In the lead-up to the 2019 state election, the department's website and other channels will operate in line with the caretaker conventions. This means there will be limited updates from 1 March 2019 until the election is finalised.
Keep up to date with all of the latest digital learning releases from The Arts Unit
Back to Top
>> Back to Firebird Forensics - Music Activities

Firebird Forensics - Quality teaching framework

Intellectual quality

Deep knowledge

What does it look like in the classroom?

The knowledge being addressed is focused on the concepts of music and the relationships between and among these concepts.

What does it look like in assessment tasks?

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

What does it look like in the classroom?

Students demonstrate a profound and meaningful understanding of the concepts of music and can apply these ideas to the composition and performance process.

What does it look like in assessment tasks?

The individual tasks provided allow students to demonstrate knowledge and apply their understanding through composition and performance activities.

Problematic Knowledge

What does it look like in the classroom?

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.

What does it look like in assessment tasks?

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

What does it look like in the classroom?

Students are regularly engaged in thinking that requires them to organise, reorganise, apply, analyse, synthesise and evaluate knowledge and information.

What does it look like in assessment tasks?

Individual tasks require students to organise, reorganise, apply, analyse, synthesise and evaluate knowledge and information in relation to compositional structures.

Metalanguage

What does it look like in the classroom?

Metalanguage is used explicitly, discussed frequently and consolidated through a musical glossary for reference.

What does it look like in assessment tasks?

Individual tasks require the explicit use of metalanguage in participating in and documenting the compositional and performance process.

Substantive communication

What does it look like in the classroom?

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.

What does it look like in assessment tasks?

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

Explicit Quality Criteria

What does it look like in the classroom?

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.

What does it look like in assessment tasks?

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.

High expectations

What does it look like in the classroom?

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.

What does it look like in assessment tasks?

Engagement in performance related activities through the compositional process is explicitly documented in the composition portfolio assessment.

Engagement

What does it look like in the classroom?

Students most of the time are seriously engaged in the lesson due to the active intellectual and musical participation required in the composition process.

What does it look like in assessment tasks?

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

What does it look like in the classroom?

The teacher facilitates a strong, positive, supportive learning environment and mutual respect amongst teachers and students.

What does it look like in assessment tasks?

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

What does it look like in the classroom?

Students demonstrate autonomy and initiative as many of the tasks are student led, resulting in student self regulation to be realised.

What does it look like in assessment tasks?

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

What does it look like in the classroom?

Students exercise direction over the selection of activities provided for each composition task. Each task can be achieved through a variety of different means.

What does it look like in assessment tasks?

The activities provided give students the opportunity to exercise some direction over which task to complete as part of the composition process.

Significance

Background knowledge

What does it look like in the classroom?

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.

What does it look like in assessment tasks?

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

What does it look like in the classroom?

The historical context of the unit of work, incorporates cultural knowledge and understanding.

What does it look like in assessment tasks?

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

What does it look like in the classroom?

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.

What does it look like in assessment tasks?

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

What does it look like in the classroom?

Lessons include and publicly value the participation of all students across the social and cultural backgrounds represented in the classroom.

What does it look like in assessment tasks?

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

What does it look like in the classroom?

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.

What does it look like in assessment tasks?

The assessment task requires students to reflect on the acquiring of skills that can be attributed to the composition and performance learning processes.

Narrative

What does it look like in the classroom?

Lessons  employ narrative accounts which are to be adapted into performance based  activities to embed and enrich student understanding of the content.

What does it look like in assessment tasks?

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.

Find out more about The Arts Unit Digital Engagement

Back to Home