01
Term	Term 1	Term 2	Term 3	Term 4
Content group	Creating written texts supports understanding in Music	Creating written texts supports understanding in Music	Creating written texts supports understanding in Visual Arts	Creating written texts supports understanding in Visual Arts
Content point	Experiment with language, word order and repetition to adapt or create song lyrics [repeated]Songs	Experiment with language, word order and repetition to adapt or create song lyrics [repeated]Songs	Use notes, annotated work samples and illustrations to create a multimodal text documenting ideas and plans for an artwork [repeated]	Use Tier 2 and Tier 3 vocabulary and compound and complex sentences to explain how artists communicate ideas and perspectives about their world in artworks [repeated]
Content point	Acknowledge artists, titles, origins of music and sources of information to add authority to written texts [repeated]Study and Research Skills	Use Tier 2 and Tier 3 vocabulary to create a written review of music, using the elements of music to reinforce an opinion [repeated]Songs	Acknowledge artists, titles, origins of artworks and sources of information to add authority to written texts [repeated]Study and Research Skills	Acknowledge artists, titles, origins of artworks and sources of information to add authority to written texts [repeated]Study and Research Skills
Content point		Acknowledge artists, titles, origins of music and sources of information to add authority to written texts [repeated]Study and Research Skills

Stage 3, terms 5–8: content points by term, with matched ClickView resources
Term	Term 5	Term 6	Term 7	Term 8
Focus area	DanceCA3-DAN-01
Content group	Composing: Dance is composed using the elements of dance to generate movements that communicate ideas and intent	Composing: Dance is composed using the elements of dance to generate movements that communicate ideas and intent	Making: Drama is made using the dramatic elements to shape meaning	Making: Drama is made using the dramatic elements to shape meaning
Content point	Improvise to generate movements that convey ideas and intent for a dance sequence [repeated]	Improvise to generate movements that convey ideas and intent for a dance sequence [repeated]	Improvise to generate ideas and consider possibilities for characters and dramatic action in response to stimuli [repeated]	Improvise to generate ideas and consider possibilities for characters and dramatic action in response to stimuli [repeated]
Content point	Adapt movements in response to changes in tempo and rhythm to convey ideas [repeated]	Explore ways to vary shape, level, direction and pathway of movements to communicate ideas and intent [repeated]	Embody and enact a character using language, voice, movement and facial expressions to express individual qualities and attitudes	Explore ways to develop the status of a character and establish relationships between characters while in a role
Content point	Explore how energy, weight and force are used to create dynamics and convey ideas in movement [repeated]	Compose a dance sequence using components of space, time and dynamics to communicate an idea or intent [repeated]	Manage movement and interactions with others within a performance space, with awareness of the representation of a place	Represent the journey of a narrative, through reader's theatre, devised or scripted dramaThe Storybuilding ToolkitSeries
Content point	Compose a dance sequence using components of space, time and dynamics to communicate an idea or intent [repeated]	Explore how Cultural Knowledges, Practices and protocols are used in Aboriginal and/or Torres Strait Islander dance [repeated]Bangarra Dance TheatreSeries	Use space, time, movement or sound to establish dramatic tension and atmosphere	Explore ways to represent transitions in time, the duration of an event or time elapsing
Content point		Compose a dance to communicate an idea or intent by collaborating with others [repeated]		Explore how Cultural Knowledges, Practices and protocols are used in Aboriginal and/or Torres Strait Islander performances
Content point				Explore ways to use metaphor and dramatic symbol to convey meaning to an audienceSimile and Metaphor
Content point				Adapt a story or devise a dramatic situation to create meaning, by collaborating with others
Content group	Performing: Dance is performed using the elements of dance to communicate ideas and intent to audiences	Performing: Dance is performed using the elements of dance to communicate ideas and intent to audiences	Performing: Drama is performed using the dramatic elements to shape meaning for audiences	Performing: Drama is performed using the dramatic elements to shape meaning for audiences
Content point	Rehearse and refine dance to enhance performance quality for an audience [repeated]	Rehearse and refine dance to enhance performance quality for an audience [repeated]	Develop performance skills by making choices about ways to use voice, gestures or movements to communicate ideas to an audience [repeated]	Develop performance skills by making choices about ways to use voice, gestures or movements to communicate ideas to an audience [repeated]
Content point	Perform and stage a group-devised dance to communicate an idea or intent to an audience [repeated]	Explore how music, costumes, props or technologies are used in performances to engage audiences [repeated]Dance	Perform group-devised drama scenarios or stories in collaboration with others to communicate meaning to an audience [repeated]	Perform group-devised drama scenarios or stories in collaboration with others to communicate meaning to an audience [repeated]
Content point		Perform and stage a group-devised dance to communicate an idea or intent to an audience [repeated]	Use elements of production in performances to engage audiences [repeated]Drama	Reflect on personal experiences and contributions as a drama maker or performer
Content point		Reflect on personal experiences and contributions as a composer or dancer	Rehearse and refine drama to enhance a performance for an audience [repeated]
Content group	Appreciating: Dance is influenced by the context it is composed and performed in and is understood by audiences in various ways	Appreciating: Dance is influenced by the context it is composed and performed in and is understood by audiences in various ways	Appreciating: Drama is influenced by the context it is made and performed in and is understood by audiences in various ways	Appreciating: Drama is influenced by the context it is made and performed in and is understood by audiences in various ways
Content point	Make associations between dance and own personal, social or cultural contexts [repeated]Dance	Make associations between dance and own personal, social or cultural contexts [repeated]Dance	Make associations between drama and own personal, social or cultural contexts [repeated]Drama	Make associations between drama and own personal, social or cultural contexts [repeated]Drama
Content point	Explain how the elements of dance are used to convey ideas and intent to an audience, using Tier 2 and Tier 3 vocabulary [repeated]Dance	Explain how the elements of dance are used to convey ideas and intent to an audience, using Tier 2 and Tier 3 vocabulary [repeated]Dance	Explain how the dramatic elements are used to shape meaning for audiences, using Tier 2 and Tier 3 vocabulary [repeated]Drama	Explain how the dramatic elements are used to shape meaning for audiences, using Tier 2 and Tier 3 vocabulary [repeated]Drama
Content point	Investigate dance from cultural contexts around the world to explore ways choreographers and dancers communicate ideas and intent to audiences [repeated]Dance	Compare historical and contemporary dance practices to explore changes over time, to understand how contexts influence dance [repeated]Musical Songs	Investigate drama from cultural contexts around the world to explore ways dramatic practitioners shape meaning for audiences [repeated]	Compare historical and contemporary dramatic practices to explore changes over time, to understand how contexts influence drama [repeated]
Content point	Describe ways current Aboriginal and/or Torres Strait Islander dance Practices maintain Cultural identity and belonging [repeated]Dance	Explain how other dance works influence own dance practices [repeated]Dance	Describe ways current Aboriginal and/or Torres Strait Islander dramatic Practices maintain Cultural identity and belonging [repeated]	Explain how other drama works influence own dramatic practice [repeated]Drama
Focus area	Creating written texts in Creative ArtsCA3-CWT-01
Term	Term 5	Term 6	Term 7	Term 8
Content group	Creating written texts supports understanding in Dance	Creating written texts supports understanding in Dance	Creating written texts supports understanding in Drama	Creating written texts supports understanding in Drama
Content point	Use notes and annotated images to create a multimodal text documenting ideas for a dance [repeated]Study and Research Skills	Use notes and annotated images to create a multimodal text documenting ideas for a dance [repeated]Study and Research Skills	Use Tier 2 and Tier 3 vocabulary and compound and complex sentences, sequenced into paragraphs to describe how dramatic elements are used to shape meaning for an audience [repeated]Study and Research Skills	Create or adapt a written script or monologue while in a role, making choices about language and text structures, to communicate feelings, thoughts or attitudes of a character [repeated]
Content point	Acknowledge artists, titles, origins of dance works and sources of information to add authority to written texts [repeated]Study and Research Skills	Use Tier 2 and Tier 3 vocabulary to create a written review of a dance performance, drawing on personal experiences and evidence to reinforce an opinion [repeated]Writing Text ResponsesVideo	Acknowledge artists, titles, origins of dramatic works and sources of information to add authority to written texts [repeated]Study and Research Skills	Acknowledge artists, titles, origins of dramatic works and sources of information to add authority to written texts [repeated]Study and Research Skills
Content point		Acknowledge artists, titles, origins of dance works and sources of information to add authority to written texts [repeated]Study and Research Skills
Focus area	MusicCA3-MUS-01
Term	Term 5	Term 6	Term 7	Term 8
Content group	Performing: Music is performed using the elements of music to communicate musical ideas	Performing: Music is performed using the elements of music to communicate musical ideas	Making: Artists represent their world in intentional ways through their artmaking practice	Making: Artists represent their world in intentional ways through their artmaking practice
Content point	Perform rhythm, melody or harmony patterns by singing, moving and playing independent parts in combination with others [repeated]Voice Percussion	Demonstrate an aural understanding of dynamics and expression while performing vocal repertoireVoice	Represent ideas or perspectives of their world and intentions in own artmaking practice [repeated]Crafts	Represent ideas or perspectives of their world and intentions in own artmaking practice [repeated]Crafts
Content point	Perform music in collaboration with others to communicate musical ideas or intent, with awareness of the elements of music [repeated]Voice Percussion	Experiment with timbre to create mood and effects using voice, environmental sounds, instruments or digital technologies [repeated]Voice Percussion	Use drawing materials and techniques to create artistic effects to represent subject matter or ideas in intentional ways [repeated]Illustration Animation	Use printmaking materials, techniques and processes to explore ways to make single or multiple prints [repeated]
Content point	Perform music, including own compositions, to develop solo and group playing skills [repeated]Voice Percussion	Experiment with repetition and contrast, varying ways the elements of music are used while performing [repeated]Voice Percussion	Create intentional effects with awareness of the relationships between colours and tones, to represent subject matter or ideas in realistic, imaginative or symbolic ways [repeated]Illustration Animation	Apply understandings of materials, techniques and 3D sculptural processes to make artworks to represent own intentions [repeated]Sculpture and 3D Art
Content point		Rehearse and refine music using listening skills and memory to enhance performance techniques [repeated]Percussion	Use painting materials, techniques and processes to explore ways to apply paint in combination with mixed media materials [repeated]Artistic Techniques	Explore artistic conventions and ways to represent subject matter and ideas in compositions [repeated]Artists and Designers
Content point		Perform music in collaboration with others to communicate musical ideas or intent, with awareness of the elements of music [repeated]Voice Percussion	Apply understandings of materials, digital technologies and processes to represent intended ideas in artworks [repeated]Crafts Film Making	Explain how artists, artworks, the world and audiences influence own artmaking practice [repeated]Artists and Designers
Content point			Explore how Cultural Knowledges, Practices and protocols continue to be used in Aboriginal and/or Torres Strait Islander artworksFirst Nations Art	Make artworks in collaboration with others to represent an intended meaning [repeated]Crafts Animation
Content group	Listening: Music is influenced by the context in which it is performed and composed	Listening: Music is influenced by the context in which it is performed and composed	Appreciating: Artists are influenced by contexts and make artworks that audiences can critique and interpret in various ways	Appreciating: Artists are influenced by contexts and make artworks that audiences can critique and interpret in various ways
Content point	Describe ways current Aboriginal and/or Torres Strait Islander music practices maintain Cultural identity and belonging [repeated]Songs	Use listening skills and aural awareness to engage with music from cultural contexts around the world, and describe how musical ideas are conveyed by composers and musicians [repeated]Elements of Music World Music Day	Make associations between artworks and own personal, social or cultural contexts [repeated]Illustration Sculpture and 3D Art	Make associations between artworks and own personal, social or cultural contexts [repeated]Illustration Sculpture and 3D Art
Content point	Use listening skills and explain how the elements of music communicate musical ideas in music repertoire, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Music	Use listening skills and explain how the elements of music communicate musical ideas in music repertoire, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Music	Explain structural features of an artwork and how artists use the elements of art and design to communicate meaning to audiences through art forms, using Tier 2 and Tier 3 vocabulary [repeated]Illustration Sculpture and 3D Art	Describe how meaning is conveyed through signs and symbols in artworks [repeated]World Art Artists and Designers
Content point		Compare music from historical and contemporary contexts to understand significant influences on music practices over time [repeated]Musical Songs	Observe artworks from cultural contexts around the world to investigate how artworks reflect ideas and beliefs [repeated]World Art Artists and Designers	Compare artworks from historical and contemporary contexts to understand significant influences on artists and artmaking practices over time [repeated]World Art Artists and Designers
Content point		Explain how other music influences own music practice [repeated]Musicians, Performers and Composers	Describe ways current Aboriginal and/or Torres Strait Islander artists maintain Cultural identity and belonging in their artmaking Practices [repeated]First Nations Art	Infer ideas about an artist's intentions and recognise that artworks may be critiqued and interpreted in various ways by audiences [repeated]Sculpture and 3D Art Artists and Designers
Content point		Use listening skills and reflect on personal experiences and contributions as a composer or musicianSongs		Investigate an artist's practice and explain the roles and connections between artist, artwork, the world and audiences [repeated]World Art Artists and Designers
Content point		Interpret the ways musical ideas are communicated using symbols, graphic notation or staff notation [repeated]Music Notation and Composition
Content group	Composing: Music is composed using the elements of music to communicate musical ideas	Composing: Music is composed using the elements of music to communicate musical ideas	Exhibiting: Artworks are displayed and curated to communicate intentional ideas to audiences	Exhibiting: Artworks are displayed and curated to communicate intentional ideas to audiences
Content point	Create texture in music by combining or layering sounds such as voice, body percussion, instruments or environmental sounds [repeated]Voice Percussion	Create texture in music by combining or layering sounds such as voice, body percussion, instruments or environmental sounds [repeated]Voice Percussion	Enhance an artwork by refining, editing, resolving or mounting an artwork [repeated]	Make choices about ways to display or curate own artworks to engage audiences and convey ideas and meaning [repeated]
Content point	Improvise and express musical ideas using voice, body percussion, movement, instruments, environmental sounds and digital technologies [repeated]Voice Percussion Movie SoundsVideo	Improvise and express musical ideas using voice, body percussion, movement, instruments, environmental sounds and digital technologies [repeated]Voice Percussion Foley and Sound DesignSeries	Make choices about ways to display or curate own artworks to engage audiences and convey ideas and meaning [repeated]	Explore how displays and exhibitions support audiences to construct interpretations [repeated]
Content point	Explore ways Cultural Knowledges, Practices and protocols are used in Aboriginal and/or Torres Strait Islander music [repeated]Songs	Arrange and organise rhythmic and melodic patterns into sections to create structure in own compositions [repeated]Music Notation and Composition		Reflect on personal experiences and contributions as an artist, explaining how choices and decisions influenced the artwork and the ways it is understood by audiences
Content point		Use symbols, graphic notation or staff notation to represent musical ideas in compositions [repeated]Music Notation and Composition
Focus area	Creating written texts in Creative ArtsCA3-CWT-01
Term	Term 5	Term 6	Term 7	Term 8
Content group	Creating written texts supports understanding in Music	Creating written texts supports understanding in Music	Creating written texts supports understanding in Visual Arts	Creating written texts supports understanding in Visual Arts
Content point	Experiment with language, word order and repetition to adapt or create song lyrics [repeated]Songs	Experiment with language, word order and repetition to adapt or create song lyrics [repeated]Songs	Use notes, annotated work samples and illustrations to create a multimodal text documenting ideas and plans for an artwork [repeated]	Use Tier 2 and Tier 3 vocabulary and compound and complex sentences to explain how artists communicate ideas and perspectives about their world in artworks [repeated]
Content point	Acknowledge artists, titles, origins of music and sources of information to add authority to written texts [repeated]Study and Research Skills	Use Tier 2 and Tier 3 vocabulary to create a written review of music, using the elements of music to reinforce an opinion [repeated]Songs	Acknowledge artists, titles, origins of artworks and sources of information to add authority to written texts [repeated]Study and Research Skills	Acknowledge artists, titles, origins of artworks and sources of information to add authority to written texts [repeated]Study and Research Skills
Content point		Acknowledge artists, titles, origins of music and sources of information to add authority to written texts [repeated]Study and Research Skills

Term 1

DanceCA3-DAN-01

Composing: Dance is composed using the elements of dance to generate movements that communicate ideas and intent

Improvise to generate movements that convey ideas and intent for a dance sequence [repeated]
Adapt movements in response to changes in tempo and rhythm to convey ideas [repeated]
Explore how energy, weight and force are used to create dynamics and convey ideas in movement [repeated]Dance
Compose a dance sequence using components of space, time and dynamics to communicate an idea or intent [repeated]
Demonstrate safe dance practices with respect for physical, social, digital and cultural safety

Performing: Dance is performed using the elements of dance to communicate ideas and intent to audiences

Demonstrate dance technique through body alignment, control, balance and transfer of weight to ensure safe movements
Rehearse and refine dance to enhance performance quality for an audience [repeated]
Perform and stage a group-devised dance to communicate an idea or intent to an audience [repeated]

Appreciating: Dance is influenced by the context it is composed and performed in and is understood by audiences in various ways

Make associations between dance and own personal, social or cultural contexts [repeated]Dance
Explain how the elements of dance are used to convey ideas and intent to an audience, using Tier 2 and Tier 3 vocabulary [repeated]Dance
Investigate dance from cultural contexts around the world to explore ways choreographers and dancers communicate ideas and intent to audiences [repeated]Dance
Describe ways current Aboriginal and/or Torres Strait Islander dance Practices maintain Cultural identity and belonging [repeated]Dance

Creating written texts in Creative ArtsCA3-CWT-01

Creating written texts supports understanding in Dance

Use notes and annotated images to create a multimodal text documenting ideas for a dance [repeated]Creative ProcessVideo
Acknowledge artists, titles, origins of dance works and sources of information to add authority to written texts [repeated]Study and Research Skills

MusicCA3-MUS-01

Performing: Music is performed using the elements of music to communicate musical ideas

Perform rhythm, melody or harmony patterns by singing, moving and playing independent parts in combination with others [repeated]Voice Percussion
Perform music, including own compositions, to develop solo and group playing skills [repeated]Voice Percussion
Perform music in collaboration with others to communicate musical ideas or intent, with awareness of the elements of music [repeated]Voice Percussion
Demonstrate safe music practices, with respect for physical, social, digital and cultural safety

Listening: Music is influenced by the context in which it is performed and composed

Use listening skills and explain how the elements of music communicate musical ideas in music repertoire, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Music Songs
Use listening skills and aural awareness to engage with music from cultural contexts around the world, and describe how musical ideas are conveyed by composers and musicians [repeated]Musicians, Performers and Composers Culture and Genres of Music
Describe ways current Aboriginal and/or Torres Strait Islander music Practices maintain Cultural identity and belonging [repeated]Songs

Composing: Music is composed using the elements of music to communicate musical ideas

Create texture in music by combining or layering sounds such as voice, body percussion, instruments or environmental sounds [repeated]Instruments
Improvise and express musical ideas using voice, body percussion, movement, instruments, environmental sounds and digital technologies [repeated]Instruments
Explore ways Cultural Knowledges, Practices and protocols are used in Aboriginal and/or Torres Strait Islander music [repeated]Songs

Creating written texts in Creative ArtsCA3-CWT-01

Creating written texts supports understanding in Music

Experiment with language, word order and repetition to adapt or create song lyrics [repeated]Songs
Acknowledge artists, titles, origins of music and sources of information to add authority to written texts [repeated]Study and Research Skills

Term 2

DanceCA3-DAN-01

Composing: Dance is composed using the elements of dance to generate movements that communicate ideas and intent

Improvise to generate movements that convey ideas and intent for a dance sequence [repeated]
Explore ways to vary shape, level, direction and pathway of movements to communicate ideas and intent [repeated]
Compose a dance sequence using components of space, time and dynamics to communicate an idea or intent [repeated]
Explore how Cultural Knowledges, Practices and protocols are used in Aboriginal and/or Torres Strait Islander dance [repeated]Bangarra Dance TheatreSeries Move it, Mob StyleSeries
Compose a dance to communicate an idea or intent by collaborating with others [repeated]

Performing: Dance is performed using the elements of dance to communicate ideas and intent to audiences

Rehearse and refine dance to enhance performance quality for an audience [repeated]
Explore how music, costumes, props or technologies are used in performances to engage audiences [repeated]Dance
Perform and stage a group-devised dance to communicate an idea or intent to an audience [repeated]

Appreciating: Dance is influenced by the context it is composed and performed in and is understood by audiences in various ways

Make associations between dance and own personal, social or cultural contexts [repeated]Dance
Explain how the elements of dance are used to convey ideas and intent to an audience, using Tier 2 and Tier 3 vocabulary [repeated]Dance
Compare historical and contemporary dance practices to explore changes over time, to understand how contexts influence dance [repeated]Musical Songs
Explain how other dance works influence own dance practices [repeated]Dance

Creating written texts in Creative ArtsCA3-CWT-01

Creating written texts supports understanding in Dance

Use notes and annotated images to create a multimodal text documenting ideas for a dance [repeated]Creative ProcessVideo
Use Tier 2 and Tier 3 vocabulary to create a written review of a dance performance, drawing on personal experiences and evidence to reinforce an opinion [repeated]Writing Text ResponsesVideo Opinion Writing for KidsSeries
Acknowledge artists, titles, origins of dance works and sources of information to add authority to written texts [repeated]Study and Research Skills

MusicCA3-MUS-01

Performing: Music is performed using the elements of music to communicate musical ideas

Demonstrate an aural understanding of dynamics and expression while performing vocal repertoire [repeated]Voice
Experiment with timbre to create mood and effects using voice, environmental sounds, instruments or digital technologies [repeated]Voice Percussion
Experiment with repetition and contrast, varying ways the elements of music are used while performing [repeated]Voice Percussion
Rehearse and refine music using listening skills and memory to enhance performance techniques [repeated]Voice Percussion
Perform music in collaboration with others to communicate musical ideas or intent, with awareness of the elements of music [repeated]Voice Percussion

Listening: Music is influenced by the context in which it is performed and composed

Use listening skills and explain how the elements of music communicate musical ideas in music repertoire, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Music
Interpret the ways musical ideas are communicated using symbols, graphic notation or staff notation [repeated]Elements of Music
Compare music from historical and contemporary contexts to understand significant influences on music practices over time [repeated]Musical Songs Culture and Genres of Music
Explain how other music influences own music practice [repeated]Musicians, Performers and Composers

Composing: Music is composed using the elements of music to communicate musical ideas

Create texture in music by combining or layering sounds such as voice, body percussion, instruments or environmental sounds [repeated]Instruments
Improvise and express musical ideas using voice, body percussion, movement, instruments, environmental sounds and digital technologies [repeated]Instruments
Arrange and organise rhythmic and melodic patterns into sections to create structure in own compositions [repeated]Music Notation and Composition
Use symbols, graphic notation or staff notation to represent musical ideas in compositions [repeated]Music Notation and Composition

Creating written texts in Creative ArtsCA3-CWT-01

Creating written texts supports understanding in Music

Experiment with language, word order and repetition to adapt or create song lyrics [repeated]Songs
Use Tier 2 and Tier 3 vocabulary to create a written review of music, using the elements of music to reinforce an opinion [repeated]Songs
Acknowledge artists, titles, origins of music and sources of information to add authority to written texts [repeated]Study and Research Skills

Term 3

DanceCA3-DAN-01

Making: Drama is made using the dramatic elements to shape meaning

Improvise to generate ideas and consider possibilities for characters and dramatic action in response to stimuli [repeated]Characterisation
Embody and enact a character using language, voice, movement and facial expressions to express individual qualities and attitudesCharacterisation
Manage movement and interactions with others within a performance space, with awareness of the representation of a place
Use space, time, movement or sound to establish dramatic tension and atmospherePost-Production: Creating SoundtracksVideo
Demonstrate safe drama practices with respect for physical, social, digital and cultural safetyThe ABCs of ConsentVideo

Performing: Drama is performed using the dramatic elements to shape meaning for audiences:

Develop performance skills by making choices about ways to use voice, gestures or movements to communicate ideas to an audience [repeated]Drama
Perform group-devised drama scenarios or stories in collaboration with others to communicate meaning to an audience [repeated]
Use elements of production in performances to engage audiences [repeated]Drama
Rehearse and refine drama to enhance a performance for an audience [repeated]

Appreciating: Drama is influenced by the context it is made and performed in and is understood by audiences in various ways

Make associations between drama and own personal, social or cultural contexts [repeated]Drama
Explain how the dramatic elements are used to shape meaning for audiences, using Tier 2 and Tier 3 vocabulary [repeated]Drama
Investigate drama from cultural contexts around the world to explore ways dramatic practitioners shape meaning for audiences [repeated]Drama
Describe ways current Aboriginal and/or Torres Strait Islander dramatic practices maintain Cultural identity and belonging [repeated]

Creating written texts in Creative ArtsCA3-CWT-01

Creating written texts supports understanding in Drama

Use Tier 2 and Tier 3 vocabulary and compound and complex sentences, sequenced into paragraphs to describe how dramatic elements are used to shape meaning for an audience [repeated]Sentences
Acknowledge artists, titles, origins of dramatic works and sources of information to add authority to written texts [repeated]Study and Research Skills

MusicCA3-MUS-01

Making: Artists represent their world in intentional ways through their artmaking practice

Represent ideas or perspectives of their world and intentions in own artmaking practice [repeated]Crafts
Use drawing materials and techniques to create artistic effects to represent subject matter or ideas in intentional ways [repeated]Illustration Animation
Create intentional effects with awareness of the relationships between colours and tones, to represent subject matter or ideas in realistic, imaginative or symbolic ways [repeated]Artistic Techniques
Use painting materials, techniques and processes to explore ways to apply paint in combination with mixed media materials [repeated]Artistic Techniques
Apply understandings of materials, digital technologies and processes to represent intended ideas in artworks [repeated]Crafts Animation
Explore how Cultural Knowledges, Practices and protocols continue to be used in Aboriginal and/or Torres Strait Islander artworks [repeated]First Nations Art
Demonstrate safe artmaking practices with respect for physical, social, digital and cultural safety

Appreciating: Artists are influenced by contexts and make artworks that audiences can critique and interpret in various ways

Make associations between artworks and own personal, social or cultural contexts [repeated]Illustration Sculpture and 3D Art
Explain structural features of an artwork and how artists use the elements of art and design to communicate meaning to audiences through art forms, using Tier 2 and Tier 3 vocabulary [repeated]Illustration
Observe artworks from cultural contexts around the world to investigate how artworks reflect ideas and beliefs [repeated]World Art Artists and Designers
Describe ways current Aboriginal and/or Torres Strait Islander artists maintain Cultural identity and belonging in their artmaking Practices [repeated]First Nations Art

Exhibiting: Artworks are displayed and curated to communicate intentional ideas to audiences

Enhance an artwork by refining, editing, resolving or mounting an artwork [repeated]
Make choices about ways to display or curate own artworks to engage audiences and convey ideas and meaning [repeated]

Creating written texts in Creative ArtsCA3-CWT-01

Creating written texts supports understanding in Visual Arts

Use notes, annotated work samples and illustrations to create a multimodal text documenting ideas and plans for an artwork [repeated]
Acknowledge artists, titles, origins of artworks and sources of information to add authority to written texts [repeated]Study and Research Skills

Term 4

DanceCA3-DAN-01

Making: Drama is made using the dramatic elements to shape meaning

Improvise to generate ideas and consider possibilities for characters and dramatic action in response to stimuli [repeated]Characterisation
Explore ways to develop the status of a character and establish relationships between characters while in a roleCharacterisation
Represent the journey of a narrative, through reader's theatre, devised or scripted drama
Explore ways to represent transitions in time, the duration of an event or time elapsing
Explore how Cultural Knowledges, Practices and protocols are used in Aboriginal and/or Torres Strait Islander performances
Explore ways to use metaphor and dramatic symbol to convey meaning to an audienceDrama
Adapt a story or devise a dramatic situation to create meaning, by collaborating with others

Performing: Drama is performed using the dramatic elements to shape meaning for audiences

Develop performance skills by making choices about ways to use voice, gestures or movements to communicate ideas to an audience [repeated]
Perform group-devised drama scenarios or stories in collaboration with others to communicate meaning to an audience [repeated]

Appreciating: Drama is influenced by the context it is made and performed in and is understood by audiences in various ways

Make associations between drama and own personal, social or cultural contexts [repeated]Drama
Explain how the dramatic elements are used to shape meaning for audiences, using Tier 2 and Tier 3 vocabulary [repeated]Drama
Compare historical and contemporary dramatic practices to explore changes over time, to understand how contexts influence drama [repeated]Drama
Explain how other drama works influence own dramatic practice [repeated]Drama

Creating written texts in Creative ArtsCA3-CWT-01

Creating written texts supports understanding in Drama

Create or adapt a written script or monologue while in a role, making choices about language and text structures, to communicate feelings, thoughts or attitudes of a character [repeated]
Acknowledge artists, titles, origins of dramatic works and sources of information to add authority to written texts [repeated]Study and Research Skills

MusicCA3-MUS-01

Making: Artists represent their world in intentional ways through their artmaking practice

Represent ideas or perspectives of their world and intentions in own artmaking practice [repeated]Crafts
Use printmaking materials, techniques and processes to explore ways to make single or multiple prints [repeated]
Apply understandings of materials, techniques and 3D sculptural processes to make artworks to represent own intentions [repeated]Sculpture and 3D Art Crafts
Explore artistic conventions and ways to represent subject matter and ideas in compositions [repeated]Illustration
Explain how artists, artworks, the world and audiences influence own artmaking practice [repeated]Artistic Techniques Artists and Designers
Make artworks in collaboration with others to represent an intended meaning [repeated]Crafts

Appreciating: Artists are influenced by contexts and make artworks that audiences can critique and interpret in various ways

Make associations between artworks and own personal, social or cultural contexts [repeated]Illustration Sculpture and 3D Art
Describe how meaning is conveyed through signs and symbols in artworks [repeated]World Art Artists and Designers
Compare artworks from historical and contemporary contexts to understand significant influences on artists and artmaking practices over time [repeated]World Art Artists and Designers
Infer ideas about an artist's intentions and recognise that artworks may be critiqued and interpreted in various ways by audiences [repeated]Sculpture and 3D Art Artists and Designers
Investigate an artist's practice and explain the roles and connections between artist, artwork, the world and audiences [repeated]World Art Artists and Designers

Exhibiting: Artworks are displayed and curated to communicate intentional ideas to audiences

Make choices about ways to display or curate own artworks to engage audiences and convey ideas and meaning [repeated]
Explore how displays and exhibitions support audiences to construct interpretations [repeated]

Creating written texts in Creative ArtsCA3-CWT-01

Creating written texts supports understanding in Visual Arts

Use Tier 2 and Tier 3 vocabulary and compound and complex sentences to explain how artists communicate ideas and perspectives about their world in artworks [repeated]
Acknowledge artists, titles, origins of artworks and sources of information to add authority to written texts [repeated]Study and Research Skills

Term 5

DanceCA3-DAN-01

Composing: Dance is composed using the elements of dance to generate movements that communicate ideas and intent

Improvise to generate movements that convey ideas and intent for a dance sequence [repeated]
Adapt movements in response to changes in tempo and rhythm to convey ideas [repeated]
Explore how energy, weight and force are used to create dynamics and convey ideas in movement [repeated]
Compose a dance sequence using components of space, time and dynamics to communicate an idea or intent [repeated]

Performing: Dance is performed using the elements of dance to communicate ideas and intent to audiences

Rehearse and refine dance to enhance performance quality for an audience [repeated]
Perform and stage a group-devised dance to communicate an idea or intent to an audience [repeated]

Appreciating: Dance is influenced by the context it is composed and performed in and is understood by audiences in various ways

Make associations between dance and own personal, social or cultural contexts [repeated]Dance
Explain how the elements of dance are used to convey ideas and intent to an audience, using Tier 2 and Tier 3 vocabulary [repeated]Dance
Investigate dance from cultural contexts around the world to explore ways choreographers and dancers communicate ideas and intent to audiences [repeated]Dance
Describe ways current Aboriginal and/or Torres Strait Islander dance Practices maintain Cultural identity and belonging [repeated]Dance

Creating written texts in Creative ArtsCA3-CWT-01

Creating written texts supports understanding in Dance

Use notes and annotated images to create a multimodal text documenting ideas for a dance [repeated]Study and Research Skills
Acknowledge artists, titles, origins of dance works and sources of information to add authority to written texts [repeated]Study and Research Skills

MusicCA3-MUS-01

Performing: Music is performed using the elements of music to communicate musical ideas

Perform rhythm, melody or harmony patterns by singing, moving and playing independent parts in combination with others [repeated]Voice Percussion
Perform music in collaboration with others to communicate musical ideas or intent, with awareness of the elements of music [repeated]Voice Percussion
Perform music, including own compositions, to develop solo and group playing skills [repeated]Voice Percussion

Listening: Music is influenced by the context in which it is performed and composed

Describe ways current Aboriginal and/or Torres Strait Islander music practices maintain Cultural identity and belonging [repeated]Songs
Use listening skills and explain how the elements of music communicate musical ideas in music repertoire, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Music

Composing: Music is composed using the elements of music to communicate musical ideas

Create texture in music by combining or layering sounds such as voice, body percussion, instruments or environmental sounds [repeated]Voice Percussion
Improvise and express musical ideas using voice, body percussion, movement, instruments, environmental sounds and digital technologies [repeated]Voice Percussion Movie SoundsVideo
Explore ways Cultural Knowledges, Practices and protocols are used in Aboriginal and/or Torres Strait Islander music [repeated]Songs

Creating written texts in Creative ArtsCA3-CWT-01

Creating written texts supports understanding in Music

Experiment with language, word order and repetition to adapt or create song lyrics [repeated]Songs
Acknowledge artists, titles, origins of music and sources of information to add authority to written texts [repeated]Study and Research Skills

Term 6

DanceCA3-DAN-01

Composing: Dance is composed using the elements of dance to generate movements that communicate ideas and intent

Improvise to generate movements that convey ideas and intent for a dance sequence [repeated]
Explore ways to vary shape, level, direction and pathway of movements to communicate ideas and intent [repeated]
Compose a dance sequence using components of space, time and dynamics to communicate an idea or intent [repeated]
Explore how Cultural Knowledges, Practices and protocols are used in Aboriginal and/or Torres Strait Islander dance [repeated]Bangarra Dance TheatreSeries
Compose a dance to communicate an idea or intent by collaborating with others [repeated]

Performing: Dance is performed using the elements of dance to communicate ideas and intent to audiences

Rehearse and refine dance to enhance performance quality for an audience [repeated]
Explore how music, costumes, props or technologies are used in performances to engage audiences [repeated]Dance
Perform and stage a group-devised dance to communicate an idea or intent to an audience [repeated]
Reflect on personal experiences and contributions as a composer or dancer

Appreciating: Dance is influenced by the context it is composed and performed in and is understood by audiences in various ways

Make associations between dance and own personal, social or cultural contexts [repeated]Dance
Explain how the elements of dance are used to convey ideas and intent to an audience, using Tier 2 and Tier 3 vocabulary [repeated]Dance
Compare historical and contemporary dance practices to explore changes over time, to understand how contexts influence dance [repeated]Musical Songs
Explain how other dance works influence own dance practices [repeated]Dance

Creating written texts in Creative ArtsCA3-CWT-01

Creating written texts supports understanding in Dance

Use notes and annotated images to create a multimodal text documenting ideas for a dance [repeated]Study and Research Skills
Use Tier 2 and Tier 3 vocabulary to create a written review of a dance performance, drawing on personal experiences and evidence to reinforce an opinion [repeated]Writing Text ResponsesVideo
Acknowledge artists, titles, origins of dance works and sources of information to add authority to written texts [repeated]Study and Research Skills

MusicCA3-MUS-01

Performing: Music is performed using the elements of music to communicate musical ideas

Demonstrate an aural understanding of dynamics and expression while performing vocal repertoireVoice
Experiment with timbre to create mood and effects using voice, environmental sounds, instruments or digital technologies [repeated]Voice Percussion
Experiment with repetition and contrast, varying ways the elements of music are used while performing [repeated]Voice Percussion
Rehearse and refine music using listening skills and memory to enhance performance techniques [repeated]Percussion
Perform music in collaboration with others to communicate musical ideas or intent, with awareness of the elements of music [repeated]Voice Percussion

Listening: Music is influenced by the context in which it is performed and composed

Use listening skills and aural awareness to engage with music from cultural contexts around the world, and describe how musical ideas are conveyed by composers and musicians [repeated]Elements of Music World Music Day
Use listening skills and explain how the elements of music communicate musical ideas in music repertoire, using Tier 2 and Tier 3 vocabulary [repeated]Elements of Music
Compare music from historical and contemporary contexts to understand significant influences on music practices over time [repeated]Musical Songs
Explain how other music influences own music practice [repeated]Musicians, Performers and Composers
Use listening skills and reflect on personal experiences and contributions as a composer or musicianSongs
Interpret the ways musical ideas are communicated using symbols, graphic notation or staff notation [repeated]Music Notation and Composition

Composing: Music is composed using the elements of music to communicate musical ideas

Create texture in music by combining or layering sounds such as voice, body percussion, instruments or environmental sounds [repeated]Voice Percussion
Improvise and express musical ideas using voice, body percussion, movement, instruments, environmental sounds and digital technologies [repeated]Voice Percussion Foley and Sound DesignSeries
Arrange and organise rhythmic and melodic patterns into sections to create structure in own compositions [repeated]Music Notation and Composition
Use symbols, graphic notation or staff notation to represent musical ideas in compositions [repeated]Music Notation and Composition

Creating written texts in Creative ArtsCA3-CWT-01

Creating written texts supports understanding in Music

Experiment with language, word order and repetition to adapt or create song lyrics [repeated]Songs
Use Tier 2 and Tier 3 vocabulary to create a written review of music, using the elements of music to reinforce an opinion [repeated]Songs
Acknowledge artists, titles, origins of music and sources of information to add authority to written texts [repeated]Study and Research Skills

Term 7

DanceCA3-DAN-01

Making: Drama is made using the dramatic elements to shape meaning

Improvise to generate ideas and consider possibilities for characters and dramatic action in response to stimuli [repeated]
Embody and enact a character using language, voice, movement and facial expressions to express individual qualities and attitudes
Manage movement and interactions with others within a performance space, with awareness of the representation of a place
Use space, time, movement or sound to establish dramatic tension and atmosphere

Performing: Drama is performed using the dramatic elements to shape meaning for audiences

Develop performance skills by making choices about ways to use voice, gestures or movements to communicate ideas to an audience [repeated]
Perform group-devised drama scenarios or stories in collaboration with others to communicate meaning to an audience [repeated]
Use elements of production in performances to engage audiences [repeated]Drama
Rehearse and refine drama to enhance a performance for an audience [repeated]

Appreciating: Drama is influenced by the context it is made and performed in and is understood by audiences in various ways

Make associations between drama and own personal, social or cultural contexts [repeated]Drama
Explain how the dramatic elements are used to shape meaning for audiences, using Tier 2 and Tier 3 vocabulary [repeated]Drama
Investigate drama from cultural contexts around the world to explore ways dramatic practitioners shape meaning for audiences [repeated]
Describe ways current Aboriginal and/or Torres Strait Islander dramatic Practices maintain Cultural identity and belonging [repeated]

Creating written texts in Creative ArtsCA3-CWT-01

Creating written texts supports understanding in Drama

Use Tier 2 and Tier 3 vocabulary and compound and complex sentences, sequenced into paragraphs to describe how dramatic elements are used to shape meaning for an audience [repeated]Study and Research Skills
Acknowledge artists, titles, origins of dramatic works and sources of information to add authority to written texts [repeated]Study and Research Skills

MusicCA3-MUS-01

Making: Artists represent their world in intentional ways through their artmaking practice

Represent ideas or perspectives of their world and intentions in own artmaking practice [repeated]Crafts
Use drawing materials and techniques to create artistic effects to represent subject matter or ideas in intentional ways [repeated]Illustration Animation
Create intentional effects with awareness of the relationships between colours and tones, to represent subject matter or ideas in realistic, imaginative or symbolic ways [repeated]Illustration Animation
Use painting materials, techniques and processes to explore ways to apply paint in combination with mixed media materials [repeated]Artistic Techniques
Apply understandings of materials, digital technologies and processes to represent intended ideas in artworks [repeated]Crafts Film Making
Explore how Cultural Knowledges, Practices and protocols continue to be used in Aboriginal and/or Torres Strait Islander artworksFirst Nations Art

Appreciating: Artists are influenced by contexts and make artworks that audiences can critique and interpret in various ways

Make associations between artworks and own personal, social or cultural contexts [repeated]Illustration Sculpture and 3D Art
Explain structural features of an artwork and how artists use the elements of art and design to communicate meaning to audiences through art forms, using Tier 2 and Tier 3 vocabulary [repeated]Illustration Sculpture and 3D Art
Observe artworks from cultural contexts around the world to investigate how artworks reflect ideas and beliefs [repeated]World Art Artists and Designers
Describe ways current Aboriginal and/or Torres Strait Islander artists maintain Cultural identity and belonging in their artmaking Practices [repeated]First Nations Art

Exhibiting: Artworks are displayed and curated to communicate intentional ideas to audiences

Enhance an artwork by refining, editing, resolving or mounting an artwork [repeated]
Make choices about ways to display or curate own artworks to engage audiences and convey ideas and meaning [repeated]

Creating written texts in Creative ArtsCA3-CWT-01

Creating written texts supports understanding in Visual Arts

Use notes, annotated work samples and illustrations to create a multimodal text documenting ideas and plans for an artwork [repeated]
Acknowledge artists, titles, origins of artworks and sources of information to add authority to written texts [repeated]Study and Research Skills

Term 8

DanceCA3-DAN-01

Making: Drama is made using the dramatic elements to shape meaning

Improvise to generate ideas and consider possibilities for characters and dramatic action in response to stimuli [repeated]
Explore ways to develop the status of a character and establish relationships between characters while in a role
Represent the journey of a narrative, through reader's theatre, devised or scripted dramaThe Storybuilding ToolkitSeries
Explore ways to represent transitions in time, the duration of an event or time elapsing
Explore how Cultural Knowledges, Practices and protocols are used in Aboriginal and/or Torres Strait Islander performances
Explore ways to use metaphor and dramatic symbol to convey meaning to an audienceSimile and Metaphor
Adapt a story or devise a dramatic situation to create meaning, by collaborating with others

Performing: Drama is performed using the dramatic elements to shape meaning for audiences

Develop performance skills by making choices about ways to use voice, gestures or movements to communicate ideas to an audience [repeated]
Perform group-devised drama scenarios or stories in collaboration with others to communicate meaning to an audience [repeated]
Reflect on personal experiences and contributions as a drama maker or performer

Appreciating: Drama is influenced by the context it is made and performed in and is understood by audiences in various ways

Make associations between drama and own personal, social or cultural contexts [repeated]Drama
Explain how the dramatic elements are used to shape meaning for audiences, using Tier 2 and Tier 3 vocabulary [repeated]Drama
Compare historical and contemporary dramatic practices to explore changes over time, to understand how contexts influence drama [repeated]
Explain how other drama works influence own dramatic practice [repeated]Drama

Creating written texts in Creative ArtsCA3-CWT-01

Creating written texts supports understanding in Drama

Create or adapt a written script or monologue while in a role, making choices about language and text structures, to communicate feelings, thoughts or attitudes of a character [repeated]
Acknowledge artists, titles, origins of dramatic works and sources of information to add authority to written texts [repeated]Study and Research Skills

MusicCA3-MUS-01

Making: Artists represent their world in intentional ways through their artmaking practice

Represent ideas or perspectives of their world and intentions in own artmaking practice [repeated]Crafts
Use printmaking materials, techniques and processes to explore ways to make single or multiple prints [repeated]
Apply understandings of materials, techniques and 3D sculptural processes to make artworks to represent own intentions [repeated]Sculpture and 3D Art
Explore artistic conventions and ways to represent subject matter and ideas in compositions [repeated]Artists and Designers
Explain how artists, artworks, the world and audiences influence own artmaking practice [repeated]Artists and Designers
Make artworks in collaboration with others to represent an intended meaning [repeated]Crafts Animation

Appreciating: Artists are influenced by contexts and make artworks that audiences can critique and interpret in various ways

Make associations between artworks and own personal, social or cultural contexts [repeated]Illustration Sculpture and 3D Art
Describe how meaning is conveyed through signs and symbols in artworks [repeated]World Art Artists and Designers
Compare artworks from historical and contemporary contexts to understand significant influences on artists and artmaking practices over time [repeated]World Art Artists and Designers
Infer ideas about an artist's intentions and recognise that artworks may be critiqued and interpreted in various ways by audiences [repeated]Sculpture and 3D Art Artists and Designers
Investigate an artist's practice and explain the roles and connections between artist, artwork, the world and audiences [repeated]World Art Artists and Designers

Exhibiting: Artworks are displayed and curated to communicate intentional ideas to audiences

Make choices about ways to display or curate own artworks to engage audiences and convey ideas and meaning [repeated]
Explore how displays and exhibitions support audiences to construct interpretations [repeated]
Reflect on personal experiences and contributions as an artist, explaining how choices and decisions influenced the artwork and the ways it is understood by audiences

Creating written texts in Creative ArtsCA3-CWT-01

Creating written texts supports understanding in Visual Arts

Use Tier 2 and Tier 3 vocabulary and compound and complex sentences to explain how artists communicate ideas and perspectives about their world in artworks [repeated]
Acknowledge artists, titles, origins of artworks and sources of information to add authority to written texts [repeated]Study and Research Skills

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