Evidence Piece- One

AITSL Standards evident in the piece

1. Know your students and how they learn
1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1.6 Strategies to support full participation of students with disability

2. Know the content and how to teach it
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)

3. Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.4 Select and use resources
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs

4. Create and maintain supportive and safe learning environment
4.1 Support student participation
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically

5. Assess, provide feedback and report on student learning
5.1 Assess student learning
5.2 Provide feedback to students on their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement

Assessment Outline

During Term One of 2023, the Year 4 students delved into a variety of music genres, exploring the motivations and methods behind musical creation. They investigated how different elements of music are fused together to convey significance and intent in the music they encounter and produce.
Throughout the course of weekly music classes, students engaged in a series of activities. This included watching video clips that showcased specific music genres, participating in classroom discussions and completing genre-related activity sheets on their iPads. These activities aimed to deepen their understanding and appreciation of diverse musical styles and in different cultures.
Between weeks 5 to 10, students were given an assessment task accompanied by an attached rubric. The assessment piece and rubric can be accessed below, providing a comprehensive evaluation framework for their work.

Assessment rubric and class worksheets

Description of Evidence

Students began their music genre study by engaging in whole class viewing of various educational YouTube videos delving into the fundamental aspects of the genre. To ensure that all students were actively engaged and able to effectively take notes, the videos were paused at specific intervals, allowing students ample time to write down relevant information for each aspect being discussed. This approach aimed to support their comprehension and note-taking skills while promoting an inclusive learning environment.

In order to cater to the diverse abilities of students in the class, certain modifications were made. The worksheet provided to some students highlighted key elements, enabling them to focus on a smaller set of questions and tasks. This approach supports the understanding of content and completion of the worksheet. Furthermore, to provide individualised support, a one-on-one guidance approach was implemented. I worked closely with students, offering personalised assistance and clarification to ensure their success in comprehension and completion of the tasks.

To ensure the representation of First Nations Peoples in our curriculum, we dedicated a study to the genre of 'Aboriginal Australian Rap' for students in Years 4 to 6. During this study, we watched videos of various rap artists from the genre.
In a heartwarming turn of events, one of our students approached me and shared that she has family ties with one of the rap artists we had been studying. She further revealed that one of his songs was written in memory of her birth. Eager to celebrate her connection to the artist and her heritage, we listened to the song together, and the student received well-deserved praise for courageously sharing this personal aspect of her life with the class.

AITSL: 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.4, 2.5, 2.6, 3.1, 3.4, 4.1, 4.4, 4.5