Years 3 and 4 standard elaborations — Australian Curriculum: Music
DRAFT
The Australian Curriculum achievement standards are an expectation of the depth of understanding, the extent of knowledge and the sophistication of
skills that students should typically demonstrate at the end of a teaching and learning band. In Queensland, the Years 3 and 4 Australian Curriculum
achievement standard represents a C standard — a sound level of knowledge and understanding of the content, and application of skills.
Years 3 and 4 Australian Curriculum: Music achievement standard
By the end of Year 4, students describe and discuss similarities and differences between music they listen to, compose and perform. They discuss how they and
others use the elements of music in performance and composition.
Students collaborate to improvise compose and arrange sound, silence, tempo and volume in music that communicates ideas. They demonstrate aural skills by
singing playing instruments with accurate pitch, rhythm and expression.
Source:
Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum The Arts — Music for Foundation–10,
www.australiancurriculum.edu.au/the-arts/music/curriculum/f-10?layout=1#level3-4
The standard elaborations (SEs) should be used in conjunction with the Australian Curriculum achievement standard and content descriptions for the
relevant band. They provide additional clarity about using the Australian Curriculum achievement standard to make judgments on a five-point scale.
The SEs for Music have been developed using the Australian Curriculum content descriptions and the achievement standard. They promote and support:
 aligning curriculum, assessment and reporting, connecting curriculum and evidence in assessment, so that what is assessed relates directly to what
students have had the opportunity to learn
 continuing skill development from one band of schooling to another
 making judgments on a five-point scale based on evidence of learning in a folio of student work
 planning an assessment program and individual assessments
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 developing task-specific standards and grading guides.
Years 3 and 4 Music standard elaborations
A
B
DRAFT
C
D
E
 description and
discussion of
similarities and
differences between
music listened to,
composed and
performed
 identification of
similarities and
differences between
music listened to,
composed and
performed
 statements about
similarities and
differences in music
 discussion of how they
(as the artist) and
others use the elements
of music in performance
and composition
 identification of the
elements of music they
(as the artist) and
others have used in
performance and
composition
 statements about the
elements of music
improvisation,
composition and
arrangement of music that
communicates ideas,
through use of:
 expression
 sound and silence
 tempo
 volume
improvisation, composition
and arrangement of music
that communicates ideas,
through uneven use of
aspects of:
 expression
 sound and silence
 tempo
 volume
presentation of music,
with sporadic use of
aspects of:
 informed description and
informed discussion of
similarities and
differences between
music listened to,
composed and performed
 thorough discussion of how
they (as the artist) and
others use the elements of
music in performance and
composition
 informed discussion of
how they (as the artist)
and others use the
elements of music in
performance and
composition
Composing
improvisation, composition
and arrangement of music
that is cohesive and clearly
communicates ideas,
through skilful and effective
use of:
 expression
 sound and silence
 tempo
 volume
improvisation, composition
and arrangement of music
that communicates ideas,
through effective use of:
performance of music that is
cohesive and clearly
communicates ideas, with
demonstration of aural skills
through skilful, effective and
sustained use of:
 accurate pitch
 accurate rhythm
 expression.
performance of music that
clearly communicates
ideas, with demonstration
of aural skills through
effective use of:
performance of music
that communicates ideas,
with demonstration of
aural skills through
use of:
performance of music that
communicates ideas, with
demonstration of aural
skills through uneven
use of aspects of:
performance of music,
with sporadic use of
aspects of:
 accurate pitch
 accurate rhythm
 expression.
 accurate pitch
 accurate rhythm
 expression.
 pitch
 rhythm
 expression.
 pitch
 rhythm
 expression.
Making
Knowledge, understanding and skills
Responding
 thorough description and
thorough discussion of
similarities and differences
between music listened to,
composed and performed
Performing
The folio of student work has the following characteristics:




expression
sound and silence
tempo
volume
Years 3 and 4 standard elaborations — Australian Curriculum: Music
DRAFT




expression
sound and silence
tempo
volume
Queensland Curriculum & Assessment Authority
February 2015
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Key
Shading emphasises the key aspects of the achievement standard and qualities that discriminate between the A–E descriptors. Key terms are described overleaf.
Years 3 and 4 standard elaborations — Australian Curriculum: Music
DRAFT
Queensland Curriculum & Assessment Authority
February 2015
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Notes
Examples of knowledge and skills in Years 3 and 4 Music
ACARA provides examples of knowledge and skills in Music across each band, and they are
provided here for your reference.
Years 3 and 4
In this band students develop their knowledge of how ideas and intentions are communicated in and
through music. They build on and refine their knowledge, understanding and skills through music practices
focusing on:

elements of music
- rhythm
 simple metres, crotchet, crotchet rest, quaver, semiquaver
 dotted crotchet, quavers in groups of three and identical rests in repertoire studied
 ostinato, tempo changes (faster and slower)
- pitch
pentatonic patterns, melodic shape, recognising steps and leaps, treble clef, staff
- dynamics and expression
very soft (pianissimo) pp and very loud (fortissimo) ff, gradually getting louder (crescendo),
gradually getting softer (decrescendo), smoothly, short and detached
- form
question and answer (call and response), repeat signs, binary (AB) and ternary (ABA) forms
- timbre
recognising familiar instrumental timbres in isolation and combination
- texture
combining two or more rhythmic or melodic patterns which occur simultaneously in different voices

skills (including aural skills)
- matching pitch and showing the direction of a tune with gesture or drawings
- recognising the differences between notes moving by steps and leaps
- discriminating between rhythm and beat
- demonstrating beat and tempo changes
- matching and varying dynamics
- varying instrumental timbres to create expressive effects using instruments and voices safely and
correctly in the classroom
- taking on different roles in group music making, for example, accompaniment, lead
- using technology as a tool for music making and performance.
(ACARA, Examples of knowledge and skills in Music, www.australiancurriculum.edu.au/the-arts/music/examples#3-4)
Years 3 and 4 standard elaborations — Australian Curriculum: Music
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Queensland Curriculum & Assessment Authority
February 2015
Australian Curriculum valued features
The SEs describe the qualities of achievement in the two valued features for Australian
Curriculum Arts achievement standards — responding and making.
Valued features
Description
responding
includes exploring, responding to, analysing and interpreting artworks
making
includes learning about and using knowledge, skills, techniques, processes,
materials and technologies to explore arts practices and make artworks that
communicate ideas and intentions
Terms used in Years 3 and 4 Music SEs
The following terms are used in the Year 3 and 4 Music SEs. They help to clarify the descriptors,
and should be read in conjunction with the ACARA Music glossary:
www.australiancurriculum.edu.au/the-arts/music/glossary.
Term
Description
arranging;
arrange
in Music, to organise and structure musical ideas for a particular purpose
artist
generic term for the maker of an artwork in each of the five arts subjects;
in Music, the artist is performer or composer
aspects
particular parts or features
aural skills
in Music, particular listening skills students develop to identify and discriminate
between sounds; also referred to as ear training which involves focused listening
activities through with students identify sounds such as rhythm, pitch and timbre;
see ACARA’s Examples of knowledge and skills in Years 3 and 4 Music
clearly
easy to perceive, understand, or interpret
cohesive
characterised by being united, bound together or having integrated meaning
collaborate
to work jointly on an activity or project;
in Years 3 and 4 Music, students work collaboratively to improvise, compose and
arrange sound, silence, tempo and volume
composition
the placement or arrangement of elements or parts in artworks
description;
describe
give an account of characteristics or features
discussion;
discuss
talk or write about a topic, taking in to account different issues or ideas
dynamics and
expression
in Music, refers to how the sound is performed, including sound qualities (e.g. the
relative volume and intensity of sound);
see ACARA’s Examples of knowledge and skills in Years 3 and 4 Music
effective
meeting the assigned purpose in a way that produces a desired or intended result;
in Music, meeting the purpose by producing a strong impression
Years 3 and 4 standard elaborations — Australian Curriculum: Music
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Queensland Curriculum & Assessment Authority
February 2015
Term
Description
elements of
music
in Music, the elements of music are:
 rhythm: (including tempo and metre): the organisation of sound and silence using
beat, rhythm and tempo (time)
 pitch: the relative highness or lowness of sound; pitch occurs horizontally (as in a
melody) and vertically (as in harmony)
 dynamics and expression: the relative volume (loudness) and intensity of sound
and the way that sound is articulated and interpreted
 form and structure: the plan or design of a piece of music described by identifying
what is the same and what is different and the ordering of ideas in the piece
 timbre: the particular tone, colour or quality that distinguishes a sound or
combinations of sounds
 texture: the layers of sound in a musical work and the relationship between them;
see ACARA’s Examples of knowledge and skills in Years 3 and 4 Music
form
in Music, form is the sections within a piece of music, e.g.
 binary form (AB) contains section A, then section B
 ternary form (ABA) contains section A, section B, then return to section A
 rondo form (ABACA) contains section A, section B, section C, then return to
section A;
see ACARA’s Examples of knowledge and skills in Years 3 and 4 Music
identification;
identify
establish or indicate who or what someone or something is
informed
having relevant knowledge; being conversant with the topic;
in Music, this includes how the knowledge and skills (elements of music,
conventions of form, instrumental techniques, ensemble skills, aural skills) work
together to communicate meaning or intent in and through music
performing music
in Years 3 and 4 Music, singing and playing instruments
pitch
in Music, the highness or lowness of a sound;
see ACARA’s Examples of knowledge and skills in Years 3 and 4 Music
rhythm
in Music, combinations of long and short sounds that convey a sense of movement
subdivision of sound within a beat;
see ACARA’s Examples of knowledge and skills in Years 3 and 4 Music
skilful
in Music, in the context of:
 creating artworks, this includes considered selection, management and
application of the elements of music
 sharing artworks, this includes a high degree of proficiency and polish
sporadic
appearing, happening now and again or at intervals; (irregular) or occasional
statement;
state
a sentence or assertion
sustained
continuing for an extended period or without interruption
thorough
demonstrating depth and breadth of music knowledge and skills
timbre
the particular tone, colour or quality that distinguishes sound or combinations of
sounds;
see ACARA’s Examples of knowledge and skills in Years 3 and 4 Music
uneven
not properly corresponding or agreeing; not in keeping with
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