Year 7/8 students will learn to listen carefully to the film score as they complete a Film Music Review activity. By selecting the 'best' of three short music reviews, they will learn how to write their own. Short sentence starters help the process and students complete the activity by composing their own review. Contributes to achieving the outcome (ACAMUR097) Analyse composers’ use of the elements of music and stylistic features when listening to and interpreting music. The particular elements of Literacy addressed by this content description: - Comprehending texts through listening, reading and viewing - Comprehend texts - Navigate, read and view learning area texts - Listen and respond to learning area texts - Interpret and analyse learning area texts Text knowledge - Use knowledge of text structures Word Knowledge - Understand music vocabulary Students will: - build on their aural skills by identifying and manipulating rhythm, pitch, dynamics and expression, form and structure, timbre and texture in their listening - aurally identify layers within a texture

this full program with full lesson guide for 10-week term provides useful links for 'How to Compose Music' , score study, composer reflections, rehearsal tips and guide and importantly - the Assessment rubric - plain english makes the program easy reading and makes the syllabus outcomes come to life. NESA Australian Professional Standards for Teachers Know students and how they learn: 1.5.2 Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities 2.1.2 Apply knowledge of the content and teaching strategies to develop engaging teaching activities Know the content and how to teach it 2.2.2 Organise the content into coherent, well-sequenced learning and teaching programs

This is a part of the new Year 7 History Curriculum. Excellent as a self-contained lesson with great images, to leave for another teacher looking after a lesson or, use to demonstrate student research, inquiry based learning and scaffolded note making. This resource includes all background information and key terms (section 1). Questions and activities for students to use (Section 2). Extension activity for abler students and a mind map for the teacher to use to correct student work (Section 3). Alternatively, students can use technology to demonstrate their understanding and create their own flash cards, mind maps or questions/quiz by using the site: https://www.goconqr.com/ amazing content delivered with ease using an open platform that’s designed to engage students and revitalise learning. This activity meets ACARA Year 7 History content: Historical Knowledge and Understanding Investigating the ancient past • Students build on and consolidate their understanding of historical inquiry from previous years in depth, using a range of sources for the study of the ancient past. • How historians and archaeologists investigate history, including excavation and archival research (ACDSEH001) • The range of sources that can be used in an historical investigation, including archaeological and written sources (ACDSEH029) • Methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains (ACDSEH030)

Give yourself time to work with your students and use this detailed program for any 16yrs+Music class . It is particularly aimed at meeting the NSW Preliminary or HSC Music 1 Syllabus outcomes. The composition focus has a comprehensive rubric with marking schema to cover all levels of participation. Each lesson for the 10-week term includes hyperlinks for both the program(teacher) and a page for students to access the links on their device. The links include free music software, exercises for music notation and tutorials for understanding and using chords. It makes this resource useful for those times you cannot be in class! for a little bit extra, the companion TES "HSC Composition Portfolio" extends the unit outcomes for the student who chooses to have composition as an elective option. All BOS/NESA examination requirements are listed along with a thorough process for students to develop their skills at every level. I encourage you to complete the package with this handy timesaving addition! NESA Teaching Standards Standard 3 may be met through your adaptation and use of this package: Plan for and Implement Effective Teaching and Learning - Proficient Level 3.1.2 Set explicit, challenging and achievable learning goals for all students. 3.2.2 Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning. 3.3.2 Select and use relevant teaching strategies to develop knowledge, skills, problem-solving, and critical and creative thinking. 3.4.2 Select and/or create and use a range of resources, including ICT, to engage students in their learning.

Writing Game music can be lots of fun! It can also teach how music can link with action, emotion, humour and responses. This pptx file will introduce the basics before quickly getting into activities - we all learn best by doing! Aimed at Years 7 - 8 music classes, the easy entry level activities enable instant participation, teach phrase lengths and the use of repetition and variety to create interest as well as having students participate in a creative music making activity without needing a music theory background. Look for the free rubric and use to assess the project work.

HSC Music 1 course: Lesson has two short music extracts focussing on very specific terms: Melisma, Sequence, Phrasing. The two activities can be set as a 'relief lesson' or as self-paced independent learning while you target students who may need extra help in the classroom. The file can be used as both a printed resource for or use with an electronic copy for students. I simply pass a usb with the file, students copy it to their desktop and off they go! The lesson covers the Syllabus for Aural and Composition. Course topics: An Instrument and It's Repertoire; Music for Small Ensemble; Popular Music. NESA Australian Professional Standards for Teachers Know students and how they learn: 1.5.2 Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities 2.1.2 Apply knowledge of the content and teaching strategies to develop engaging teaching activities Know the content and how to teach it 2.2.2 Organise the content into coherent, well-sequenced learning and teaching programs 2.6.2Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.

Inspiring and encouraging comment bank for high school teachers. Deliberately kept 'general' for you to add a reference to your specific subject or use for pastoral or home room and individual references. The pages are written in table format with girl and boy versions. Blend more than one comment to describe your students. Simply insert the student name in the space and copy and paste into your document. a few 'corrective' statements indicate how to make a few changes to best improve for the new semester or school year. Enjoy!

Use this HSC Music 1 Aural exercise, with online listening activities and useful prompts, as a stand-alone Year 12 revision lesson (also useful for relief lesson) or take the opportunity to work one-on-one with your Preliminary students as they work to deepen their understanding of the music concepts. Guided questions with prompts differentiate the activity to reinforce their listening practise. NESA Australian Professional Standards for Teachers  The Proficient Standards underpin processes for full registration and accreditation as a teacher and support the requirements of nationally consistent teacher registration. Professional Practice: 3: Plan for and implement effective teaching and learning 3.2.2 Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning. 3.3.2 Select and use relevant teaching strategies to develop knowledge, skills, problem-solving, and critical and creative thinking. 3.4.2 Select and/or create and use a range of resources, including ICT, to engage students in their learning.

Using links to free internet resources and on-line tutors - students can work at their own pace and enjoy success! Some short written activities check understanding and make this resource indispensable for busy teachers. Once you introduce the sites - it leaves you free to move amongst students and help them with technique and progress. All the materials are scaffolded to meet the needs of beginners and more ‘able’ students. They can map their progress.

What is it in Rock Music that disturbs, for some, our sense of what music should be? Looking at a quote from Robert Palmer, using online resources and youtube links (embedded in the lesson notes), students examine the 'disruptive influences' and Rock music elements through the sensational music of Jimi Hendrix. Use this as an introductory lesson or as a challenge for your students! Listen as they debate the core question of the desire to create cultural change and how this drives creativity in music today! Students are encourages to use music vocabulary to explain what they hear, compare with past music and examine the stylistic elements as they listen and take notes.

This ppt is self timed and is a fun review of key music words and terms. Students may work in pairs or individually to get their answers for each of the 10 second timed slides. May be used several times to reinforce these important Aural Terms. Especially useful to change the pace of a lesson, reintroduce the key terms or check for understanding and recall. Enjoy!

These slides give clear explanations and visual images to help reinforce these concepts. Use the 'notepad&' icon, included on some slides, to cue students to take notes from the screen. These can be used with flat screen motors or IWB.

A handy student summary page for the Musicology viva-voce. Simple print the page for students to write their summary. Alternatively, give an electronic copy for students to type and edit their notes. Takes the guesswork out!

Easy to use comment bank - combine more than one to create detailed report comments or keep it simple with strong statements. Commend students for their participation, development or gently admonish for not making their best effort! NESA - Use this resource to meet STANDARD 5 ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING : 5.2.1 & 5.2.2: Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals 5.5.2: Report clearly, accurately and respectfully to students and parents/carers about student achievement, making use of accurate and reliable records

Free! rubric to assess the Musicology Viva-Voce in-school assessments. You can write comments to help the student see their progress. Feel free to add or change the outcomes to suit your program or school level - the word format enables you to adapt and change to suit your needs. Clear targets enable the students to see what they need to prepare for their best result. If you purchase the Guide - it makes a perfect partner for the student who chooses this as an HSC Elective option!