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)

Year 7 Geography concepts are revisited through this fun group activity. An excellent self-contained activity to leave for another teacher looking after a lesson or, use to demonstrate student group work and collaboration. Step back and flip the learning! This resource has all instructions and key terms (page 1). A partially completed mind-map for students to use (page 2). The suggested answer page for students to map their results or for the teacher to correct their work (page 3). Alternatively, students can use technology by using the site: https://www.goconqr.com/ Deliver amazing content with ease using an open platform that’s designed to engage students and revitalise learning. This activity meets ACARA Year 7 Geography Communicating standard: Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS053)

Film music brings to film the basic principles of music: melody, harmony, rhythm, meter, volume, tempo, form, tone colour, and instrumentation. Students will learn through these fun lessons, that music in film gets its power from its ability to tap into our expectations that music follow these principles. Conventions, shared between composers and audiences, means that we gain meaning through the power of association; through repetition, conventions such as brass and horns indicate hero or military scenes and these become ingrained in a culture as a kind of collective musical experience. Film music defines emotion in a film and often it generates it. Does film music always have a function? Students find what works in movie music! This pptx. gives recent examples, text slides for students to take brief notes and excellent, short film clips that illustrate powerful effects. Movie Music Part 1 (of two pptx presentations) gives opportunities for students to understand and explain the mix of two art forms: film and music. Movie Music Part 2 gives projects for students to use what they have learned!

Easily extended beyond a few lessons, this resource includes two Projects that meet learning outcomes for Music while building strong content knowledge through purposeful reading, writing, viewing, listening, and research. GarageBand software makes music composition easy for middle school aged students. Meaningful and active learning can easily be experienced through these fun activities. Ease of navigation also makes it appealing to students and teachers (who could easily learn to use it alongside their students). Since music can be listened to, played, and seen through GarageBand, it also presents it through different modes of learning. Multiple modes of presentation and the need for student choices, creates a more meaningful learning experience. Your students will respond to varying demands of audience, task, purpose, and discipline by taking notes, making notes and selecting convincing evidence. Students can use their own creativity in completing projects that are authentic. The Projects also reinforce the right use of repetition, adjusting tempo (speed), key, dynamics (volume), melodic flow, etc. For your program: Students will also be introduced the concepts of • meter, • beats per minute, • time signature, and • musical patterns/repetition. By the end of the two Projects students will be able to: • know the basics of using music technology for fun & the Garageband software • insert loops into a project to create a simple composition of their own • and with extended time they will be able to change the tempo and time signature of a song Teachers can assess by: • Listening to a students’ composition and reading their written work to see if they have understood how to create a musical pattern within the Garage band software. • Checking to see if the students can identify patterns within other students’ work. • Listen for precise vocabulary to describe rhythm and metre as well as their music. • Students are able to talk about similarities and differences in rhythmic patterns. checking for understanding through simple note taking and note making rounds off the exercise! 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

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!

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.

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!

The Musicology Viva-Voce is a great opportunity for any music student to develop a hypothesis on a music topic that interests them. This handy guide helps both the Teacher and the student. A very clear outline and step-by-step process will act as a checklist and helps the student see where they may need to take time to develop their viva-voce. Teachers can use the extra, Free! rubric to assess the in-school assessments and write comments to help the student see their progress. Feel free to change the outcomes to your program or school level - the word format enables you to adapt and change to suit your needs.

Student music composition work develops when materials are provided that prompt creative thinking and guide them to try new techniques. This guide is invaluable to Music Teachers - simply print or have students save the document. They can add draft pages to provide proof of authorship. Short exercises make research and musicology a part of the process along with learning terms that they can then put into practice in their own creative composition. Also doubles as a handy process portfolio that can be submitted in stages. Students can work with a part of the task to meet Core Assessment requirements or fully develop the portfolio as an Elective option. BOS requirements and information are in the document for easy reference!

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.

Easy to modify or add to this detailed program. Too busy to deliver both Pop and Rock music? You can choose to take more time or less using this program. Add your own material, modify the rubrics and let the students know what to expect for their assessment at the end of the module. Educational outcomes are becoming universal in their language and this program can easily meet the expected outcomes for your system. Plain english for everyone to understand - no jargon! Covers Performance, Listening, Composition and Musicology all integrated and referenced. To add to the content - why not download my FREE ppt. on Music Elements? or purchase the 'starter' lesson on the 'Disruptive Elements of Rock music' and see your students enter into the debate on what constitutes real music!

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.

Great way to meet the HSC requirements and verify student work! Use the word document as a combination of tips for composing, guide for independent research, and a process checklist for ongoing development of skills. Students add in their drafts and annotate changes as they go...simply scan the finished portfolio pages for a record of their work - you can use the work sample to update/provide evidence for your own Teacher PD NESA profile as well! BTW! ......Music 1 Composition Focus Program “Methods of Notating Music” is also available on TES and provides all the learning material and links to assist the delivery of a successful 10 week unit of work. An Assessment rubric is included and makes assessing the wide range of abilities and results easy and fair. Links to free notation software and exercises to assist student learning are included as well. A perfect package!

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.

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.