The authority is the current QCAA Music 2025 v1.3 General syllabus, January 2026. Unit 1 Designs begins on printed p 20; its inquiry question and nine objectives are there. The subject matter has one Area of study: Designs on printed p 21; suggested repertoire, explicitly examples rather than mandatory works, follows on p 22. There is no Topic 1. Each unit is notionally 55 hours (p 4). These ten 25-minute micro-lessons total 250 minutes.
| Syllabus subject matter, paraphrased | Starter evidence | Honest limit |
|---|---|---|
| Analyse how elements and compositional devices communicate meaning | Days 1–10 use original A–H to identify a timed or pitch decision and support a possible effect with a precise event | These tiny neutral scores cannot replace analysis of varied repertoire across contexts, styles and genres. |
| Duration: metre, tempo, time values, rhythmic grouping, rest and related concepts as encountered | Four-beat grid at 96 bpm; quarter, eighth and half durations; Days 1, 3, 4, 5, 10 | Syncopation, anacrusis and other metres are not taught or claimed complete. |
| Pitch: melody, contour, range/register, harmony and tonality as encountered | C3–A4 labelled pitches and contour comparisons on Days 2, 4, 7–10 | No full diatonic scale, harmonic progression, cadence, modulation or chromaticism claim. |
| Expressive devices: dynamics, contrast, articulation and related indications | File E uses p then mf; Day 6 tests another dynamic plan | No genre-specific expressive convention or nuanced live sound claim. |
| Structure and texture | Day 7 compares one and two simultaneous strands; Days 8–10 order motifs and distinguish repetition/change | One-bar layers are a beginning, not a survey of monophonic/homophonic/polyphonic repertoire or formal designs. |
| Timbre and performance | Optional pure-tone WAV, voice, desk tap or other comfortable sound source; choices explained on Days 6–9 | WAV tone colour is simple; no instrument-specific technique, sustained performance or audience realisation claim. |
| Compose, perform, analyse, evaluate and communicate with music vocabulary | Short original transformations, performance plans and evidence-led evaluation; two fresh formative checks | The public checks are not school assessment instruments and do not assess all nine objectives at a QCAA unit level. |
The syllabus asks schools to develop a course with a variety of repertoire and at least two but no more than four Unit 1/2 assessments across the pair, with each unit objective assessed at least once (printed p 5). Teachers must plan those requirements locally. This pack offers reusable starts and formative evidence only. The custom beat-grid notation is a transparent access route into timing and pitch; teach conventional notation when appropriate for the selected repertoire and school course.