# Curriculum crosswalk and honest boundary

Official source: [QCAA Dance 2025 v1.3 General senior syllabus](https://www.qcaa.qld.edu.au/downloads/senior-qce/syllabuses/snr_dance_25_syll.pdf), January 2026; checked 29 September 2026. Printed pagination differs from PDF page numbers by two. This is a teacher-designed opening, not a prescribed QCAA sequence. There is **no Topic 1**: Unit 1 is **Moving bodies**, with the single **Area of study: How does dance communicate meaning for different purposes and in different contexts?** (printed p 23).

| Official location | Verified requirement/idea | What these 250 minutes offer | What remains held |
| --- | --- | --- | --- |
| Printed p 5 | Four-unit course; 55 notional hours per unit including assessment | Ten 25-minute starts, 250 minutes | About 50 hours 50 minutes and school-designed assessment/planning. |
| Printed p 22 | Unit 1 Moving bodies; contemporary dance and at least one other genre/style, historical and cultural origins | A neutral original motif for vocabulary and choice | Actual contemporary and another genre/style, genre history and cultural origins. Do not mislabel the lab motif as either genre. |
| Printed p 22 | Analysis of Australian artists including Aboriginal and Torres Strait Islander artists, Asia–Pacific and other international choreographers/performers | Rights-aware first-authority source pathway | Licensed/authentic works, informed teaching, cultural authority and situated analysis. |
| Printed p 23 | Unit 1 area of study; analyse live or recorded dance; purpose, context, dance concepts and skills | Purpose/context/evidence language using original diagrams | Analyse actual dance works from multiple contexts; a diagram is no substitute for a dance work. |
| Printed pp 23–24 | Safe dance practice, element manipulation, choreography, motif and explanation of meaning | Small, opt-in, teacher-supervised movement and independent paper choreography | Genre-appropriate warm-up/cool-down and qualified progression in techniques and more complex movement. |
| Printed p 25 | Rehearse/perform contemporary and other genres/styles with technical and expressive skills; space, time, dynamics and relationships | Concepts and the option to try a small self-selected gesture | **Paper evidence is not evidence of physical technique or expressive performance.** School assesses these later in an accessible, valid way. |
| Printed p 26 | Suggested choreographers/works are examples, not compulsory | Source-selection prompts | School selects relevant authorised work; no third-party choreography, score or image is included here. |

The [two checks](STUDENT-CHECKS.md) test opening choreographic reasoning only. They are public practice, **not secure or formal school assessment instruments**, and their short written/directing routes do not make a Unit 1 performance judgment. No unit objective is claimed complete.

## Safety and access decision before each session

Use the [QCAA safe dance subject matter](https://www.qcaa.qld.edu.au/downloads/senior-qce/syllabuses/snr_dance_25_syll.pdf) and [Ausdance 2026 Safe Dance fact sheets](https://ausdance.org.au/articles/details/Updated-Safe-Dance-Fact-Sheets) for locally qualified planning. Check floor/space, shoes/assistive equipment, environmental conditions, reasonable range and learner-specific needs; lead appropriate warm-up/cool-down for the chosen movement and invite stopping. Avoid taking the pack’s drawn floor paths literally as walking directions: markers can represent all travel. The analysis route is valid for this starter target and does not replace later physical skill evidence.