Year 5 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 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:
, 
, minim rest 
; compound time: 
, 
, 
, 
) - 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.
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.