The following describes each aspect of the curriculum guide:
Introduction: This is a general introduction to the dance strand.
Yearly Overview Chart: This chart briefly describes the four units and visually displays how the three components are integrated in each unit.
Foundational Objectives Developmental Chart: This chart shows the scope and sequence of dance from grade six to grade eight.
The Foundational Objectives: The foundational objectives describe the required content of the grade. Each foundational objective includes an explanatory paragraph and a list of some learning objectives that reflect the intent of the foundational objective. Guided by the information contained in the explanatory paragraph, the teacher may derive other learning objectives that also reflect the intent of the foundational objective. Detailed criteria for evaluation are also included.
Instructional Guidelines: Instructional guidelines are general instructions to the teacher. They apply throughout the year.
Planning from the Dance Curriculum Guide: This section is intended to assist teachers in planning dance units. A step-by- step process for planning dance-making lessons is described and the parts of the lesson are outlined. Tips for teaching the dance- making lesson are also included.
Accompaniment: Two methods of accompaniment (use of percussion instruments and music) are discussed.
Dance, Societies and Cultures: Information is provided on how to plan activities exploring the dance of various societies and cultures. Included are suggestions for teaching specific or set dances.
Working with a Choreographer: Information is provided to help students to work with a guest choreographer or to work as choreographers themselves with other students.
Responding to Dance Presentations: This seven-step process is intended to help teachers guide students in responding to dance presentations. Included in this section is information on adapting the process for discussion of student work.
Model Unit: This model unit is a description of connected lessons for Unit One of grade seven dance. The model outlines activities, instructional methods and learning objectives, and shows the integration of the three components and the Common Essential Learnings. Although the unit is written for grade seven students, the methods illustrated in the model apply at grades six, seven and eight.
Unit Overviews: The unit overviews display, at a glance, information about the units. Included in each unit overview are statements about the unit's purpose, the time frame, the foundational objectives, vocabulary, concepts, resources, instructional approaches and assessment strategies. The unit headings and their explanations reflect the scope of the dance curriculum for the year. They provide broad contexts under which teachers may develop their own themes to meet the needs of the students and their communities more specifically.
Suggested Activities: Following the unit overviews, suggested activities appear. The activities are not in themselves lesson plans. Rather, they are ideas teachers might use as starting points for their planning. They may be adapted to integrate with other subject areas.
Teacher Information Boxes: Teacher information boxes appear frequently on the suggested activities pages. These contain tips or additional information that might help the teacher with suggested activities.
Indian, Métis and Inuit Content: Suggestions are provided throughout the activities in the curriculum for the integration of Indian, Métis and Inuit content.
Appendix A: The Elements of Dance: Appendix A outlines the five elements of dance identified in the curriculum in relationship to middle years students. Listed in alphabetical order, the elements are as follows: actions, body, dynamics, space and relationships.
Appendix B: Motif Description: This appendix briefly explains Motif Description and displays a selection of motif symbols.
Glossary: A glossary is included at the end of the dance curriculum. The glossary contains very basic definitions of terms. If more information is needed, the teacher should refer to resource books on dance.