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ABLEWA Stage A

Year Stage Description

In Stage A, students are exposed to music to assist them to listen to and explore sound and attend to and explore the world around them with as much independence as possible. They listen to and explore sound and experience how they can make music. They experience music as part of an audience.

Students learn to listen to music and become aware of rhythm, pitch, dynamics and expression, form and structure, timbre and texture as they explore and make music. They learn to discriminate between sounds and silence, and loud and soft sounds. They learn to move and perform with beat and tempo.

As they experience music, students are exposed to music from a range of cultures, times and locations. Music in the local community should be the initial focus for learning.

Stage A Content Descriptions

Explore and Represent Ideas

Exposure to sound and silence and ways of using voice, movement and/or instruments (VCAMUE001)

Music Practices

Experience the use of voice and/or instruments through chants, songs and rhymes (VCAMUM002)

Present and Perform

Be involved in music performances (VCAMUP003)

Respond and Interpret

React to music (VCAMUR004)

Achievement standard

By the end of Stage A, students improvise and perform music. They explore, as appropriate, the sound and feel of their voices and instruments.

Students react to music they listen to, make and perform.



ABLEWA Stage B

Year Stage Description

In Stage B, students explore music. They listen to and explore sound and how music can represent the world and that they can make music. They share their music with peers and experience music as part of an audiences.

Students learn to listen to music and experience rhythm, pitch, dynamics and expression, form and structure, timbre and texture as they explore and make music.

While music in the local community should be the initial focus for learning, students experience and are encouraged to take an interested in music from more distant locations and the curriculum provides opportunities to build on their curiosity.

Stage B Content Descriptions

Explore and Represent Ideas

Explore qualities of sounds and pitch and rhythm patterns using voice, movement, body percussion and/or instruments (VCAMUE005)

Music Practices

Use voice and/or instruments to copy a chant, song and/or rhyme (VCAMUM006)

Present and Perform

Perform music to express a given idea (VCAMUP007)

Respond and Interpret

Respond to own and others’ music (VCAMUR008)

Achievement standard

By the end Stage B, students make and perform music using voice and/or instruments.

Students communicate responses to music they listen to, create and perform.



ABLEWA Stage C

Year Stage Description

In Stage C, students explore music. They listen to and explore sound and learn about how music can represent the world and that they can make music to represent their ideas. They share their music with peers and experience music as part of an audience.

Students learn to listen to music and explore rhythm, pitch, dynamics and expression, form and structure, timbre and texture as they experience and make music. They learn to listen to and copy basic music elements, such as, playing loudly, quietly, quickly or slowly when using musical instruments.

While music in the local community should be the initial focus for learning, before exploring music from more distant locations building on student interest and curiosity.

Stage C Content Descriptions

Explore and Represent Ideas

Explore and imitate sounds and patterns using voice, movement, body percussion and/or instruments (VCAMUE009)

Music Practices

Sing, use body percussion and/or play instruments to practise chants, songs and rhymes (VCAMUM010)

Present and Perform

Perform a short piece of music they have learnt (VCAMUP011)

Respond and Interpret

Respond to music and explore why people make and listen to music (VCAMUR012)

Achievement standard

By the end of Stage C, students make and perform music.

Students communicate ideas and feelings about aspects of music they create and perform and reasons why people make and listen to music.



ABLEWA Stage D

Year Stage Description

In Stage D, students explore music. They listen to and explore sound and learn about how music can represent the world and that they can make music to represent their ideas about the world. They share their music with peers and experience music as audiences.

Students learn to listen to music and become aware of rhythm, pitch, dynamics and expression, form and structure, timbre and texture as they explore and make music. They learn to copy beat, rhythms and basic music patterns and respond to changes in rhythm and tempo when accompanying music.

While music in the local community should be the initial focus for learning, students are also aware of and interested in music from more distant locations and the curriculum provides opportunities to build on this curiosity.

Stage D Content Descriptions

Explore and Represent Ideas

Explore and imitate sounds, pitch and rhythm patterns using, voice, movement, body percussion and/or instruments (VCAMUE013)

Music Practices

Sing, use body percussion and/or play instruments to improvise patterns and practise chants, songs and rhymes (VCAMUM014)

Present and Perform

Perform a piece of music they have learnt or perform a piece of music to communicate an idea (VCAMUP015)

Respond and Interpret

Respond to music and describe features they observe, including likes and dislikes (VCAMUR016)

Achievement standard

By the end of Stage D, students compose and perform music to communicate ideas.

Students explore sounds through singing. They demonstrate rhythm skills by listening to and imitating simple musical beat and patterns. They describe the music they like and dislike.



Pre-primary year Syllabus

The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.

Year Level Description

In Pre-primary, learning in Music builds on the dispositions developed in the early years.

Students listen and respond to music through movement and play, using symbols and pictures to record and share their music ideas. They are introduced to the elements of rhythm, tempo, pitch, dynamics, form and timbre.

Students experience music as performers and audience members, engaging in improvisation to create and communicate music ideas.

As they make and respond to music, students have the opportunity to explore different places and special occasions where music is experienced.

Making

Ideas

Improvisation with voice, movement and play to explore and create music ideas (ACAMUM080)

Use of symbols, pictures and movement and relevant technology to explore and share music ideas (ACAMUM082)

Skills

Development of aural skills by exploring the elements of music, including:

  • rhythm (sound, silence; long, short; steady beat)
  • tempo (fast, slow)
  • pitch (high, low; pitch direction; distinguish between speaking and singing voice)
  • dynamics (loud, soft)
  • form (same, different; echo patterns)
  • timbre (exploration of sounds produced on percussion instruments)

to create music (ACAMUM080; ACAMUM082)

Performance

Improvisation and practice of music (singing, playing, moving) for a specific purpose and a familiar audience (ACAMUM081)

Development of performance skills (singing chants, songs and rhymes, and playing classroom instruments in tune and in time) (ACAMUM082)

Responding

Audience behaviour (being an attentive listener) during performances (ACAMUR083)

Achievement standard

At Standard, students improvise and share simple music ideas through singing, playing, moving and drawing, with some inconsistencies. They recognise beat, copy some modelled rhythms and identify some changes in tempo. Students recognise high, low and direction of pitch and, with some accuracy, sing simple pitch patterns across a narrow range of notes. They recognise loud and soft and repeated musical patterns. Students identify familiar classroom instruments.

Students listen and respond to familiar music with mostly appropriate movements, drawings or descriptions. They associate music with familiar places and occasions.



Year 1 Syllabus

The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.

Year Level Description

In Year 1, learning in Music builds on the dispositions developed in the early years.

Students continue to develop aural skills through exploring the elements of rhythm, tempo, pitch, dynamics, form and timbre. They improvise with sounds and simple rhythm and pitch patterns to create music ideas. They record and share music ideas using symbols, notation and movement.

Students experience music as performers and audience members, learning to sing and play instruments in tune and in time, and responding to changes in tempo and dynamics.

As they make and respond to music, students have the opportunity to explore places and occasions where music is performed, and express ideas and feelings about the music they listen to and make.

Making

Ideas

Improvisation with sounds, simple pitch and rhythm patterns to create music ideas (ACAMUM080)

Use of symbols, notation, movement and relevant technology to explore and communicate music ideas (ACAMUM082)

Skills

Development and consolidation of aural skills by exploring the elements of music, including:

  • rhythm (difference between beat and rhythm; terminology and notation: graphic and standard I, , Z)
  • tempo (getting faster, getting slower)
  • pitch (explore a limited pitch set)
  • dynamics (use terminology and symbols for loud (forte, f) and soft (piano, p))
  • form (echo patterns, call and response)`
  • timbre (recognition of familiar sounds produced by instruments, voice and sound sources)

to create music (ACAMUM080; ACAMUM082)

Performance

Practise of their own and others’ music to perform for an audience (ACAMUM081)

Development of performance skills (singing in tune, moving and playing classroom instruments with correct timing) (ACAMUM082)

Responding

Audience behaviour (being quiet during a performance; clapping after a performance) (ACAMUR083)

Places and occasions where different types of music are experienced and performed (ACAMUR083)

Personal responses expressing ideas and feelings about the music they listen to and make (ACAMUR083)

Achievement standard

At Standard, students recognise beat and identify, copy and improvise short four beat rhythm patterns, and pitch patterns, across a familiar note range, with some inconsistencies. They recognise and use actions to represent wide pitch differences and pitch direction, and sing in tune using a narrow range of notes. Students use stick or graphic notation, occasionally making an error. They recognise obvious dynamics and some changes in dynamics. Students sing, move and play classroom instruments to known audiences.

Students listen and respond to music, usually identifying familiar instruments or sound sources. Students associate instruments with particular music ideas and usually recognise that music relates to a particular place or occasion. They express a personal response to music, using everyday language.



Year 2 Syllabus

The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.

Year Level Description

In Year 2, learning in Music builds on the dispositions developed in the early years.

Students continue to develop aural skills, identifying, imitating and improvising pitch and rhythm patterns. They explore and experiment with the elements of music to create music ideas, and record and share their music ideas using graphic and standard notation. Students experience music as both performers and audience members, singing and playing in tune, in time and with appropriate technique and some expression when sharing music with different audiences.

Students explore reasons why people make music and different places and occasions where music is performed. They identify how specific elements of music are used to create mood and meaning in the music they listen to and make.

Making

Ideas

Exploration of, and experimentation with, the elements of music through movement, body percussion, singing and playing instruments to create music ideas (ACAMUM082)

Communication and recording of music ideas using graphic and/or standard notation, dynamics and relevant technology (ACAMUM082)

Skills

Development and consolidation of aural and theory skills by exploring the elements of music, including:

  • rhythm (experience and identify time signatures 2/4,3/4,4/4; use bar lines as a division for beats; terminology and notation for minim and semibreve)
  • tempo (changing tempos)
  • pitch (repetition, unison, small range of pitch patterns based on the pentatonic scale)
  • dynamics (getting louder, getting softer, very soft (pp) and very loud (ff))
  • form (introduction, verse, chorus rounds and ostinato)
  • timbre (sound qualities of instruments; matching different sounds to specific instruments)
  • texture (melody and accompaniment)

to create music (ACAMUM080; ACAMUM082)

Performance

Practise of simple songs and their own and others’ compositions, to perform for different audiences (ACAMUM081)

Development of performance skills (singing in tune, moving and playing classroom instruments with correct timing and technique) (ACAMUM081)

Responding

Audience behaviour (responding appropriately in a given context) (ACAMUR083)

Reasons why people make music in different places and for different occasions (ACAMUR083)

Responses that identify specific elements of music and how they communicate mood and meaning (ACAMUR083)

Achievement standard

At Standard, students recognise beat and identify, imitate and improvise short rhythm patterns in simple time signatures. They usually recognise, improvise, sing and play pitch patterns in tune within a pentatonic scale. Students use graphic and/or standard notation to represent music ideas, with some errors. They identify and incorporate tempo and some dynamics when composing and performing, making occasional errors. Students select mostly appropriate instruments or sound sources to communicate their own music ideas. They usually sing in tune, and play classroom instruments with mostly correct timing and technique.

Students listen and respond to music, usually identifying instruments or sound sources. They associate instruments with particular music ideas and usually recognise that music relates to a particular place, occasion or tradition. Students make a simple connection between an element of music when describing context or mood.



Year 3 Syllabus

The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.

Year Level Description

In Year 3, students continue to develop aural skills, improvising, singing and playing pitch patterns and rhythmic patterns in duple and triple time. They improvise with the elements of music to create music ideas incorporating tempo and dynamics, and record and communicate their music ideas using graphic and/or standard notation and terminology.

Students experience music as performers and audience members, singing and playing instruments and experimenting with dynamics to improve performance.

Students listen to a range of music, and explore reasons why people make music across different cultures, events or occasions. They reflect on how specific elements are used to communicate mood and meaning.

Making

Ideas

Improvisation with the elements of music to create music ideas (ACAMUM085)

Communication and recording of music ideas using graphic and/or standard notation, dynamics, terminology and relevant technology (ACAMUM086)

Skills

Development and consolidation of aural and theory skills, including:

  • rhythm (simple time signatures, standard notation: crotchet, quaver-large, semiquaver, rest, hat)
  • tempo (changing tempos; terminology (allegro, largo, moderato))
  • pitch (staff; treble clef; melodic shape)
  • dynamics (terminology and symbols forte (f), piano (p), crescendo, decrescendo)
  • form (binary (AB); repeat sign (:ll))
  • timbre (how sounds are produced on different instruments, differentiate between two instruments when played together)
  • texture (two rhythmic or melodic patterns played together)

to create and perform music (ACAMUM084)

Performance

Application of teacher directed rehearsal processes to improve music performances and engage an audience (ACAMUM086)

Development of performance skills (singing in tune, playing classroom instruments with correct timing and technique, incorporating some dynamics) (ACAMUM085)

Responding

Responses to, and respect for, the music of others as performers and audience members (ACAMUR087)

Reasons why people make music across different places, events or occasions (ACAMUR087)

Responses that identify how the elements of music combine to communicate ideas, mood and meaning (ACAMUR087)

Achievement standard

At Standard, students improvise and organise rhythm patterns in simple time signatures, with some errors. They usually recognise the difference between duple and triple time, and use graphic and/or standard rhythmic notation, with some errors. Students improvise and generally sing and play pentatonic pitch patterns in tune. They identify and incorporate tempo and some dynamics when composing and performing, using some symbols or terminology. Students select appropriate instruments or sound sources to represent parts of their compositions, and identify some forms and structural sections. They generally sing and play classroom instruments in tune, with mostly correct timing and technique, incorporating some dynamics.

Students listen and respond to music, and provide a link between the use of a specific element of music to a particular context, mood or character. They identify some instruments and associate music with a particular place, occasion or context.



Year 4 Syllabus

The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.

Year Level Description

In Year 4, students continue to develop aural and theory skills, improvising, singing and playing rhythmic and pentatonic pitch patterns in duple and triple time.

They improvise with and integrate the elements of music to create simple compositions, and record and communicate their music ideas using graphic and/or standard notation and music terminology, incorporating changes in tempo and dynamics.

Students experience music as performers and audience members. They maintain their own part when singing or playing with others, and explore how to use tempo and dynamics to communicate their ideas and enhance their music performance.

Students reflect on, and respond to, music from different cultures and contexts, exploring reasons why and how people make music. They explore how music elements are combined and used to convey meaning and purpose in the music they listen to and make.

Making

Ideas

Improvisation with the elements of music to create a simple composition (ACAMUM085)

Communication and recording of music ideas using graphic and/or standard notation, dynamics, terminology, and relevant technology (ACAMUM086)

Skills

Development and consolidation of aural and theory skills, including:

  • rhythm (dotted minim dotted minim)
  • tempo (changing tempos; terminology (presto, andante, adagio, allegretto))
  • pitch (intervals (recognising leaps and steps, pentatonic scale))
  • dynamics (terminology and symbols pianissimo (pp), fortissimo (ff)); expressive devices (smoothly, short, detached)
  • form (ternary (ABA); bridge; coda)
  • timbre (instrument groups  (e.g. strings, woodwind, brass, percussion), differentiate between two or more instruments when played together)
  • texture (two or more rhythmic or melodic patterns played together)

to compose and perform music (ACAMUM084)

Performance

Application of specific rehearsal processes to improve music performance and engage an audience (ACAMUM086)

Development of performance skills (singing in tune, playing classroom instruments with correct timing and technique, incorporating some dynamics; maintaining own part at correct pitch and tempo when performing with others) (ACAMUM086)

Responding

Responses to, and respect for, the music of others as performers and audience members (ACAMUR087)

Reasons why and how people make music across different cultures, events or occasions (ACAMUR087)

Responses that identify and describe how the elements of music are combined and used to communicate ideas, mood and meaning (ACAMUR087)

Achievement standard

At Standard, students improvise and organise rhythm patterns in simple time signatures, with some errors. They usually recognise the difference between duple and triple time, and recognise some changes in time signatures and tempos. Students improvise and sing and play pentatonic and simple melodic patterns, with some inconsistencies. They use graphic and/or standard rhythmic and pitch notation, with some inconsistencies. Students identify and incorporate tempo and some dynamics and expressive devices, using some appropriate symbols or terminology, when composing and performing. They identify and describe some instruments and methods of sound production to inform their choices when listening or composing. Students identify some forms and sections within a form. They sing and play with some inconsistencies in tuning, timing and technique, incorporating some dynamics and expression. Students use some teacher feedback to adapt their ideas when rehearsing and performing.

Students listen and respond to music, and identify instrument families or groups, and some individual instruments. Students provide a link between the use of some elements of music to the composer’s purpose, or a particular culture, event or occasion.



Year 5 Syllabus

The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.

Year Level Description 

In Year 5, students continue to develop their aural and theory skills, improvising, singing and playing rhythmic patterns in simple and compound time, and intervals and pentatonic patterns. They improvise, select and organise elements of music to create music ideas, incorporating dynamic contrasts and imitating stylistic features. They record and communicate their ideas using standard notation, music terminology and relevant technology.

Students experience music as performers and audience members. They perform with developing technique and expression, maintaining their own part when performing with others.

Students explore how to improve musical performance and sustain audience engagement, working individually or collaboratively to apply rehearsal processes.

They listen to, reflect on, and respond to, the role of music from different times and cultures, and identify and explain how the elements of music combine to convey meaning and purpose in music they listen to and make.

Making

Ideas

Improvisation with and organisation of the elements of music to create simple compositions (ACAMUM089)

Communication and recording of music ideas using graphic and standard notation, dynamics, terminology and relevant technology (ACAMUM090)

Skills

Development and consolidation of aural and theory skills, including:

  • rhythm (simple time: quaver semiquavers, semiquavers quaver, minim rest minim-rest; compound time: 6/8, dotted crotchet, quavers, crotchetquaver )
  • tempo (changing tempos; terminology (accelerando, ritardando/rallentando))
  • pitch (intervals (tones, semitones); major scale; tonality: pentatonic and major)
  • dynamics (terminology and symbols mezzo piano (mp), mezzo forte (mf)); expressive devices (legato,staccato)
  • form (rondo (ABACA); riff)
  • timbre (instrumental and vocal ensembles (e.g. rock band, orchestra, jazz band, different tone colour for particular purposes))
  • texture (individual layers of sound (e.g. bass line, harmony line))

to compose and perform music (ACAMUM088)

Performance

Application of rehearsal processes to improve music performances and sustain audience engagement (ACAMUM090)

Development of performance skills (singing in tune, playing a variety of classroom instruments with correct timing and technique, incorporating some dynamics; maintaining own part at correct pitch and tempo when performing with others) (ACAMUM090)

Responding

Responses to and contributions as performers and audience members, appropriate to culture or context (ACAMUR091)

Role of music from different times and cultures (ACAMUR091)

Responses that identify and describe how the elements of music work together to convey meaning and purpose, using music terminology (ACAMUR091)

Achievement standard

At Standard, students improvise and organise rhythm patterns in simple and compound time, with some errors. They identify metre and some metre changes in simple and compound time, and identify tempo and some tempo changes. Students improvise, identify, sing and play melodic patterns based on pentatonic and major scales, with some inconsistencies. They use graphic and standard rhythmic and pitch notation, with some inconsistencies. Students improvise, select and organise some elements of music to represent a music idea, incorporating some known stylistic features. They identify and describe some instruments and methods of sound production to inform their choices when listening or composing. Students identify some forms and musical structures. They sing and play with some inconsistencies in tuning, timing and technique, incorporating some appropriate dynamics and expression, and generally maintain their own part when performing with others. Students use some teacher and peer feedback to adapt their ideas when rehearsing and performing.

Students listen and respond to music, and provide links between the use of some elements of music to the composer’s purpose, or a particular time, culture, event or context. Students identify and describe some stylistic and musical characteristics, using some appropriate music terminology.



Year 6 Syllabus

The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.

Year Level Description 

In Year 6, students continue to develop and consolidate their aural and theory skills, identifying and performing pentatonic and major scales, intervals and melodic patterns and the difference between pentatonic, major and minor tonality. They identify tempo and metre changes and organise beat and rhythm in simple and compound time.

Students improvise with and manipulate the elements of music to create simple compositions, incorporating expressive and stylistic features. They use standard notation, terminology and relevant technology to trial, record and communicate their music ideas.

Students experience music as performers and audience members. They perform solo and ensemble music with developing technique, incorporating expressive and stylistic features, and maintain and balance their own part when singing and playing with others. Students explore how to improve musical performance as soloists and ensemble members and sustain and engage an audience, working individually and collaboratively to develop and apply appropriate rehearsal processes.

They listen to, reflect on, and respond to factors that influence musical styles in particular cultures, times and contexts, and analyse how the use and combination of the elements of music define a particular style or context.

Making

Ideas

Improvisation with, and manipulation of, the elements of music to create simple compositions and arrangements, imitating some characteristics of musical styles (ACAMUM089)

Communication and recording of music ideas using standard notation, dynamics and expressive devices, terminology and relevant technology (ACAMUM090)

Skills

Development and consolidation of aural and theory skills, including:

  • rhythm (simple time, compound time: 6 semiquavers, dotted minim , dotted crtochet rest)
  • tempo (changing tempos; terminology)
  • pitch (intervals occurring in scales); tonality: minor
  • dynamics (terminology and symbols); expressive devices (accents)
  • form
  • timbre (individual instruments within ensembles and instrument groups; acoustic and electronic sounds)
  • texture (layers of sound)

to compose and perform music (ACAMUM088)

Performance

Application of appropriate rehearsal processes to improve musical performances and sustain and enhance audience engagement (ACAMUM090)

Development of performance skills (singing in tune, playing a variety of instruments with correct timing and technique, incorporating dynamics; maintaining and balancing their own part at correct pitch and tempo when performing with others) (ACAMUM090)

Responding

Responses to and contributions as performers and audience members, appropriate to culture and/or context (ACAMUR091)

Factors that influence musical styles in particular cultures, times and contexts (ACAMUR091)

Responses that identify and explain how the use and combination of the elements of music define a particular style or context, using relevant music terminology (ACAMUR091)

Achievement standard

At Standard, students improvise, select and organise rhythm patterns in simple and compound time, with some errors. They identify metre and some metre changes in simple and compound time, and identify tempo and some tempo changes. Students improvise, identify, sing and play melodic patterns based on pentatonic and major scales, with some inconsistencies. They generally identify pentatonic, major and minor tonalities, and use standard rhythmic and pitch notation. They improvise, select and organise some elements of music to represent a music idea. Students experiment with an element of music in an attempt to provide contrast and incorporate some known expressive and stylistic features. They identify and describe some instruments and methods of sound production, and identify some different parts within a composition. Students identify some forms and musical structures. They sing and play with some inconsistencies in tuning, timing and technique, incorporating some appropriate expression and stylistic features, and generally maintain their own part when performing with others. Students use some peer feedback to adapt and refine their ideas when rehearsing and performing.

Students listen and respond to music, and identify and describe links between the use of some elements of music to the composer’s purpose, or a particular time, culture, event or context. Students identify and describe some stylistic and musical characteristics, using some appropriate music terminology.



Year 7 Syllabus

The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.

Year Level Description

In Year 7, students are given opportunities to apply their music skills and knowledge when performing, composing and listening to music. They develop their aural skills and aural memory to identify, sing/play and transcribe music, making connections between sound and notation.

They experiment with the elements of music to improvise and create simple compositions within given frameworks, using invented and conventional notation and music terminology to record and communicate music ideas.

Students are provided with opportunities to participate in listening, analysis and score reading activities, focusing on the use of the elements of music and key stylistic features.

Students practise, rehearse and perform a range of solo and ensemble music to develop technical skills and an increasing awareness of musical expression.

As performers and audience members, they are encouraged to express their thoughts and feelings about music, identifying personal preferences and the reasons for them.

Music learning is aurally based and is integrated across all aspects of the written component of the subject through a selected context/s. The performance component reinforces and extends music learning, and can be delivered in a different context to the written component. The elements of music are to be integrated across all areas of music learning appropriate to context.

Making

Music literacy (aural/theory)

Development of aural skills, aural memory and inner hearing to identify, sing/play back and transcribe pitch and rhythm patterns (ACAMUM092)

Aural recognition of specific elements of music in short excerpts (not all content may be relevant to the selected context):

Rhythm

  • simple time: 2/4,3/44/4semibreve, minim, crotchet, quavers, 4 semiquaversand compound time: 6/8dotted minim, dotted crotchet, quavers, 6 semiquavers, crotchetquaver
  • rests: rest, hat
  • pause, ostinato/riff
  • tempo: very slow/largo, slow/adagio, moderate/moderato, fast/allegro, very fast/presto

Pitch

  • scales: major pentatonic, major scales up to 1 sharp and 1 flat in treble clef
  • intervals: steps and leaps, half step/semitone, whole step/tone, Perfect 5th and Perfect 8ve
  • triads: major
  • tonality: pentatonic, major and minor
  • pedal/drone, ostinato/riff

Dynamics and expression

  • very soft/pianissimo (pp) to very loud/fortissimo (ff) including mezzo piano (mp) and mezzo forte (mf)
  • legato, staccato

Form and structure

  • repetition and contrast
  • riff/ostinato, call and response
  • binary, ternary/popular song form (verse, chorus), rondo

Timbre

  • instrumental and vocal types and groups/ensembles

Texture

  • unison/monophonic/single line, homophonic/melody and accompaniment

(ACAMUM092; ACAMUM093)

Composing and arranging

Use of structured composition tasks to compose and arrange music, improvising and experimenting with specific elements of music to explore and develop music ideas (ACAMUM093; ACAMUM095)

Use of invented and conventional notation, specific music terminology and available technologies to record and communicate music ideas (ACAMUM095)

Practical and performance skills

Development of technical and expressive skills, through practice and rehearsal, of a variety of solo and ensemble music (ACAMUM094; ACAMUM096)

Application of strategies to regularly practise and improve performance skills and techniques (ACAMUM094)

Development of ensemble skills, working together to balance and blend tone and volume; and maintain safety, correct posture and technique when using instruments, voices and technologies (ACAMUM094; ACAMUM096)

Responding

Analysis and context

Identification of, and discussion about, the use of specific elements of music and stylistic features in structured listening activities, using appropriate music terminology (ACAMUR097)

Identification of features and performance practices that determine a specific musical style or culture, and description of ways that music contributes to a culture or a context (ACAMUR098)

Response interpretation and evaluation

Use of given frameworks and reflective strategies to evaluate music performances and discussion of different points of view (ACAMUR098)

Communication of thoughts and feelings about music using given criteria to form and express personal opinions (ACAMUR098)

Exploration and discussion of different audience behaviour and performance traditions across a range of settings and musical styles (ACAMUR098)

Achievement standard

At Standard, students identify, sing, play, notate and apply pitch and rhythm patterns, scales, intervals and triads, with some inconsistencies. They improvise and create musical ideas within a given framework that show some development, and incorporate some suitable dynamics. Students sing or play performance activities and practised repertoire with developing technique and some expression. With guidance, they endeavour to adjust tone and volume to blend and balance when rehearsing and performing within an ensemble.

Students identify, analyse and describe the use of specific elements of music in mainly generalised responses, using some appropriate music terminology. They identify and describe some musical characteristics associated with different cultures, contexts and styles.



Year 8 Syllabus

The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.

Year Level Description

In Year 8, students are given further opportunities to develop music skills and knowledge when performing, composing and listening to music. They continue to develop aural skills and aural memory to identify, sing/play and notate simple rhythmic and melodic patterns and chord progressions.

They are provided with opportunities to create and refine music ideas by using the elements of music within given frameworks, imitating musical structures and styles. They use notation, terminology and technology to record and communicate music ideas.

Students listen to, and discuss music, using scores and music terminology to identify the use and purpose of music elements and key contextual and stylistic features.

Students rehearse and perform solo and ensemble music, developing technical skills and expression. As performers and audience members, they make observations and express opinions about a range of music.

Music learning is aurally based and is integrated across all aspects of the written component of the subject through a selected context/s. The performance component reinforces and extends music learning, and can be delivered in a different context to the written component. The elements of music are to be integrated across all areas of music learning appropriate to context.

Making

Music literacy (aural/theory)

Development of aural skills, aural memory and inner hearing to identify, sing/playback and notate simple pitch and rhythmic patterns, melodic contour and chords in isolation and in simple progressions (ACAMUM092)

Aural recognition of one or more elements of music in short excerpts (not all content may be relevant to the selected context):

Rhythm

  • beat groupings/subdivision in simple time: quaver semiquavers, semiquavers quaver,dotted crotchet , dotted quaver semiquaver and compound time: compound1, 4 semiquavers quaver, dotted quaver semiquaver and quaver
  • rests: rest and 6/8dotted rest
  • anacrusis, ties, syncopation
  • tempo: gradually getting slower/rallentando and ritardando and gradually getting faster/accelerando

Pitch

  • scales: add minor pentatonic and natural minor scales up to 2 sharps and 2 flats in treble and bass clefs
  • intervals: m2, M2, m3, M3, P4, P5, P8ve, ascending only
  • chords: major and minor triads, major primary triads (I, IV, V) in isolation and simple progressions
  • tonality: relevant to scales listed
  • sequence

Dynamics and expression

  • crescendo, decrescendo
  • accents/sforzando

Form and structure

  • add intro/outro, bridge, hook, head, 12 bar Blues, theme and variation

Timbre

  • discern between acoustic and electronic sounds

Texture

  • descant/counter melody

(ACAMUM092)

Composing and arranging

Use of given composition frameworks to structure arrangements and create original works, improvising and combining the elements of music to trial, refine and shape music ideas (ACAMUM093; ACAMUM095)

Use of invented and conventional notation, appropriate music terminology and available technologies to plan, record and communicate music ideas (ACAMUM095)

Practical and performance skills

Development and improvement of technique and exploration of expressive possibilities and stylistic features when practising, rehearsing and performing a variety of music (ACAMUM094; ACAMUM096)

Use of reflective strategies and regular practice to consolidate performance skills and techniques (ACAMUM094)

Development of ensemble skills and an understanding of the role of each member of the ensemble; playing and singing with expression and controlling tone and volume, to create a balanced sound (ACAMUM094; ACAMUM096)

Responding

Analysis and context

Identification of, and discussion about, the use and treatment of specific elements of music in a range of works, using defined frameworks, identified criteria and appropriate music terminology (ACAMUR097)

Identification, description and comparison of music and music practices across a range of cultural, social and historical contexts (ACAMUR098)

Response interpretation and evaluation

Use of specific criteria and given frameworks to evaluate performances, outlining strengths and providing ways to improve their own and others' performances when giving and receiving feedback (ACAMUR098)

Selection and use of criteria to make informed opinions, observations and evaluations about music, and identification of personal preferences, articulating the reasons for them (ACAMUR097; ACAMUR098)

Exploration and identification of different purposes, roles and responsibilities in music making activities as both performer and audience member (ACAMUR098)

Achievement standard

At Standard, students identify, sing, play, notate and apply melodic and rhythmic patterns, and simple harmonic progressions, with some inconsistencies. They improvise and create musical ideas within given structures that show some development. Students use generally accurate notation and incorporate some suitable dynamics and articulation. They sing or play performance activities and practised repertoire with developing technique and some expression. With some guidance, they endeavour to adjust tone and volume to blend and balance when rehearsing and performing within an ensemble.

Students identify, analyse and describe the use of elements of music in mainly generalised responses, using some appropriate music terminology. They identify and describe some musical characteristics associated with different cultures, contexts and styles, identifying some key composers, performers and/or artists.



Year 9 Syllabus

The syllabus is based on the requirement that in Years 9 and 10 the study of the Arts is optional.

Year Level Description

In Year 9, students continue to build on music skills and knowledge across a range of performing, composing, aural and listening activities. They continue to develop aural skills and aural memory to identify, sing/play and notate rhythmic and melodic phrases based on familiar scale forms and familiar chord progressions in major and minor keys.

Students use composition models and techniques, applying stylistic features and conventions to compose works in a range of styles.

They listen to a variety of musical works, using scores and music terminology, to analyse and describe the use of the elements of music in structured activities. They examine similarities and differences between musical works and identify cultural, historical and stylistic features.

As soloists and ensemble members they practise and perform a range of music to develop technical skills and control, and expression. As performers and audience members they form opinions and preferences about music and the practices of others', across a range of contexts, to inform their own music making.

Music learning is aurally based and is integrated across all aspects of the written component of the subject through a selected context/s. The performance component reinforces and extends music learning, and can be delivered in a different context to the written component. The elements of music are to be integrated across all areas of music learning appropriate to context.

Making

Music literacy (aural/theory)

Development of aural skills, aural memory and inner hearing to identify, sing/playback and notate rhythmic passages, melodic patterns based on familiar scale and intervals, and simple chord progressions (ACAMUM099)

Aural identification of the elements of music in isolation and combination in a range of music excerpts (not all content may be relevant to the selected context):

Rhythm

  • beat groupings/subdivision in simple time: 8, quavercrotchetquaver and compound time: 12/8quavercrotchet
  • rests swung rhythm
  • swung rhythms
  • tempo: (andante, allegretto, vivace)

Pitch

  • scales: add harmonic minor, Blues up to 3 sharps and 3 flats in treble and bass clefs
  • intervals: add m6, M6, m7, M7 ascending and descending
  • chords: major and minor triads, primary triads in isolation and simple progressions, add (i, iv, V) in minor keys, (vi) in major keys and (V7) in both major and minor keys
  • tonality: relevant to scales listed, modulation to relative major/minor
  • riff/ostinato, pedal, sequence

Dynamics and expression

  • dynamic gradations and articulations to create contrast and alter timbre

Form and structure

  • use of theme
  • add minuet and trio, sonata form

Timbre

  • instruments and voice types, groups/ensembles, method of sound production, mutes, pedals and distortion

Texture

  • polyphonic/multi-voice

(ACAMUM099)

Composing and arranging

Use and application of composition models to shape and refine arrangements and original works; improvising, combining and manipulating the elements of music; applying compositional devices, stylistic features and conventions to reflect a range of music styles (ACAMUM100; ACAMUM102)

Use of a range of invented and conventional notation, appropriate music terminology and available technologies, to organise, record and communicate music ideas (ACAMUM100; ACAMUM102)

Practical and performance skills

Development of technical skill and control; musical expression; and consideration of relevant stylistic musical features when practising, refining and performing a variety of repertoire (ACAMUM101; ACAMUM103)

Consideration of the music practices of others to inform and shape their own music making through regular self-directed practice of performance skills and techniques (ACAMUM101; ACAMUM104)

Development of ensemble skills, working collaboratively to perform with expression, tonal control and awareness of ensemble (ACAMUM101; ACAMUM103)

Responding

Analysis and context

Identification and description of the use and stylistic treatment of the elements of music, comparing and discussing similarities and differences between musical works from a range of styles and contexts (ACAMUR104; ACAMUR105)

Identification, comparison and evaluation of a variety of music with an understanding of cultural and historical features, stylistic characteristics and associated conventions and music practices (ACAMUR104; ACAMUR105)

Response interpretation and evaluation

Use of specific criteria and given frameworks to discuss strategies to improve and inform music making when evaluating performances and giving and receiving constructive feedback (ACAMUR104; ACAMUR105)

Development of personal opinions and musical preferences, analysing and discussing the influence of music and appreciating differing opinions and perspectives about music (ACAMUR105)

Evaluation and comparison of attitudes and practices towards the role of audience and performer, recognising that different practices and stylistic conventions can influence a performance and affect audience response and interpretation (ACAMUR104; ACAMUR105)

Achievement standard

At Standard, students identify, sing, play, notate and apply rhythmic and melodic phrases and simple chord progressions in major and minor keys, with some partial or inconsistent responses. They improvise and demonstrate some evidence of structured and developed musical ideas, using generally accurate notation and incorporating some stylistically appropriate expressive devices. Students perform with generally sound technique and some appropriate expression. With some guidance, they consider blend and balance when playing with an ensemble and endeavour to adjust tone and volume.

Students identify, analyse and describe the use and purpose of the elements of music, using some appropriate music terminology and making occasional references to stylistic application. They identify and describe some musical characteristics, considering stylistic features and contributions made by key composers, performers and/or artists, and make some connections with social, historical and cultural contexts.



Year 10 Syllabus

The syllabus is based on the requirement that in Years 9 and 10 the study of the Arts is optional.

Year Level Description

In Year 10, students extend and consolidate music skills and knowledge across a range of performing, composing, aural and analysis activities. They continue to refine aural skills and aural memory to identify, sing/play and notate melodic and rhythmic dictations, chord changes and progressions.

Students explore their emerging personal style and music ideas through combining and manipulating the elements of music, and synthesising stylistic features and conventions when composing and arranging.

Students build on their understanding of meaning and interpretation in musical works, using aural and critical analysis skills to compare and evaluate a range of music, drawing upon knowledge of previously studied works. They use scores and music terminology to analyse and evaluate the use of the elements of music within a context, genre or style, and identify and discuss social, cultural and historical factors.

Students practise and perform a wider range of solo and ensemble repertoire, developing and consolidating technical skills, expression and stylistic integrity. As performers and audience members they are provided with opportunities to develop aesthetic awareness and make informed observations about a range of music and related social, cultural and ethical considerations.

Music learning is aurally based and is integrated across all aspects of the written component of the subject through a selected context/s. The performance component reinforces and extends music learning, and can be delivered in a different context to the written component. The elements of music are to be integrated across all areas of music learning as appropriate to context.

Making

Music literacy (aural/theory)

Use and application of aural skills, inner hearing and aural memory to identify, sing/playback and notate pitch, melodic and rhythmic dictations, chord changes and chord progressions (ACAMUM099)

Aural identification of the role and treatment of one or more elements of music in isolation and combination in a range of music works (not all content may be relevant to the selected context):

Rhythm

  • beat groupings/subdivision in simple time: and compound time: 9/8 ,,2 quavers 2 semiquavers, 2 semiquavers 2 quavers
  • augmentation/diminution, rhythmic motif
  • irregular metres 5/87/8, 5/4, 7/4
  • tempo: ritenuto, rubato, a tempo

Pitch

  • scales: add melodic minor and chromatic up to 4 or more sharps and 4 or more flats in treble and bass clefs
  • aeolian, ionian, mixolydian and dorian modes
  • intervals: add A4/D5 ascending and descending, melodic and harmonic
  • chords: add diminished and augmented triads, major and minor primary triads in isolation and simple progressions, add (ii) in major keys
  • perfect and plagal cadences
  • tonality: add consonance and dissonance, modal, chromaticism, atonal, twelve tone
  • inversion

Dynamics and expression

  • gradations of sound (fp), terraced dynamics, ornamentation, expressive devices and articulations relevant to style and context

Form and structure

  • motivic development, through composed and strophic, interlude, ritornello, fugue

Timbre

  • use of idiomatic techniques (bowing, harmonics, vibrato, glissando/slide, sticks/mallets, slap bass, digitally manipulated sound, oscillation, filters, pedals)

Texture

  • horizontal and vertical layers of sound appropriate to style and context and repertoire studied (distortion, white noise) (ACAMUM099)
Composing and arranging

Composition and arrangement of musical works of increasing complexity; improvising and purposefully applying, combining and manipulating the elements of music; and synthesising appropriate stylistic features and conventions to shape, extend, manipulate and evaluate music ideas (ACAMUM102)

Use of specialised notation, context appropriate terminology and available technologies to organise, record and communicate music ideas across a range of styles (ACAMUM100; ACAMUM102)

Practical and performance skills

Development and refinement of technical skill and control and musicianship skills; applying style-specific techniques and expression in a purposeful and musical manner when practising, refining and performing repertoire from a range of styles and contexts (ACAMUM101; ACAMUM103)

Analysis and comparison of performances and performance practices to devise and apply effective practice strategies and evaluate, shape and refine music performance skills and techniques (ACAMUM101; ACAMUR104)

Development and consolidation of ensemble skills, working collaboratively to rehearse and perform a range of repertoire with stylistically appropriate expression, tonal control, awareness of different performer responsibilities and audience needs (ACAMUM101; ACAMUM103)

Responding

Analysis and context

Identification, comparison and evaluation of the use, combination and stylistic treatment of the elements of music, using aural and critical analysis skills and stylistically informed language to make comparisons, informed observations and judgements about a wide range of music (ACAMUR104)

Identification, analysis and evaluation of connections between social, cultural and historical influences and musical developments; and analysis of how the use and combination of the elements of music define stylistic characteristics and cultural and historical features (ACAMUR104; ACAMUR105)

Response interpretation and evaluation

Identification and selection of specific criteria to devise and apply strategies when analysing, evaluating and refining their own and others' musical works and performances (ACAMUR104)

Development of personal preferences and aesthetic appreciation, differentiating between subjective and objective interpretations when comparing and evaluating stylistic interpretations of a range of music (ACAMUR105)

Consideration of cultural, social and ethical issues, comparing and evaluating audience response and performer roles across a broad range of music in formal, informal, virtual and interactive settings (ACAMUR105)

Achievement standard

At Standard, students identify, apply, notate and perform rhythmic and melodic concepts and harmonic progressions in major and minor keys, with some partial or inconsistent responses. They improvise, select and integrate elements of music to create musical works, developing and maintaining compositional ideas, with some inconsistency. Students use generally accurate notation and incorporate some appropriate stylistic conventions and expressive devices. They perform with generally sound technique and some appropriate expression and stylistic performance conventions. With some guidance, they consider blend and balance when playing with an ensemble and endeavour to adjust pitch, tone and volume.

Students identify, analyse and compare the use and purpose of the elements of music in a range of works, using some appropriate music terminology and making occasional references to stylistic application. They identify and compare musical characteristics, considering stylistic features and contributions made by key composers, performers and/or artists, and make connections between social, historical and cultural contexts.