Year 3 SyllabusTest
- Rationale
- Aims
- Organisation
- Student Diversity
- Ways of Teaching
- Ways of Teaching Video
- Ways of Assessing
- General Capabilities
- Cross-Curriculum Priorities
- Glossary
- Music Glossary for the Western Australian Curriculum
- The Arts Music P-10 Scope and Sequence
The Arts Music P-10 Scope and Sequence- The Arts Scope and Sequence
- The Arts Scope and Sequence
- ABLEWA Arts Scope & Sequence
Year 3 Syllabus learning area contacts:
- Pre-primary to Year 6 : +61 8 9273 6745 | Nicole.Edwards@scsa.wa.edu.au
- Year 7 to Year 10 : |
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:
, 
, 
, 
, 
) - 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)
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.
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.