MU 3.1 Students aurally and visually recognise and respond to Level 3 core content in music they hear and perform.

Aurally and visually recognise: · metric accent and the correct use of bar lines in  and · one sound held for three beats in simple time as  (dotted minim and as three tied crotchets) · three uneven sounds on a beat in simple time as  (ti-tika) and  (tika-ti) · three even sounds on a beat in compound time as (three quavers or ti-ti-ti) · one sound on a beat in compound time as  (dotted crotchet or tum) · two uneven sounds on a beat in compound time as  (ta-ti) · no sound on a beat in compound time as  (dotted crotchet rest or zum) · metric accent and the correct use of accent and bar line in simple time () and compound time () · anacrusis or ‘up-beat’ · ties and slurs · patterns incorporating the notes of the extended pentatonic scale in various keys (low so, low la, do, re, mi, so, la, high do) · the interval do–mi as major 3^rd · tone colour of woodwind and percussion instruments when played solo or in combinations · verse-chorus (strophic) and canon forms; binary, ternary and rondo forms · pianissimo (pp — very soft) and fortissimo (ff — very loud). Respond through: · moving, singing, playing, talking · visually representing musical elements and concepts · conducting in two- three- and four-beat patterns.

Students may: · conduct in two- and four-beat patterns in simple and compound metres · conduct in three-beat patterns · devise a musical sequence using known elements to accompany a story · express a response to changes in metre, dynamics and/or tempo through movement or visual representations · identify each new entry of the theme in a canon, counting the beats in between · identify the number of verses after hearing a song · identify the recurring theme in rondo (e.g. A B A C A) using movement or visual representation · improvise rhythmic and melodic patterns incorporating known elements and using known structures · improvise short rhythmic patterns and perform as canons · listen attentively to musical examples · rearrange the patterns from known songs to make a ‘new’ song, then read and perform it · use movement, hand signs, visual representations or notation to show the melodic contour of known and unknown songs containing only known pitches and rhythms · sing a known song and identify specific intervals in it · sing a song, indicating when the chorus begins.

MU 3.2 Students sing and play a varied repertoire of extendedpentatonic music, individually and with others, in unison and in up to three parts, including some repertoire from memory.

Sing: · a repertoire of songs individually using the extended do pentatonic scale · a repertoire of songs of extended range within a group · arrangements of simple songs that include descants and counter-melodies · songs that are simple and easier to learn and more challenging songs that, through practice, will extend vocal abilities · canons in two and three parts and accompanied and unaccompanied songs. Play: · music using melodic instruments such as recorders, keyboards, xylophones, glockenspiels, chime bars · rhythms, rhythmic ostinatos and accompaniments on untuned classroom percussion instruments using correct technique · known songs and rhythmic and melodic canons in up to three parts. Repertoire: · music performed in tune and in appropriate style and with care and attention to the expressive intent · music that reflects and promotes respect for cultural diversity · music that reinforces learning and practises skills, concepts and elements · simple unison and two-part repertoire from notation · activities that cultivate attentive listening as performer and audience.

Students may: · individually take turns singing in canon with teacher or another child · individually, sing one beat each of a known song, around the class · perform a variety of melodies on the descant recorder using Middle C, D, E, F, G, A, B, C’ and D’ · perform partner songs within a group · sing diatonic songs within a group · sing or play a three-part canon within a group · sing or play simple two- and three-part arrangements · switch parts in a two-part song at a given signal.

MU 3.3 Students read and write musical patterns and phrases containing Level 3 core content.

Read and write Rhythm: · one sound held for three beats in simple time as  (dotted minim) and as three tied crotchets · three uneven sounds on a beat in simple time as  (ti-tika) and  (tika-ti) · three even sounds on a beat in compound time as  (ti-ti-ti) · one sound on a beat in compound time as (tum) · two uneven sounds on a beat in compound time as  (ta-ti) · no sound on a beat in compound time as  (zum) · time signature and bar lines in and . Pitch and melody: · intervals: major 2nd, minor 3rd and major 3rd · melodic patterns using combinations of low so, low la, do, re, mi, so, la and high do in a variety of keys · melodic patterns that incorporate known rhythmic patterns and time signatures. Staff notation: · low so, low la, do, re, mi, so, la, high do placed on the staff accurately · treble clef using Middle C, D, E, F, G, A, B, C’ and D’ · conventions of staff notation including treble clef and correct stem positions.

Students may: · compose musical phrases incorporating known rhythmic and melodic elements · match rhythmic patterns listed on a chart/board with patterns heard · memorise and write out the rhythmic pattern of a song · notate simple rhythmic and melodic patterns from dictation using known elements · read and write the melodic contour of phrases containing Middle C, D, E, F, G, A, B, C’ and D’ on the treble staff · recognise songs learned in class when the melody is shown on a five-line staff · sight-read (both sing and play) unknown musical examples containing core components.