Due to scheduled maintenance on Wednesday 22nd July 2026 between 5:00 pm until 7:00 pm AEST, Scootle may face a disruption in service. We apologise for any inconvenience caused.

Music / Year 1 and 2 / Developing practices and skills

Version 9

Switch to version 8

View on Australian Curriculum website

Australian Curriculum, Assessment and Reporting Authority

Curriculum content descriptions

develop listening skills and skills for singing and playing instruments (AC9AMU2D01)

Elaborations

experimenting with their speaking and singing voices/vocalisation to create a range of expressive effects; for example, varying dynamics or exploring different ways of sliding, scooping or bending, snapping, blending or creating a mood or atmosphere
playing music games or taking part in skill-development activities to develop skills for listening, composing and performing; for example, movement/body percussion games that develop skills relating to pulse, beat and rhythm
improvising on pitch and rhythm patterns to develop skills relevant to different elements of music; for example, echo clapping, calling and response singing
participating in singing games/activities that involve pitch awareness or matching pitch; listening to features of music such as dynamics or articulation and replicating or varying what they hear; playing games that involve repeating or extending a given idea such as a melodic or rhythmic pattern
developing listening skills for specific purposes, such as listening to count-ins, to become confident about tempo; being quiet when listening to live music (and learning when applause or comment is expected during a performance); listening to ensure their voice/vocalisation/part is blended with other voices/being projected at about the same dynamic level when singing or playing in a group
exploring and improvising ways to create and vary sounds using a range of sound sources, such as voice/vocalisation, classroom instruments, found/environmental/repurposed objects (buckets, leaves, etc.) or digital instruments; for example, exploring how they can vary sounds using elements of music such as dynamics, articulation or tone colour, the effects they can create by combining voices and instruments or combining sounds and silences, and asking questions such as, “Which way of playing/singing sounds best?”, “What is the way I want it to sound?”
developing understanding of what matching pitch means; for example, by using a digital tuner or closing eyes and gradually adjusting to match a partner’s pitch
practising techniques for singing songs and playing classroom instruments

General capabilities

Critical and Creative Thinking
Personal and Social capability

ScOT terms

Improvisation (Music), Ear training, Music performance, Musical instruments, Listening, Aural skills

Refine by resource type

Refine by year level

Refine by learning area

Refine by topic

Related topic

Sort:

TrackSAFE Education Primary School Resources: Foundation, Year 1, Year 2 The Arts

TLF-IDM025091

This webpage includes a unit uses the idea of track safe behaviours as the stimulus for Arts activities including the lines on a platform to explore artworks that use line as medium; dramatising safe behaviours through role play; and exploring sounds and music associated with trains in order to compose and perform music ...

View details View resource

Can you clap the cymbal part from Carmen?

TLF-IDM020708

Get your clapping hands ready and join the Melbourne Symphony Orchestra as they play some music from the opera Carmen, by composer Bizet. Follow along with host Paul Rissmann and see if you can keep up with the orchestra! How does this piece of music make you feel? Why do you think it has that effect?

View details View resource

Dinosaur dig

TLF-IDM025751

Students learn about the world of dinosaurs through creative arts. They explore elements of dance to develop coordination skills through movement and actions, as well as music and drama to create characters. They also create a dinosaur themed artwork.

View details View resource