Student

s can:
Musical Knowledge
Development
Literacy Required Numeracy
Required
Key Competencies Local valued,
learning
outcomes
Level 4 - Year 9 Level 4 - Year 9 Level 4 - Year 9 Level 4 - Year 9 Level 4 - Year 9 Level 4 - Year 9
Identify
Describe
Research
Listen
Explain
Integrate
ideas
Express
Perform
Collaborate
Reflect
Respond
Identify and describe characteristics
of a variety of musical genres in a
variety of historical and social
contexts.
Learn about the many functions of
music.
Begin to develop knowledge of aural
skills (major/minor chords, simple
and compound time signature)
identify and explain the meaning of
musical notation (notes, rests, clefs,
time signature)
Use technology, musical instruments
and knowledge of elements of music
(rhythm, pitch, tempo, melody,
harmony, mood, form, dynamics,
timbre) in combination to develop
ideas
Transfer musical ideas across a
variety of media
Plan for, prepare and rehearse a
repertoire of music in a group
setting
Listen and reflect on expressive
qualities of music
Music specific vocabulary
elements of music
(rhythm, melody, pitch,
tempo, dynamics,
timbre, texture,
structure, harmony,
style/genre)
Writing
collating research and
expressing abstract
concepts relating to the
different aspects of
understanding music
written notation (notes,
rests, clefs and time
signature)
Reading
find, select and use a
range of texts for
specific learning
purposes (research,
historical /social context,
music notation, chord
charts and guitar tab).
Technology
basic command of
appropriate technology
and software for
example, garageband
Students should be able
to choose appropriate
strategies from Stage 7 -
Advanced Multiplicative
Part-whole with
particular reference to
Proportions and Ratios.

Equal Sharing - the
learner is able to share a
set or region into equal
parts.
Notation can be
explained and
understood as whole
notes, half notes,
quarter notes, eighth
notes
Advanced counting
strategies (stage 4)
should also be
applied to counting
simple and compound
rhythm.
Thinking
making sense of music in its
context
reflecting on and developing
musical ideas to convey a
mood, thought or feeling
reflecting on performances of
their own and others.
Using Language, Symbols and
Text
basic musical notation -
knowledge of elements of
music
descriptive words associated
with musical ideas
reading simple chord charts
Participating and contributing
group work (band,
garageband)
Relating to others
working together to produce
quality group performances
and projects, peer support
and feedback.
Connections to wider
school and
community through
performance and
participation.
NZ Music Month
performances - local
libraries, primary and
intermediate schools
(value: community
and positive
participation)
Learn music that is
reflective of the local
community and its
diverse musical
heritage. May involve
learning directly from
community leaders
and experts in their
field. (Value:
diversity)
Students
can:
Musical Knowledge
Development
Musical Knowledge
Development
Literacy Required Numeracy
Required
Key Competencies Key Competencies Local valued,
learning
outcomes
Level 5 - Year 10 Level 5 - Year 10 Level 5 - Year 10 Level 5 - Year 10 Level 5 - Year 10 Level 5 - Year 10 Level 5 - Year 10 Level 5 - Year 10
Compare
Contrast
Research
Listen
Explain
Integrate ideas
Improvise
Compose
Express
Plan
Perform
Reflect
Respond
compare and contrast characteristics of
a variety of musical genres in a variety of
historical and social contexts.
Learn about the many functions of
music.
Begin to develop knowledge of aural
skills (major/minor chords, simple and
compound time signature, interval
recognition)
identify and explain the meaning of
musical notation (notes, rests, clefs, time
signature)
Use technology, musical instruments and
knowledge of elements of music (rhythm,
tempo, melody, harmony, form,
dynamics, timbre) in combination to
develop structured composition and
improvisation.
Transfer musical ideas, compositions or
improvisations across a variety of media
(e.g create a recording of a live
performance in garageband, convert to
mp3 or create a chord chart, guitar tab or
notate your piece)
Plan for, prepare and rehearse a
repertoire of music in a group setting
Listen and reflect on expressive qualities
of music
compare and contrast characteristics of
a variety of musical genres in a variety of
historical and social contexts.
Learn about the many functions of
music.
Begin to develop knowledge of aural
skills (major/minor chords, simple and
compound time signature, interval
recognition)
identify and explain the meaning of
musical notation (notes, rests, clefs, time
signature)
Use technology, musical instruments and
knowledge of elements of music (rhythm,
tempo, melody, harmony, form,
dynamics, timbre) in combination to
develop structured composition and
improvisation.
Transfer musical ideas, compositions or
improvisations across a variety of media
(e.g create a recording of a live
performance in garageband, convert to
mp3 or create a chord chart, guitar tab or
notate your piece)
Plan for, prepare and rehearse a
repertoire of music in a group setting
Listen and reflect on expressive qualities
of music
Music specific vocabulary
elements of music (rhythm,
melody, pitch, tempo,
dynamics, timbre, texture,
structure, harmony, style/
genre)
Writing
collating research and
expressing abstract
concepts relating to the
different aspects of
understanding music
written notation (notes, rests,
clefs, time signature,
intervals, scales, chords,
basic performance
directions)
Reading
find, select and use a range
of texts for specific learning
purposes (research,
historical /social context,
chord charts and guitar tab
technology manuals and
guides).
Technology
basic command of
appropriate technology and
software for example,
garageband, guitar-pro
Students should be able
to choose appropriate
strategies from Stage 7 -
Advanced Multiplicative
Part-whole with particular
reference to Proportions
and Ratios.
Equal Sharing - the
learner is able to share a
set or region into equal
parts.
Notation can be
explained and
understood as whole
notes, half notes,
quarter notes, eighth
notes
Patterns emerge and
are based on scale
degree. Building
simple major and minor
chord patterns and
Interval Recognition
(M2, m3, M3, P4, P5,
M6, 7, M7, 8tv).
Advanced counting
strategies (stage 4)
should also be applied to
counting rhythm, intervals
and scale degrees.
Thinking
making sense of music in its context
reflecting on, developing and
creating musical ideas
reflecting on performances of their
own and others
Using Language, Symbols and Text
basic musical notation -knowledge
of elements of music
descriptive words associated with
musical ideas
reading simple chord charts and
guitar tablature.
Participating and contributing
group work (band, collaborating in
garageband)
Relating to others
working together to produce quality
group performances and projects.
Managing Self
ensuring you are responsible for
your learning, planning in order to
positively contribute in a group
setting.
employ strategies for meeting
challenges
Thinking
making sense of music in its context
reflecting on, developing and
creating musical ideas
reflecting on performances of their
own and others
Using Language, Symbols and Text
basic musical notation -knowledge
of elements of music
descriptive words associated with
musical ideas
reading simple chord charts and
guitar tablature.
Participating and contributing
group work (band, collaborating in
garageband)
Relating to others
working together to produce quality
group performances and projects.
Managing Self
ensuring you are responsible for
your learning, planning in order to
positively contribute in a group
setting.
employ strategies for meeting
challenges
Connections to wider
school and community
through performance and
participation
NZ Music Month
performances - local
libraries, primary and
intermediate schools
(value: community and
positive participation)
Learn music that is
reflective of the local
community and its diverse
musical heritage. May
involve learning directly
from community leaders
and experts in their field.
(Value: diversity)
Students
can:
Musical Knowledge
Development
Literacy Required Literacy Required Numeracy
Required
Numeracy
Required
Key Competencies,
values, principles
Local valued,
learning
outcomes
Level 6 - NCEA Level 1 Level 6 - NCEA Level 1 Level 6 - NCEA Level 1 Level 6 - NCEA Level 1 Level 6 - NCEA Level 1 Level 6 - NCEA Level 1 Level 6 - NCEA Level 1 Level 6 - NCEA Level 1
Analyse
Research
Question
Consider and
reflect
Integrate ideas and
apply knowledge in
analysis of music
Use technology,
instruments,
songwriting
conventions to
create
compositions
Reflect on their
own performances
and those of
others
Give feedback on
both live and
recorded music
Listen and
evaluate
Understanding the context in which specific
music was written, thinking about music and
its purpose in relation to historical, social
and cultural events both in New Zealand
and around the world (research topic, music
in relation to people, contextual questions
relating to score reading)
Question and consider the level of influence
of music in their own music making and
their lives - reflecting on the impact of music
on them personally and tracing influences
potentially evident in their own music
making.
Use knowledge and examples of aural,
theoretical and practical features to
describe how expressive features, stylistic
conventions and technologies are used
across a variety of genre.
create, structure, refine and represent
compositions using elements of music,
instruments, technologies and conventions
to express imaginative thinking and
personal understanding - Lyrics, harmony,
structure/form, technologies (garageband,
sibelius, guitar-pro)
reflect on the creative process and the ways
in which you present your composition (pre-
writing, drafting, re-crafting, editing,
publishing). Presentation of composition -
how it is performed, written down (chord
chart/notated/lyric sheet), recorded.
prepare, rehearse, interpret and perform
both solo and in a group setting.
Reflect on the expressive qualities of music
and evaluate their own and others music
both live and recorded.
Music specific vocabulary
elements of music
(rhythm, melody, pitch, tempo,
dynamics, timbre, texture,
articulation, form, structure,
harmony, style/genre), knowledge
of theory becomes more detailed
(scales, scale degrees, chord
construction, intervals, triads)
Writing
collating research and expressing
abstract concepts relating to the
different aspects of understanding
music
reporting findings using formal
writing including a variety of
controlled sentence structures and
appropriate music terminology.
written notation - sufficient for
score analysis
Reading
find, select and use a range of texts
for specific learning purposes
(research, historical /social context,
chord charts and guitar tab
technology manuals and guides).
score analysis - be able to analyse
musical features in a written score
(notation, elements of music:
chords and scales, articulations,
ornaments, devices, form)
Technology
basic command of appropriate
technology and software for
example, sibelius, garageband
Music specific vocabulary
elements of music
(rhythm, melody, pitch, tempo,
dynamics, timbre, texture,
articulation, form, structure,
harmony, style/genre), knowledge
of theory becomes more detailed
(scales, scale degrees, chord
construction, intervals, triads)
Writing
collating research and expressing
abstract concepts relating to the
different aspects of understanding
music
reporting findings using formal
writing including a variety of
controlled sentence structures and
appropriate music terminology.
written notation - sufficient for
score analysis
Reading
find, select and use a range of texts
for specific learning purposes
(research, historical /social context,
chord charts and guitar tab
technology manuals and guides).
score analysis - be able to analyse
musical features in a written score
(notation, elements of music:
chords and scales, articulations,
ornaments, devices, form)
Technology
basic command of appropriate
technology and software for
example, sibelius, garageband
Students should be able to
choose a variety of
strategies including
Advanced Counting (Stage
4) and Advanced
Multiplicative Part-whole
(Stage 7) with particular
reference to Proportions and
Ratios and Counting to apply
to the following musical
ideas.
Notation (whole notes,
half notes, quarter notes,
eighth notes, sixteenth
notes).
Interval Recognition M2,
m3, M3, P4, P5, M6, 7,
M7, 8tv - counting up a
scale.
Identifying different notes
within a scale by counting
up each scale degree and
building chords from these
scale degrees.
Chord Construction -
creating major and minor
chord patterns using
minor 3rd and Major 3rd
intervals.
Students should be able to
choose a variety of
strategies including
Advanced Counting (Stage
4) and Advanced
Multiplicative Part-whole
(Stage 7) with particular
reference to Proportions and
Ratios and Counting to apply
to the following musical
ideas.
Notation (whole notes,
half notes, quarter notes,
eighth notes, sixteenth
notes).
Interval Recognition M2,
m3, M3, P4, P5, M6, 7,
M7, 8tv - counting up a
scale.
Identifying different notes
within a scale by counting
up each scale degree and
building chords from these
scale degrees.
Chord Construction -
creating major and minor
chord patterns using
minor 3rd and Major 3rd
intervals.
Thinking
analysing music in relation to
historical, social and cultural context.
reflecting on and developing musical
ideas to convey an imaginative
thinking and personal understanding in
composition.
reflecting on and evaluating
performances of their own and others.
Using Language, Symbols and Text
knowledge of elements of music,
stylistic conventions, genre, aural
perception, theory, practical
knowledge (instrumentation)
read, write and analyse chord charts
and scores
Participating and contributing
group work (band, garageband),
performances throughout the school
and the wider community
Relating to others
working together to produce quality
group performances and projects.
peer feedback -giving constructive and
relevant feedback to their classmates
Managing Self
manage time to meet assessment
deadlines
make plans, set goals, use strategies
to enable them to deal with issues that
may arise collaboration and group
activity
show reliability when sustaining
rehearsal times and extra curricular
events
Learn music that is
reflective of the local
community and its peoples
(Value: Diversity)
Connections to wider
school and community
through performance and
participation
NZ Music Commission
Music Mentoring
Programme
NZ Music Month
performances local
libraries, primary and
intermediate schools
(Value: Community
contribution and integrity -
students conduct
themselves respectively).
Play it Strange
Pasifika Beats
Rockquest
(Value: Excellence,
Integrity)