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Below are examples of how The Firebird Project for both Stage 5 and Stage 6 Music integrates the quality teaching framework.

Intellectual quality

Element What does it look like in the classroom? What does it look like in assessment tasks?
Deep knowledge The knowledge being addressed is focused on the concepts of music and the relationships between and among these concepts. The assessment task requires students to clearly articulate their understanding of the relationships between the concepts of music through composition, aural, musicology and performance activities.
Deep understanding Students demonstrate a profound and meaningful understanding of the concepts of music and can apply these ideas to the composition and performance process. The individual tasks provided allow students to demonstrate knowledge and apply their understanding through composition and performance activities.
Problematic knowledge Students are encouraged to address multiple perspectives and solutions through the composition process and to recognise that knowledge has been constructed and therefore is open to question in relation to the musical cohesion of the compositional outcome. Through the composition process, students recognise a range of approaches in relation to problem solving. Students and teachers use metalanguage to communicate their ideas and opinions as a response to the composition process.
Higher-order thinking Students are regularly engaged in thinking that requires them to organise, reorganise, apply, analyse, synthesise and evaluate knowledge and information. Individual tasks require students to organise, reorganise, apply, analyse, synthesise and evaluate knowledge and information in relation to compositional structures.
Metalanguage Metalanguage is used explicitly, discussed frequently and consolidated through a musical glossary for reference. Individual tasks require the explicit use of metalanguage in participating in and documenting the compositional and performance process.
Substantive communication Students are regularly engaged in sustained conversations about the concepts and processes they are encountering. These conversations are manifested in oral, written and artistic forms. Individual tasks require students to communicate their understanding of the learning process in an elaborate and substantive fashion through the documentation provided in the composition portfolio. This initial communication may have been oral, written or artistic in nature.

Quality Learning Environment

Element What does it look like in the classroom? What does it look like in assessment tasks?
Explicit Quality Criteria Students are provided with explicit criteria for the quality of work they are to produce. The criteria is a regular reference point for the development and assessment of student work in the learning processes of composition, performance, musicology and aural. The task provided contains explicit marking criteria for the quality of work students are expected to produce. The criteria provide reference points for assessing students’ work.
Engagement Students most of the time are seriously engaged in the lesson due to the active intellectual and musical participation required in the composition process. Engagement in performance related activities through the compositional process is explicitly documented in the composition portfolio assessment.
High expectations High expectations of all students are consistently communicated, and conceptual risk taking is encouraged and rewarded both through teacher directed acknowledgement and the musical success of the music created in the composition process. The task demonstrates that high expectations are expected of all students and conceptual risk taking is encouraged and rewarded through the marking criteria and formal feedback provided.
Social support The teacher facilitates a strong, positive, supportive learning environment and mutual respect amongst teachers and students. Not readily observable in the written task itself, however this may be observed in individual written responses in relation to performance-based activities documented in the composition portfolio.
Students’ self-regulation Students demonstrate autonomy and initiative as many of the tasks are student led, resulting in student self regulation to be realised. Not readily observable in the written task itself, however this may be observed in individual written responses in relation to performance-based activities documented in the composition portfolio.
Student Direction Students exercise direction over the selection of activities provided for each composition task. Each task can be achieved through a variety of different means. The activities provided give students the opportunity to exercise some direction over which task to complete as part of the composition process.

Significance

Element What does it look like in the classroom? What does it look like in assessment tasks?
Background knowledge Through activities in composition, performance, musicology and aural, lessons regularly build from students’ background knowledge in relation to the concepts of music from their prior school knowledge as well as aspects from their personal lives. The assessment task explicitly builds from students’ background knowledge of the concepts of music and requires students to demonstrate links between old and new knowledge through written reflection.
Cultural knowledge The historical context of the unit of work, incorporates cultural knowledge and understanding. Not readily observable in the written task itself, however this may be observed in individual written responses in relation to performance-based activities documented in the composition portfolio.
Knowledge integration Lessons regularly and explicitly demonstrate links between and within the concepts of music, as well as through the key learning areas of composition, performance, musicology and aural. The assessment task requires students to make significant links between the concepts of music and then apply them to the composition and performance process.
Inclusivity Lessons include and publicly value the participation of all students across the social and cultural backgrounds represented in the classroom. The success of the task relies on the inclusivity and participation of all students in the classroom, regardless of their social or cultural backgrounds.
Connectedness The lesson activities provide skills that can be applied in real-life contexts or problems. These skills include collaborative learning, problem solving and critical thinking skills. The final outcome provides an opportunity for students to perform or share their work to an audience of their choice either within school, or beyond the classroom. The assessment task requires students to reflect on the acquiring of skills that can be attributed to the composition and performance learning processes.
Narrative Lessons employ narrative accounts which are to be adapted into performance based activities to embed and enrich student understanding of the content. The assessment task requires students to employ an explicit and extensive narrative account of the composition and performance process to demonstrate and enrich student understanding.

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