Use: One optional 12-minute block per day: two each for Dance, Drama, Media Arts, Music and Visual Arts. These are original prompts, not reproductions or claims about any community’s art. Provide opt-in presentation; avoid compulsory recording or public sharing. For creating/performance codes, collect an actual work or observe an actual action. A plan alone is useful preparation but is not a performed dance, drama, music or media production. Use the arts process card and its text alternative. Private checks are separate.
Day 11 · Dance: a pathway changes meaning · AC9ADA6E01, AC9ADA6C01
Kit: two clear floor/table routes: straight and curved. 0–2: Show a slow travelling gesture, with seated or upper-body option. 2–4: Ask whether direct or curved travel communicates urgency more clearly to this audience. 4–10: Learners create and perform two four-count movement phrases, changing pathway and level; peers name an observed change, then maker states intent. 10–12: Check that interpretation may differ and record actual choreography/performance. Routes: full-body; seated/hand; move or direct an assistive prop. Next/home: invent a safe four-count greeting gesture; no recording needed.
Day 12 · Dance: revise with a partner · AC9ADA6D01, AC9ADA6P01
Kit: Day 11 phrases or fresh “arrive/leave” idea. 0–2: Recall a safe personal movement range. 2–4: Select a repeat or contrast device. 4–10: Practise twice, make one purposeful change in timing, and perform for a consenting partner or teacher; audience describes what changed. 10–12: Staff notes technical control observed, not assumed from a drawing. Routes: standing; seated/wheeled; hand/face gesture phrase. Next/home: show a phrase only if learner wishes; otherwise describe it.
Day 13 · Drama: the missing key · AC9ADR6E01, AC9ADR6C01
Kit: invented scene: two people want the same locked supply box before a fair. 0–2: Read situation. 2–4: Choose characters with different goals and one respectful boundary. 4–10: Improvise a 30-second scene with a turning point; replay after changing one line to shift tension. 10–12: Check: Ask where the dramatic action changed; teacher observes enacted role choices. Routes: act; puppets; voiced narration with a partner moving figures. Next/home: tell a 3-line invented dilemma with no real names.
Day 14 · Drama: rehearse a choice · AC9ADR6D01, AC9ADR6P01
Kit: fresh scene: a community event sign has two unclear directions. 0–2: Assign narrator, visitor, organiser. 2–4: Choose focus, space and voice/gesture. 4–10: Rehearse twice and perform to small willing audience; revise one cue after feedback. 10–12: Check that an actual performance occurred; a script is only preparation. Routes: speak role; use cue cards; animate a tabletop figure. Next/home: explain how one gesture could change a scene’s meaning.
Day 15 · Media Arts: make a two-frame message · AC9AMA6D01, AC9AMA6C01
Kit: paper, thick pen, optional school-approved camera; invented public-service prompt “return shared equipment.” 0–2: Name audience: Year 5 peers. 2–4: Decide what frame one makes viewers expect. 4–10: Produce two photographed/printed or drawn frames with a deliberate crop and caption; show a partner who reads the sequence, then revise one frame. No real child faces, names or logos. 10–12: Check: Record the actual paper/digital media work; a storyboard without produced frames is planning. Routes: draw; collage; camera object-only with teacher oversight. Next/home: critique a fictional two-frame message in learner copy.
Day 16 · Media Arts: sound changes the reading · AC9AMA6E01, AC9AMA6P01
Kit: Day 15 frames, two safe sounds (paper rustle, pencil tap) or printed sound words. 0–2: Show same frame with two sounds. 2–4: Predict how the audience may read each. 4–10: Present the two-frame work with one performed sound choice, then swap sounds and ask a partner what changed. If no sound can be made, produce a captioned silent version and mark audio exploration planned. 10–12: Check responsible presentation: permission, no identifying media, audience control. Routes: produce sound; use agreed playback; captioned silent production. Next/home: explain why a sound effect might mislead an audience.
Day 17 · Music: build a beat pattern · AC9AMU6D01, AC9AMU6C01
Kit: four-beat grid, pencil, quiet body/table sound; arts card. 0–2: Teacher performs tap – rest – tap tap or plays the optional original four-beat cue with its text/visual alternative. 2–4: Learner predicts how moving the rest changes feel. 4–10: Create an original four-beat pattern using sound and silence, notate with marks, perform twice at a comfortable level, and ask a partner to echo. 10–12: Check whether notation matches heard pattern; a written grid alone is not aural evidence. Routes: tap; vocalise; operate a quiet assistive sound source. Next/home: teach a willing person the pattern; listening-only is okay at home.
Day 18 · Music: vary expression · AC9AMU6E01, AC9AMU6P01
Kit: Day 17 pattern or fresh four-beat motif. 0–2: Listen to teacher’s slow/fast versions. 2–4: Choose tempo or loudness change, within comfortable sound levels. 4–10: Rehearse and perform two versions; partner names the audible difference and possible effect, maker says intended effect. 10–12: Staff records actual sound/performance; written adjectives are planning only. Routes: voice; object sound; accessible digital instrument already approved. Next/home: notice how a song’s pace affects your own attention; no copyrighted recording copied.
Day 19 · Visual Arts: one material, two marks · AC9AVA6D01, AC9AVA6C01
Kit: recycled paper, graphite and torn-paper scraps; no blades. 0–2: Teacher shows a heavy mark and a light mark on own sheet. 2–4: Choose idea “busy/quiet” or learner’s own non-personal idea. 4–10: Make a small original artwork combining two mark textures and a deliberate space; document one trial mark, then revise. 10–12: Check: Learner points to a visual decision and how it changes meaning; keep actual work as evidence. Routes: draw; tear/collage; direct a partner’s mark placement with consent. Next/home: find a texture in packaging and describe it, no copying an artwork.
Day 20 · Visual Arts: select and present · AC9AVA6C01, AC9AVA6P01
Kit: Day 19 work plus one new scrap border. 0–2: Name intended viewer: classmate, family or self. 2–4: Choose display orientation and title, or “untitled.” 4–10: Adjust one part, mount temporarily, present to a willing audience, and invite an observation rather than judgement; learner states material/process/idea. 10–12: Complete Arts Check B; teacher notes actual work and presentation separately. Routes: physical display; tactile description; private one-to-one presentation. Next/home: offer to display at home only if learner wants it.
Evidence boundary
Arts Check A on Day 15 and Check B on Day 20 assess interpretation and process vocabulary. They do not replace observation of dance, drama, media creation/presentation, music or visual art. Record observed, work seen, or plan only on the observation card. A learner can access the ideas through a different modality while the evidence claim stays truthful.