K–6Creative Arts K–6 Syllabus
The new Creative Arts K−6 Syllabus (2024) is to be implemented from 2027.
2025 and 2026 – Plan and prepare to teach the new syllabus
2027 – Start teaching the new syllabus
School sectors are responsible for implementing syllabuses and are best placed to provide schools with specific guidance and information on implementation given their understanding of their individual contexts.
Content
Stage 3
- CA3-MUS-01
performs, uses listening skills and composes to communicate musical ideas using the elements of music, and explains how musical ideas are conveyed and ways contexts influence music
- CA3-CWT-01
creates written texts to communicate ideas and understanding in Dance, Drama, Music and Visual Arts
For students who are d/Deaf or hard of hearing, Listening may include the use of assistive technology, graphic notation activities, watching performances or accessing music through other senses.
Demonstrate an aural understanding of dynamics and expression while performing vocal repertoire
Perform rhythm, melody or harmony patterns by singing, moving and playing independent parts in combination with others
Experiment with timbre to create mood and effects using voice, environmental sounds, instruments or digital technologies
Experiment with repetition and contrast, varying ways the elements of music are used while performing
Rehearse and refine music using listening skills and memory to enhance performance techniques
Perform music, including own compositions, to develop solo and group playing skills
Perform music in collaboration with others to communicate musical ideas or intent, with awareness of the elements of music
Demonstrate safe music practices, with respect for physical, social, digital and cultural safety
Use listening skills and explain how the elements of music communicate musical ideas in music repertoire, using Tier 2 and Tier 3 vocabulary
Use listening skills and aural awareness to engage with music from cultural contexts around the world, and describe how musical ideas are conveyed by composers and musicians
Describe ways current Aboriginal and/or Torres Strait Islander music practices maintain Cultural identity and belonging
Interpret the ways musical ideas are communicated using symbols, graphic notation or staff notation
Compare music from historical and contemporary contexts to understand significant influences on music practices over time
Explain how other music influences own music practice
Use listening skills and reflect on personal experiences and contributions as a composer or musician
Create texture in music by combining or layering sounds such as voice, body percussion, instruments or environmental sounds
Improvise and express musical ideas using voice, body percussion, movement, instruments, environmental sounds and digital technologies
Arrange and organise rhythmic and melodic patterns into sections to create structure in own compositions
Explore ways Cultural Knowledges, practices and protocols are used in Aboriginal and/or Torres Strait Islander music
Use symbols, graphic notation or staff notation to represent musical ideas in compositions
Experiment with language, word order and repetition to adapt or create song lyrics
Use Tier 2 and Tier 3 vocabulary to create a written review of music, using the elements of music to reinforce an opinion
Acknowledge artists, titles, origins of music and sources of information to add authority to written texts