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. 

Year Foundation Lesson 1 Series: 

Students will: 

• know that letters, numbers, signs and music notes are all symbols used for reading 
• learn to sing s and m in tune 
• learn to show the correct body ladder positions for s and m 
• learn to notate the rhythm of ‘Rain, Rain’ and ‘Snail, Snail’ 
• learn to tap the beat and clap the rhythm 
• recognise the rhythm of their own name 
• learn to compose a rhythm using ta and titi 
• match simple words to ta and titi 
• use their speaking voice to memorise and respond to a rhyme 
• know the ways music can tell a story about the weather 
• make a rain stick and perform a weather soundscape 

Year Foundation Lesson 2 Series: 

Students will: 

• learn to sing songs about the weather in tune 
• show the shape of melodies in the air 
• compose and perform a rhythm using body percussion 

• demonstrate a strong beat when singing and performing 
• learn how to sing in different groups in a choir formation 
• learn and show good behaviours for performing 
• learn how to rehearse for a performance 

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. 

Year 1 Lesson 1 Series: 

Students will: 

• notate s-m-l on the 3-line stave 
• show s-m-l with their body ladder when singing 
• understand connections between song lyrics and meaning 
• explore how the music elements can show the feeling of a particular season 
• order rhythms to match the structure of a known song 
• read and perform graphic notation 
• use body percussion patterns and actions with a partner to show the beat 
• notate the pitch and rhythm for ‘Plainsies Clapsies’ and ‘Bluebells’ 
• link learning to Science: push and pull 

Year 1 Lesson 2 Series: 

Students will: 

• sing in tune in unison and keep a steady beat 
• practice using clear diction when singing 

• compose and then perform a body percussion ostinato 
• memorise lyrics, actions and storyline to perform a cumulative song 
• know that melodies can have different high and low shapes 
• learn and show good behaviours for performing 
• learn how to rehearse for a performance 
• perform songs about nature for an audience 

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 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. 

Students will: 

• identify and sing the minor pentatonic scale 
• learn to identify and sing s, 
• sing in unison and in up to 3 parts 
• sing folksongs in words, time names and sol-fa 
• distinguish between major and minor tonalities 
• notate rhythms in simple triple and simple quadruple time  
• visually and aurally identify orchestral instruments, their family, mode of sound production and their timbre 
• create a musical structure using a known song 
• complete an aural and written assessment task 

Year 4 Lesson 2 Series 

Students will: 

• sing in unison and in a round  
• learn to recognize s, and l, when they see it and hear it 
• read and perform rhythms in simple time signatures 
• memorise, rehearse and perform ‘The Instrument Song,’ ‘The Riddle Song,’ ‘The Birch Tree’ and ‘Yonder Mountain.’ 
• be introduced to the concept of a leitmotif and how character can be represented in music 
• practice good performing behaviours 

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. 

Year 5 Lesson 1 Series: 

Students will: 

• visually and aurally identify simple time rhythms including tikatika, ti-tika and tika-ti 
• notate rhythms in simple triple time 
• introduce fa to their knowledge and understanding of sol-fa 
• revise s, and l, 
• learn the key of F Major and the function of a flat 
• devise and explain how movement and tempo can tell a story 
• analyse and evaluate ‘Moth’ by Bangarra Dance Theatre 
• learn the musical terms for tempo 
• sing in unison and in a 3 or 4-part round 
• complete a performing and presenting assessment based on the folk song, ‘Cedar Swamp’ 

Year 5 Lesson 2 Series: 

Students will: 

• learn a new rhythmic unit: tim-ka 
• notate and aurally and visually identify an anacrusis 
• memorise an American Appalachian circle dance and movement for ‘Nigun Atik’ 
• explore dances of our First Nations Peoples 
• sing and perform ‘Oh, How Lovely,’ ‘Do Se So,’ ‘Alligator Hedgehog,’ and ‘Old Joe Clark’ 
• learn to memorise and perform in different formations 

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.