Music for Learning
In weeks 1-10, students learn:
- to sing a new greeting song with classmates
- to sing a simple two-note song, using Mi and So on the solfege scale
- to learn body positions for Mi and So on the solfege scale
- to perform the Mi and So body positions while singing a two-note song
- to keep the beat while speaking and singing a two-note song
- to recognise pictures that represent beat
- to recognise pictures that represent simple one- and two-beat rhythms
- to understand that names have syllables that make up a rhythm
- to use So and Mi to write a simple two-note composition.
- to identify the number of syllables in their own names.
- to show (with objects) how many sounds are in their names.
- to add their own name to a simple song
- to sing a song at different speeds.
- how different speeds affect the feeling of a song.
- to sing a song using different dynamics.
- how different speeds affect the feeling of a song.
- to write a short composition up to four notes in duration
- how to make choices about pitch, dynamics and speed when composing a song
- to present their short composition to peers and explain their choices
- to be good listeners for their classmates’ performances
- how to ask questions about another person’s composition.
- to sing, play and perform short melodies using the notes Mi and So and using body solfege, body percussion and non-tuned percussion instruments.
- to be ready to perform.
- to play a two-note song on the glockenspiel.
- to perform a two-note song for their peers, families, and community
- to learn and perform a Christmas carol for their peers, families, and community
- sing a simple two-note song with confidence in a group, matching pitch, beat and rhythm
- follow coloured symbols to learn, sing and play songs
- explain how many syllables in their name and represent with objects and symbols
- clap and say the syllables in their name
- play the syllables in their name on untuned percussion
- use the notes So and Mi to write a simple melody
- use the notes So and Mi to write notes for their name in a song
- sing a song in which they have added their name with a melody
- sing songs using the body positions for So and Mi
- play a two-note song on a xylophone or glockenspiel in a group, matching pitch, beat and rhythm
- prepare for a performance for peers and community
- demonstrate good performing behaviours
- sing a song as part of a group for an audience of peers and community
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).
Recommended Units
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