Foundation students learned how to differentiate between the rhythm and the beat and began using fine motor skills and beat ‘pictures’ to track this. They identified whether they could hear one or two sounds on each beat and called one sound ‘ta’ (crotchet) and two sounds ‘ti-ti’ (two barred quavers). Students explored their discoveries in a variety of reading, writing and performing activities. They practised instrumental parts and singing towards their end of year concert.

Year 1 students practised their rhythmic and melodic reading and writing skills and discovered that in some of the songs they were singing, a beat went by without any sound. They called this new rhythm ‘sah’ and represented it as ‘Z’ in their writing activities. Students learned about a new pitch that was higher than ‘so’ and ‘mi’ (as referred to in the Kodaly solfege methodology) and called it ‘lah’. Using instruments, they determined that this pitch was a step higher than ‘so’ and positioned it on the staff.

Year 2 students memorised songs, dialogue and choreography for their ‘Ocean Commotion’ production and delivered an outstanding performance. This process enabled them to develop many skills such as self-awareness, self-management, self-confidence, cooperation, teamwork, spatial awareness and a sense of community in an intensive and enjoyable format. Students consolidated and practised their understandings of the rhythms and pitches introduced so far, with a focus on reading from the staff which will support them in learning the recorder next year.

Year 3 students began to understand and apply basic skills and principles of playing the recorder in simple, familiar repertoire. They learnt the notes C, B, A and G and practised reading and performing these from the staff. Students continued to develop their musicianship, learning to perform different parts, on various instruments, from a score in class ensembles.

Year 4 students continued to practise the ukulele and developed speed, accuracy and fluency when playing this. They worked on rhythmic and melodic sight-reading drills to help them improve their overall recall and understanding. Students began to reflect on their own musicianship and learning needs and collaborated independently in small groups to target their identified areas for improvement.

Year 5 students learnt the new rhythm ‘ti-tika’ (a quaver barred to two semi-quavers) and were introduced to the rhythm ‘tika-ti’ (two semi-quavers barred to a quaver). They practised known rhythms through composition, a variety of games and through instrumental performance. For example, the rhythm ‘ti-tika’ features prominently in the accompaniment for ‘High Hopes’ by ‘Panic! at the Disco’. Sight-reading from a master score, students performed the accompaniment on tuned percussion in ensemble.

Year 6 students continued their unit on Garageband and considered the purpose and function of music. Utilising a variety of stimuli, they used the app to create compositions that served different functions and reflected various moods both independently and in pairs. Students worked in groups to choose, arrange, rehearse and perform a song on their instrument of choice.

We have a school band and choir, who perform at assemblies. The music staff support our Bollywood and Chinese dancing groups.

The Year 2 production ' Ocean Commotion' was a wonderful performance. Our students sang, danced and acted with confidence and joy.