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The biggest benefit of Backward Mapping is that it serves as a roadmap for learning. Educators can't plan how they're going to teach until they know exactly what they want their students to learn.

Assessment practices need to align directly and explicitly with teaching and learning outcomes, and Backward Mapping addresses this requirement.

It also assists teachers to plan and tailor learning for students who require a differentiated curriculum.

(Childre, 2009, pp. 7-9) and (Hayes, 2003, pp. 229-230).

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MUS1.4 - Responds to a range of music, expressing likes and dislikes and the reasons for these choices.

Other outcomes:

EN1-OLC-01 - Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions.

EN1-CWT-01 - Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure.

EN1-UARL-01 - Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose.

(NESA, 2006) and (NESA, 2023).

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Identifies simple musical features of the music that is performed and listened to, eg the tempo, pitch, structure, dynamics, tone colour.

Shows preference for particular pieces of music or styles of music and discusses what features of the music are appealing or are not appealing.

(NESA, 2006) and (NESA, 2023).

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The first stage of the process is for the teacher to identify the curriculum and learning outcomes, and understand the knowledge and skills that students need to acquire.

(Childre, 2009, pp. 7-9) and (Wiggins & McTighe, 2005, pp. 17-22).

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Step #2: Determine appropriate assessments & evidence

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Step #2: Determine appropriate assessments & evidence

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Step two is all about planning suitable assessment and learning activities. The aim here is to identify what the students need to know and understand, and then determine what evidence needs to be gathered to achieve the set learning goals.

(Childre, 2009, pp. 7-9) and (Wiggins & McTighe, 2005, pp. 17-22).

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Step #3: Plan learning experiences & instruction

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Step #3: Plan learning experiences & instruction

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The final step of the process is to design teaching and learning experiences that are suitable to achieving the learning and assessment outcomes. Considerations should be made to match the interests and learning styles of pupils.

(Childre, 2009, pp. 7-9) and (Wiggins & McTighe, 2005, pp. 17-22).

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Enquiry questions: Encourages critical-thinking, problem-solving and creativity, and sets the direction for learning. Questions can be published on the IWB to pique student interest and generate discussion (Childre, 2009, p. 9).

Class brainstorm: Allows teacher to assess students' current knowledge and discover their interests and interest level. For pupils, it connects old and new content. Brainstorms are incorporated at the start of lessons to stimulate discussion and collaboration (Scannell & Mulvihill, 2012, pp. 1-2).

Quiz: Low-stakes quiz aimed at assessing knowledge in an informal, pressure-free environment. Utilised during the lesson where students try and match the tempo with the music sample.

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Teacher observation & conferencing: Crucial for teachers to check-in with students to determine their understanding, proficiency and grasp of the content, and to provide adequate scaffolding and instruction. Utilised in every lesson across the unit.

Music worksheet: Focuses learning on specific elements to helps students develop their understanding. Utilised during activities where pupils required to deeply analyse music recordings (Kivunja, 2016, p. 129).

Peer discussion: Encourages dialogue and collaborative learning, and requires students to think critically and imaginatively, and construct meaning by assessing contrasting viewpoints (Wright, 2012, p. 218).

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Musical journal: Stimulates critical-thinking, observation and reflection, and allows students a means to explain and justify their reasoning in a more personalised way. Pupils add an entry to their journal at the end of each lesson, which is submitted as the unit's final assessment (Dinham, 2022, pp. 102-103).

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Enquiry question: How do musicians use lyrics, melody and instrumentation to emphasise themes in their songs?

Students are divided into small groups and assigned a different music genre (e.g., rock, pop and hip hop). Pupils listen to their assigned song, analysing the themes and messages that are conveyed on a worksheet. Each group then presents its analysis to the rest of the class. To conclude the lesson, pupils document their reflections in their musical journal (summative assessment).

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(Twinkl, n.d.)

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Enquiry question: What elements make for appealing music?

As a class, students listen to three pieces of music. Pupils are then split into pairs and are required to discuss and analyse the reasons why the found the music appealing or unappealing. The teacher encourages students to explain and quantify their reasoning using appropriate musical terminology. To conclude the lesson, pupils document their reflections in their musical journal (summative assessment).

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Audio Sample #1: Shake It Off - Taylor Swift (Pop)

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Audio Sample #1: Shake It Off - Taylor Swift (Pop)

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Audio Sample #1: Circles - Post Malone (Hip Hop)

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Audio Sample #1: Circles - Post Malone (Hip Hop)

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Audio Sample #3: I Am The Walrus - The Beatles (Rock)

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Audio Sample #3: I Am The Walrus - The Beatles (Rock)

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Enquiry question: What musical elements help to define a genre?

The teacher begins the lesson by asking the class to brainstorm popular music genres, noting them in a list on the interactive whiteboard (IWB). The educator then asks the students to expand on the list and note the musical features and instruments that are prominent within these genres. To conclude the lesson, pupils document their reflections in their musical journal (summative assessment).

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Teacher Resource: Key Features of Broad Genres

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Teacher Resource: Key Features of Broad Genres

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(Twinkl, n.d.)

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Audio Sample #1: Could You Be Loved - Bob Marley & The Wailers (Reggae)

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Audio Sample #1: Could You Be Loved - Bob Marley & The Wailers (Reggae)

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Enquiry question: How does the speed of music make you feel, and what ways can you describe it?

The teacher introduces the concept of tempo in music, and asks students to provide their ideas around the concept. The educator notes the various forms and their characteristics on the IWB, and then plays a variety of musical samples, asking the class to identify the correct tempo in an informal 'hands-up, hands-down' quiz. The teacher then asks students who answered correctly to expand on the moods and emotions they associate with this style of music. To conclude the lesson, pupils document their reflections in their musical journal (summative assessment).

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Teacher Resource: Understanding Music - Tempo

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Teacher Resource: Understanding Music - Tempo

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(Twinkl, n.d.)

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Audio Sample #2: Bad Guy - Billie Eilish (Pop)

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Audio Sample #2: Bad Guy - Billie Eilish (Pop)

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Audio Sample #3: The Man - The Killers (Rock)

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Audio Sample #3: The Man - The Killers (Rock)

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Audio Sample #4: For Whom the Bell Tolls - Metallica (Metal)

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Audio Sample #4: For Whom the Bell Tolls - Metallica (Metal)

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The unit centres on children expressing their likes and dislikes in music, and lessons are designed to expose them to a variety of styles, moods and meanings.

Lesson content is structured so pupils first focus on the technical aspects of music, before they tackle tasks that require them to articulate how music impacts them in different ways. The interests of children have been considered in selecting the music samples as there are more new-age artists (e.g., Taylor Swift) than classical musicians (e.g. The Beatles).

Across the unit, students are required to document their reflections in a musical journal, which serves as a summative assessment.

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Understand and analyse musical features

Reflect on musical identity and express preferences

Explore musical diversity

Demonstrate creative expression

Communicate ideas and consider differing viewpoints

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Beatles, The. (1967). I Am The Walrus [Song]. Spotify. https://open.spotify.com/track/6Pq9MmkDQYZiiCDpxnvrf6

Childre, S. (2009). Backward Design: Targeting Depth of Understanding for All Learners. Teaching Exceptional Children, 41(5), 6–14.

Corr, A. (2019, May 27). Noel blocked use of Oasis music in new Liam film. RTE. https://www.rte.ie/entertainment/2019/0526/1051813-noel-blocked-use-of-oasis-music-in-new-liam-film/

Dinham, J. (2022). Delivering authentic arts education (5th edition.). Cengage Learning Australia.

Eilish, B. (2019). bad guy [Song]. Spotify. https://open.spotify.com/track/2Fxmhks0bxGSBdJ92vM42m

Hayes, D. (2003). Making Learning an Effect of Schooling: Aligning curriculum, assessment and pedagogy. Discourse (Abingdon, England), 24(2), 225–245.

Killers, The. (2017). The Man [Song]. Spotify. https://open.spotify.com/track/5aWhs651KYM26HYM16kRdk

Kivunja, C. (2016). Teaching, learning & assessment : steps towards creative practice. Oxford University Press.

Malone, P. (2019). Circles [Song]. Spotify. Retrieved October 8, 2023, from https://open.spotify.com/track/21jGcNKet2qwijlDFuPiPb

Marley, B. (1980). Could You Be Loved - Bob Marley & The Wailers [Song]. Spotify. https://open.spotify.com/track/5O4erNlJ74PIF6kGol1ZrC

Metallica. (1985). For Whom The Bell Tolls [Song]. Spotify. Retrieved October 8, 2023, from https://open.spotify.com/track/51YZAJhOwIC5Gg3jMbAmhZ

NSW Education Standards Authority. (2006). Creative Arts K-6 Syllabus. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/creative-arts/creative-arts-k-6-syllabus

NSW Education Standards Authority. (2023). English K-10 Syllabus. NSW Education Standards Authority. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k-10

Scannell, M., & Mulvihill, M. (2012). The big book of brainstorming games quick, effective activities that encourage out-of-the-box thinking, improve collaboration, and spark great ideas! (1st edition). McGraw-Hill.

Swift, T. (2014). Shake It Off [Song]. Spotify. https://open.spotify.com/track/5xTtaWoae3wi06K5WfVUUH

Twinkl. (n.d.). Listening to & Appreciating Music - Evaluation Sheets - KS2. https://www.twinkl.com.au/resource/t2-mu-116-listening-to-and-appreciating-music-supporting-ks2-resources

Wiggins, G. P., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). Association for Supervision and Curriculum Development.

Wright, S. (Susan K. (Ed.). (2012). Children, meaning-making and the arts (Second edition.). Pearson Australia.

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Student-centred learning

Collaborative learning (pairs, small group and whole-class)

Questioning and observation

Self-reflection

Peer assessment

Teacher observation