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Day 6 · Low, quiet, highFoundation Music · T1 W1–2 · Day 6 lesson

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Foundation / Music / Term 1 / Weeks 01 02

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Worked swaps · Fresh learner checks · Aids and text routes.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner choices

Target/codes: compose a labelled low–rest–high contour and distinguish a pitch label from a volume instruction; AC9AMUFD01, AC9AMUFC01. Prepare: D contour board, E.

  1. Welcome · 3 min. Show LOW and HIGH on a picture slope. These are relative pitch labels, not “soft/loud” or a demand to sing.
  2. Model · 4 min. Place LOW at 1, REST at 2, HIGH at 3. Offer the quiet original cue D (playback review held) only by consent; the board works without it.
  3. Try together · 5 min. Ask which slot is silent and which label is higher on the picture. Do not infer hearing from a card answer.
  4. Child choice · 7 min. Child makes a low-to-high or high-to-low labelled idea for a fictional elevator drawing and shows the change with cards, marks or suitable sound.
  5. Notice · 4 min. Check the contour labels and child's reason. A later educator-observed listening/playing route is needed for aural evidence.
  6. Close · 2 min. Save both labelled possibilities without judging voice range.

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