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TERM/WEEKS: Term YEAR LEVEL: 5 LEARNING AREA/TOPIC: The Arts/ Music

3/Week 5

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
LESSON Australian OBJECTIVE (what & how) EXPERIENCES and other
Curriculum (Introduction, Body and Conclusion)
LINKS

Responses that i. Create curiosity into the Formative Introduction: Resources:

Week identify and meaning behind music. Assessment: Teacher starts with a revision test on the music elements
5/Lesson 1 describe how The teacher to introduce the topic that songs are made to convey Kahoot
ii. Create a Word Cloud with
the elements of Kahoot test to meaning and purpose. This is done by using musical elements. The
music work words that describe how revise the music teacher uses part of the first YouTube video provided in resources Word Cloud:
together to music makes the student elements that will (Vivaldi’s Four Season – Spring). The teacher to explain that https://wordart.com
convey meaning feel be focused on Vivaldi used a number of musical elements to create meaning in his
and purpose, during this topic music. YouTube:
using music For Intro:
terminology Body: https://www.youtube.co
(ACAMUR091) Teacher to hand out iPads to students and ask them to access the m/watch?v=l-dYNttdgl0
Word Cloud resource. The students are to then to create a Word
Cloud with words that explain how music makes them feel. After
an appropriate amount of time, the teacher asks students to share
what they have done.

Conclusion:
At the end the teacher to pick a song that has meaning to them and
explain to the students why it has meaning.

Explanation of each section – just highlight the general capabilities section on the top that will be covered in the lesson sequence. Make sure you list the year level and learning area.
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TERM/WEEKS: YEAR LEVEL: 5 LEARNING AREA/TOPIC: The Arts/ Music

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
LESSO Curriculum OBJECTIVE (what & how) EXPERIENCES and other
N LINKS (Introduction, Body and Conclusion)

Responses that
Week 6/ identify and
Lesson 2 describe how the
elements of music
work together to
convey meaning
and purpose,
using music
terminology
(ACAMUR091)
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: 5 LEARNING AREA/TOPIC: The Arts/ Music

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
LESSO Curriculum OBJECTIVE (what & how) EXPERIENCES and other
N LINKS (Introduction, Body and Conclusion)

Week 7/ Responses that

Lesson 3 identify and
describe how the
elements of music
work together to
convey meaning
and purpose,
using music
terminology
(ACAMUR091)

Role of music
from different
times and cultures
(ACAMUR091)
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSO Curriculum OBJECTIVE (what & how) EXPERIENCES other
N LINKS (Introduction, Body and Conclusion)

1 Put in the learning Write 2-4 objectives that are clear, Explain the type of Introduction
area and code – measurable and specific about the assessments you  Have something that keys students into the topic. Make it Put in links and titles.
Clearly include the entire teaching and learning. Start with will use in the motivating and interesting. If using an online tool
state outcome if strong verbs and focus on the lesson. Be clear include a few words as a
 If it is lesson two or three then you can also have a review of
the possible. content and on the ICT focus. about the reason summary so when you or
week A content area and the collection ‘what we did last lesson’. Examples could be a video, games, others look at it, they
and should be the Eg 1: method. quiz, picture study, discussion, book, or hands-on experiment. will know why the tool is
lesson focus – e.g. Create an interactive poster, using being used.
numbre Science, Health, our CARP design principles, Eg
r in the English etc. ICT showcasing 3 different types of 1.Formative Eg:
sequen is the tool. volcanoes and some geographical assessment at the Body Intro: Youtube video on
ce locations for each type. beginning using  Create a set of dot points that list the things the teacher and the volcano formation:
Kahoot to check students will complete. https://www.youtube.co
Eg 2: understanding of  Include scaffolds and teacher guides, e.g. If you list ‘research m/watch?v=WgktM2luL
1. Research the impact of Volcanoes volcanoes’ then also list the main things you have asked them ok
volcanoes on surrounding 2. Summative
to find.
landscapes. assessment - Rubric Picture discussion CARP
for the poster – key  Write in the third person e.g. the students will…. design principles:
2. Create a film, demonstrating
points are 3 https://wayfaringpath.coe
simple picture slideshow different volcanoes, tail.com/2014/10/08/carp
techniques, showcasing the locations and the Conclusion -design-principles-for-
positive and negatives effects CARP design  Write how you will wrap up the lesson. Be sure to include a elementary-students/
of living in an area affected by principles. review of the content covered or possibly a demonstration by
volcanoes. various individuals of how the product creation is coming Interactive volcano
along. information
http://pbs.panda-
prod.cdn.s3.amazonaws.
com/media/assets/wgbh/
ess05/ess05_int_volcanin
tro/01_What.htm#
Possible planning process…

Decide on a final Find ICT tools

Decide what you
Choose a product that will that will enhance
want the Create a series of
be produced by the student’s
content area students to know
the students e.g. experiences.
steps that will
Plan how to
from the and/or do by the build the
a movie, book, Tools can be for assess and
end of the lesson knowledge and
SCSA website sequence. Create
poster, website, use by the
skills required to
evaluate the
presentation, teacher but the student learning.
links to the complete the
mindmap, majority should
https://www.scsa.wa.edu.a relevant content final product.
u interactive quiz, be used by the
areas.
document, etc. students.

Device considerations

K-year 4 – Use iPad as your device. Assume either shared devices or each child has a device. Do not assume there is a lab at the school. They are disappearing from most schools.
Year 4-6 – Use either an iPad or a laptop as your main device. Many schools have 1-1 devices but not all. Again, there are not likely to be labs in schools – you will have shared devices or
can borrow from other classrooms if you want to do individual activities.
Year 7-12 - Plan for one device per student – e.g. assume everyone will have iPad, or Mac or Windows machine.

Notes: Make sure the tools and sites you choose can cater for the device you nominate. Some popular apps are only available on iPad and some websites don’t work on the iPad but may have
an app instead. Do your research to ensure it will all work on the nominated devices.

Website creation guidelines

Create the following tabs

 Home
 Lesson 1
 Lesson 2
 Lesson 3
 Teacher Planning page
 ICT tools

Explanation of the tabs:

Home Lesson pages Teacher page ICT tools

Explain your website.
Be clear about your target audience.
Make it interesting and visual and ensure it
contains links to the other sections of your
site.
Assessment 3.
The lesson pages should be clear and aimed
at the age group of the students. These
pages are not designed for adults. It is
designed for students to use within a guided
classroom environment.
Use appropriate web design principles to
ensure the site is easy to use and navigate.
Assessment 1
You will include your planning documents,
your explanation of the learning theory and
your clarification of the 4 chosen ICT focus
tools.
You will also put a link on this page to the
section where you will be detailing all of
your ICT tools.
Assessment 1
This is where you will put the details of the
ICT tools we will be covering in the unit.
Include the link to the tool, a description, a
screen shot or example and an explanation of
how it could be used in a classroom.