MU 1.1 Students aurally and visually recognise and respond to Level 1 core content in music they hear and perform.

Aurally and visually recognise: · difference between rhythmic pattern and steady beat · difference between speaking and singing voices; recognising individual voices · melodic contour of extreme high and low sounds, gradually narrowing the distance between the sounds · rhythmic and melodic phrases containing ± Öµ £ and so, mi and la · environmental and natural sounds e.g. birds, background noises, mechanical sounds · tone colour of untuned classroom percussion instruments e.g. triangle, drum · tone colour of widely contrasting melody instruments · same and different musical structures · question and answer phrases · two- and four-beat metre · pitches and phrases in known repertoire · two or more sounds heard simultaneously · contrast between soft and loud dynamics · contrast between fast and slow tempo · contrast between detached and smooth articulation. Respond through: · moving, singing, playing, talking · listening attentively · visually representing musical elements and concepts.

Students may: · differentiate between the rhythmic pattern and the steady beat · imitate four- or eight-beat rhythmic and melodic patterns incorporating known elements · improvise a movement ostinato to the beat while singing a known song · improvise new text for a known song and sing it · listen attentively to musical examples · listen to the teacher sing an unaccompanied story song · maintain a steady beat while performing or listening to speech rhymes, songs and instrumental music (recorded and live) · perform beat and rhythm simultaneously · perform songs and change movements for each new phrase · perform the rhythmic pattern of known songs while singing the words aloud or while singing the words inside their heads · recognise ascending and descending phrases · recognise known songs when the rhythmic or melodic pattern is read or performed · respond to tempo and dynamics using movement · show a melodic contour of high and low sounds through movement or visual representations · sing a known song, alternating between singing phrases out loud and in the head (silently), changing on a visual or auditory cue (e.g. pop-up puppet, card, clap) · sing a known song, step the beat and stamp on accented beats · sing an answer in response to a question sung by teacher or fellow student · sing known songs faster, slower, louder, softer.

MU 1.2 Students sing a repertoire of songs of limited pitch range and play instruments, individually and with others, including simple rhythmic and melodic two-part music

Sing: · a repertoire of songs individually using a two–three note range · a repertoire of songs of extended range within a group, at a steady tempo, with clear pronunciation of the text, in the appropriate style · songs learned in class individually while simultaneously performing a steady beat · two-part canons of limited pitch range in groups · songs that are simple and easier to learn and songs that are more challenging and that, through practice, will extend vocal abilities · accompanied and unaccompanied songs. Play: · rhythms on untuned classroom percussion instruments from notation, using correct playing technique · songs that have been sung in class on available instruments · music using melody instruments such as xylophones, glockenspiels, chime bars and keyboards Repertoire: · music performed in tune and in appropriate musical style and with care and attention to the expressive intent of the music · music that reflects and promotes respect for cultural diversity · music that reinforces learning and practises skills, concepts and elements · activities that cultivate attentive listening as performer and audience.

Students may: · clap or play a simple four-beat rhythmic ostinato individually while singing a song learned in class with a group · perform repertoire learned in class using the comparatives faster/slower, softer/louder, higher/lower · play a song learned in class using melody instruments · play a simple melodic ostinato while the class sings a known song · play a simple rhythmic accompaniment to a known song · play a simple rhythmic canon with a partner · play short phrases using combinations of melodic elements on chime bars (or other instruments) to be echoed by class in solfa · sing a song learned in class while clapping the rhythm · sing a simple song as a canon within the class, adding appropriate actions to each phrase of the song · sing a well-known song learned in class in tune and expressively · sing a known song while maintaining a steady beat (e.g. swaying, walking, playing a percussion instrument) · sing, from memory, a known song in rhythm names · sing, from memory, a known song in solfa.

MU 1.3 Students read and write short musical patterns containing Level 1 core content.

Read and write Beat and rhythm: · one sound on a beat in simple time as ± (crotchet or ta) · two even sounds on a beat in simple time as Öµ (quavers or ti-ti) · no sound on a beat in simple time as a £ (crotchet rest or za). Pitch and melody: · melodic patterns using combinations of so, mi and la. Staff notation: · note positions placed on lines and in spaces on the staff, numbering from the lowest line · accurate stem direction used for notes on the staff · so, mi and la placed on the staff accurately · stick notation transferred to the staff by adding stems to note heads.

Students may: · read and write rhythmic and melodic patterns using combinations of ± Öµ and £ in two- and four-metre and so, mi and la · read, write and perform eight-beat patterns using ± Öµ and £ in simple metres · work out and visually represent eight-beat rhythmic pattern of songs in simple time (e.g. writing in stick notation, using paddle-pop sticks, using individual beat cards) · write four-beat rhythmic and melodic patterns as dictated · write four-beat rhythmic compositions to perform on untuned percussion instruments.