Music for Learning

Unit 3: Music in the World – Music is All Around Me
Foundation Year 


Unit 3: Music in the World – Music is All Around Me – Foundation Year is a Music unit for Foundation Year students. It aligns to the Australian Curriculum Content Description:
  • Explore how and why the arts are important for people and communities (AC9AMUFE01).
Lesson Objectives
In weeks 1-10, students learn:
  • that music is a special kind of sound that is used for singing, playing and dancing together
  • that making music is for everyone
  • that there are many cultures all around the world
  • that every culture has its own musical traditions
  • it is okay to feel many different emotions while listening to or playing music
  • music can help us express our emotions, share emotions and manage difficult feelings
  • music happens in every house
  • every house has different music in it and is an expression of a family’s culture and choices
  • every community has its own musical tradition
  • music reflects community values and expresses these to each other and the world
  • music is important to celebrations
  • examples of where music is used to celebrate parts of their own lives
  • music is used to teach and learn – for example, in learning the alphabet and remembering important facts
  • examples of songs that teach us things
  • music is used to teach and learn health messages, like washing hands
  • a song about hand-washing
  • that they are born with the capacity to make and enjoy music
  • about the ways they might enjoy music throughout their own lives, in school and beyond
  • to sing the song Obwisana
  • to move and clap to the song Obwisana
  • to sing Charlie Over the Ocean
  • to play percussion to Charlie Over the Ocean
  • to sing Charlie Over the Ocean as a round. 
Success Criteria
  • Explain how music can be used for singing, playing and dancing.
  • Explain that every culture has its own musical traditions.
  • Sing, play and dance along with songs from different cultures.
  • Sing and play songs with different emotions.
  • Explain how a song makes you feel happy, sad, scared or excited.
  • Express an emotion through dancing to music.
  • Talk about the music played and listened to in their house.
  • Talk about who listens to and plays different music in their house.
  • Say what music you like to play and listen to in their house.
  • Provide examples of music in their community and how it expresses their culture.
  • Talk about the music in their community that helps them to celebrate.
  • Explain how songs that have messages.
  • List an example of a song that can be used for learning.
  • Sing a song used for learning.
  • Talk about and learn to sing songs that have healthy messages.
  • Talk about and share some music they like and music they have made.
  • Sing, move and clap to four songs.
  • Sing and play untuned percussion with a song.
  • Sing a simple call and response song together. 
Continuous Assessments
Continuous assessments are used to ascertain if the knowledge recently taught has been understood by the student. These include oral tasks administered to individual students or written tasks administered to the whole class for an entire lesson. Written tasks are completed in the Student Workbook.

Progress Test
A progress test in week five is used to assess whether the knowledge over the past half a term or five weeks has been mastered and retained by the student.

End-of-Unit Assessment
The end-of-unit assessment occurs at the end of the unit in week ten and consists of a series of marked questions to assess understanding of the material taught in the previous ten weeks and provides an opportunity for students to demonstrate their understanding of the unit. Teachers assess students’ work using a Guide to Making Judgements (GTMJ). 

Lesson Objectives

Success Criteria

I Do

We Do

You Do

Edit: Peer Feedback

Effective Feedback


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