Overview

This is the final lesson (Lesson 5 of 5) in the Year 3 unit "Exploring Rhythm and Melody." Students will prepare and perform their rhythm and melody creations in a showcase performance to their classmates, demonstrating confidence and creativity. The lesson is tailored for 25 students, runs for 30 minutes, and incorporates differentiation and dyslexia-friendly strategies in line with the New Zealand Curriculum Refresh.

---

Learning Objectives (from New Zealand Curriculum Refresh)

• The Arts – Music learning area:
  Explore and express musical ideas, using the elements of music with increasing control and confidence (Levels 1-2 appropriate for Year 3).
• Achievement Objective:
  Create and perform music that communicates feelings, ideas, and stories, using voice, movement, and instruments with increasing control and confidence.
• Key Competencies:
  • Managing self: Students organise and present their performance confidently.
  • Relating to others: Students support peers during the performance.
  • Participating and contributing: Engage actively in a shared musical experience.
  • Thinking: Apply knowledge of rhythm and melody to perform accurately and expressively.
  • Using language, symbols, and texts: Use performance scripts with visual cues to support the performance, especially for dyslexia-friendly accessibility.

---

WALT (We Are Learning To)

• Prepare and perform a musical piece confidently in front of the class.

---

Success Criteria

• Students confidently perform their rhythm and melody pieces in front of peers.
• Students support each other during the performance.
• Students use provided large-print, visually supported performance scripts as needed.
• Students listen respectfully and reflect on peer performances.

---

Resources

• Student-created rhythm and melody pieces (from previous lessons).
• Large-print performance scripts with visual cues for all students (especially for dyslexic learners).
• Classroom instruments (if used in student compositions).
• Performance space arranged for clear visibility and audibility.
• Optional: Recording device for reflection or sharing.

---

Lesson Breakdown (30 minutes)

Time	Activity	Detail & Strategy
5 minutes	Warm-up & Set-up	- Welcome students and explain the showcase purpose. - Arrange seating and performance area. - Distribute scripts. - Quick breathing and vocal warm-up exercise to prepare voices and focus.
20 minutes	Student Performances	- Students perform their rhythm and melody creations one by one or in small groups depending on time. - Peer support encouraged: students can provide quiet cues or help for their friends. - Teacher provides positive, encouraging feedback and helps manage transitions. - Allow usage of scripts with large print and visual cues to aid memory and confidence.
5 minutes	Reflection & Closure	- Brief group reflection on the performances (What did you enjoy? What did you learn?). - Celebrate everyone's efforts. - Discuss possible extension: inviting parents or other classes to future showcases. - Clean-up and prepare for next activity.

---

Differentiation Strategies

• Support:
  • Partner students who need peer support with more confident peers during performances.
  • Provide performance scripts in large print with clear, simple language and visual cues to support memory and reduce anxiety (dyslexia-friendly).
  • Simplify or scaffold parts of the performance for students who need it.
• Extension:
  • Encourage confident performers to lead a small group or help with transitions during the showcase.
  • Invite students to plan and invite parents or other classes as an extension activity to showcase their work beyond the classroom.
• Inclusive:
  • Make sure all students have a role, whether performing or supportive (e.g., clapping, positive feedback).
  • Use positive peer feedback and collaborative evaluation aligned with the key competencies.

---

Assessment & Feedback

• Formative assessment based on students' ability to prepare and perform their pieces demonstrating control of rhythm and melody elements as per achievement objectives.
• Teacher observation of confidence, expression, and engagement during performance.
• Peer assessment through positive feedback and reflection discussion.
• Check use and benefit of dyslexia-friendly scripts to support understanding and engagement.

---

Alignment with New Zealand Curriculum Refresh

• Builds on The Arts – Music strand to develop practical arts skills (performing music creatively and confidently).
• Supports Key Competencies development as outlined in the curriculum: managing self, relating to others, participating and contributing, thinking, and using language, symbols, and texts.
• Emphasises inclusive practices, ensuring equitable access to performing arts learning for all students, including those with learning differences such as dyslexia.
• Encourages authentic, collaborative learning experiences consistent with the curriculum's vision, principles, and values【3:6,7,9†New Zealand Curriculum.html】【8:25-29†Te Mataiaho English Single Page.pdf】.

---

Summary

This 30-minute lesson offers Year 3 students a supportive, inclusive environment to confidently perform their rhythm and melody compositions. The lesson aligns closely with the New Zealand Curriculum Refresh's music achievement objectives and key competencies, embedding differentiation and dyslexia-friendly strategies that ensure all tamariki can participate and shine. Teachers are encouraged to use this final lesson to celebrate students’ creative efforts and foster a lifelong love of music and performance.

If desired, this lesson can be extended by inviting family and whānau or other classes to the performance, enriching community engagement and deeper learning connections.