# data[].attributes.body
1. Streamlined from 5 LOs to 3 LOs. (LO4 & LO5 have been folded into the KSVs) Sequence of LOs has also been re-ordered.

2. Range of suggested pedagogies expanded and much more expounded upon - with inclusion of Blended Learning, IBL, DI, ECA, etc.

3. Inclusion of Spiral Music Curriculum and the Music Curriculum Concept framework, + PABL at Stage 4

4. Refreshed syllabus aims (from 3 aims to 4 aims) with explicit mention of LCP - Listening Creating Performing

- HGVSS

# data[].attributes.body
1. From "Indicative Repertoire" previously, to "Core and Dynamic Repertoire"

2. Reorganisation and clearer presentation of the progression of skills within each LO (1,2,3) occurs across Stages 1 to 4

3. LO3 has been split into 3A and 3B. Kept very clean and clear - sing + play instruments

4. Classification of instruments to be learnt across different stages according to musical function - Melodic vs. Chordal, instead of previous laundry listing of instruments

5. Specific and greater mention of digital tools (e.g.: MIDI, sound samples, looping, slicing) and popular music terminology (e.g.: lead sheet)

- HGVSS

# data[].attributes.body
Looking forward to the renewed clarity and the clearer articulation of progression of KSVs across the stages. Hopefully this helps to improve the development of musical skills and understanding in our students, smoothen the transition between stages, and by the time most of them 'graduate' from music at Sec 2, every child would have acquired much higher baseline standards in musical proficiency, and we leave a better and stronger musical legacy for the future of arts in Singapore :) Thank you for all the hard work that went into the revised music syllabus!

- HGVSS

# data[].attributes.headline
1) There is an expansion of and greater elaboration of music specific pedagogy and approaches such as the inclusion of informal learning approaches and World Music Pedagogy ; on top of the traditional or usual approaches of Kodaly, Orff and Dalcroze. 

# data[].attributes.subject
1) There is an expansion of and greater elaboration of music specific pedagogy and approaches such as the inclusion of informal learning approaches and World Music Pedagogy ; on top of the traditional or usual approaches of Kodaly, Orff and Dalcroze. 

# data[].attributes.body
2) There is the inclusion of guidelines related to blended learning in music.
3) Greater details are offered for Inquiry-based learning; extending on to authentic learning and 21st century competencies.

# data[].attributes.body
1) There is greater elaboration of guidelines in relation to assessment, including the qualitative descriptors, the need for evidences of learning.
2) Implementation Guidelines have been clearly explicated: curriculum time, descriptions of physical classes.
3) Greater clarity in key music principles.

# data[].attributes.headline
The stronger link and alignment to the Singapore Teaching Practice. This allows for an explicit positioning of the music curriculum in relation to the general backdrop-principles of education in the country. 

# data[].attributes.subject
The stronger link and alignment to the Singapore Teaching Practice. This allows for an explicit positioning of the music curriculum in relation to the general backdrop-principles of education in the country. 

# data[].attributes.headline
CCE learning experiences through Music, the possible learning experiences aligned to the Music syllabus.

# data[].attributes.subject
CCE learning experiences through Music, the possible learning experiences aligned to the Music syllabus.

# data[].attributes.body
Performing Arts -Based Learning ( PABL ) to choose from, so as to broaden perspectives on the local performing arts scene.

# data[].attributes.headline
Greater elaboration of guidelines in pedagogical approaches and music assessment tasks. Growing student agency and empowerment.

# data[].attributes.subject
Greater elaboration of guidelines in pedagogical approaches and music assessment tasks. Growing student agency and empowerment.

# data[].attributes.headline
Looking forward to singing again in the classroom. And having informal learning approach and non formal approach in the classroom at times.

# data[].attributes.subject
Looking forward to singing again in the classroom. And having informal learning approach and non formal approach in the classroom at times.

# data[].attributes.body
1. Performing Arts-Based Learning which enables students to engage with experiences beyond the classroom. Something that has been done but is now made more visible/explicit in writing - establishes the importance and need for students to receive exposure.

2. Spiral Music curriculum that features the inclusion of discourse as an important segment which is in alignment with context.

# data[].attributes.body
More specific guidelines and details in terms of assessment (includes approaches and AfL strategies), revised indicative repertoire and blended learning.

# data[].attributes.body
Performing Arts-Based Learning! With the pandemic restrictions easing, there is more room to plan for aesthetics programmes beyond the classroom.

# data[].attributes.body
1. Music Curriculum Concept Framework
2. Elaborated alignment of CCE LE and 21CC to Music Syllabus
3. Steamlining of LOs, now just 3, which is linked to LCP.
4. PABL at Stage 4

# data[].attributes.body
I feel like the new 2023 syllabus is trying to streamline and reflect what is currently being done, or should be done in schools today. It also tries to draw closer ties to CCE LE & 21CC.

# data[].attributes.body
I really like how the LOs are streamlined and the Making Connections and Musical Concepts are now more accurately reflected, rather than being an LO in itself. PABL sounds quite exciting as well. I also really like how the different musical pedagogies are introduced, which really gives teachers a range of teaching repertoire to work with, in the learning context most suitable for them.

# data[].attributes.body
1) Music Curriculum Concept - Elaboration on the concept of Listening, Creating, and Performing.

2) Performing Arts-based learning (PAB) experience at stage 4

3) Elaboration of the pedagogical approaches

# data[].attributes.body
1) Removal of indicative repertoire

2) More emphasis of on singing, staff notation, and using of DAW.

3) Blended learning as part of the pedagogical approach

4) Removal of Xinyao from the previous syllabus

# data[].attributes.body
1. 3 LOs instead of 5.
2. PABL Experience
3. Spiral Music Curriculum

# data[].attributes.body
1. Making Connections seems more obvious in the new syllabus than before
2. Xinyao is submerged into Appreciating Singapore's Culture category

# data[].attributes.body
I think I will enjoy having more Music and Aesthetics discussions with my students especially about appreciating our local art scenes. Students need to understand and build up their sense of the Aesthetics so that they can be a more wholesome individual.

# data[].attributes.body
1. 3 LOs
2. Integrating with CCE, 21CC
3. Performing Arts Based Experience

# data[].attributes.body
1. Streamlining of LOs from 5 to 3.
2. Introduction of Performing Arts Based Experience at Stage 4 to allow students exposure and accessibility to local arts performances to augment class-based learning
3. Much more emphasis / unpacking of pedagogies that can be adopted in the Music classroom.

# data[].attributes.body
1. Stronger links drawn to CCE and 21CC in the 2023 Music syllabus.
2. More emphasis on using technology and notation in the Music classroom
3. Core and dynamic repertoire instead of indicative repertoire

# data[].attributes.body
PABL! It allows students to gain exposure to the arts and enrich their learning beyond the classroom. They will also have the chance to learn and apply things like concert etiquette and return to school for discussions on their experiences. Watching a performance via video will never beat watching it live.

# data[].attributes.body
The new syllabus
1. has more pedagogy theories and approaches on top of the thre core pedagogies Dalcroze, Orff and Kodaly.
2. provides the recommended guidelines for the design of assessment activities and tasks.
3. includes the list of core and dynamic repertoire for all 4 stages.

# data[].attributes.body
1. 3 LOs instead of 5 LOS
2. Inline with the Singapore Teaching Practice and more emphasis on ICT implementation
3. Sprial Music curriculum to developing musical skills and understanding.

# data[].attributes.body
The new syllabus is going to change the Singapore's muisc education system for the better to equip our students with better understanding and appreciation for music and I am exited to explore and learn more on how I can use the new syllabus to design SOWs to best support my students.

# data[].attributes.body
1) 3 LOs
2) PABL
3) Greater clarity and categorisation, in terms of developing CCE and 21CC through music education

# data[].attributes.body
1) Explicitly listing 'Notation' as one of the 'Musical Elements and Concepts'

2) Listing of recommended guidelines for the design of music assessment activities and tasks, based on the 3 LOs

# data[].attributes.body
Its impact on students' musical learning, interest, and awareness of different musical cultures (especially our local music)

# data[].attributes.body
1. 3 key LOs
2. Emphasis on leveraging ICT in the music classroom
3. Focus on local music beyond appreciation
4. More clarity and focus on pedagogical approaches that can be adopted

# data[].attributes.body
1. 3 LOs instead of 5
2. Greater connections to 21CC & CCE
3. PABL

# data[].attributes.headline
Communication, Collaboration and Information Skills (CCI):

# data[].attributes.subject
Communication, Collaboration and Information Skills (CCI):

# data[].attributes.body
1) The three different levels of CCI Allow student to learn in analysis, evaluate, experiment, and discuss as a group to create a music project using Music ICT (Digital devices).

Performing Arts Based experience
1) Schools will be ready to support music teachers to organize and plan to allow students to expose to and experience music performances outside of classrooms. Enhanced musical experience will definitely create an impact as well as create a meaningful musical learning experience.

# data[].attributes.body
1) More student-led and music creativity harnessing on music technology.
2) Focus on local cultural music, and allow students to listen to, create and perform Singapore's proud local compositions.
3) Spiral education approach to which allow students to combine music knowledge and skills in music creativity, music performance etc.

# data[].attributes.body
1) Able to resume singing and performing in larger groups.
2) Able to bring students for the concert experience.
3) Able to craft more systematic lesson with the KVS approaches.

# data[].attributes.body
1. PABL
2. Spiral curriculum
3. 3 LOs now

# data[].attributes.body
1. Includes pedagogical approaches (i.e. blended learning, ICT based music lessons)

2. Planning the music curriculum in a spiral approach

3. Includes key music pedagogical principle through ECA approach (Experience, concept, application)

# data[].attributes.body
The 3 LOs are undergirded by the musical concepts and elements.

Greater clarity in the LO descriptors.

Annexes include specific guidelines for instrumental playing.

# data[].attributes.body
1. Greater focus on the experience first than the theory

2. Encouraging use of blended learning, where learning doesn't only and always have to happen in the classroom setting

# data[].attributes.body
Incorporating more inclusive strategies in DI to appreciate diversity, equity of voice, agency and contribution amongst students

# data[].attributes.body
1. Consolidation of 3 LO's from 5 LO's.
2. Core and Dynamic Repertoire.
3. Annex's 3a - 3d.

# data[].attributes.body
Larger tool bag of pedagogies to access, clearer description of singing and instrumental outcomes.

# data[].attributes.body
Authentic learning!
To make our all students musical experiences and meaningful and relevant as possible.

# data[].attributes.body
1. The Guiding Questions that accompany the three Core Understandings

2. The Performing Arts-Based Learning (PABL)

3. Planning a Spiral Music Curriculum

# data[].attributes.body
The 2023 Music Syllabus has allowed dialogues to become more apparent with the Guiding Questions that accompany the three Core Understandings for a more meaningful understanding of the learning content in the syllabus, as compared to a generic framework for teaching and learning in the 2015 Music Syllabus.

# data[].attributes.body
1. Streamlining of LOs and integration of current LOs 4 and 5 in to the 3 LOs

2. Removal of indicative repertoires to "Core and dynamic repertoire" to reflect the diverse styles and cultures of music out there

# data[].attributes.body
The possibility of making music lessons more authentic and applicable to their enjoyment and appreciation of musical cultures and styles.

# data[].attributes.body
Streamlining the LOs to 3

Assessment reporting in terms of QDs, not grades

Core and dynamic repertoire including works from Stories We Sing, Indicative repertoire and instrumental works by notable local composers

# data[].attributes.body
PABL

Merging stage 4 LOs, Making connections and music elements/ concepts into one broad map

# data[].attributes.body
PABL for authentic musical experiences

Guiding questions that can better frame discussions in the classroom

Exposing students to more local talents/ compositions and exploring more about post secondary Music career options with the classes

# data[].attributes.body
1. Recommended proficiency for each instrument
2. Performing Arts-Based Learning!
3. Streamlining of LOs

# data[].attributes.body
Greater emphasis on singing! More guidance in pedagogy and assessment. Focusing on the 'musicking' aspect of truly experiencing music in all its forms.

# data[].attributes.body
Musical experiences for the students (like the PABLs, please provide advice on how we can execute this administratively) and more singing!