2015 YEAR OVERVIEW

WA Curriculum Scope and Sequence

YEAR 4

Term 1

Term 2 Term 3 Term 4

Continuous

Duration
DURATION
to sing or move in
different rhythmic
patterns to a steady
pulse

Pitch
PITCH
ways that songs
incorporate both
singing and speech
(eg song stories)

Dynamics
DYNAMICS
differences between
getting louder and
getting softer

DURATION
two, three and four
beat metre in simple
time (eg marching or
rocking to two and
four beat music; waltz

PITCH
songs with a range of
up to eight notes (one
octave) (eg age
appropriate songs
related to class

DYNAMICS
ways to achieve loud
and soft on a variety of
instruments (eg by
blowing a little harder
on wind instruments or

Tempo
TEMPO
that music can
show a change in
tempo within a
single
composition
(eg sing or play
songs that get
faster or slower)
TEMPO
to or sing music
in time that
changes speed
(eg a train taking
off)

Texture
TEXTURE
texture is created
through singing
two songs at the
same time
(eg partner songs)

Timbre
TIMBRE
ways to explore timbre
using untuned or tuned
percussion
(eg experiment with
different mallets)

TEXTURE
texture can be
created through
singing two songs
at once
(eg partner songs)

TIMBRE
the voice can change
the way it sounds (eg
singing nasally or in an
operatic style)

Form
FORM
that music has
structure such as a
beginning and an end
(eg the introduction fo
Advance Australia
Fair then the singing
starts)

for three beat music)

content)

Z
3

DURATION
two beat metre in
compound time
(eg rocking as if in a
boat, sea shanty)

PITCH
ways to represent or
play more complex
changes in pitch (eg
wavy lines on board)

DURATION
even and uneven
sounds in different
musical styles

PITCH
to use the voice of
instruments to develop
auditory memory (eg
playing and singing in
leaps)

DURATION
rhythmic echoes (eg
clapping the rhythm
after the teacher)

DURATION
variations in between
long and short songs
(eg very long, long,
short, very short)

PITCH
to play ostinato
patterns using a
variety of pitches on
percussion
instruments (eg
playing short specific
patterns start, step,
step, jump)
PITCH
that melody can be
represented visually
(eg expressive
drawings to represent
higher and lower
sounds)

DURATION
symbolic
representation of
sounds after listening
to a piece of music

striking a drum more

firmly)
DYNAMICS
dynamics can be
shown by visual
representation of loud
and soft
(eg expressive drawing
by making louder parts
darker)

TEMPO
strategies to
control tempo in
performanc
e (eg being the
conductor)

TIMBRE
the sound quality of an
instrument can change
according to the
technique used (eg
playing a hand drum
using fingers and then
the palm of a hand)
TIMBRE
different instrumental
groups have different
sounds (eg blown,
struck, shaken)

(eg graphic notation

displaying short and
long sounds within
the piece of music)
DURATION
to listen carefully to
develop auditory
memory

Technologies
TECHNOLOGIES
to play percussion and melodic
instruments of other cultures
(eg play a variety of
instruments such as djembe,
kalimba and tapping sticks)

TECHNOLOGIES
ways to use interactive CDs
electronic keyboards and
pianos as well as staging,
costumes/concert dress, sound
equipment* (ICT)
(eg hi-fi, CD players,
microphones) in performance
and class activities
(eg use CDs with
smartboards)
TECHNOLOGIES
to use age appropriate
computer software where
available* (ICT)

TECHNOLOGIES
to use Internet based music

Notation conventions
NOTATION
CONVENTIONS
ways to direct and follow
child created sound
scapes (eg use of
legends, symbols of
instrumental
representations)
NOTATION
CONVENTION
counting in and starting at
the same time (eg staying
together throughout a
song)

NOTATION
CONVENTIONS
informal appropriate
expressions of a viewed
performance

Listening
LISTENING
ways to find different musical
elements in the environment
(eg listening to the speed of a
hammer being used to drive a
nail)

Rhythmic Patterns
RHYTHM PATTERNS
patterns and sound effects that can
be made with traditional and
devised instruments (eg using a
tambourine; bottles filled with
water; a xylophone)

Pitch and Melody

PITCH AND MELODY
further development of inner
hearing (eg individuals sing a
known song, a phrase at a time
around the room)

TLISTENING
ways to identify unison (eg
when all parts are the same)

RHYTHM PATTERNS
graphic representation of various
movements (eg drawing lines on
the board and in the air to show
striding, running, skipping,
galloping)

PITCH AND MELODY

develop visual representation o
melody, shape and pitch
(eg expressive drawing using
line and shape only)

RHYTHM PATTERNS
question and answer in music and
sound where students create a
rhythmic answer to a rhythmic
question (eg call and response
games like Who stole the cookie
from the cookie jar?)
RHYTHM PATTERNS
ways to use movement to explore

PITCH SND MELODY

to explore the range of the voic
(eg trying to sing as high or as
low as they can manage)

PITCH AND MELODY

imitating more complex melodic

websites* (ICT) (eg use of

bookmarked sites)

music from a range of genres and

styles (eg How do we want to
move to The Elephant from
Carnival of the Animals?')
RHYTHM PATTERNS
ways that pitch can be changed
(eg sliding a finger along a guitar
string)
RHYTHM PATTERNS
use of technology to manipulate
music and sound (eg use of web
mikes to record onto computers)

patterns with the voice or

instrument given by the class
teacher (eg using small leaps in
sound)

YEAR 2 MUSIC
Term 1
Term 2
Long and Short of Feel the Pulse
It

Term 3
Pitch and Melody

Term 4
Rain, Rain go
Away

TIMBRE
different instrumental groups
have different sounds (eg blown,
struck, shaken)

TEMPO
strategies to control tempo in
performance (eg being the
conductor)

FORM
that music has structure such as a
beginning and an end (eg the
introduction for Advance Australia
Fair then the singing starts)

TEXTURE
texture is created through singing
two songs at the same time
(eg partner songs)
DURATION
symbolic representation of sounds
after listening to a piece of music
(eg graphic notation displaying
short and long sounds within the
piece of music)

DYNAMICS
ways to achieve loud and soft on a
variety of instruments (eg by blowing
a little harder on wind instruments or
striking a drum more firmly)
DYNAMICS
dynamics can be shown by visual
representation of loud and soft
(eg expressive drawing by making
louder parts darker)
DURATION
to sing or move in different rhythmic
patterns to a steady pulse

DYNAMICS
differences between getting louder
and getting softer
PITCH
that melody can be represented
visually (eg expressive drawings to
represent higher and lower sounds)
PITCH
ways that songs incorporate both

TEMPO
that music can show a change in
tempo within a single composition
(eg sing or play songs that get faster
or slower)
TEMPO
to or sing music in time that changes
speed (eg a train taking off)

DURATION
variations in between long and
short songs (eg very long, long,
short, very short)
RHYTHM PATTERNS
ways to use movement to explore
music from a range of genres and
styles (eg How do we want to
move to The Elephant from
Carnival of the Animals?')
TECHNOLOGIES
to use age appropriate computer
software where available* (ICT)
DURATION
two, three and four beat metre in simple
time (eg marching or rocking to two and
four beat music; waltz for three beat
music)
Z
DURATION
two beat metre in compound time
(eg rocking as if in a boat, sea shanty)

TECHNOLOGIES
to play percussion and melodic
instruments of other cultures (eg
play a variety of instruments such
as djembe, kalimba and tapping
sticks)

DURATION
even and uneven sounds in different
musical styles
DURATION
rhythmic echoes (eg clapping the
rhythm after the teacher)
RHYTHM PATTERNS
patterns and sound effects that can
be made with traditional and devised
instruments (eg using a tambourine;
bottles filled with water; a xylophone)
RHYTHM PATTERNS
graphic representation of various
movements (eg drawing lines on the
board and in the air to show striding,
running, skipping, galloping)
RHYTHM PATTERNS
question and answer in music and
sound where students create a
rhythmic answer to a rhythmic
question (eg call and response games
like Who stole the cookie from the
cookie jar?)
NOTATION CONVENTION
counting in and starting at the same
time (eg staying together throughout
a song)
RHYTHM PATTERNS
ways that pitch can be changed
(eg sliding a finger along a guitar
string)
RHYTHM PATTERNS

singing and speech (eg song stories)

PITCH
songs with a range of up to eight
notes (one octave) (eg age
appropriate songs related to class
content)
PITCH
ways to represent or play more
complex changes in pitch (eg wavy
lines on board)
PITCH
to use the voice of instruments to
develop auditory memory (eg
playing and singing in leaps)
PITCH
to play ostinato patterns using a
variety of pitches on percussion
instruments (eg playing short
specific patterns start, step, step,
jump)
PITCH AND MELODY
further development of inner hearing
(eg individuals sing a known song, a
phrase at a time around the room)
PITCH AND MELODY
develop visual representation of
melody, shape and pitch
(eg expressive drawing using line
and shape only)
PITCH SND MELODY
to explore the range of the voice

TIMBRE
ways to explore timbre using
untuned or tuned percussion
(eg experiment with different
mallets)
TIMBRE
the sound quality of an instrument
can change according to the
technique used (eg playing a hand
drum using fingers and then the
palm of a hand)
LISTENING
ways to find different musical
elements in the environment
(eg listening to the speed of a
hammer being used to drive a nail)
TLISTENING
ways to identify unison (eg when all
parts are the same)
TECHNOLOGIES
to use Internet based music
websites* (ICT) (eg use of
bookmarked sites)

NOTATION CONVENTIONS
ways to direct and follow child
created sound scapes (eg use of
legends, symbols of instrumental
representations)

NOTATION CONVENTIONS
informal appropriate expressions of a
viewed performance

use of technology to manipulate

music and sound (eg use of web
mikes to record onto computers)

(eg trying to sing as high or as low

as they can manage)
PITCH AND MELODY
imitating more complex melodic
patterns with the voice or instrument
given by the class teacher (eg using
small leaps in sound)
TIMBRE
the voice can change the way it
sounds (eg singing nasally or in an
operatic style)