National Plan for Music 2024 – Model Music Curriculum – Music Hands

“Music is a cornerstone of the broad and balanced education that every child should receive. It touches hearts and minds, it celebrates and challenges, and it connects us and moves us.”

Music Curriculum 2024

The Plan “Our vision is to enable all children and young people to learn to sing, play an instrument and create music together, and have the opportunity to progress their musical interests and talents, including professionally”

Common Themes Across Year Groups:

Year 1

Composing and Improvising: Improvise simple vocal chants using question and answer phrases; create musical sound effects and short sequences in response to stimuli; understand rhythm vs. pitch patterns; invent, retain, recall, and perform rhythm and pitch patterns; use music technology to capture, change, and combine sounds; recognize and create graphic notation symbols.

Musicianship (Pulse/Beat and Rhythm): Walk, move, or clap to a steady beat with others, changing tempo as needed; use body percussion and classroom percussion to maintain a steady beat; respond to pulse in recorded/live music through movement and dance; perform short copycat rhythm patterns accurately; perform repeating rhythm patterns while keeping a steady beat; perform word-pattern chants; create, retain, and perform rhythm patterns.

Pitch: Listen to sounds in the local environment, comparing high and low sounds; sing familiar songs in different voice ranges; explore percussion sounds to enhance storytelling; follow pictures and symbols to guide singing and playing.

Reading Notation: Introduce and recognize graphic notation symbols.

Summary of New Skills: Basic rhythm, pitch, and sound creation.

Year 2

Composing and Improvising: Create rhythms using word phrases.

Musicianship (Pulse/Beat and Rhythm): Understand tempo changes and mark the beat by tapping or clapping; walk in time to the beat; identify beat groupings in familiar music; play copycat rhythms and invent rhythms for others to copy; read and respond to chanted rhythm patterns with stick notation; create and perform chanted rhythm patterns with stick notation.

Pitch: Play singing games based on the cuckoo interval; sing short phrases independently; respond to pitch changes with actions; recognize dot notation and match it to 3-note tunes on tuned percussion.

Reading Notation: Recognize dot notation and match it to simple tunes.

Summary of New Skills: Introduction to tempo, beat grouping, and basic notation.

Year 3

Composing and Improvising: Improvise using voices, tuned, and untuned percussion, and other instruments; structure musical ideas to create music with a beginning, middle, and end; combine rhythmic notation with letter names to create phrases using three notes; compose song accompaniments on untuned percussion.

Musicianship (Pulse/Beat and Rhythm): Develop playing skills on percussion and melodic instruments; play and perform melodies following staff notation using a small range; use listening skills to order phrases using dot notation.

Pitch: Combine rhythmic notation with letter names; follow staff notation.

Reading Notation: Introduce the stave, lines, spaces, and clef; understand crotchets and paired quavers; apply word chants to rhythms, linking syllables to musical notes.

Summary of New Skills: Improvisation, melodic structures, and staff notation.

Year 4

Composing and Improvising: Improvise on a limited range of pitches using legato and staccato; make compositional decisions about improvisations; combine rhythmic notation with letter names for short pentatonic phrases; arrange notation cards to create sequences of phrases; compose music to create specific moods; introduce major and minor chords; include instruments played in group teaching for composition; record creative ideas using various notations and technology.

Musicianship (Pulse/Beat and Rhythm): Develop basic skills on a selected musical instrument; play and perform melodies using staff notation in small groups; perform in two or more parts from simple notation; copy short melodic phrases using the pentatonic scale.

Pitch: Introduce pentatonic scales; perform melodies using pitch notation.

Reading Notation: Introduce minims, crotchets, paired quavers, and rests; read and perform pitch notation within a defined range; follow and perform simple rhythmic scores to a steady beat.

Summary of New Skills: Improvisation with structure, pentatonic scales, and basic composition.

Year 5

Composing and Improvising: Improvise over a drone and simple groove with dynamics; continue improvisation in composition tasks; compose melodies in C major or A minor; compose short ternary pieces in pairs; use chords to create specific atmospheres or moods; record creative ideas using various notations and technology.

Musicianship (Pulse/Beat and Rhythm): Play melodies on tuned percussion or melodic instruments; understand and play triads; perform repertoire pieces and arrangements in mixed ensembles; develop the skill of playing by ear.

Pitch: Understand pitch notation within an octave; play melodies following staff notation.

Reading Notation: Understand semibreves, minims, crotchets, and quavers; understand 2/4, 3/4, and 4/4 time signatures; read and perform pitch notation within an octave; read and play short rhythmic phrases at sight.

Summary of New Skills: Advanced improvisation, chord use, and ensemble performance.

Year 6

Composing and Improvising. Extend improvisation skills in small groups; use chord changes and extend melodies beyond 8 beats; plan and compose an 8- or 16-beat melodic phrase using the pentatonic scale; compose melodies in G major or E minor; compose ternary pieces using music software/apps.

Musicianship (Pulse/Beat and Rhythm): Play melodies following staff notation within an octave range; accompany melodies using block chords or a bass line; engage in ensemble playing, taking on melody or accompaniment roles.

Pitch: Further develop pitch notation skills; read and perform within an octave range.

Reading Notation: Further understand semibreves, minims, crotchets, quavers, and rests; develop skills to read and perform pitch notation within an octave; read and play from rhythm notation cards and rhythmic scores in up to 4 parts; read and play a four-bar phrase, identifying note names and durations.

Summary of New Skills: Extended composition, advanced notation, and ensemble roles.

Until next time!

Mr. O

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