Singing
Uses the voice to explore pitch, interpreting visual and aural directions (PK, CI)

The teacher encourages the students to interpret four graphic cards showing various contours in pitch. The class responds appropriately, enthusiastically demonstrating their understanding of pitch shape by clearly differentiating between higher and lower sounds and using their voices to make the shape come alive in sound. They explore the range and qualities of their voices in this activity, which is part of the process of learning to sing.

The teacher comments on Sarah's response to a card: "Interesting that you changed that one to a 'bop'" [lower dot, lower sound]. James explains his response to the same pattern. He offers "ding, dong, ding" as his vocalisation and notes that "since it goes down, it makes a more lower sound like ..." [shows with his hands and sings an example to explain]. He models the three-note pitch pattern perfectly. His second note drops significantly, and the third note of the pitch pattern is the same as the first, as in the V-shaped contour on the card. The whole class imitates to reinforce the learning he modelled.

Reading and Recording
Represents sounds through, and interprets, simple graphic notation (PK, DI, CI)

The teacher encourages the students to draw their own pitch contours on the whiteboard. Oliver draws an "elephant trunk", and the teacher directs the class to interpret his graphic pitch drawing. Their voices follow the shape of the pitch diagram. The teacher then leads by conducting in the air, using her "magic finger". The students follow her directions closely, using their voices. Some reinforce with their hands as well.

Following this, two students conduct their own pitch contours in the air, one after the other, while the rest of the class sing. The students are able to follow a conductor's directions in real time and appropriately interpret the pitch contours with their voices.

Listening and Responding
Recognises high and low sounds in the context of a song (PK, CI)

Two boys show their understanding of changes in pitch, in the context of a song. As they sing, they use their hands to show both the changing pitch and the rhythm of the words. Here, the pitch ascends in steps in a high register. The boys model the steps with voice and hands, showing clear understanding of the upward moving pitches of the melody. They have synthesised the learning and applied it to the new context of a known song.

Singing
Sings in tune with others, using expressive facial and body gestures (PK, CI, UC)
Sings in time with an accompaniment and with others (PK)

In a familiar song, the students show their ability to sing in tune and in time together. They sing confidently, taking the male and female verse roles as required by the lyrics, and join in with the chorus. The students keep in time throughout, supporting this with body percussion on each beat during the verses. They sing with expression, as seen in the use of facial and body gestures, and clearly enjoy singing a fun song together.