MUSIC TEACHING AND LEARNING SYLLABUS

Primary & Secondary

Philosophical Framework
The Ministry of Education sees the need for
children who will achieve their full potential and
who are adequate developed socially and
culturally.
Children who are so developed will function with
a purpose based on love, value, family life, service
and aesthetic expression.
They will be patriotic and courageous in civic
affairs and proud to be identified as members of
the National and Carribean community.

Philosophical Framework
Every child should have some opportunity to
develop his or her aesthetic potential to the highest
possible level.
The basic contribution music makes to daily living
pleasures and the promise it holds for purposeful
use of leisure time in an increasingly technological
world are sufficient reasons for its justification as
part of general education.
The three basic organizers for music is premised
on the credo of sound before sight.

The Primary School Music Programme

should aim to:
a. provide pupils with a variety of experiences that help to develop
their musical responsiveness, their understanding of music and how
they can relate to it, and assist them in acquiring some musical skills;
b. provide opportunities for pupils to participate in practical, nonpractical and listening activities including vocal and instrumental
performance; moving to music; composing; listening to music; music
reading;
c. present opportunities for pupils to develop an appreciation of our
own music as well as that of other peoples and cultures;
d. present pupils with opportunities to talk about music and things of
musical interest.

The three basic organizers for Music in

secondary schools:
1. Listening, Appraising, and Researching - affords students
the opportunity to develop the ability to focus on the
structural and expressive elements of music.
2. Creating/Composing and Arranging - involves students
in activities designed to foster their ability to select
appropriate sounds and order these sounds to convey
ideas musically.
3. Performing - gives students opportunities to present
music on an instrument (including voice).

Critique-Analysis
It can be similar to the music
curriculum of the Philippines for
having the same goal of developing
cultural literacy for each learner.
However, multicultural is not evident
in the curriculum because of the
limitation of studying other cultures.

Critique-Analysis
The learning development can be said to be a
holistic approach because of focus not only
in the learner cognitive aspect of learning
music but also to social, emotional and other
aspects of life.
It is contrasting to the music curriculum of
Singapore and Mexico wherein prioritizing
application and performance over concepts
and theories is more important.

MUSIC INFANTS YEAR I & II

MUSIC STANDARD I & II

MUSIC STANDARD I & II

MUSIC STANDARD III, IV & V

MUSIC STANDARD III, IV & V

MUSIC STANDARD III, IV & V

Critique-Analysis
Like the music curriculum of Mexico and
Singapore, they prioritized application and
performance over concepts and theories for they
believe that learners will be able to understand
concepts with ease once they have already
experienced the concept first hand.
Notably, it was integrated in their curriculum the
study of musical elements of India for the
historical reason of having a bilateral relationship
of the two countries.

Relating Music and other Areas

Relating Music and other Areas

Connections to other Curriculum Areas

Social Competencies Outcomes

Critique-Analysis
Integration is very evident in the
music curriculum specifically the
thematic type where teachers identify
a theme or topic and then ask what
each subject area can contribute to
the topic.

YEAR I Music Course Outline

YEAR I Music Course Outline

YEAR I Music Course Outline

YEAR II Music Course Outline

YEAR II Music Course Outline

YEAR II Music Course Outline

YEAR III Music Course Outline

YEAR III Music Course Outline

Critique-Analysis
The content and competencies of secondary music
curriculum of T&T is somehow similar to the
primary level of the Philippine K-12 music
curriculum for the reason that it is all about
elements or rudiments of music.
Study of culture and multicultural music materials
is not manifest in the curriculum.
A praxial philosophy of music education is
consider in the curriculum.

Continuous Assessment
Refers to making observations periodically
to find out what students know,
understand and can do.
It is ongoing, formative in nature and used
to improve learning.
It served as practice for students and check
for understanding during the learning
process.

Continuous Assessment

Why Continuous Assessment?

Continuous Assessment:
Ensures that all students have an opportunity to succeed.
Reduces student anxiety.
Informs students about their own progress.
Lets parents know how their children are progressing.
Helps in determining remediation and enrichment needs.
Presents opportunities for the teacher to adapt his or her
instruction to the needs of the students.
Gives the teacher a better picture of the knowledge and skills
of the students through a number of different types of
assessment.

Continuous Assessment

What is assessed?
The students content knowledge.
The students thinking processes, such as
reasoning, communicating, problemsolving and making connections.
The students disposition to learning, such
as attitudes, persistence, confidence and
cooperative skills.

How is it assessed?
Examples of Formative Assessments:
Performance tasks
Quizzes
Journal entries / learning logs
Worksheets
Observations
Discussion
Graphic Organizers
Peer / Self Assessment
Presentations
Visual representations
Portfolios
Projects

Sample Assessment

Sample Assessment

Sample Assessment

Sample Assessment

Sample Assessment

Sample Assessment

Sample Assessment

Sample Assessment

Sample Assessment

Sample Assessment

Critique-Analysis
For me, assessment part is the highlight or features of
the curriculum because the tools and its purpose was
clearly stated.
Performance rubrics were all provided. The
curriculum make accessible for the teacher all the
assessment tools based on the learning competencies
that were given.
Teachers self-assessment if available. It is essential
because it guides the teacher in making decisions
about future instructions.