AS 91937 Annotated exemplars

This annotated exemplar is intended for teacher use only. Annotated exemplars consist of student evidence, with commentary, to explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

Download all exemplars and commentary  [PDF, 133 KB] 

Level 1 Dance assessment resources (external link) - NCEA.education

For Achieved, the student must perform two dance sequences (each at least 45 seconds in length) which allow them to demonstrate sufficient range of dance movements, including changes in body parts, levels, direction, body bases, energy qualities, loco-motor and non-locomotor movements.

This involves presenting dance movements as required by the choreography, and demonstrating focus and support for the purpose of the sequences. The purpose statements have been provided.

The student (No. 7 in the videos) has performed a contemporary and a hip-hop sequence, and presented both as required by the choreography. The student is concentrating and able to execute the required movements for each routine. There are no unnecessary, unchoreographed movements. Focus and support for the purpose are evident across the evidence. For example, in the hip-hop sequence, the purpose is to exude confidence and engage the audience. While further evidence of confidence could be shown, the student is trying to engage the audience with focus and smiling. This shows support for the purpose.

For Merit, further evidence of consistent clarity and control across the sequences is needed. For example, lowering the centre of gravity to get down on the floor and more looseness in the spine would provide further evidence of clarity in the hip-hop sequence. In the contemporary sequence, further evidence of extension and size of shapes and pathways would allow more control and clarity to be demonstrated. Additionally, while support for the purpose is demonstrated, this is not yet being expressed using performance energy as required for Merit (for example using breath, as per the contemporary purpose statement).

Achieved - Part 1

Achieved - Part 2