Search

Achievement Standard Music Years 7 and 8

By the end of Year 8, students identify and analyse how the elements of music are used in different styles and apply this knowledge in their performances and compositions. They evaluate musical choices they and others from different cultures, times and …

Achievement Standard Music Years 9 and 10

By the end of Year 10, students analyse different scores and performances aurally and visually. They evaluate the use of elements of music and defining characteristics from different musical styles. They use their understanding of music making in different …

Elaboration ACLASFU160

exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the northern (Qld and NSW) and southern (Vic., SA, WA and Tas.) dialects, such …

Example of knowledge and skills Dance

In this band students are introduced to the ways that ideas and intentions are communicated in and through dance. They develop knowledge, understanding and skills through dance practices focusing on: Body body awareness – awareness of body in space in …

Example of knowledge and skills | Dance | The Arts | F-10 curriculum

Structure Music

Learning in Music Students learning Music listen, perform and compose. They learn about the elements of music comprising rhythm, pitch, dynamics and expression, form and structure, timbre and texture. Aural skills, or ear training, are the particular …

Structure | Music | The Arts | F-10 curriculum

Aims Music

In addition to the overarching aims of the Australian Curriculum: The Arts, music knowledge, understanding and skills ensure that, individually and collaboratively, students develop: the confidence to be creative, innovative, thoughtful, skilful and …

Aims | Music | The Arts | F-10 curriculum

Elaboration (2) ACLJAU156

knowing that the hiragana spelling of a particular particle does not match its pronunciation, for example, ‘wa’ for は , ‘e’ for へ, ‘o/wo’ for を

Rationale Framework for Aboriginal Languages and Torres Strait Islander Languages

Nganki - ka Kardu thipmam - wa! I Murrinh warda ngatha. The nganthin ngumpanngerren. I ku ngakumarl, da ngarra ngugumingki wurran. The da matha nganthin ngala i da bere matha wangu ngumamath ngumpan ngarra magulkul nganki. We are black people. …

Rationale | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (5) ACSSU020

exploring how traditional musical instruments used by Aboriginal and Torres Strait Islander Peoples produce their characteristic sounds (OI.5)

Elaboration (4) ACSSU020

comparing sounds made by musical instruments using characteristics such as loudness, pitch and actions used to make the sound

Elaboration (3) ACADAM017

experimenting with alternative expressive skills to enhance performance presence and mood, such as facial expression changes in musical theatre

Elaboration (3) ACAMUM090

Considering viewpoints – forms and elements: For example – Which style of music is this? What musical clues helped you to decide?

Elaboration (1) ACAMUR097

identifying and describing the features and performance practices that help determine a specific musical style or culture

Elaboration (1) ACAMUM100

experimenting with and comparing how elements of music are used to communicate musical intentions in traditional, digital and graphic scores from different styles

Elaboration (2) ACTDEP007

assembling components of systems and checking they function as planned, for example when making a musical instrument

Elaboration (1) ACLTUC075

composing and performing poems, songs or dramatic monologues that incorporate elements of either contemporary or traditional literary or musical forms

Elaboration ACLASFU034

exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the ‘northern’ (NSW, Qld and ACT) and ‘southern’ (Vic., SA, WA, NT and Tas.) …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities