Consultation feedback on the Dance curriculum reflects a subject with genuine promise, but respondents identified consistent concerns across structure, progression, prescription, and resourcing.
Concept valued but coherence across Years 11–13 questioned
Sequencing does not consistently demonstrate a clear developmental pathway
Over-prescribed content limiting teacher agency and authentic learning
Significant concerns about accessibility, flexibility, and equitable access
Purpose
The New Zealand Curriculum Dance (Years 11–13) develops students' ability to connect, create, respond, and perform through dance. Students build knowledge of choreography, performance, and dance contexts while learning how movement communicates meaning, identity, culture, and place. The curriculum emphasises Aotearoa New Zealand perspectives, including Māori and Pacific influences, alongside international dance practices.
Students develop understanding in three interconnected areas:
The pathways visual is considered helpful for students when choosing subjects. However, feedback suggests the pathways concept is useful in principle but raises questions about whether the pathway is sufficiently clear and coherent across Years 11–13.
Respondents generally agreed that the strands are appropriate for Dance, particularly choreography and performance. However, concerns were raised about the quality and coherence of the associated knowledge and practice statements.
Choreography and performance strands were broadly supported as relevant to the discipline.
Knowledge and practice statements are unevenly developed — too much and disconnected.
Choreography content lacks depth at the senior level, which is a significant concern for Years 12 and 13
Some prescribed content does not reflect authentic dance practice or progression in real learning contexts
Some Year 11 knowledge content appears more closely aligned with Health and Physical Education than with a knowledge-rich Dance curriculum
There was general agreement that the overall subject description aligns with the knowledge and practice statements, but respondents identified notable issues with clarity, language, and framing.
Some descriptions are verbose and unclear.
Emphasis on prescribed content rather than the broader purpose and value of dance education
Lack of clarity in key concepts and terminology throughout the subject description
Greater recognition needed of creativity, collaboration, resilience, critical thinking, and problem-solving
This was an area of significant concern. While some content was considered appropriate, several respondents felt the curriculum is neither manageable nor appropriately differentiated across Years 11–13. Teachers may be forced to cover content superficially, limiting opportunities for deep learning and meaningful engagement with key concepts
Too much content for the available teaching time — curriculum is not considered manageable
Choreographic concepts perceived as too simple for senior students, particularly at Years 12 and 13
Some knowledge statements viewed as overly complex.
Insufficient differentiation of expectations across Years 11, 12, and 13
Progression was one of the strongest themes raised in the feedback. Respondents felt the sequencing does not consistently demonstrate a clear developmental pathway across Years 11–13.
Content appears siloed rather than building progressively across years.
Significant Māori concepts appear in Year 11 but are not revisited or deepened in later years
No clear evidence of increasing complexity in choreography and dance analysis across year levels
The prescribed sequence does not align with how many schools currently organise dance programmes and may limit the ability to build learning responsively.
Respondents expressed significant concerns about whether the curriculum is genuinely inclusive and accessible for all students.
High levels of prescription limiting teacher responsiveness to local contexts and student interests
Reduced flexibility for schools offering combined-level classes creates equity concerns
Concerns about equitable access to prescribed dance works and supporting resources across schools
Risk of tokenistic implementation of Māori knowledge without substantial professional learning and culturally appropriate resources
Several areas were identified as missing, underdeveloped, or requiring clarification in the current knowledge and practice statements.
Greater emphasis needed on choreographic intent, devices, and advanced compositional skills
Recognition of the transferable skills students develop through dance
Inclusion of international dance works and traditions alongside Aotearoa New Zealand examples
Greater flexibility around genre selection rather than prescribed styles
Practical guidance, exemplar units, assessment support, and teaching resource
Consideration of how this will work in multi-level classes.
Clearer guidance on how to integrate the knowledge and practices.
Respondents recognised genuine strengths in the clearer identification of dance concepts and strands, but dominant concerns point to systemic issues that require attention before the curriculum is finalised.
Dance Curriculum – Phase 5 Feedback Summary