Submissions should consist of a dance sequence, between 60–90 seconds in length, in response to a brief. The sequence may be for a solo, duo, or small group. The dance sequence may be accompanied by music, sound, or silence.

Collaborative choreography is allowed in this Standard. Each student needs to be able to show their individual contribution to the development process to ensure all Standard requirements are met. A student’s engagement in development and rehearsals must be verified by the assessor. Students may perform in their own compositions.

A Statement of Intention (around 50 words in either written or oral form) for the dance sequence must also be submitted. The Statement of Intention is not an assessed component but will support assessor judgement. This Statement should identify the brief used and the specific ideas conveyed in the sequence.

Students will be assessed during a live performance of the composed sequence. There is no requirement for an audience to be present during this assessment. A recording of the composed sequence is required to confirm assessor judgements and for moderation purposes. The recording will capture the student(s) in the space without camera movement.

The sequence may be presented and assessed at any time in the year. Students may compose more than one sequence before selecting the sequence to submit for assessment.

The focus of the assessment is the composition of the sequence, not its performance. However, the student needs to be aware that the judgement of their composition is assisted by the clarity and preciseness of its performance. That is, compositions are rehearsed pieces of work.

At the start of the assessment event, assessors need to approve the brief that students will work with.

Students may:

• work on the dance sequence both in and outside of class time
• work collaboratively to compose their dance sequence.

Submissions should consist of two dance sequences, each at least 45 seconds in length.

The dance sequences should include sufficient dance movements to allow learners to demonstrate ability at all levels of achievement. Sufficient dance movements will include a variety of changes of body parts, levels, directions, body bases, energy qualities, locomotor, and non-locomotor movements.

The dance sequences may be choreographed by the student, the assessor, or a guest choreographer, or may be a collaboration with students.

The focus for assessment against this Standard is on the performance of the individual. However, students can use a duet or group performance for this assessment.

The final grade will be based on the overall weight of evidence across two sequences.

A Statement of Intention (around 50 words in either written or oral form) for each dance sequence must also be submitted. The Statement of Intention is not an assessed component but will support assessor judgement and moderation. This Statement should identify the purpose of the sequence. The Statement may be submitted by the student (or group of students), the assessor, or a guest choreographer.

Students must be assessed live, but will be video recorded for moderation and authenticity purposes. The video recording will capture the student(s) in the space without camera movement. Students must be clearly identifiable in their performances. There is no requirement for an audience to be present during the performances.

The sequences may be presented and assessed at different times in the year, or at a single assessment presentation of all sequences.

Students may work on this assessment both in and outside of class time.