Music for Learning: Unit 4 Year 1 & 2 - Rehearsing for Performance

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 or three-note song with confidence in a group, matching pitch, beat and rhythm.
Follow coloured rhythmatic 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.
Listen to and clap back simple ostinato patterns.
Use one and two sounds on one beat to clap their name in a song or ostinato pattern.
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 and listening skills.
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, listening and 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).

Music for Learning

Teaching resources

Lesson Objectives

Success Criteria

I Do

We Do

You Do

Edit: Peer Feedback

Effective Feedback

Reflect

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