Prep. Lesson 1. What is beat?
The teacher models the beat by singing and encourages students to move in time. AC9AMUD01
Prep. Lesson 2. Feel the beat
Students use circle games to develop the feeling of a steady beat. AC9AMUFP01
Prep. Lesson 3. Moving to the beat
Students keep the beat, clap in time with rhymes and in teacher-led circle games. AC9AMUD0
Prep. Lesson 5. Developing beat
Students can identify singing and speaking voices by listening and performing. AC9AMUFP01
Prep. Lesson 6. Consolidating beat
Students sing, create melodies, keep the beat, and explore visual beat representations dynamically.
Prep. Lesson 7. Beat & bodies
Students explore body awareness, coordination, and ensemble skills by creating a class composition with movements and percussion instruments.
Prep. Lesson 8. Playing with the beat
Students explore graphic notation with djembe, developing inner hearing and ensemble skills through beat, rhythm, and conducting exercises.
Prep. Lesson 9. Day & night voices
Students practise keeping a steady beat while experimenting with vocal dynamics, alternating between loud and soft voices.
Prep. Lesson 10. Louder & softer voices 
Students discover how to use louder and softer voices by singing and chanting rhymes to a steady beat.
Prep. Lesson 11. Exploring voice
Students will explore pitch, modulate voices, keep a steady beat, practise self-regulation, and differentiate between high and low sounds.
Prep. Lesson 12. High & low sounds
Students will explore pitch, dynamics, and rhythm using hand movements, singing, and coordinating their body movements to match musical elements.
Prep. Lesson 13. Higher & lower sounds II
Students distinguish between high and low sounds by singing, synchronising movements with the beat, and using hand movements to show pitch changes.
Prep. Lesson 14. Exploring voice II
Students will explore vocal types, dynamics, pitch, and beat through singing, movement, instrument playing, and collaborative games.
Prep. Lesson 15. Vocal pitch matching
Students will explore pitch, rhythm, and movement using xylophones, puppets, scarves, and collaborative storytelling.
Prep. Lesson 16. Instrument pitch mapping
Students will explore pitch, rhythm, and dynamics through singing, movement, and instrumental activities, fostering listening skills and musical coordination.
Prep. Lesson 17. Fast & slow
Through singing, marching, and collaborative activities, students will practise recognising and performing fast and slow tempos, colour-based rhyming, and steady beats.
Prep. Lesson 18. Fast & slow II
Through interactive circle activities, students will gain confidence, pitch-matching, and beat awareness by singing, marching, and moving at different tempii.
Prep. Lesson 19. Different sounds
Students will explore sound production methods, materials, and pitch, using voices, bodies, and instruments to recognise and describe different sounds.
Prep. Lesson 20. Tuneful singing
Through engaging songs, movements, games, and storytelling activities, students will practise tuneful singing, pitch levels, beat awareness, and creative expression.
Prep. Lesson 21. Same & Different
Students will learn to recognise, create, and identify similarities and differences in patterns, sounds, and movements, enhancing coordination and listening skills.
Prep. Lesson 22. Fast & slow III
Students will explore pitch, tempo, and musical storytelling through movement, listening maps, and instrument play.
Prep. Lesson 23. Different sounds II
Students use paper, percussion, and graphic notation to explore sound and music creation.
Prep. Lesson 24. Same & different II
Students explore sorting instruments, sound storytelling, movement games, and beat patterns.
Prep. Lesson 25. Body percussion
Students will explore body percussion using clapping, stomping, patting, snapping, and creative actions
Prep. Lesson 28. Rhythm patterns
Students will participate in singing, rhythm, and body movement activities to develop musical skills, coordination, and expressive communication.
Prep. Lesson 26. Long & short sounds
Students will explore and identify long and short sounds through instruments, body movements, visuals, singing, and syllable counting activities.
Prep. Lesson 29. Rhythm patterns II
Students will explore rhythm, beat, and timing by engaging in singing, clapping, and movement.
Prep. Lesson 27. Long & short sounds II
Students explore long and short sounds through body percussion and graphic notation.
Prep. Lesson 30. Rhythm syllables
Students explore rhythm through clapping syllables, ostinatos, and performing call-and-response patterns.
Prep. Lesson 31. Rhythm syllables II
Students engage in rhythm and pitch activities using songs, visual aids, and instruments.
Prep. Lesson 32. Rhythm performance
Students explore rhythm through rhythm clocks, poison rhythms, and instrument-based games.
Prep. Lesson 20. Tuneful singing
Through engaging songs, movements, games, and storytelling activities, students will practise tuneful singing, pitch levels, beat awareness, and creative expression.
Y1. Lesson 1. Beat
Students respond to the sound and feel of a steady beat, experiencing it through singing, chanting and kinaesthetic activities.
Y1. Lesson 2. Practise beat
The teacher models the beat by singing, walking or chanting to a beat and encourages students to move in time.
Y1. Lesson 3. Faster & slower
Students identify faster and slower tempos through body movement, listening and expressive behaviour.
Y1. Lesson 4. Tempo
Students are presented with the term tempo and experience it through singing and kinaesthetic activities.
Y1. Lesson 5. Louder and softer
Students demonstrate their understanding that music can be louder or softer.
Y1. Lesson 6. Louder & softer II
Students practise responding to louder and softer sounds.
Y1. Lesson 7. Higher & lower sounds
Students use their voices and bodies to identify the terms high and low and how they apply to music.
Y1. Lesson 8. Higher & lower sounds II
Students continue to practise and develop their understanding of high and low sounds.
Y1. Lesson 9. Rhythm
Students are presented with the term rhythm, formerly known as "the way the words go".
Y1. Lesson 10. The String Family
Students discover the string family and develop their understanding of rhythm.
Y1. Lesson 11. Ta & ti-ti
Students are introduced to the rhythmic syllables ta and ti-ti (crotchets and quavers).
Y1. Lesson 12. Canon
Students discover the meaning of canon in music and demonstrate a well-known song by performing it in canon.
Y1. Lesson 13. Inner hearing
Students are presented with the term inner hearing and discover how to use it.
Y1. Lesson 14. Inner hearing II
Students continue to revise and practise their inner hearing abilities.
Y1. Lesson 15. Form - Same & Different
Students identify and understand the paired comparatives same and different through listening and performing.
Y1. Lesson 16. Melodic contour
Students discover melodic contour and demonstrate it by using body movements.
Y1. Lesson 17. High & low [one-line staff]
Students discover that high and low sounds can be described on a one-line staff.
Y1. Lesson 18. High & low [two-line staff]
Students discover high and low sounds can be described on a two-line staff.
Y1. Lesson 19. Five-finger staff
Students discover that the five digits on their hand can represent the five lines and four spaces of a music staff.
Y1. Lesson 20. So & mi
Students discover that high and low sounds can be described using solfege (solfa) symbols so and mi.
Y1. Lesson 21. Lines & spaces
Students discover that so & mi can sit on lines or spaces.
Y1. Lesson 22. Note stems
Students discover and identify that so and mi are notes with tails that can go up or down depending on where they sit on the staff.
Y1. Lesson 23. Stick to staff notation
Students discover that the solfa notes so & mi connect to time names ta & ti-ti.
Y1. Lesson 24. Form AB
Students discover that songs consist of two different parts, 'A' and 'B', that can be repeated.
Y1. Lesson 25. Barlines & duple metre
Students discover barlines and duple [2] metre.
Y1. Lesson 26. Ostinato
Students create and perform both melodic and rhythmic ostinato.
Y1. Lesson 27. New note - la
Students discover there is a note above so and mi, called la.
Y1. Lesson 28. Texture - Thick or thin?
Students discover texture in music refers to how different layers of a piece of music are combined to produce the overall sound.
Y1. Lesson 29. Crotchet rest [za]
Students discover the crotchet rest, having a time name of za.
Y1. Lesson 30. Timbre - Different sounds
Students discover that timbre describes the quality of a sound that differentiates it from another.
Y1. Lesson 31. Indigenous music
Students explore how and why the didjeridoo is used in Indigenous culture.
Y1. Lesson 32. Cultures - Music from Ghana
Students explore the xylophone from Ghana, Africa.
Y1. Lesson 22. Note stems
Students discover and identify that so and mi are notes with tails that can go up or down depending on where they sit on the staff.
Y2. Lesson 1. Conducting in duple metre.
Students discover and practice the arm movement to conduct the strong and weak beat in 2 metre.
Y2. Lesson 2. Tonic note of the major pentatonic scale [do]
Students discover a new solfa note, do
Y2. Lesson 3. Practice new note do
Students develop their understanding of the tonic of the major pentatonic scale [do].
Y2. Lesson 4. The minim [too]
Students discover that a half note lasts for two beats.
Y2. Lesson 5. Practise the minim [too]
Students discover how the minim [too] is written on the staff.
Y2. Lesson 6. Forte & piano 
Students discover the symbols used in music to signify loud and soft.
Y2. Lesson 7. New note - re
Students are consciously introduced to re, the note that sits between do and mi.
Y2. Lesson 8. Trichord mi-re-do
Students discover more about the trichord mi-re-do through singing and writing.
Y2. Lesson 9. Practise the trichord mi-re-do
Students continue to develop their knowledge and understanding of the trichord mi-re-do.
Y2. Lesson 10. Texture - one sound or many sounds?
Students discover that texture in music may consist of one or more instruments or voices playing simultaneously.
Y2. Lesson 11. Practice texture
Students develop their understanding of texture in music through melody and accompaniment.
Y2. Lesson 12. Semiquavers [tika tika]
Students discover, practice and internalise semiquavers, also known as the ti-ka ti-ka rhythm syllable.
Y2. Lesson 13. Practice semiquavers
Students develop their knowledge and understanding of semiquavers as four notes on a beat.
Y2. Lesson 14. Dynamics - adagio & allegro
Students discover the terms used in dynamics for adagio (slowly) and allegro (lively or cheerful).
Y2. Lesson 15. Question & answer phrases
Students read and respond with answers to questions on rhythm pattern phrases.
Y2. Lesson 16. Marching & skipping
Students are unconsciously introduced to 6/8 time but described as music that makes you want to skip.
Y2. Lesson 17. Major pentatonic scale
Students discover the five notes of the major pentatonic scale and practice them within a known song.
Y2. Lesson 18. Practice pentatonic scale
Students continue to practise and develop their understanding of the major pentatonic scale.
Y2. Lesson 19. Ternary form - ABA
Students discover ABA form in music and how it is demonstrated in a known song.
Y2. Lesson 20. The woodwind family
Students discover the instruments of the woodwind family.
Y2. Lesson 21. Prepare quadruple metre.
Students broaden their knowledge of the woodwind family and prepare to discover quadruple metre.
Y2. Lesson 22. Present quadruple metre
Students discover that the four-beat pattern strong-weak-weak-weak is called four-metre or quadruple metre.
Y2. Lesson 23. Practise quadruple metre
Students continue to develop and practice their knowledge of quadruple metre.
Y2. Lesson 24. Inner hearing
Students use inner hearing (audiation) to reconstruct incomplete melodic phrases and rhythmic patterns.
Y2. Lesson 25. Melodic canon
Students increase their prior knowledge of melodic canon by teacher-directed singing.
Y2. Lesson 26. Art music - Mozart
Students learn about the composer Mozart and his music.
Y2. Lesson 27. Call & response
Students discover call and response through singing.
Y2. Lesson 28. Music of Torres Strait Islands.
Students discover music from the Torres Strait Islands.
Y2. Lesson 29. Revision - Solfa
Students review elements of solfa from previous learning.
Y2. Lesson 30. Revision - Rhythm
Students review elements of rhythm from previous learning.
Y3. Lesson 1. Legato & staccato
Students discover the meaning of legato and staccato and how they apply to music.
Y3. Lesson 2. Prepare treble clef & letter names
Students discover the treble clef and absolute note names
Y3. Lesson 3. Present treble clef & notes on a line
Students discover the name treble clef and explore the notes that sit on lines on the staff.
Y3. Lesson 4. Practise note names on lines and in spaces.
Students reinforce knowledge of notes on lines and in spaces
Y3. Lesson 5. Traditional time names
Students discover traditional note names, both British and American.
Y3. Lesson 6. Practise traditional time names.
Students practise traditional note names.
Y3. Lesson 7. The dotted minim
Students discover that adding a dot to a minim (half note) increases its time value by half its original value.
Y3. Lesson 8. The brass family
Students discover the brass family of the orchestra, and prepare for high do.
Y3. Lesson 9. High do'
Students discover a new note, high do', which is an octave above do.
Y3. Lesson 10. The Semibreve
Students discover the semibreve, or whole note, lasting for two half or four quarter notes.
Y3. Lesson 11. Dynamics ppp -fff
Students discover the range of dynamics, from ppp to fff and how they affect the sound of music.
Y3. Lesson 12. Triple time (3-metre)
Students discover that music can have three beats in a measure, and this is called triple time, or 3-metre.
Y3. Lesson 13. Accelerando & ritardando
Students discover two new Italian words used to describe speeding up and slowing down in music.
Y3. Lesson 14. Music for a special purpose
Students discover music used for a special purpose, such as the commemoration of Anzac Day.
Y3. Lesson 15. Low la,
Students discover a new note that is a skip below do, called low la and notated as la,.
Y3. Lesson 16. Practice Low la,
Students continue to explore the new note, low la,
Y3. Lesson 17. Low so
Students discover another note called low so, a step below low la.
Y3. Lesson 18. Practise low so
Students deepen their understanding and practice the new note, low so.
Y3. Lesson 19. Ti-tika
Students discover three uneven sounds on a beat, with the first sound longer than the second two sounds.
Y3. Lesson 20. Practise ti-tika
Students develop their knowledge of the rhythm of the ti-tika.
Y3. Lesson 21. Composers - Ludwig van Beethoven
Students discover one of the world's greatest composers of music.
Y3. Lesson 22. Tika-ti
Students discover three sounds on a beat, with the last sound longer than the first two sounds.
Y3. Lesson 23. Practise tika-ti
Students continue to develop their knowledge and understanding of a quaver, followed by two semiquavers [tika-ti].
Y3. Lesson 24. Timbre
Students discover more about the timbre of orchestral instruments.
Y3. Lesson 25. Practise Timbre
Students reinforce their knowledge and understanding of timbre.
Y3. Lesson 26. Music from India
Students discover instruments and music from India.
Y3. Lesson 27. Texture
Students discover that music texture refers to how the sounds in a piece of music are woven together.
Y3. Lesson 28. Practise texture
Students explore three types of textures in more detail.
Y3. Lesson 29. Revise pitch
Students revise the pentatonic scale, treble clef, letter names, high do, low la and low so.
Y3. Lesson 30. Revise rhythm
Students revise their knowledge of rhythm syllables and traditional time names.