Glen Waverley Primary School Specialist Newsletter

Mind, Body, Us (MBU)

We’re thrilled to be moving, grooving, and expressing ourselves in Term Three as part of our whole-school Mind, Body and Us (MBU) focus on Dance and Movement. Across all year levels, students will be exploring how movement can communicate feelings, stories, culture, and identity. From using simple shapes and actions to express emotions in Prep, to exploring gesture and symbolism in storytelling in the middle years, and creating powerful, theme-based group performances in the senior years—every student is developing confidence, creativity, and collaboration through dance. By learning about a range of dance styles, including Aboriginal and Torres Strait Islander traditions, students are building cultural understanding and finding new ways to connect with themselves and others. With an emphasis on respectful performance, group work, and reflection, Term Three is full of energy, expression, and meaningful movement. 

 

Prep 

In Term Three, Prep students explore how to express emotions, stories, and ideas using movement in Mind, Body and Us. They learn about why people dance in different cultures and experiment with body shapes and actions to show how they feel. Through guided storytelling, they create simple group dances and practise moving safely through space and with props. Students enjoy sharing their dances with others and reflecting on the feelings and stories they bring to life.

 

Curriculum Links: 

  • Create a dance that communicates an idea VC2ADAFC01. 
  • Explore how and why dance is important for people and communities VC2ADAFE01. 
  • Explore ideas for dance through purposeful play VC2ADAFE02. 
  • Use play and imagination to discover possibilities in dance VC2ADAFD01. 
  • Share their dance with audiences VC2ADAFP01. 
  • Practise fundamental movement skills in active play and minor games, in indoor, outdoor and aquatic settings VC2HPFM01. 
  • Explore different ways of moving their body safely when manipulating objects and moving through space VC2HPFM02.

Key Vocabulary: movement, feelings, storytelling, space, body shapes 

 

 

Year 1 

In Term Three, the Year One students discover how dance is part of their lives and the world around them. They explore community dances—including Aboriginal and Torres Strait Islander styles—and discuss how movement can express emotions and share stories. Using elements such as shape, level, and energy, they create short dances inspired by themes like friendship or weather. They practise performing safely, refine their ideas with feedback, and proudly share their creations with classmates. 

 

Curriculum Links: 

  • Explore where, when, why and how communities and cultures make dance, including dances by Aboriginal and Torres Strait Islander Peoples VC2ADA2E01. 
  • Develop practices for creating and presenting using the elements of dance and the awareness of safe dance practices VC2ADA2D01. 
  • Create dance works that use physical and expressive skills to communicate ideas VC2ADA2C01. 
  • Present and share dance works that communicate ideas to an audience in informal settings VC2ADA2P01. 

Key Vocabulary: level, shape, energy, community, emotions 

 

Year 2

In Term Three, the Year Two students will be bringing stories to life through dance in Mind, Body and Us. Students explore how gesture, space, and symbolism help Aboriginal and Torres Strait Islander Peoples share meaning through movement. Inspired by this, they develop imaginative dances of their own using repetition, contrast, and clear character roles. Through group work and feedback, they refine their performances and reflect on the stories they have told with their bodies. 

 

Curriculum Links: 

  • Explore where, when, why and how communities and cultures make dance, including dances by Aboriginal and Torres Strait Islander Peoples VC2ADA2E01. 
  • Develop practices for creating and presenting using the elements of dance and the awareness of safe dance practices VC2ADA2D01. 
  • Create dance works that use physical and expressive skills to communicate ideas VC2ADA2C01. 
  • Present and share dance works that communicate ideas to an audience in informal settings VC2ADA2P01. 

Key Vocabulary: gesture, symbolism, repetition, contrast, storytelling 

 

Year 3

In Term Three,  the Year Three students will be exploring how dance communicates ideas and feelings across different cultures and settings. They investigate the reasons people dance and experiment with choreographic elements like space, time, and energy. Using techniques such as repetition and canon, they develop dances that tell short stories or express emotions. Performances are refined through rehearsal and reflection, helping students connect more deeply with their audience. 

 

Curriculum Links: 

  • Present and share dance works they have learnt or created to an audience in formal and informal settings VC2ADA4P01. 
  • Explore the work of dance makers across cultures, communities and contexts including Aboriginal and Torres Strait Islander Peoples and their connection to and responsibility for Country and Place VC2ADA4E02. 
  • Explore where, when, why and how dance is created and performed across cultures, times, places and other contexts VC2ADA4E01. 
  • Develop their practice by using the elements of dance, physical skills and safe dance practices to explore ideas and convey intended meaning VC2ADA4D01. 

 

Key Vocabulary: canon, energy, space, time, choreography 

 

Year 4

In Term Three, Year Four students will explore dance as a form of personal and cultural expression and investigate how movement can communicate messages and stories. They respond to visual prompts and study how Aboriginal and Torres Strait Islander dance reflects connection to Country. Students collaborate to create structured group dances, focusing on chosen themes, and thoughtfully prepare for performance through rehearsal and feedback. 

 

Curriculum Links: 

  • Improvise and devise using a range of dance movements and structures to communicate ideas, perspectives and meaning VC2ADA4C01. 
  • Explore the work of dance makers across cultures, communities and contexts including Aboriginal and Torres Strait Islander Peoples and their connection to and responsibility for Country and Place VC2ADA4E02. 
  • Develop their practice by using the elements of dance, physical skills and safe dance practices to explore ideas and convey intended meaning VC2ADA4D01. 
  • Explore where, when, why and how dance is created and performed across cultures, times, places and other contexts VC2ADA4E01. 

Key Vocabulary: connection, visual prompt, collaboration, structure, theme 

 

Year 5

Creative expression takes centre stage for Year Five in Term Three, as students use dance to communicate emotions, ideas, and cultural stories. They draw inspiration from personal experiences and Aboriginal and Torres Strait Islander performances, using the elements of dance to develop meaningful choreography. With a focus on collaboration and rehearsal, students choreograph and perform dances that share important messages with their audience. 

 

Curriculum Links: 

  • Explore ways movement and dance can be used to communicate ideas, perspectives and meaning, drawing on dance works from a range of contexts including from Aboriginal and Torres Strait Islander artists VC2ADA6E01. 
  • Develop dances using the elements of dance and choreographic processes to communicate ideas and meaning while applying safe dance practices VC2ADA6D01. 
  • Rehearse and present dances using the elements of dance, choreographic processes and physical skills to engage with and construct meaning for an audience VC2ADA6P01. 

Key Vocabulary: inspiration, message, collaboration, rehearsal, expression 

 

 

Year 6 

In Term Three, in Mind, Body and Us, our Year Six students will be exploring how dance can be used to express emotions, tell stories, and share cultural messages. They are learning about the elements of dance and creating their own unique movement sequences. Students are responding thoughtfully to First Nations performances by developing respectful choreography and gaining a deeper appreciation of cultural expression. They are also discovering a range of global dance styles and working together to choreograph group dances that communicate meaningful themes to an audience. 

Curriculum Links: 

  • Rehearse and present dances using the elements of dance, choreographic processes and physical skills to engage with and construct meaning for an audience VC2ADA6P01. 
  • Explore ways Aboriginal and Torres Strait Islander Peoples use dance to continue and revitalise cultures VC2ADA6E02. 
  • Create movement sequences that manipulate the elements of dance, and use choreographic processes, physical skill and safe dance practices to tell stories and express ideas VC2ADA6C01. 
  • Investigate ways the elements of dance and the conventions of dance styles are used to communicate ideas, perspectives and meaning in dances created and performed across contexts and cultures VC2ADA8E01. 

Key Vocabulary: choreography, cultural expression, movement sequences, respectful, theme 

How can you support your child’s MBU learning at home?   

  • Yoga for Kids: Use simple poses (cat/cow, tree pose) and focus on breathing and how their body feels.
  • Play music and have them dance freely.
  • Pause the music suddenly: they must freeze and take a deep breath, noticing how their body feels in that moment.