# School-held authentic dance source slot

**Purpose:** AC9ADAFE01 and the Foundation achievement standard need encounters with **actual arts works and people/community contexts**. Our fictional tokens do not supply these. Before teaching a real-work lesson, the school educator chooses age-appropriate, authorised dance material and a first-party maker source; checks viewing and reuse conditions; plans a culturally safe question; and offers a no-video, described alternative where access requires it. Do not use a public webpage as permission to copy movements, music, stories or pictures.

The [QCAA Prep Dance alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/curriculum/ac9_dance_prep_as_cd_alignment.pdf) anchors the curriculum question. [Bangarra's own classroom resources](https://www.bangarra.com.au/youth-education/education-resources/classroom-resources/) show what a first-party company resource looks like; **they are not automatically suitable for this age or licensed for our reuse**. [Creative Australia's First Nations cultural and intellectual property protocols](https://creative.gov.au/first-nations-arts/protocols-for-using-first-nations-cultural-and-intellectual-property-in-the-arts) guide permission and cultural authority. Check work-specific terms and consult appropriate authority before use. Other local, first-authority work may be more suitable; do not use one company as a stand-in for all First Nations peoples.

**Teacher record before use:** creator/community authority; title and year; actual work or approved excerpt; why it is suitable for Foundation; lawful access; cultural/use boundaries; what children can observe; one open question such as “What do you notice the dancers sharing?”; non-viewing access route; permission to discuss but **not** imitate. Keep an educator observation separate from a child response. If rights, cultural context or age suitability is unknown, hold that work and choose another authorised source. This pack does not copy or adapt any external dance work.