Music for Learning F-6

Foundation Year Unit 1: Music Is All Around Me is a Music unit for Foundation Year students. It aligns to the Australian Curriculum Content Description:  

• AC9AMUFE01 – explore how and why the arts are important for people and communities. 
• AC9AMUFD01 – use play, arts knowledge, processes and/or skills to discover possibilities and develop ideas. 
• AC9AMUFC01 – create arts works that communicate ideas. 
• AC9AMUFP01 – share their arts works with audiences. 

In Weeks 1-9, students: 

• Learn five good listening behaviours​ 
• Learn about high sounds and low sounds​ 
• Sing together and sing after me 
• Learn the difference between high and low sounds​ 
• Learn the difference between music and noise 
• Learn that music has a beat​ 
• Learn the difference between speaking voice and singing voice 
• Learn the four types of voices: singing, speaking, whispering and shouting 
• Learn about long and short sounds​ 
• Learn about ta and titi 
• Learn about loud and soft sounds​ 
• Learn why music is made 
• Read high sounds and low sounds​ 
• Write rhythm​ 
• Play loud sounds and soft sounds 
• Show how well you understand ta and titi​ 
• Show how well you understand high and low sounds​ 
• Sing for your teacher   
• Learn the three ways we make music  
• Learn how to march and skip to a beat 
• Learn the difference between slow and fast sounds.

End-of-Unit Assessment 

The End-of-Unit Assessment occurs at the end of the unit and usually includes a performing, composing or responding task. Composing tasks are usually completed progressively throughout the unit, and assessed at the end. All assessment resources are contained within the teaching resources.  

Year 1 Unit 1: Gallop-a-trot is a Music unit for Year 1 students. It aligns to the Australian Curriculum Content Description:  

• AC9AMU2E01 – explore where, why and how people across cultures, communities and/or other contexts experience music. 
• AC9AMU2E02 – explore examples of music composed and/or performance by First Nations Australians. 
• AC9AMU2D01 – developing listening skills and skills for singing and playing instruments. 
• AC9AMU2C01 – select and combine elements of music when composing and practising music for performance. 

In Weeks 1-9, students: 

• Remember the things you already know about music​ 
• Practise singing together​ 
• Write music notes 
• Learn that pitch can be high or low​ 
• Sing in tune individually and with others 
• Recognise ta and titi by reading and listening​ 
• Write rhythms​ 
• Sing in tune with a steady beat 
• Learn about za​ 
• Compose your own music 
• Recognise ta, titi and za​ 
• Learn about la 
• Write so mi and la​ 
• Learn about marching and skipping beats 
• Demonstrate what you have learnt this term​ 
• Try your best​ 
• Experiment using a digital music program 
• Sing with your best singing voice. 

End-of-Unit Assessment 

The End-of-Unit Assessment occurs at the end of the unit and usually includes a performing, composing or responding task. Composing tasks are usually completed progressively throughout the unit, and assessed at the end. All assessment resources are contained within the teaching resources. 

Overview

Text structure and Organisation

• Understand how texts are made cohesive through language features, including word associations, synonyms, and antonyms (ACELA1464).
• Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465).

Expressing and Developing Ideas

• Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (ACELA1467).
• Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468).

Phonics and Word Knowledge

• Build morphemic word families using knowledge of prefixes and suffixes (ACELA1472).

Note: Information on this page is subject to change as this program is currently being updated to align with version 9.0 of the Australian Curriculum. GGSA will release an updated version in early 2024.

In Lessons 1 to 10, students learn to:

• Write, edit and improve simple sentences using pronouns.
• Write, edit and improve simple sentences using proper nouns.
• Write, edit and improve compound sentences (and).
• Write, edit and improve compound sentences (but).
• Write, edit and improve compound sentences (because).
• Write, edit and improve a compound sentence (so).
• Write, edit and improve a sentence using comparative adjectives.
• Write, edit and improve a sentence using a superlative adjective.

Progress test

Progress tests are conducted after Lesson 5. They allow teachers to monitor student understanding of the concepts taught over the past five lessons and to identify where reteaching is needed.
The Teaching Guide contains the progress test script and there is a handout for students to write their answers on.

End-of-unit assessment
Week 10 is the end-of-unit assessment, which has the same variety of question formats as the progress tests (e.g. multiple choice, filling in blanks/punctuation, editing, constructing, and improving sentences) to assess student mastery of sentence level writing development from the unit.

The Teaching Guide contains the testing questions and the end-of-unit assessment handout for students to write their answers on.

Year 3 Unit 1: Out of This World is a Music unit for Year 3 students. It aligns to the Australian Curriculum Content Description:  

• AC9AMU4E01 – explore where, why and how music is composed and/or performed across cultures, times places and/or other contexts. 
• AC9AMU4E02 – explore how First Nations Australians use music to communicate their connection to and responsibility for Country/Place. 
• AC9AMU4D01 – develop listening skills and skills manipulating elements of music when singing and playing instruments. 
• AC9AMU4C01 – manipulate elements of music to communicate ides, perspectives and/or meaning when composing and practising for performance. 
• AC9AMU4P01 – sing and play music they have learnt and/or composed in informal settings. 

In Weeks 1-9, students learn: 

• To sing together in tune ​ 
• To notate the rhythm and solfa of a song 
• Melodies can be high or low 
• To write d, r and m on the treble stave 
• To draw a treble clef ​ 
• The names of the notes on the treble stave 
• To describe how music can tell a story​ 
• A new rhythm: ta-a 
• To apply musical elements to a piece of music​ 
• To convert sol-fa to letter names on the treble stave 
• To analyse a First Nation’s piece of music 
• To notate a known song on the treble stave 
• To prepare for your assessment and performance 
• To present Swing a Lady Uptom for assessment​
• To demonstrate understanding of musical elements​ 
• To complete their music assessment 
• To compare the musical elements in two pieces of music. 

End-of-Unit Assessment 

The End-of-Unit Assessment occurs at the end of the unit and usually includes a performing, composing or responding task. Composing tasks are usually completed progressively throughout the unit, and assessed at the end. All assessment resources are contained within the teaching resources. 

Year 4 Unit 1: Pictures at an Exhibition is a Music unit for Year 4 students. It aligns to the Australian Curriculum V9.0 Content Description:  

• AC9AMU4E01 – explore where, why and how music is composed and/or performed across cultures, times places and/or other contexts. 
• AC9AMU4E02 – explore how First Nations Australians use music to communicate their connection to and responsibility for Country/Place. 
• AC9AMU4D01 – develop listening skills and skills manipulating elements of music when singing and playing instruments. 
• AC9AMU4C01 – manipulate elements of music to communicate ides, perspectives and/or meaning when composing and practising for performance. 
• AC9AMU4P01 – sing and play music they have learnt and/or composed in informal settings. 

In Weeks 1-9, students learn: 

• l, and its placement in a scale ladder​ 
• To sing a song with a new note. 
• To sing a new song called “Paint Me A Song”​ 
• About the music element, structure. 
• To examine how composers can create certain moods with music​ 
• To respond to a piece of music with art 
• To sing part of a new song called “Wallaby a Hopping”​ 
• The difference between melody and harmony 
• To identify the relationship between l, and d​ 
• To graphically notate a song using l, and d 
• To sing part of a new song called ‘Wallaby a Hopping’​ 
• How a melodic ostinato works 
• To define timbre​ 
• To describe the unique sounds of instruments​ 
• To explore how music can show the meaning of art 
• To do actions to Paint Me a Song​ 
• How to sing in tune in two parts 
• To practise singing in unison with movement​ 
• The difference between a rhythmic and melodic ostinato​ 
• How to sing in tune in three parts 
• To recognise the rhythm and pitch of ‘Bluebird’ when you hear it and when you see it​ 
• To sing Wallaby a Hopping in solfa​ 
• The difference between unison and singing in parts 
• To compose music to represent a work of art​ 
• To evaluate their own composition​ 
• How to present a music performance 
• To demonstrate an understanding of how music can represent a work of art​ 
• To present an oral presentation 
• To perform for an audience 
• To recall pitch and duration concepts covered in this unit​ 
• To work in a team with your peers​ 
• To revise all the concepts we have learnt about during this unit. 

End-of-Unit Assessment 

The End-of-Unit Assessment occurs at the end of the unit and usually includes a performing, composing or responding task. Composing tasks are usually completed progressively throughout the unit, and assessed at the end. All assessment resources are contained within the teaching resources. 

Year 5 Unit 1: The Science of Music is a Music unit for Year 5 students. It aligns to the Australian Curriculum Content Description:  

• AC9AMU6E01 – explore the ways that the elements of music are combined in music across cultures, times, places and/or other contexts 
• AC9AMU6E02 – explore ways First Nations Australians use music to continue and revitalise culture  
• AC9AMU6D01 – develop listening/aural skills and skills for manipulating elements of music to achieve expressive effects when composition, singing, and playing instruments. 
• AC9AMU6C01 – manipulate elements of music and use compositional devices to communicate ideas, perspectives and/or meaning when composing and practising music for performance, and notate, document and/or record the music they compose. 
• AC9AMU6P01 – perform music in a range of forms they have learnt and/or composed in informal and/or formal settings. 

In Weeks 1-9, students learn: 

• To discover how our bodies make sound ​ 
• To recognise an anacrusis​ 
• To recognise the note “fa” 
• To sing two new songs in unison and in harmony​ 
• To use aural skills to memorise and reproduce melodic phrases 
• That a vibrating object creates sound waves​ 
• The faster the soundwave, the higher the pitch 
• To recognise the difference between a rhythmic ostinato and a melodic ostinato​ 
• To memorise and sing songs using a specific form 
• That the speed of soundwaves determines the pitch of the sound we hear​ 
• To identify and count an anacrusis 
• The terms ostinato, round and harmony​ 
• To use aural skills to memorise and perform a new song with confidence 
• Titi can be broken down into tikatika​ 
• Titi and tikatika can be combined to make ti-tika and tika-ti​ 
• To develop an understanding of the anacrusis 
• To apply knowledge of breath support to sing a new song in unison and harmony​ 
• To compose and perform a rhythmic ostinato for a known song 
• To locate and perform tikatika and ti-tika in a song​ 
• How sound travels to our ears 
• To understand and perform a descant​ 
• To use aural skills and sing in multiple elements of harmony 
• To apply the science of music to the instruments of First Nations Peoples​ 
• To categorise instruments according to how they make sound 
• To perform known songs with increasing complexity​ 
• To devise movement to represent meaning in a song 
• A range of rhythmic concepts​ 
• To demonstrate an understanding of the science of music​ 
• To practise a round to perform for an audience of peers 
• To rehearse songs in preparation for an upcoming public performance​ 
• Proper performance presence 
• A range of rhythmic concepts​ 
• To demonstrate an understanding of sol-fa​ 
• To perform a round for an audience of peers 
• To perform songs for an audience of peers, teachers, and parents​ 
• To identify steady beat and rhythm​ 
• To explain the difference between rhythm and steady beat. 

End-of-Unit Assessment 

The End-of-Unit Assessment occurs at the end of the unit and usually includes a performing, composing or responding task. Composing tasks are usually completed progressively throughout the unit, and assessed at the end. All assessment resources are contained within the teaching resources. 

Year 6 Unit 1: Music at the Movies is a Music unit for Year 6 students. It aligns to the Australian Curriculum Content Description:  

• AC9AMU6E01 – explore the ways that the elements of music are combined in music across cultures, times, places and/or other contexts 
• AC9AMU6E02 – explore ways First Nations Australians use music to continue and revitalise culture  
• AC9AMU6D01 – develop listening/aural skills and skills for manipulating elements of music to achieve expressive effects when composing, singing, and playing instruments. 
• AC9AMU6C01 – manipulate elements of music and use compositional devices to communicate ideas, perspectives and/or meaning when composing and practising music for performance, and notate, document and/or record the music they compose. 
• AC9AMU6P01 – perform music in a range of forms they have learnt and/or composed in informal and/or formal settings. 

In Weeks 1-9, students learn: 

• How our bodies make sound ​ 
• To recognise an anacrusis​ 
• To recognise the note “fa” 
• To sing two new songs in unison and in harmony​ 
• To use aural skills to memorise and reproduce melodic phrases 
• That a vibrating object creates sound waves​ 
• The faster the soundwave, the higher the pitch 
• To recognise the difference between a rhythmic ostinato and a melodic ostinato​ 
• To memorise and sing songs using a specific form 
• That the speed of soundwaves determines the pitch of the sound we hear​ 
• To identify and count an anacrusis 
• The terms ostinato, round and harmony​ 
• To use aural skills to memorise and perform a new song with confidence 
• Titi can be broken down into tikatika​ 
• Titi and tikatika can be combined to make ti-tika and tika-ti​ 
• An understanding of the anacrusis 
• To apply knowledge of breath support to sing a new song in unison and harmony​ 
• To compose and perform a rhythmic ostinato for a known song 
• To locate and perform tikatika and ti-tika in a song​ 
• How sound travels to our ears 
• To understand and perform a descant​ 
• To use aural skills and sing in multiple elements of harmony 
• To apply the science of music to the instruments of First Nations Peoples​ 
• To categorise instruments according to how they make sound 
• To perform known songs with increasing complexity​ 
• To devise movement to represent meaning in a song 
• To demonstrate an understanding of a range of rhythmic concepts​ 
• To demonstrate an understanding of sol-fa​ 
• To demonstrate an understanding of the science of music​ 
• To practise a round to perform for an audience of your peers 
• To rehearse songs in preparation for an upcoming public performance​ 
• To demonstrate proper performance presence 
• To demonstrate an understanding of a range of rhythmic concepts​ 
• To demonstrate an understanding of the science of music​ 
• To perform a round for an audience of your peers 
• To perform songs for an audience of peers, teachers, and parents​ 
• To demonstrate proper performance presence 
• To identify steady beat and rhythm​ 
• To explain the difference between rhythm and steady beat. 

End-of-Unit Assessment 

The End-of-Unit Assessment occurs at the end of the unit and usually includes a performing, composing or responding task. Composing tasks are usually completed progressively throughout the unit, and assessed at the end. All assessment resources are contained within the teaching resources.