Reporting standards:

1. Explain how the elements of music are used to communicate meaning in the music they listen to, compose and perform.
2. Describe how their music making is influenced by music and performances from different cultures, times and places.
3. Use rhythm, pitch and form symbols and terminology to compose and perform music.
4. Sing and play music in different styles, demonstrating aural, technical and expressive skills with accurate pitch, rhythm and expression.

Item Activity Reporting Curriculum Band Description

achievement
standard

Music book preparation Introduction to the year. As a class, decide on 1

music room rules and write in book.

Music Technology Garage Band composition. Learn how to use
garage band. Use Garage Band to input a simple
known melody and add smart drums. Second
activity is a composition using 2 or more
instrument of students own choice, and
students create the melody.
1, 2, 3, 4 further their understanding of rhythm, pitch, dynamics and expression,
form and structure, timbre and texture in music
extend their understanding and use of aural skills as they sing and play
independent parts against contrasting parts and recognise instrumental,
vocal and digitally generated sounds
explore and use rhythm, pitch, dynamics and expression, form and
structure, timbre and texture in music they perform and compose

Singing Learn Banana (Torres Strait Island traditional). 2, 3, 4 further their understanding of rhythm, pitch, dynamics and expression,
Add percussion and choralography. form and structure, timbre and texture in music
Performance. extend their understanding and use of aural skills as they sing and play
independent parts against contrasting parts and recognise instrumental,
vocal and digitally generated sounds

explore and use rhythm, pitch, dynamics and expression, form and
structure, timbre and texture in music they perform and compose

Explain how the elements of music are used to communicate meaning in


Revision of Treble Clef , Theory lessons, revision of Treble clef. Revise
writing, reading, playing FACE and EGBDF.
(staff wars)
Fill in note names to make sentence. Make own
and see if friend can solve.
Play Staff Wars (if Ipad available)
Learn Bass Clef Introduce bass clef. Same as above but with
(reading/writing/playing) Bass.
Test on note names, treble and bass.
History of rock Introduction to drum rock beat. Style, form.
assignment on rock icon, Listen to rock songs and identify form. Use
use ipads for research Ipads to research a rock icon of own choice.
(design a poster) Design a poster, including time period, name,
songs, interesting facts, pics, instruments.
Assessment of poster.
Learn about the drum kit Learn the parts of the drum kit, including parts
test this of drum, write the rhythms of basic rock beat.
Summative test.
Become a drum kit in a Learn the different rhythms played on parts of
group. a drum, particularly snare, bass and ride. Learn,
write and play the different rhythms. Send
students into small groups to see if they can
become a drum kit.
Split into three as a class and play
simultaneously along with some rock songs.
the music they listen to, compose and perform
3 Explain how the elements of music are used to communicate meaning in
the music they listen to, compose and perform
3 Explain how the elements of music are used to communicate meaning in
the music they listen to, compose and perform
1, 2 further their understanding of rhythm, pitch, dynamics and expression,
form and structure, timbre and texture in music
extend their understanding and use of aural skills as they sing and play
independent parts against contrasting parts and recognise instrumental,
vocal and digitally generated sounds
explore meaning and interpretation, forms and elements of music as
they make and respond to music
3 explore meaning and interpretation, forms and elements of music as
they make and respond to music
1, 3, 4 extend their understanding and use of aural skills as they sing and play
independent parts against contrasting parts and recognise instrumental,
vocal and digitally generated sounds
explore and use rhythm, pitch, dynamics and expression, form and
structure, timbre and texture in music they perform and compose
explore meaning and interpretation, forms and elements of music as
they make and respond to music
 Students to practice rock beat with floor as
bass, hand drum as snare and egg shaker for hi-
hat.
Assessment of drum performance in small
groups as a drum kit.

Theory test dynamics, Listen to it. Boring. Add in markings and play 1, 3 further their understanding of rhythm, pitch, dynamics and expression,
tempo, articulations again. form and structure, timbre and texture in music

Teach the markings, dynamics, tempo, extend their understanding and use of aural skills as they sing and play
articulations. (Hall of the mountain king?) independent parts against contrasting parts and recognise instrumental,
vocal and digitally generated sounds
Give sheet of music with no markings. Students
to listen to music and add in markings. First
formative, then repeat for summative.
OR: give sheet music for BANANA, learn to play
on xylophones, then write info on music, such
as note names, dynamics, etc.

Aural test dynamics, Teach aural of rhythm, major and minor, higher 1, 3 further their understanding of rhythm, pitch, dynamics and expression,
tempo, articulations or lower. form and structure, timbre and texture in music

Aural Test, summative.

Prepare for music is fun Learn the songs supplied. 4