Celebrate Achievements

Context

Subject: Music
Year Level: 3-4
Unit: Exploring Music Genres (Lesson 20 of 20)
Duration: 50 minutes
Class size: 25 students
Curriculum: South Australian Curriculum: The Arts - Music

WALT (We Are Learning To)

Celebrate our music learning achievements by reflecting on what we have learned throughout the unit and share our favourite experiences through a fun class celebration.

Success Criteria

I can share my favourite thing I learned about music genres.
I can listen respectfully to my classmates’ reflections.
I can participate actively in our music celebration activities.
I can recognise and appreciate both my own and others’ musical progress.

Curriculum Links

South Australian Curriculum Content Descriptions for Years 3-4 Music:

AC9AMU4D01: Develop listening skills and skills for manipulating elements of music when singing and playing instruments.
AC9AMU4E02: Explore how First Nations Australians use music to communicate connection to Country/Place (to include cultural respect in reflections).
AC9AMUFP01: Share arts works with audiences (performing music and reflecting).

Resources Required

Certificates of Achievement (prepared with student names and personalised comments)
Musical instruments used during the unit (such as recorders, percussion instruments, or digital music tools)
Audio playback device
Reflection prompt cards (simple, dyslexia-friendly font and colour-coded for easy reading)
Decorations for music-themed celebration space (optional)

Lesson Outline

Time	Activity	Details	Differentiation	Extension
0-5 mins	Welcome & Setting the mood	Teacher briefly reminds students about the focus of the unit and introduces today as a special celebration. Play music from different genres studied to set a joyful atmosphere.	Use subtitles on lyrics for listening support (dyslexia-friendly).	Invite advanced learners to prepare a short introduction about their favourite genre to share later.
5-15 mins	Reflection circle	Each student shares one favourite thing they learned or enjoyed in the unit. Teacher prompts with reflection cards if students need support (e.g., "What did you like about jazz?" or "What instrument did you enjoy playing?").	Provide sentence starters for reluctant speakers or those with language difficulties.	Encourage extended reflections for confident speakers.
15-20 mins	Teacher’s celebration speech	Teacher highlights key achievements across the class, noting different styles explored and skills developed (singing, playing, listening). Include respectful acknowledgment of First Nations influences encountered.	Use clear, simple language and visual aids such as photos or short video clips of performances from previous lessons.	Invite a student leader or musically confident student to co-present.
20-30 mins	Awarding Certificates	Hand out personalised Certificates of Achievement celebrating each student’s contribution and progress in music. Certificates mention specific genres or skills each student enjoyed or excelled at.	Provide physical copies and visual versions projected on board. Use symbols/emojis for easy recognition.	Invite students to say “thank you” or share a quick sentence about their certificate.
30-45 mins	Class musical party	Play selected tracks from genres studied. Encourage students to dance, sing along, or play classroom instruments. Students can take turns leading short performances or improvise on instruments.	Allow movement breaks and quieter options (e.g., listening stations or creating rhythmic patterns quietly).	Challenge advanced learners to organise a short ensemble performance or lead a music game.
45-50 mins	Plan a music-themed party (Extension)	In pairs or small groups, students brainstorm simple ideas for a classroom music party: what games, songs, or foods might be included. Teacher collects ideas for future class events.	Provide graphic organisers and word banks for planning support.	Advanced students can design invitations or make a poster for the party.

Differentiation Strategies

Provide reflection prompts/cards in dyslexia-friendly fonts and include symbols or images.
Use sentence starters and scaffolding for oral reflection, allowing alternative formats (drawing or digital recording).
Offering movement breaks during the celebration for students needing sensory regulation.
Pair stronger communicators with those needing peer support for sharing reflections or planning.
Visual supports and simple language during teacher speech and instructions.

Assessment

Formative:

Observe students’ active participation in reflection and celebration discussions.
Listen for use of musical vocabulary when students share favourites or achievements.
Note engagement levels and positive peer interaction during the party activity.

Summative:

Collection of Certificates of Achievement personalised with notes on musical skills and understanding, evidencing participation throughout the unit.
Student reflections (oral or written) documented by the teacher as evidence of metacognitive awareness regarding music learning.

Teacher Reflection & Notes

Celebrate effort as much as musical skill to foster confidence and motivation.
Emphasise respect for cultural diversity in music, including First Nations contributions encountered this term.
Use this celebration as a motivational launchpad for continuing music exploration next term.
Adjust party activities to meet sensory and engagement needs in your class context.

This detailed closure lesson offers a meaningful way to consolidate student learning, engage diverse learners with multiple entry points, and celebrate achievements aligned with the South Australian Curriculum requirements for Years 3-4 Music. It blends reflection, recognition, and active participation to end the unit on a high note.

Teaching Instructions