At the culmination of the MLSI PYP Music Programme, it is expected that students will be able to:

1. demonstrate their ability to perform confidently, with accuracy and control, focusing on fundamental musical elements such as pitch, rhythm,
tempo, duration and dynamics,
2. render solo and group performances, displaying proper co-ordination and the ability to follow instructions of the director,
3. read, understand and use music terms and notation to record their compositions,
4. use their imagination and musical experiences to create melodic and rhythmic patterns that communicate specific ideas and moods, and
5. appreciate and distinguish between various forms and styles of music from different times, places and cultures.

Overview of Knowledge and Skills for Music

STRAND BY THE END OF NURSERY, BY THE END OF JUNIOR BY THE END OF SENIOR BY THE END OF GRADE 1,
THE STUDENTS WILL: KINDERGARTEN, THE KINDERGARTEN, THE THE STUDENTS WILL:
STUDENTS WILL: STUDENTS WILL:

Performing:  sing in groups  singing in group and with
 clap simple rhythms a partner
Singing & Instruments  clapping to simple
rhythms
 playing simple percussion
instruments
Creating and composing  Invent simple rhythms  Create Rhythms by
using body parts clapping and stamping
the feet
 sing solo and in groups  sing solo and in groups to
to pitch, rhythm in pitch, rhythm in
classroom, assemblies, classroom, assemblies,
productions productions
 clap and playing simple  read and play note values
rhythms on classroom and simple rhythms on
percussion instruments classroom percussion
 following instructions instruments
regarding dynamics  follow instructions
while performing regarding dynamics while
performing
 explore the relationship  explore the relationship
between moods, between moods,
movement and music drawing/strokes and music
 discuss and explore how  discuss and explore how
sounds/music can sounds/music can enhance
enhance a poem or a a poem or a narrative

Notation  begin to understand hand
Listening & appreciation  Identify various  respond to different
instruments by name and
sight  respond to emotions and
narrative
 enact simple stories with
suitable background
music/sounds
 compose
variations/completing
lyrics of repertoire songs
by filling in suitable
rhyming/opposite words
-recognize and use suitable
signs to indicate pitch, hand signs, symbols to
dynamics, tempo etc indicate elements of music
– pitch, duration, volume,
tempo
-learn and use music terms
to identify pitch, volume
and tempo
-identify and distinguish
musical stimuli some elements of music –
pitch, duration, volume,
moods created by sounds tempo
and music
-explore various sounds –
familiar and unknown –
that are used to
communicate
-identify classroom
percussion instruments by
name and sound
-differentiate between
 explore various possible
sounds of classroom
percussion instruments for
soundtracks of poems and
narratives
 create suitable sound
effects to heighten a
recitation or short story
 create variations in lyrics
of repertoire songs by
completing missing
phrases/words with
suitable word
patterns/rhyming words
-learn note names – letters
and do, re me
-learn and use music terms
to identify pitch, volume
and tempo
-explore how the earliest
instruments were probably
made
-identify and distinguishing
some elements of music –
pitch, duration, volume,
tempo
-use suitable hand signs,
symbols to indicate
elements of music – pitch,
duration, dynamics, tempo
-identify and distinguish

Knowledge of Music History
STRAND BY THE END OF GRADE 2,
THE STUDENTS WILL:
Performing:  sing solo and in groups to
pitch, rhythm in
Singing & Instruments classroom, assemblies,
productions
 play simple rhythms on
classroom percussion
instruments
 follow more detailed
instructions regarding
sounds of various
classroom percussion
instruments
-identify sounds made by
specific instruments -
violin, piano, drum,
trumpet
-identify various
instruments by sight
-identify the mood of the
music and respond with
suitable movement
Acquire knowledge of
various sounds and basic
percussion instruments.
Recording, Organizing,
Interpreting & Presenting
Research
BY THE END OF GRADE 3, BY THE END OF GRADE 4,
THE STUDENTS WILL: THE STUDENTS WILL:
 sing solo and in groups to  sing solo and in groups
pitch, rhythm in to pitch, rhythm in
classroom, assemblies, classroom, assemblies,
productions productions
 play simple rhythms on  play simple rhythms on
classroom percussion classroom percussion
instruments instruments
 follow more advanced  able to recite vocally at
instructions regarding least four basic exercises
sounds made by specific
instruments - violin, guitar,
piccolo, bassoon, piano,
drum,
-identify different rhythms
patterns – march, waltz -3
or 4 beats
-identify the mood of the
music and respond with
suitable movements
Acquire knowledge of origin
of basic instruments.
Acquire knowledge of
different song forms
Recording, Organizing,
Interpreting & Presenting
Research
BY THE END OF GRADE 5,
THE STUDENTS WILL:
 Sing solo and in groups to
pitch, rhythm in
classroom, assemblies,
productions
 play simple rhythm on
classroom percussion
instruments
 accompany a
performance based on
 dynamics while
performing
Creating and composing  discuss and explore how
sounds/music can enhance
a poem or a narrative
 understand and explore
how word and rhythm
stresses work
 create matching rhythm
and word patterns
 explore variations in
rhythm
 explore the relationship
between moods,
drawing/strokes,
movement and music
Notation -identify note values –
semibreve, minim, crochet,
quaver/ whole, half, quarter
and one eight notes
-learn to read and identify
dynamics while
performing
-identify different forms of
songs – call/response;
verse/chorus
-understand and exploring
how word and rhythm
stresses work
-compose variations in lyrics
of repertoire songs
-compose original lyrics
-explore how variations in
rhythm, major and minor
sounds and musical
dynamics can be used to
create various moods
-explore the relationship
between moods,
drawing/strokes, movement
and music
-identify note values and
simple key signatures
-learn to read note names
and symbols on treble and
bass staves
– with greater learned rhythm.
proficiency and
perfection
 follow more advanced
instructions regarding
dynamics while
performing
-understand and exploring -Understand and exploring
how word and rhythm how word and rhythm
stresses work stresses work-in a greater
-compose variations in detail
lyrics of repertoire songs -compose own simple
-compose original lyrics melody based on a rhythm
- create own rhythmic of own choice, play/sing it
patterns and recite them solo/group or in a group.
with hand signs and if -compose original lyrics
possible with a suitable - create own rhythmic
percussion instrument patterns and play them on a
-explore how variations in suitable percussion
rhythm, major and minor instrument
sounds and musical -explore how variations in
dynamics can be used to rhythm, major and minor
create various moods sounds and musical
-explore the relationship dynamics can be used to
between moods, create various moods
drawing/strokes, -explore the relationship
movement and music between moods,
drawing/strokes, movement
and music
-identify note values and -use appropriate music
simple key signatures terminology and notation to
read and record their
-explore note value composition
combinations in a bar of -able to recite vocally the
 note names on the treble
staff
- recognize and use different
note values, symbols and
terms
Listening & appreciation -explore how sounds are
made and how sound is
used as a means of
communication
-differentiate between
“sound” and “music”
-explore how different
instruments work to
produce specific sounds
-learn to classify
instruments according to
the way they work
-identify, distinguish and use
suitable symbols and terms
to indicate elements of
music – pitch, duration,
volume, tempo
-identify sounds made by
specific wind, string and
percussion instruments
-identify whether a tune has
2, 3 or 4 beats
-identify different rhythm
and melody patterns
- recognize, understand and
use dotted notes and rests
-explore note value
combinations in a bar of 3/4
and 4/4 time
-identify and distinguish
elements of music – pitch,
duration, volume, tempo –
in greater detail
-use suitable music symbols
and terms to discuss
elements of music
-identify specific sounds of
wind, string, percussion
families of instruments
-learn various ways of
classifying instruments
(orchestral
classification/inclusive
classification)
-identify whether a tune has
3 or 4 beats
-differentiate between
major and minor sounds
-identify some of the
different styles of music and
learn how they use different
rhythm patterns
3/4 and 4/4 time
-identify and distinguish
elements of music – pitch,
duration, volume, tempo –
in greater detail
-use suitable music
symbols and terms to
discuss elements of music
-identify specific sounds of
wind, string, percussion
families of instruments
-learn various ways of
classifying instruments
(orchestral
classification/inclusive
classification)
-identify whether a tune
has 3 or 4 beats
- identify complex rhythm
pattern
-differentiate between
major and minor sounds-in
a greater detail
-identify and learn the
origin of different styles of
music and how they use
different rhythm patterns
ascent and descent of a
minor scale with greater
accuracy
-identify and distinguish
elements of music – pitch,
duration, volume, tempo –
in greater detail
-use suitable music symbols
and terms to discuss
elements of music
-learn to relate the timber of
an instrument with specific
mood
-identify whether a tune has
3 or 4 beats- with greater
proficiency
- identify complex rhythm
pattern
-differentiate between
major and minor sounds-in a
greater detail
-identify and learn the origin
of different styles of music
and how they use different
rhythm patterns
Knowledge of Music History Acquire knowledge of the
origin and history of music
and basic instruments.
Acquire knowledge of
different song forms
Recording, Organizing,
Interpreting & Presenting
Research
Overview of Skills and Knowledge with Sample Activities and Assessments for Grades 1 to 5
Nursery:
Acquire knowledge of the
origin and history of music
and some basic instruments.
Acquire knowledge of the
origin and history of some
styles of music
Recording, Organizing,
Interpreting & Presenting
Research
Acquire knowledge of the
origin and history of music
and basic instruments.
Acquire knowledge of the
origin and history of some
styles of music, as well as
specific composers.
Recording, Organizing,
Interpreting & Presenting
Research
Acquire knowledge of the
origin and history of music
and basic instruments.
Acquire knowledge of the
origin and history of some
styles of music, as well as
specific composers and the
periods they represent.
Recording, Organizing,
Interpreting & Presenting
Research
Strand Skills Sample Activities Sample Assessment

Performing: Singing in groups Singing in groups to a rhythm played Self/peer/ teacher evaluation
Vocal & Instrumental by the teacher.
Clapping on simple rhythms
Simple rhythms played using clapping
Developing coordinating skills of the hand
Gross & Fine Motor skills

Creating and Composing Invent simple rhythms using the body parts Creating simple rhythms using the
clapping of the hands or stamping of Presentation of their Rhythms
the feet

Notation, Signs & Italian Learning graphic scores Listening to a musical piece and with Presentation it on a sheet
Terms the help of colors creating Graphic
scores.

Listening & Appreciating
Identify various instruments by name and sight
Respond to different musical stimuli
Responding to emotions and moods created by
sounds and music
Recognize with the help of classroom
instruments and pictures Discussion and Identification
Exploring various musical pieces of Observation of emotions
different emotions.

JKG

Strand Skills Sample Activities Sample Assessment

Performing: Singing in group and with a partner Singing in group and with a partner, songs of Observation of performances
Vocal & themes and different rhythms. Self/peer/ teacher evaluation
Instrumental Clapping on simple rhythms
Clapping and using classroom instruments to
Playing simple percussion instruments play simple rhythms

Developing coordinating skills

Gross & Fine Motor skills

Creating and Create Rhythms by clapping and stamping the Using the body parts to create rhythms Observation and Presentation of
Composing feet group work
Learning rhyming words to form simple
Compose simple jingles and rhymes using phrases
rhyming words.

Notation, Signs & Understand hand signs to indicate pitch, Recognizing and respond to hand signs Identifying hand signs
Italian Terms dynamics, tempo etc

Listening & Respond to different musical stimuli Observation of Aural skills

Appreciating
Responding to emotions and moods created by
sounds and music Understanding how music and sounds can be
a medium to express emotions.
Differentiate between sounds of various
classroom instruments
Identifying the difference in sound of various
instruments.

SKG

Strand Skills Sample Activities Sample Assessment

Performing: Singing with a partner and Solo Singing with a partner and solo, songs of Observation of performances
Vocal & different rhythms.
Follow instructions regarding dynamics, pitch,
Instrumental Self/peer/ teacher evaluation
tempo etc
Following instructions regarding dynamics,
Playing more than one percussion instruments tempo.

Evaluating Performances Playing simple rhythm patterns to songs

taught in class using percussion instruments
 Developing coordinating skills

Gross & Fine Motor skills

Creating and Create Rhythms using classroom musical Forming groups and Composing rhythms Group composition, evaluation.
Composing instruments

Notation, Signs & learn and use music terms for Learning and using different Italian Musical Group games
Italian Terms terms
pitch, dynamics, tempo etc

Listening & Identify the mood and respond to the music with Responding to music and sounds using
Appreciating suitable movement. movements to express emotions. Observation of Aural skills

Respond to different musical stimuli

Identifying the difference in sound of various
Differentiate between sounds of various instruments.
classroom instruments.

Listen to musical pieces and share your views

using musical terms

Grade One:
Strand Skills Sample Activities Sample Assessment

Performing: Singing solo and in groups Singing solo and in groups to pitch and Observation of performances
Vocal & Instrumental Playing simple percussion instruments rhythm Recordings of performance and
Listening to and following instructions while Playing simple percussion instruments, critical evaluation
performing in groups, using basic note values and Self/peer/ teacher evaluation
simple rhythms
Following simple instructions regarding
musical dynamics while performing
Evaluating performances Assessing self and peer performances,
using a given rubric
Developing Co-ordinating skills
Verbal & Non-verbal Communication
skills
Gross & Fine Motor skills
Organization skills

Creating and Composing Listening to and responding to emotions and Drawing according to the mood Exploring the relationship between
moods created by sounds and music created by various musical excerpts moods, music and drawing/strokes
Creating suitable sound effects to enhance Exploring how different sounds/music Presentation of creative work
poems or narratives can enhance a poem or narrative Discussion and evaluation

Notation, Signs & Italian Comprehending and applying terms, signs and
Terms symbols used to identify volume, duration and
tempo
Recognizing, reading and writing of basic note
values and names, as well as basic music symbols
Learning and using terms, signs and Team games/Crosswords/Identify the
symbols to identify volume, duration pictures/Match the columns/
and tempo Checklists/Rubrics
Learning and using note values of
semibreve, minim, crochet, quaver/
whole, half, quarter and one eight
notes

Listening & Appreciating Identifying different rhythm patterns – 2 or 3
beats
Identifying note duration – short/long notes
Beginning to identify pitch – high/low notes
Identifying different rhythm patterns – Observation of Aural skills
2 or 3 beats – if musical excerpts Team Games
Listening to musical excerpts and
identifying duration and pitch of
specific notes.
 Listening to, analyzing and appreciating basic
music dynamics
Identifying basic instrument sounds
Identifying the mood of the music and
responding with suitable movements
Identifying, distinguishing sounds
made by specific instruments – piano,
violin guitar, drum, trumpet

Knowledge of Music Acquiring knowledge of different song forms Learning to sing and identify different
History song forms – Chant, Call/Response,
Verse/Chorus
Acquiring knowledge of basic instruments, then Drawing and creating an imaginative
and now story of the origin of an instrument
Recording, Organizing, Interpreting & Presenting Reflecting, exploring how basic
Research instruments probably originated, how
they work, their present form
Identification of the forms of learnt
songs
Discussion and evaluation
Presentation of creative work
Discussion and evaluation

Grade Two

Strand Skills Sample Activities Sample Assessment

Performing: Singing solo and in groups Singing solo and in groups to pitch and Observation of performances
Vocal & rhythm in classroom, assemblies, productions Recordings of performance and
Instrumental Co-ordinating a variety of rhythm patterns, critical evaluation
while playing simple percussion instruments
Playing simple percussion instruments Self/peer/ teacher evaluation
Following more detailed instructions
regarding dynamics while performing
Listening to and following instructions while Suggesting and selecting suitable dynamics
performing for performance
Assessing self and peer performances, using a
given rubric
Evaluating performances
Developing Co-ordinating skills
Verbal & Non-verbal Communication
skills
Gross & Fine Motor skills
 Organization skills
Creating and Creating suitable music dynamics to enhance
Composing poems or narratives
Understanding and exploring how word and
rhythm stresses work
Creating rhyming words and patterns
Exploring variations in rhythm
Understanding the relationship between music
and emotions
Exploring the relationship between moods,
drawing/strokes, movement and music
Notation, Signs & Comprehending and applying terms and symbols
Italian Terms used to identify volume, duration and tempo
Recognizing, reading and writing of basic note
values and names on the treble clef
Listening & Identifying various sounds and understanding
Appreciating how they are used as a means of communication
Differentiating between “sound” and “music”
Identifying specific sounds made by some wind,
string and percussion instruments
Identifying whether a tune has 2, 3 or 4 beats
Suggesting and selecting sound effects and Observation of Aural skills
dynamics for performance of a poem or Presentation of individual/group
narrative work
Learning to match word and rhythm stresses
Discussing and evaluation
Completing missing words/phrases in the
lyrics or learnt songs with suitable rhyming
words or patterns
Singing the same melody and lyrics to
different rhythm patterns
Identifying the mood of the music and
responding
Listening to and responding to emotions
created by music through movement or
drawings
Recognizing and using different note values, Team games/Crosswords/Identify the
symbols and terms pictures/Match the columns/
Identifying note values – semibreve, minim, Checklists/Rubrics
crochet, quaver/ whole, half, quarter and one
eight notes
Learning to read and identify note names on
the treble staff
Exploring how different sounds are made Team games/Match the
Exploring how sounds are used as a means of columns/Crosswords/Identify the
communication – e.g. bells signs, symbols
Learning to differentiate between “sounds” Observation of Aural skills
and “melodious sound patterns”
Exploring how different instruments work to
produce specific sounds
Listening to and identifying the different time
signs of various musical excerpts
 Identifying different rhythm and dynamics in
various melody patterns
Identifying, distinguishing and using suitable
symbols and terms to indicate elements of
music – pitch, duration, volume, tempo
Listening to, analyzing and appreciating music
dynamics

Knowledge of Acquiring knowledge of the origin and history of
Music History music and basic instruments.
Acquiring knowledge of basic song forms
Recording, Organizing, Interpreting & Presenting
Research
Learning how and why instruments can be
classified according to the traditional
orchestral classification as well as the more
modern one.
Learning to sing and identify different song
forms – Chant, Call/Response, Verse/Chorus
Recording, Organizing, Interpreting &
Presenting Research on any one instrument
family
Team games/Crosswords/Identify the
pictures/Match the columns/
Checklists/Rubrics
Listening, performing and identifying
the form of the song
Presentation
Discussion and Evaluation

Grade Four

Strand Skills Sample Activities Sample Assessment

Performing: Singing solo and in groups Singing solo and in groups paying Observation of performances
Vocal & Instrumental attention to pitch and rhythm
Using percussion instruments as an
Playing simple percussion instruments effective accompaniment to vocal
Recordings of performance and
performances
Following more detailed instructions critical evaluation
Listening to and following instructions while regarding musical dynamics while
performing performing.
Suggesting and selecting suitable
Developing group music making skills dynamics for performance
Evaluating self and peer performances,
solo and in groups Self/peer/ teacher evaluation
Evaluating performances both ongoing and at the end of

Creating and Composing Composing within organized musical structures
e.g. Binary form
Exploring variations in rhythmExploring the
relationship between music, movement and
drawing/strokes
Using variations in the elements of music to create
various moods
Notation, Signs & Italian Comprehending and applying terms and symbols
Terms used to identify volume, duration and tempo
Identifying and understanding note values and
simple key signatures
Understanding the use of dotted notes and rests
Exploring note value combinations in a bar of 3/4
and 4/4 time
Recognizing, reading and writing note names on
the treble and bass clef
units
Identifying variations in rhythm, major and Observation of Aural skills
minor sounds and musical dynamics
Exploring the relationship between Presentation of creative work
moods, music
Exploring how sounds/music can enhance Discussion and evaluation
a specific mood
Demonstrate use of musical structure in
compositions e.g. verse and chorus
Italian terms used to identify volume, Team games/Crosswords/Identify
duration and tempo the pictures/Match the columns/
Learning and using note values of Checklists/Rubrics
semibreve, minim, crochet, quaver
as well as simple key signatures.
Identifying the value of various dotted
notes and rests and their function
Working out the various possible
combinations of notes in a bar of the given
time sign
Note names on the treble and bass clefs
Listening & Appreciating Identifying the number of beats – 3 or 4 in a tune
Differentiating between major and minor sounds
Identifying in greater detail and using suitable
music symbols and terms to describe the elements
of music
Identifying specific sounds of some wind, string
and percussion instruments
Learning various ways of classifying instruments
Identifying some of the different music styles and
how they use a variation of rhythm patterns
Knowledge of Music Identifying some basic song forms
History
Acquiring knowledge of the origin and history of
music and some basic instruments.
Acquiring knowledge of the origin and history of
some styles of music
Recording, Organizing, Interpreting & Presenting
Research
Identifying if a tune has 3 or 4 beats Team games/Match the
Being able to identify major and minor columns/Crosswords/Identify the
sounds signs, symbols, instrument
Identifying the music dynamics of a sounds/Classify instruments
specific tune, using suitable symbols and Observation of Aural skills
terms.
Identifying, distinguishing sounds made by
various wind, string and percussion
instruments.
Identifying instrumental families – Strings,
woodwind, Brass and Percussion
Being able to identify music styles along
with their specific rhythm patterns
Classifying learnt songs according to basic Listening, performing and
forms identifying the form of the song
Exploring the origin and development of Team games/Crosswords/Identify
some styles of music. the pictures/Match the columns/
Creating a timeline. Checklists/Rubrics
Researching and presenting a short
synopsis
Self, peer and teacher
assessment of research and
presentation
Grade 5

Strand Skills Sample Activities Sample Assessment

Performing: Singing solo and in groups Singing solo and in groups paying Observation of performances
Vocal & Instrumental attention to pitch and rhythm
Using percussion instruments as an
Playing simple percussion instruments effective accompaniment to vocal
Recordings of performance and
performances
Following more detailed instructions critical evaluation
Listening to and following instructions while regarding musical dynamics while
performing performing.
Suggesting and selecting suitable
Developing group music making skills dynamics for performance
Evaluating self and peer performances,
solo and in groups Self/peer/ teacher evaluation
Evaluating performances both ongoing and at the end of
units

Creating and Composing Composing within organized musical structures
e.g. Binary form
Exploring variations in rhythmExploring the
relationship between music, movement and
drawing/strokes
Using variations in the elements of music to create
various moods
Identifying variations in rhythm, major and Observation of Aural skills
minor sounds and musical dynamics
Exploring the relationship between Presentation of creative work
moods, music
Exploring how sounds/music can enhance Discussion and evaluation
a specific mood
Demonstrate use of musical structure in
compositions e.g. verse and chorus

Notation, Signs & Italian Comprehending and applying terms and symbols Italian terms used to identify volume, Team games/Crosswords/Identify
Terms used to identify volume, duration and tempo duration and tempo the pictures/Match the columns/
Identifying and understanding note values and Learning and using note values of Checklists/Rubrics
simple key signatures semibreve, minim, crochet, quaver

as well as simple key signatures.

Understanding the use of dotted notes and rests Identifying the value of various dotted
notes and rests and their function
Exploring note value combinations in a bar of 3/4 Working out the various possible
 and 4/4 time
Recognizing, reading and writing note names on
the treble and bass clef
Listening & Appreciating Identifying the number of beats – 3 or 4 in a tune
Differentiating between major and minor sounds
Identifying in greater detail and using suitable
music symbols and terms to describe the elements
of music
Identifying specific sounds of some wind, string
and percussion instruments
Learning various ways of classifying instruments
Identifying some of the different music styles and
how they use a variation of rhythm patterns
Knowledge of Music Identifying some basic song forms
History
Acquiring knowledge of the origin and history of
music and some basic instruments.
Acquiring knowledge of the origin and history of
some styles of music
Recording, Organizing, Interpreting & Presenting
Research
combinations of notes in a bar of the given
time sign
Note names on the treble and bass clefs
Identifying if a tune has 3 or 4 beats Team games/Match the
Being able to identify major and minor columns/Crosswords/Identify the
sounds signs, symbols, instrument
Identifying the music dynamics of a sounds/Classify instruments
specific tune, using suitable symbols and Observation of Aural skills
terms.
Identifying, distinguishing sounds made by
various wind, string and percussion
instruments.
Identifying instrumental families – Strings,
woodwind, Brass and Percussion
Being able to identify music styles along
with their specific rhythm patterns
Classifying learnt songs according to basic Listening, performing and
forms identifying the form of the song
Exploring the origin and development of Team games/Crosswords/Identify
some styles of music. the pictures/Match the columns/
Creating a timeline. Checklists/Rubrics
Researching and presenting a short
synopsis
Self, peer and teacher
assessment of research and
presentation
What conceptual understandings will we take up for the following grade levels? (Still needs to be discussed with the Music team.)

Learning Continuum for Responding Nursery JKG SKG 1 2 3 4 5

We enjoy and experience different forms of art.
We are receptive to art practices and artworks from
different cultures, places and times (including our own).
When experiencing arts, we make connections between
different cultures, places and times.
Through exploring arts across cultures, places and times we
can appreciate that people innovate.

The art is a means of communication and expression.

People make meaning through the use of symbols.
People communicate ideas, feelings and experiences
through the arts.
People explore issues, beliefs and values through arts.
People communicate across cultures, places and times
through arts.

People share art with others.

We express our responses to artwork in a variety of ways.
We can reflect on and learn from the different stages of
creating.
There are different kinds of audiences responding to
different arts.
The arts provide us with multiple perspectives.

We reflect on our artwork and the work of others.

There is a relationship between the artist and the audience.
We use what we know to interpret arts and deepen our
understanding of ourselves and the world around us.
We reflect and act on the responses to our creative work.

Learning Continuum for Creating Nursery JKG SKG 1 2 3 4 5

We can enjoy and learn from creating art.
The creative process involves joining in, exploring and
taking risks.
We solve problems during the creative process by thinking beg beg beg beg
critically and imaginatively.
We make connections between our artwork and that of
others to extend our thinking.
We explore a range of possibilities and perspectives to
communicate in broader ways through our creative work.

In creating art, people make choices to construct meaning

about the world around them.

We can express ourselves through arts.

Our experiences and imagination can inspire us to create.
Applying a range of strategies helps us to express ourselves.
We can explore our personal interests, beliefs and values
through arts.
Arts provide opportunities to explore our creative potential
and engage in a personal artistic journey.

We are receptive to the value of working individually and

collaboratively to create art.