Week 1

Lesson 1: Keyboard Introduction & Rhythm Basics (60 mins)

Learning Objectives:

• Identify piano keyboard layout including middle C and octave groups (AC9AMU8D01)
• Demonstrate correct basic hand position for playing piano (AC9AMU8P01)
• Perform simple rhythm patterns by clapping and on keyboards, following "Hey Jude" intro rhythm (AC9AMU8D01_E2, AC9AMU8P01_E3)

Resources:

• Mini keyboards, headphones (1 per student)
• Printed keyboard diagrams (black & white)
• Pens and paper
• "Hey Jude" intro audio clip simplified for rhythm learning

Activities Breakdown:

1. Keyboard Orientation (15 mins)

   • Show diagram and real keyboard.
   • Identify groups of black keys (2 and 3), find middle C.
   • Students mark middle C and octave groups on paper keyboard diagrams.
   • Teacher models finger numbers and correct relaxed hand position.

2. Hand Position Practice (10 mins)

   • Demonstrate basic hand rest position on middle C octave.
   • Students mirror on mini keyboards quietly (headphones).
   • Teacher circulates giving reminders for posture.

3. Rhythm Pattern Clapping and Play (20 mins)

   • Introduce simple rhythm from "Hey Jude" intro.
   • Teacher claps rhythm slowly, students echo.
   • Students use right hand index finger to play rhythm notes on mini keyboards.
   • Repeat at increasing speed for fluency.

4. Reflection and Assessment (15 mins)

   • Quick quiz: Students label keyboard layout on paper.
   • Informal assessment: Teacher observes hand position and rhythm accuracy.
   • Exit task: Students sketch keyboard layout and write 2 facts learned.

Teacher Edition Notes:

• Emphasise relaxed hand, curved fingers.
• Praise attempts with positive language to encourage confidence.
• Non-specialist tips: Use analogy of “piano keys are like stairs with groups” to explain the black key pattern.
• If unsure about rhythm, slow down by clapping first, then apply to keyboard.
• Encourage headphones use to reduce distractions.

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Lesson 2: Basic Music Theory & Simple Melodies (60 mins)

Learning Objectives:

• Recognise music note names and rhythm values: crotchet (quarter), quaver (eighth), minim (half) (AC9AMU8D01_E2)
• Read and play simple melodies on keyboard following notation.
• Understand simple time signatures and rhythm patterns (AC9AMU8D01)

Resources:

• Mini keyboards and headphones
• Printed rhythm and note flashcards
• Paper with simple melody notation (notes on staff in treble clef, no sharps/flats)
• Pens and paper

Activities Breakdown:

1. Note Names and Values Introduction (15 mins)

   • Show flashcards: C, D, E, F, G notes.
   • Link keyboard keys with note names.
   • Explain beat values with flashcards and clapping patterns.

2. Time Signatures & Rhythm Practice (10 mins)

   • Introduce 4/4 time as "four beats per measure".
   • Clap and count 4 beats, integrate note value flashcards.

3. Playing Simple Melody (20 mins)

   • Distribute simple melody notation (e.g., "Hey Jude" simplified).
   • Students locate notes on mini keyboards, play in time with metronome or backing track.
   • Use headphones for focused practice.

4. Creative Extension & Assessment (15 mins)

   • Students create own 4-note melody on paper using note cards and note values.
   • Volunteers play their tune on keyboards.
   • Teacher checks melody correctness with simple rubric (accurate notes & rhythm).

Teacher Edition Notes:

• Non-musician tip: Teach note names by relating to keyboard keys visually.
• Use “count aloud” method to keep steady beat.
• Encourage students to write notes big and clear; provide templates if required.
• Key assessment: Can students match notes and rhythms on keyboard?

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Week 2

Lesson 3: "Ocean Eyes" Melody Practice (60 mins)

Learning Objectives:

• Play "Ocean Eyes" melody focusing on rhythm and pitch accuracy (AC9AMU8P01)
• Demonstrate improved hand coordination on keyboard (AC9AMU8D01)

Resources:

• Mini keyboards, headphones
• Printed "Ocean Eyes" simplified melody notation (treble staff with note names)
• Audio backing for "Ocean Eyes" melody part
• Pens and paper

Activities Breakdown:

1. Listening and Analysis (10 mins)

   • Listen to "Ocean Eyes" main melody (simplified).
   • Discuss mood and tempo.

2. Note Identification & Practice (15 mins)

   • Break melody into short phrases.
   • Teacher demonstrates fingering on mini keyboard.
   • Students practice each phrase slowly.

3. Playing with Backing Track (20 mins)

   • Using headphones, students play melody with backing track.
   • Group split into pairs for peer support and correction.

4. Performance & Peer Feedback (15 mins)

   • Volunteers perform short sections.
   • Peers provide positive feedback guided by teacher prompts.

Teacher Edition Notes:

• Emphasise consistent fingering for accuracy.
• Keep tempo slow at first; encourage repetition.
• Use headphones to help students focus on their part.
• Peer feedback tips: "What did you like?", "What kept the rhythm steady?"

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Lesson 4: Chords and Harmony Introduction (60 mins)

Learning Objectives:

• Identify and play basic major and minor chords on keyboard (C, G, Am) (AC9AMU8D01_E3)
• Understand the role of harmony in music (AC9AMU8D01)
• Practice chord progression exercises (AC9AMU8C01)

Resources:

• Mini keyboards and headphones
• Printed chord charts with fingering for C, G, Am
• Pens and paper

Activities Breakdown:

1. Chord Theory Overview (10 mins)

   • Explain what a chord is: group of notes played together.
   • Demonstrate C major, G major, and A minor chords.

2. Chord Finger Placement (15 mins)

   • Students locate and practice finger placement on mini keyboards.
   • Use headphones for quiet practice.

3. Chord Progression Practice (20 mins)

   • Practice switching between chords (C - G - Am).
   • Teacher uses metronome to guide timing.

4. Composition Warm-Up (15 mins)

   • In pairs, students create a simple chord progression using available chords.
   • Share progressions with class.

Teacher Edition Notes:

• For non-musicians: Demonstrate chord notes visually; count fingers.
• Encourage smooth hand movement between chords.
• Reinforce listening to differences in chord sounds.
• Use encouragement to maintain engagement.

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Week 3

Lesson 5: Melody & Chords Together (60 mins)

Learning Objectives:

• Combine melody and chord accompaniment using one hand (AC9AMU8P01_E4)
• Coordinate rhythmic playing between melody and harmony elements (AC9AMU8D01)

Resources:

• Mini keyboards, headphones
• Simplified sheet music combining "Hey Jude" melody and chord symbols
• Pens and paper

Activities Breakdown:

1. Review Previous Skills (10 mins)

   • Quick warm-up on melody and chord finger placements.

2. Split-Hand Exercise (20 mins)

   • Right hand plays melody; left hand plays simple chords.
   • Teacher guides slowly initially.

3. Practice with Backing Track (20 mins)

   • Students use headphones to play melody-chord combo with backing track.
   • Teacher monitors and assists.

4. Reflection & Peer Sharing (10 mins)

   • Students discuss challenges and successes.
   • Teacher leads a group reflection.

Teacher Edition Notes:

• Emphasise patience and slow practice.
• Use verbal counting cues for rhythm.
• Highlight importance of listening to both hands.

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Lesson 6: Dynamics and Expression (60 mins)

Learning Objectives:

• Apply dynamics (soft/loud) and expression on keyboard (AC9AMU8D01_E5)
• Understand how dynamics affect musical mood (AC9AMU8E01)
• Practice playing expressively with headphones to control sound (AC9AMU8P01)

Resources:

• Mini keyboards and headphones
• Printed dynamic symbols and terms (pp, p, mf, f, ff)
• Audio examples showing dynamic contrasts
• Pens and paper

Activities Breakdown:

1. Introduction to Dynamics (10 mins)

   • Explain dynamic markings and demonstrate on keyboard.

2. Dynamic Practice (15 mins)

   • Practice playing scales and short pieces varying volume.

3. Expressive Play (20 mins)

   • Play "Ocean Eyes" or "Hey Jude" focusing on dynamics.
   • Students listen through headphones and adjust accordingly.

4. Group Discussion & Feedback (15 mins)

   • Discuss how expression changes feel and mood.
   • Peer feedback on expressive playing.

Teacher Edition Notes:

• Use relatable terms: "play like telling a story".
• Encourage breathing to relax for softer playing.
• Non-expert tip: dynamics can be varied by finger pressure, but also speed of keypress.

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Week 4

Lesson 7: Group Performance Preparation (60 mins)

Learning Objectives:

• Rehearse and prepare parts for "Hey Jude" and "Ocean Eyes" group performances (AC9AMU8P01_E1)
• Develop ensemble skills such as listening and timing (AC9AMU8D01_E2)

Resources:

• Mini keyboards, headphones
• Printed music parts for "Hey Jude" and "Ocean Eyes"
• Pens and paper

Activities Breakdown:

1. Divide Parts & Assign Roles (10 mins)

   • Assign melody, chords, rhythm parts to groups.

2. Section Rehearsal (30 mins)

   • Practice parts individually and in groups.
   • Teacher guides and offers support.

3. Full Ensemble Rehearsal (15 mins)

   • Bring groups together to rehearse full songs.
   • Emphasise listening to others.

4. Reflection (5 mins)

   • Quick discussion on progress and challenges.

Teacher Edition Notes:

• Encourage encouragement and patience among students.
• Help groups if stuck; simplify parts if needed.
• Use headphones or room speakers to prevent noise overlap.

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Lesson 8: Performance & Reflection (60 mins)

Learning Objectives:

• Perform prepared parts for "Hey Jude" and "Ocean Eyes" to peers (AC9AMUFP01)
• Provide and receive constructive peer feedback (AC9AMU8D02)

Resources:

• Mini keyboards and headphones
• Performance space
• Feedback forms with simple prompts e.g. “What I liked about the performance...”

Activities Breakdown:

1. Warm-Up & Final Run-Through (15 mins)

   • Group warm-up.
   • Final rehearsal.

2. Student Performances (30 mins)

   • Groups perform to class.
   • Teacher or peer record if possible.

3. Peer Feedback & Discussion (10 mins)

   • Use simple prompt forms.
   • Discuss what was learned and plans for improvement.

4. Celebrate Success (5 mins)

   • Positive reinforcement and certificates if available.

Teacher Edition Notes:

• Create safe, encouraging atmosphere.
• Model constructive feedback.
• Non-specialist: Use checklist for noting down observations to guide feedback.

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Alignment With Australian Curriculum (v9)

• AC9AMU8D01: Develop and practise instrumental skills to manipulate elements of music for expressive effects.
• AC9AMU8P01: Perform music using relevant instrumental techniques and skills.
• AC9AMU8C01: Interpret music manipulating elements of music and techniques.
• AC9AMU8E01: Investigate how composers use elements and devices in music across contexts.
• AC9AMU8D02: Reflect on own and others' music for compositional and performance decisions.
• AC9AMUFP01: Share performances with audiences and contribute to discussions.

This plan helps students meet performance, listening, and expressive criteria aligned with Year 7 and 8 Music standards in the Australian Curriculum.

All lessons use hands-on activities, familiar contemporary songs, and strategies suited for relief or non-music specialist teachers.

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If you require, I can also provide a detailed Teacher Edition with answers, tips, and simplified scripts for each lesson. Would you like me to prepare that?