Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Sounds Around Us Four Seasons Rhythm Stories Children’s Music Part 1 Children’s Music Part 2 Working Together

Transdisciplinary: Transdisciplinary: Transdisciplinary: Transdisciplinary: Transdisciplinary: Transdisciplinary:

How we Organise Ourselves How the World Works How we Express Ourselves Who We Are Where we are in Place/Time Sharing the Planet

Learner Profile: Inquirers, Learner Profile: Reflective, Learner Profile: Learner Profile: Thinkers, Learner Profile: Caring, Learner Profile: Reflective,
Communicators Risk Takers Communication, Open-minded Principled Knowledgable
Knowledgable
Central Idea: Central Idea: Central Idea: Central Idea: Central Idea:
Sounds around us can help us Seasons involve repetition and Central Idea: As we learn about characters Different cultures use music to The world is a place where
discover new ways of change. Patterns exist in stories and from other stories, we explore tell the stories of their people in ideas and knowledge are
organising our thoughts. speech that move our bodies who we are, how other different times and places. continually developing.
and communicate sounds. children play and how music
Key Concepts: Key Concepts: changes us. Key Concepts:
Form, Connection Change, Function Causation, Perspective
Key Concepts: Key Concepts: Key Concepts:
Related Concepts: Related Concepts: Connection, Perspective Reflection, Causation Function, Responsibility Related Concepts:
Structure, patterns, similarities, Growth, cycles, Sequences, pattern, impact,
differences, relationships transformation, behaviour Related Concepts: Related Concepts: Related Concepts: subjectivity, opinion
Relationships, systems, Review, evidence, behaviour, Communication, pattern, role,
Lines of Inquiry: Lines of Inquiry: interdependence, opinions sequences, pattern values, initiative Lines of Inquiry:
• Singing and moving can be • Music can be used to • Music can be expressed in
used to create musical ideas. portray different themes Lines of Inquiry: Lines of Inquiry: Lines of Inquiry: many modes
• How do Pitches help the • Music is constantly • Everything around has it’s • Children around the world • Children around the world • Technology is used to
music tell stories changing own unique sound sing and play similar game sing and play similar games capture, document and turn
• Music can be used to • Music can be used for • Music is everywhere • Stories and characters are • Music is a universal ideas into our own musical
convey many ideas. different purposes. • We can discover new ways enhanced with music language expression
of listening • The difference between • How other cultures dance,
Attitudes: Attitudes: fantasy and reality sing and tell their history Attitudes:
• Respect • Confidence Attitudes: through music. • Creativity
• Cooperation • Commitment • Creativity Attitudes: • Cooperation
• Curiosity • Independence • Cooperation • Appreciation Attitudes: • Independence
K1 • Independence • Creativity • Appreciation
• Empathy • Respect Transdisciplinary Skills:
• Independence Research Skills
Transdisciplinary Skills: Transdisciplinary Skills: Transdisciplinary Skills: Transdisciplinary Skills:
Self Management Skills Thinking Skills Communication Skills Social Skills Transdisciplinary Skills: Pedagogy Focus:
Social Skills Students Learn About
Pedagogy Focus: Pedagogy Focus: Pedagogy Focus: Pedagogy Focus: • Glockenspiels (mallet
Students Learn About Students Learn About Students Learn About Students Learn About Pedagogy Focus: instrument development)
• Solfege notes • Good singing / Pitch • Patterns & sequences (like • Rhythmic patterns using Students Learn About • Building Techniques around
• Graphic Notation recognition coding) but with Pitch, rhythm, animal names and stories • Different cultures the world
• Kodaly Hand Signs structure. • whole to 16th notes • Songs from different parts of
Students Learn To • Hand percussion • Rhythm fragments (on cards) • Melodic & Rhythmic the world Students Learn To
• Sing with Kodaly hand-signs Students Learn To phrasing • Dances from around the • Sing/play different styles
• Draw graphic notation Students Learn To • Sing/dance in smaller to • Movement to tell stories world • Create melodies like
• Develop pitch recognition larger structures (binary & Students Learn To buildings (big bigger biggest)
Assessment(s): • Sing with Kodaly Hand ternary) Students Learn To • Sing songs from around the • Integrate technology in
F1: Successful singing Signs • Manipulate Lego for note/ • Build on patterns from last world in their own languages expressing their ideas
F2: Drawing pitch shapes • Utilize hand percussion rhythm structures unit (melodic, rhythmic) • Do a solfeggi notation of
F3: Body percussion instruments • Compare simple melodic • Rhythmic divisions these songs. Assessment(s):
S1: Singing and moving based patterns in solfege to each • Dance to tell a story F1: Singing in solfeggi echo,
on the book ‘Going on a Bear Assessment(s): other (nursery rhymes). • Create soundscapes with Assessment(s): together / individually
Hunt’ F1: Successful singing/signing Assessment(s): real and digital instruments F1: Dreidle F2: Playing melody from
F2: Graphic notation of four F1: Singing taught songs F2: Frere jacques building skyscrapers idea
Stimulus: Going on a Bear seasons F2: Body percussion/dance Assessment(s): F3: ASL Songs F3: Performing the classroom
Hunt, Mr. Brown/Blue, Mr. S1: 4 themes of Four Seasons F3: Ra Ra ‘Rainy Day’ / F1: Chants based on the story S4: Successful notation and arrangement of The Garden /
Turkey/Duck, Buzzy Bee, carried out on xylophones ‘Favourite Sound’ performance F2: Graphic notation of the signing of all three songs. Dark Night
Kodaly early years repertoire S1: Concert/Presentation story themes S4: iPad Task recording their
taught with Orff Approach. Stimulus: Four Seasons F3: Development of own Stimulus: Dreidle, Frere own story and music.
(Vivaldi), Johnny works with 1 Stimulus: Ra Ra the Noisy themes for a character from Jacques, La Cucaracha, ASL
hammer, 1 Little Buzzy Bee Lion, My Body Makes Music, the story songs, Stimulus: Orff Schulwerk +
S1: Successful singing/graphic Big Bigger Biggest Skyscraper
notation of own theme. excerpts.

Stimulus: The Gruffalo,

Creative Commons License

PYP Music Scope & Sequence Model by Samuel Wright, Sihyun Park is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

1
 Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Rhythm Stories Eine Kleine Nacht Musik Rhyme & Rhythm Symbols & Sounds Part 1 Symbols & Sounds Part 2 Writing our Music

Transdisciplinary: Transdisciplinary: Transdisciplinary: Transdisciplinary: Transdisciplinary: Transdisciplinary:

How we Organise Ourselves How the World Works How we Express Ourselves Who We Are Where we are in Place/Time Sharing the Planet

Learner Profile: Inquirers, Learner Profile: Reflective, Learner Profile: Learner Profile: Thinkers, Learner Profile: Caring, Learner Profile: Reflective,
Communicators Risk Takers Communication, Open-minded Principled Knowledgable
Knowledgable
Central Idea: Central Idea: Central Idea: Central Idea: Central Idea:
Patterns can be organised Repetition is an important part Central Idea: We learn about what we can Ancient cultures use symbols The world is a big place with
from speech and sound. of how things work. Patterns exist in stories and do from what we create. to tell the stories of their many ways to depict sound.
speech that moves our bodies. people.
Key Concepts:
Key Concepts: Key Concepts: Key Concepts: Reflection, Causation Key Concepts: Key Concepts:
Form, Connection Change, Function Connection, Perspective Function, Responsibility Causation, Perspective
Related Concepts:
Related Concepts: Related Concepts: Related Concepts: Review, evidence, behaviour, Related Concepts: Related Concepts:
Structure, patterns, similarities, Growth, cycles, Relationships, systems, sequences, pattern Communication, pattern, role, Sequences, pattern, impact,
differences, relationships transformation, behaviour interdependence, opinions values, initiative subjectivity, opinion

Lines of Inquiry: Lines of Inquiry: Lines of Inquiry: Lines of Inquiry: Lines of Inquiry: Lines of Inquiry:
• How do we identify rhythm? • What do shapes tell us • How do words = patterns? • How do I use my • What symbols do we know? • How can we notate sound?
• What patterns are found about music? • What is the relationship imagination? • Why are symbols important? • Are there other ways to
around us? • How important is repetition? between sound and • Does what we create make • How can we use symbols to record sound?
• What do we learn from • How can we repeat vocables? us who we are? tell stories? • Why do we record and
making our own patterns? patterns? • What rhymes do we know • Can we learn about other document our creations?
that move our bodies? creations?
Attitudes: Attitudes: Attitudes:
• Respect • Confidence Attitudes: Attitudes: Attitudes: • Creativity
• Cooperation • Commitment • Creativity • Appreciation • Appreciation • Cooperation
• Curiosity • Independence • Cooperation • Creativity • Respect • Independence
• Independence • Empathy • Independence
Transdisciplinary Skills: Transdisciplinary Skills:
• Self Management Skills • Thinking Skills Transdisciplinary Skills: Transdisciplinary Skills: Transdisciplinary Skills: Transdisciplinary Skills:
• Communication Skills • Social Skills • Social Skills • Research Skills

Pedagogy Focus: Pedagogy Focus: Pedagogy Focus: Pedagogy Focus: Pedagogy Focus: Pedagogy Focus:
Students Learn About Students Learn About Students Learn About Students Learn About Students Learn About Students Learn About
K2 • Beats in 4 and 2 • Beats in 4, 2 and 3 • Rhymes • Rhythmic patterns using • Indigenous music around • Beats - semi quavers (16ths)
• Pattern rhymes and songs • Repeating pluses and • Pulse, beat, subdivision animal names and stories the world to semibreves (whole notes)
for partners or groups accents • Notes names and values from Indigenous Australia • Rhythm cycles, patterns and • Writing ostinatos
• High and low pitches (range • Body percussion • solo chanting • Pulse and accompaniment ostinatos • Tonic Borduns
of 5th) with hand signing • Solfeggi Do to Lah • Singing with • Melodic & Rhythmic singing • Notation both graphic and • Songs in Pentatonic
• Call and response patterns • Call and response patterns accompaniment (monophonic) traditional • Theme & Variation
• Solo and group singing with • Solo and group singing with • Performing live • Movement to tell stories • How to listen to music • Beat competency
pitch awareness pitch and rhythm awareness • Solo and group singing with while signing • Different world instruments • Solfeggi Do to Do
• Responses to beat • Identifying repetition in rhythm and pitch awareness • Graphic notation for • Expressive speech with
Mozart storytelling movement
Students Learn To Students Learn To
• Clap and play in 2 and 4 Students Learn To • Repeat rhymes and patterns Students Learn To Students Learn To Students Learn To
• Create word patterns and • Clap and echo in 4,3,2 • Clap and perform pulse, • Build on patterns from last • Build on notation skills from • Notate both rhythm and
identify beats • Move and use body beat and subdivisions unit (melodic, rhythmic) last unit pitch
• Sing, draw and respond to percussion from repeated • Name and identify notes • Dance to tell a story • Build on symbol notation • Aurally recognise both
high and low pitches patterns • Sing and improvise in • Create soundscapes with and interpretation rhythm and pitch
• Play with call and response • Sing in solfeggi (building on Solfeggi with soundscapes real and digital instruments • Sing with confidence Sioux • Sing and play tonic borduns
patterns last unit) Mozart’s themes • Create soundscapes from • Create soundscapes with Lullaby • Aurally echo solfeggi from
• Participate and lead others • Notate in colour Mozart’s speech patterns and graphic notation • Create soundscapes from major or pentatonic scales
in group singing themes classroom percussion • Singing in tune in other their own notation to • Sing in diatonic rounds
• Coordinate movements to • Sing and perform melodies • Repeat and echo Ra Ra languages perform on video • Add vocables to pentatonic
beat and pulse on the xylophones patterns as vocables • Tonic ostinatos • Accompaniment ostinatos melodies
independently • Show pitch and rhythm in • Listen actively • Develop rhythmic layers to
Assessment(s): Assessment(s): traditional notation sung tunes
Students perform a selection Assessment(s): Students repeat, chant/rap
of songs (Orff Schulwerk for Students prepare a selection rhymes with their own Assessment(s): Assessment(s): Assessment(s):
children) in time as a group for the end of year concert andsoundscapes based upon lines Students create a musical Students sing a collection of Students show their skill in
with correct hand signs. Then perform themes from Eine of text from Ra Ra the Noisy soundscape in graphic North American folksongs and notating, recording and
notate using pitch colours. Kleine successfully, showing Lion. Verses of rhyme build notation that they paint/draw develop a series of symbols presenting their own creations
how pitch shapes are and add levels of detail in each onto a boomerang using that turn into a live based on inquiry into the first
Stimulus: Nursery rhymes repeated. verse. This assessment also musical symbols. performance (like graphic audio recording (Mary had a
and Kodaly book (elementary) has song repertoire being notation). little lamb).
plus Orff Elementary book + Stimulus: Mozart’s Eine Kleine prepared for the end of year Stimulus: MusicaViva
Going on a Bear Hunt. nacht Musik. concert. eResources and Magic Stimulus: North American Stimulus: Mary had a little
Boomerang (Frane Lessac, Indigenous music (youtube: lamb.
Stimulus: Ra Ra the Noisy Mark Greenwood). sioux lullaby).
Lion.

Creative Commons License

PYP Music Scope & Sequence Model by Samuel Wright, Sihyun Park is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

2
 Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Carnival of the Animals Rhythm and Rhyme Part 1 Rhythm and Rhyme Part 2 Peter and the Wolf Peer Gynt Structured Drumming

Transdisciplinary: Transdisciplinary: Transdisciplinary: Transdisciplinary: Transdisciplinary: Transdisciplinary:

How We Express Ourselves How the World Works Where We Are in Place and Who We Are Sharing the Planet How We Express Ourselves
Time
Learner Profile: Reflective, Learner Profile: Reflective, Learner Profile: Reflective, Learner Profile: Reflective, Learner Profile: Reflective,
Risk Takers Risk Takers Learner Profile: Reflective, Risk Takers Risk Takers Risk Takers
Risk Takers
Central Idea: Central Idea: Central Idea: Central Idea: Central Idea:
Composers use melody, Rhythm can be a machine with Central Idea: A theme is a recurring idea that Dynamics and Tempo and Messages are communicated
rhythm and timbre to depict many layers and interlocking Original musical traditions use communicate messages like used in all music to through musical forms which
ideas, feelings, nature or gears. rhythm and pitch patterns to ‘who, what, where and how.’ successfully convey their break into smaller repeated
beliefs. show life relationships. meanings. patterns.
Key Concepts: Key Concepts:
Key Concepts: Function, Connection, Form Key Concepts: Responsibility, Connection, Key Concepts: Key Concepts:
Perspective, Causation, Form Change, Connection Reflection, Form, Connection, Change Form, Causation, Reflection

Related Concepts: Related Concepts: Related Concepts: Related Concepts: Related Concepts: Related Concepts:
Balanced Balanced Balanced Balanced Balanced Balanced

Lines of Inquiry: Lines of Inquiry: Lines of Inquiry: Lines of Inquiry: Lines of Inquiry: Lines of Inquiry:
• Music can portray many • There are many parts making • Rhythm can be used in • Families of instruments • Grieg is a composer of tone • What are the different
different objects/themes/ up music poems and many others connect with melodic ideas poems with stories painted in processes that help create the
creatures • Every object or creature has • Music has ups and downs to form music music structure?
• What makes this music parts making up what it is / • Discovering Korean music • Smaller musical ideas can • Music of Norway has unique • Rhythms and melodies can
sound like an elephant/ who they are be drawn and connected in pitches and patterns cause change in a musical
chicken etc? many ways • Tempo and Dynamics help structure
• Each music is different from • Instruments can be used to the music tell stories. • Connecting musical ideas
one another express our ideas/messages together creates a form

Attitudes: Attitudes: Attitudes: Attitudes: Attitudes: Attitudes:

G1 • Creativity • Confidence • Creativity • Appreciation • Confidence • Confidence
• Cooperation • Commitment • Cooperation • Creativity • Respect • Commitment
• Independence • Independence • Appreciation • Empathy • Independence • Creativity

Transdisciplinary Skills: Transdisciplinary Skills: Transdisciplinary Skills: Transdisciplinary Skills: Transdisciplinary Skills: Transdisciplinary Skills:
Communication Skills Thinking Skills Social Skills Self Management Skills Thinking Skills Social & Research Skills

Pedagogy Focus: Pedagogy Focus: Pedagogy Focus: Pedagogy Focus: Pedagogy Focus: Pedagogy Focus:
Students Learn About Students Learn About Students Learn About Students Learn About Students Learn About Students Learn About
• Solfege / Kodaly hand signs • Instruments • Rhythm / Solfege • Instrument Families • Dynamic usage • Taiko Drumming
• Graphic notations • Rhythms / Solfege • Graphic notation • Theme/Melody • Tempo • Percussion Instruments
• Different parts of music • Graphic notations • Stage Manners • Cooperation
Students Learn To Students Learn To
Students Learn To Students Learn To Students Learn To Students Learn To • Use different dynamics and • Read the drum piece and to
• Sing with Kodaly hang signs • Distinguish each instrument • Replace rhythms with • Work with and serve with tempo when singing songs play in two parts
• Draw out melody maps • Write Graphic notations particular sounds their peers and creating their own work • Play the piece in steady
• Read graphic notations • Create an original piece • Display their work on stage • Distinguish instruments by tempo
their sounds and
characteristics
Assessment(s): Assessment(s): Assessment(s): Assessment(s): Assessment(s):
F1: keep the beat - stone F1: Kodaly piece hand sign F1: Loose Tooth Assessment(s): F1: PG melody Identification F1: Rhythm review
F2: BWW hand sign F2: Instrument identification F2: Humpty Dumpty F1: Instrument Review F2: Dynamic Identification F2: Okina Taiko
F3: Graphic notation of CA F3: Rhythm reading S1: Concert F2: Instrument Family F3: Tempo Identification F3: Drum piece pt1/2
S1: Singing/Comprehension of S1: Group composition/ Identification S1: Dynamic/Tempo S1: Drum piece
an Orff/Kodaly piece graphic notation of Fantasia F3: Instrument + Family Application
Stimulus: Loose Tooth, matching Stimulus: Okina Takio, Circle
Stimulus: Carnival of the Humpty Dumpty, Rhythm slide, Stimulus: Peer Gynt, Closet ‘round zero
animals, Stone stone, Bow Stimulus: Disney Symphony Stimulus: Peter and the wolf, Key, Stone stone,
wow wow Land, No-one in the House Bluebird
(song), Fantasia 2000
(Beethoven’s 5th)

Creative Commons License

PYP Music Scope & Sequence Model by Samuel Wright, Sihyun Park is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

3
 Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Music Alive Rhythm and Dance Part 1 Rhythm and Dance Part 2 Expressionism Bartok and Ostinatos World Music

Transdisciplinary: Transdisciplinary: Transdisciplinary: Transdisciplinary: Transdisciplinary: Transdisciplinary:

How we Express Ourselves Where We Are in Place and How the World Works Who We Are Sharing the Planet How We Organise Ourselves
Time
Learner Profile: Reflective, Learner Profile: Reflective, Learner Profile: Reflective, Learner Profile: Reflective, Learner Profile: Reflective,
Risk Takers Learner Profile: Reflective, Risk Takers Risk Takers Risk Takers Risk Takers
Risk Takers
Central Idea: Central Idea: Central Idea: Central Idea: Central Idea:
Composers use melody, Central Idea: Rhythm can be a machine with A theme is a recurring idea that Different cultures use music to We learn to research, organise
rhythm and timbre to depict Original musical traditions use many layers and interlocking can communicate messages tell the stories of their people in and present about world
ideas, feelings, nature or rhythm and pitch patterns to gears. like ‘who, what, where and different times and places. music.
beliefs. show life and relationships. how.’.
Key Concepts: Key Concepts: Key Concepts:
Key Concepts: Key Concepts: Connection, Form, Function Key Concepts: Perspective, Causation, Responsibility, Reflection,
Perspective, Causation, Function, Change, Form Perspective, Reflection, Connection Connection,
Function Related Concepts: Change
Related Concepts: Balanced Related Concepts: Related Concepts:
Related Concepts: Balanced Related Concepts: Balanced Balanced
Balanced Lines of Inquiry: Balanced
Lines of Inquiry: • Dance is a universal Lines of Inquiry: Lines of Inquiry:
Lines of Inquiry: • Folksongs tell stories language Lines of Inquiry: • Cultures tell stories. -It is our responsibility, as
• How musicians express • Songs can be sung in • Different rhythm patterns are • Music can be used to • Imaginations can be created open-minded students, to
emotions different ways used in dances describe many things with music learn about other cultures in
• How music affects out • Dances were also used as a • We can find the theme of • Musical interpretations are up the world -There are
feelings mode of expression. each music through melody, to each individual’s discretion. different ways of learning
• How we express feelings pitch, rhythm, and -Cultures link with one another
through music dynamics.
• Music is constantly
Attitudes: Attitudes: Attitudes: changing Attitudes: Attitudes:
• Creativity • Creativity • Appreciation • Creativity • Creativity
• Cooperation • Confidence • Cooperation Attitudes: • Empathy • Cooperation
• Appreciation • Independence • Creativity • Creativity • Appreciation • Empathy
• Cooperation
Transdisciplinary Skills: Transdisciplinary Skills: Transdisciplinary Skills: • Independence Transdisciplinary Skills:
Self Management and Social Communication Skills Social and Self Management Transdisciplinary Skills: Research and Thinking Skills
Skills Skills Transdisciplinary Skills: Thinking and Social Skills
G2 Communication and Thinking Pedagogy Focus:
Pedagogy Focus: Pedagogy Focus: Pedagogy Focus: Skills Pedagogy Focus: Students Learn About
Students Learn About Students Learn About Students Learn About Students Learn About • Keynote
• Kodaly hand signs • Korean culture, folksongs • Dances around the world Pedagogy Focus: • Traditional dances • Music history, folk songs, folk
• Rhythmic/inner hearing • Singing in rounds • World cultures Students Learn About •  Landscape, language, dances, traditional instruments
• Pitch recognition • Percussion instruments • Meter • Rhythm Theory folklore, traditions
• Concert manner • Songs describing objects Students Learn To
Students Learn To Students Learn To Students Learn To • Use and present with
• Sing with Kodaly hand signs • Sing Korean folk tunes Students Learn To Students Learn To • Dance the traditional dances Keynote
• Develop good sense of pitch • Sing in rounds • Dance the dances from other • Compose using different • Connect landscape, • Present their knowledge on
and rhythm. • Play percussion instruments cultures rhythms language, folklore and their given countries’ music
• Distinguish different meter • Express ideas, scene, or traditions to the musical history, folk songs, folk
objects through their elements dances and traditional
Assessment(s): Assessment(s): composition • Sight-singing instruments.
F1: Solfeggi singing of required F1: Korean tune round singing Assessment(s):
repertoire F2: folk tune / Body F1: Dance #1 Assessment(s):
F2: Activities from Music Alive percussion F2: Dance #2 F1: Theory Worksheet #1 Assessment(s): Assessment(s):
F3: Classroom performance F3: Row row S1: Concert F2: Theory worksheet #2 F1: Bartok’s Microkosmos F1: Progress report 1
on Orff instruments S1: Concert piece in round F3: Theory worksheet #3 F2: Dynamics / Tempo Activity F2: Progress report 2
F4: Graphic notation of the S1: Composition F3: Anita’s Dance performing F3 Progress report 3
pieces listened to in parts F4: Presentation (rubric)
S1: Singing/Playing of the Stimulus: Tideo, Row row, 동 Stimulus: Dances around the Stimulus: Carnival of the S1: Anita’s Dance ballet /
programmatic work 네 한 바퀴, continue repertoire world (Black Nag), Heel to toe Animals, Copenhagen Railway, movement structure activity.
from previous unit as well. polka, Waltz, Norwegian folk Clair de Lune, Flight of the Stimulus: classroom
Stimulus: Jump jim joe, (incl. Grieg). Bumblebee, The Wasps, Swan Stimulus: Romanian Dances, collaboration on how societies
Sorcerer’s Apprentice, The Lake, Pastoral Symphony, Hungarian Folksongs, Bolero, and groups are organised -
king with two sons, Moldau Royal Hunt and Storm, Rite of Spring, Mysterious this time the presentations
River, 1812 Overture, Grand Raindrop Prelude, Nuages, Ticking Noise include a focus on traditional
Canyon Suite, Short Ride in a Grand old duke of york music in their country of origin.
Fast Machine

Creative Commons License

PYP Music Scope & Sequence Model by Samuel Wright, Sihyun Park is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

4
 Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Moving in Time History of the Blues World Layers (Gamelan) Young Person’s Guide The Magic Flute Satie & Minecraft
* recorder part 1a * recorder part 1b
Transdisciplinary: Transdisciplinary: Transdisciplinary: Transdisciplinary: Transdisciplinary: Transdisciplinary:
Who We Are How We Organise Ourselves How We Express Ourselves How the World Works Sharing the Planet Where we are in Place & Time

Learner Profile: Risk Takers, Learner Profile: Balanced, Learner Profile: Inquirers, Learner Profile: Reflective, Learner Profile: Reflective, Learner Profile: Balanced,
Open-Minded Knowledgable, Principled Thinkers Risk Takers Communicators Inquirers

Central Idea: Central Idea: Central Idea: Central Idea: Central Idea: Central Idea:
Expressing movement and Singing has an impact on Patterns are powerful for Music is like a machine. Ideas can connect to create We can create from our own
time uses all our senses. society and events. storytelling. functional works. discoveries and influences.

Key Concepts: Key Concepts: Key Concepts: Key Concepts: Key Concepts: Key Concepts:
• Form • Function • Change • Reflection • Connection • Responsibility
• Function • Causation • Connection • Function • Form • Reflection

Related Concepts: Related Concepts: Related Concepts: Related Concepts: Related Concepts: Related Concepts:
Structure, similarities, Communication, pattern, Cycles, sequences, Pattern, systems, review, Systems, relationships, Values, Initiative, review,
differences, pattern, sequences, role. transformation, systems, evidence, responsibility structure, patterns interpretation
communication. interdependence

Lines of Inquiry: Lines of Inquiry: Lines of Inquiry: Lines of Inquiry: Lines of Inquiry: Lines of Inquiry:
• What senses are used with • Which societies use singing • How do musicians express • How is music like a • What is functional music? • What does it mean to be
music? for events? pattern? machine? • What makes a musical idea original?
• What movements relate to • What events have relied • What patterns can be • What evidence can be work? • Can we create from the
different styles of music? upon singing for survival? investigated around the world? gathered for playing music? • How do composers create music of others?
• How is time a factor of • Is there a structure for • How do patterns help tell • What language is used to ideas that work? • How do we review each
movement? organising societal singing? stories? listen to an orchestra? others ideas positively?

Attitudes: Attitudes: Attitudes: Attitudes: Attitudes: Attitudes:

• Creativity • Appreciation • Creativity • Confidence • Creativity • Appreciation
• Cooperation • Confidence • Empathy • Commitment • Tolerance • Integrity
• Independence • Independence • Independence • Cooperation • Independence • Respect

Transdisciplinary Skills: Transdisciplinary Skills: Transdisciplinary Skills: Transdisciplinary Skills: Transdisciplinary Skills: Transdisciplinary Skills:
• I, II, V, VIII, X • I, II, III, V, X • I, III, V, IX, X • II, IV, V, VIII, X • I, II, IV, V, VIII, X • I, II, V, VIII, IX, X

Teacher Provocations: Teacher Provocations: Teacher Provocations: Teacher Provocations: Teacher Provocations: Teacher Provocations:
• How can we feel pulse? • Where did the Blues come • Are patterns universal? • How does playing the • Which ideas work best? • Is it good to copy? imitate?
G3 • What does it mean to ‘move from? • Why do humans love recorder help us learn? • Who decides what works • Who decides what is real?
in time?’ • What does ‘blues’ sound patterns in art? • What is important about tone best? • What influences do we have
• Can pulse be defined purely like? • How can we interpret colour? • Is there a formula for creating around us today?
by numbers? • Can we truly perform ‘blues’ patterns? • What machine like elements with our ideas?
music? can we observe in our Pedagogy Focus:
Pedagogy Focus: Pedagogy Focus: learning? Pedagogy Focus: Students Learn About
Students Learn About Pedagogy Focus: Students Learn About Students Learn About • Treble and bass reading
• Rhythm reading Students Learn About • Indonesian songs, Pedagogy Focus: • Word painting • Scales and Modes
• Sight-singing • Pentatonic melodies instruments, structures Students Learn About • Orchestral patterns • Bass Ostinatos
• Time signatures • 1 4 5 bass lines & patterns • Colotomic patterns • Note reading • Arpeggios & Borduns • Melodic Ostinatos
• Pulse and division • African music from slavery • Creating with limited pitches • Concepts of Music • Major and Minor scales • Chords
• Movement to freedom, work-songs etc • Phrasing, Rhythm, Texture • Classifying instruments • Opera as an art form
• Combining Pitch layers • Playing melodies with Students Learn To
Students Learn To Students Learn To phrasing and articulation Students Learn To • Read piano music
• Clap and move in time Students Learn To • Sing in Indonesian • The Orchestra’s roles • Create in major and minor • Respond to melodic and
• Sing melodies over two • sing melodies in pentatonic • Explore cultural music in • Write accompanying harmonic questions
octaves in major and minor parts and echo phrases societies Students Learn To patterns • Echo, repeat, imitate
• Move in 2/4, 3/4, 4/4, 5/4, • sing, move to and perform 1 • Create with traditional and • Identify the concepts of • Perform and sing melodies musical phrases
• Perform and create with 4 5 bass patterns in solfege western notation music in listening activities from studied works • Work within I-V harmony
subdivisions • Describe musics’ role in • Improvise and perform • Classify instruments • Describe how an Opera with
African culture • Interpret Rhythm cycles • Use the recorder to play and its themes are written Assessment(s):
Assessment(s): • Combine parts vocally, create melodies Students use their studies of
Students learn to express instrumentally with Assessment(s): • Describe how an Orchestra Assessment(s): music to create their own
different time signatures with improvisation over a Students sing Il Lirr and works Students learn to sing and Minecraft soundtrack based
independent body framework compose their own Gamelan harmonise with arpeggios an upon the music of Satie. This
movements. This is transferred works in Cipher notation. This Assessment(s): aria from Mozart’s The Magic is mostly iPad and Xylophone
to instrumental playing and Assessment(s): is scaffolded around formative Students complete a series of Flute. They then finalise their based using iTunesU and
echo improvisation in a series Students learn to sing a variety tasks in notation and patterns listening descriptions of recorder performances and score analysis.
of dance activities transferred of pieces in 2 to 3 parts in other musics (like Latin). Britten’s ‘Young Person’s belt achievements.
to instruments. focussing on the bass and Guide’ and work their way
how it is communicated as a Stimulus: through Taekwondo recorder Stimulus:
Stimulus: pattern. These are kept as part Il iLirr iBook by MusicaViva belts for each level of the Stimulus: Minecraft music by C418 and
Various tracks in multi-metre of their concert preparation chosen repertoire. The Magic Flute easy piano Gymnopedie by Satie.
from Coco’s Lunch, Bobby with a performance in three book (Faber & Faber)
McFerrin and Dave Brubeck part harmony. Stimulus:
Young Person’s Guide to the
Stimulus: Orchestra Britten (with app)
Holy Hla Hla (trad. Sth African)

Creative Commons License

PYP Music Scope & Sequence Model by Samuel Wright, Sihyun Park is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

5
 Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Mikro Music African Music World Layers (Latin) Back to Bach Extending Skills Mirror Creating Task
* recorder part 2a * recorder part 2b * iPads Garageband IOS
Transdisciplinary: Transdisciplinary: Transdisciplinary: Transdisciplinary: Transdisciplinary: Transdisciplinary:
Who We Are How we Express Ourselves How the World Works Where we are in Place & Time Sharing the Planet How We Organise Ourselves

Learner Profile: Thinkers, Learner Profile: Balanced, Learner Profile: Open Learner Profile: Reflective, Learner Profile: Reflective, Learner Profile: Risk Takers,
Risk Takers, Open-Minded Knowledgeable, Risk Takers Minded, Inquirers. Knowledgeable, Inquirers, Principled Caring, Balanced
Communicators

Central Idea: Central Idea: Central Idea: Central Idea: Central Idea: Central Idea:
Music has its own personality, We express ourselves as Sound is natural and has Learning involves models of Expression in the arts is a Open-mindedness brings
colour and relationships to the individuals with collective natural functions. success and growth. globally shared practice. opportunities for creativity.
world. knowledge.

Key Concepts: Key Concepts: Key Concepts: Key Concepts: Key Concepts: Key Concepts:
• Form • Function • Reflection • Function • Perspective • Connection
• Change • Causation • Connection • Change • Form • Responsibility

Related Concepts: Related Concepts: Related Concepts: Related Concepts: Related Concepts: Related Concepts:
Structure, similarities, Communication, pattern, Review, interpretation, cycles, Growth, cycles, sequences, Subjectivity, opinion, Systems, relationships, values,
differences, patterns, growth, sequences, impact. transformation communication, patterns properties, structure initiative
sequences,

Lines of Inquiry: Lines of Inquiry: Lines of Inquiry: Lines of Inquiry: Lines of Inquiry: Lines of Inquiry:
• How can music have • What other forms of • What about sound is • What about Bach is good? • What does it mean to to • What does it mean to be
personality? expression are there? natural? • How does playing a share? openminded with music?
• What is my relationship to • What can I model my ideas • What functions does Music recorder help me learn? • How are the arts shared? • Is mirroring a universal
the sounds I know? on? play in society? • What motivates me to grow • Can ideas and expression system?
• Why do I respond the way I • How does music bring • How does music function or and learn? cross over the map? • What values do we connect
do to music? discovery of myself? work? to new music?

Attitudes: Attitudes: Attitudes: Attitudes: Attitudes: Attitudes:

• Creativity • Appreciation • Creativity • Confidence Appreciation • Creativity
• Cooperation • Confidence • Cooperation • Commitment Tolerance • Integrity
• Independence • Independence • Independence • Cooperation Independence • Enthusiasm

Transdisciplinary Skills: Transdisciplinary Skills: Transdisciplinary Skills: Transdisciplinary Skills: Transdisciplinary Skills: Transdisciplinary Skills:
• I, II, V, VIII, X • I, II, III, V, X • I, II, III, IV, VI, X • II, V, VIII, IX, X • II, V, VIII, IX, X • I, III, VII, VIII, IX, X

Teacher Provocations: Teacher Provocations: Teacher Provocations: Teacher Provocations: Teacher Provocations: Teacher Provocations:
• How can music be • How do we identify • Are all sounds connected • Can we find sequences/ • How much do we know of • Does improvising truly mean
identified? functionality? somehow? patterns outside of music? other cultures? ‘making it up on the spot?’
• What other forms of • Does expression have form • What does it mean • What do we know about • Can we play other types of • Are some types of music
G4 classification are in the or function? interpret? how we learn? music ‘genuinely?’ more original?
world? • What happens when people • As we review what we know • Does dancing teach what • What do we learn through • How do we define value as
• Can other elements like express themselves? should our ideas change? writing cannot? improvisation? a class?
rhythm be defined? How?
Pedagogy Focus: Pedagogy Focus: Pedagogy Focus: Pedagogy Focus: Pedagogy Focus:
Pedagogy Focus: Students Learn About Students Learn About Students Learn About Students Learn About Students Learn About
Students Learn About • Rhythm reading • Rhythmic subdivisions • Concepts of Music • Concepts of Music • Pitch, Rhythm and Structure
• Rhythm reading • Sight-singing • Ostinatos and calls • Classifying instruments • Classifying instruments in a cultural context
• Sight-singing • Rhythmic layers • Reading pitch and rhythm • Playing melodies with • Identifying rhythmic and • Using movement to reflect
• Time signatures • Time signatures • Latin patterns, improvisation phrasing melodic patterns (west vs east) melodic and rhythmic
• Pulse and division • Sub-division and structure • Growth of the Orchestra • Time signatures & cycles patterns ‘mirroring’
• Solfege scales • Dance and cultural elements • Time Signatures • Pentatonic to Hexatonic • Time signatures & cycles
Students Learn To • Modes • Tetra-chordal structures • Pentatonic to Septa-tonic
Students Learn To • Create and move in time Students Learn To • Canon and single line • Tetra-chords to modes
• Create and move in time • Sing African melodies using • Move and play in time accompaniment patterns Students Learn To
• Sing melodies over two ties, scales, harmony and • Perform and sing melodies, • Discuss the concepts of Students Learn To
octaves in major, minor, rhythmic groupings ostinatos, calls Students Learn To music • Identify Arabic musical
modal, • Perform African melodies on • Recognise and analyse • Identify the concepts of • Classify world instruments structures (e.g. Maqam)
• Move in 2/4, 3/4, 4/4, 5/4, Orff Instruments/Vocally studied patterns music • Identify and experiment with • Transfer movement, singing,
6/4, 7/4, compound • Improvise use pentatonic • Create with rhythmic • Classify instruments world patterns pitch and rhythmical
• Perform and create with scales and 1 4 5 subdivisions • Subdivide rhythms and • Perform and accompany in elements to creative works
subdivisions a phrasing • Improvise with pentatonic melodies modes and time cycles • Perform and improvise in
Assessment(s): and rhythm patterns • Use the recorder to play and • Improvise with performance various time cycles
Assessment(s): Students sing each melody accompany melodies skills from repertoire • Identify and utilise
Students sing each melody in and transfer them to Orff Assessment(s): • Describe how an Orchestra tetrachords for structures
Solfege developing into major, instruments. They then Students present their works and grew in time Assessment(s):
minor and modal. They then improvise vocally and notate ePortfolio showing reflections Students continue to develop Assessment(s):
create movements to a series their ideas as a summative on how to play specific latin Assessment(s): their recorder skills but now in Students investigate Arabic
of world pieces for rhythm to project. The teacher chooses instruments and patterns. They Students complete a series of ensembles and through and Indian music through a
then create a modal class repertoire from Orff Schulwerk then notate and perform their listening descriptions of Bach’s playing accompaniment parts series of:
piece on the xylophones. Brown Books. Sung repertoire own versions in groups within ‘Orchestral Suites’ to and by improvising. Modes are a) movement activities
is kept for summative the classroom. A small class Shostakovich’s ‘Ballet Suites.’ emphasised (Dorian and ‘mirror’
Stimulus: Bartok’s assessment at the yearly performance of ‘Rio’ ends the Students also work their way Mixolydian) along with various b) improvisation ‘Hijaz’
Mikrokosmos Books 1 & 2 Music Concert demonstrating unit (or from latin dance book). through taekwondo recorder rhythmic cycles. Students are c) ePortfolio reflections
plus Orff Brown Books. 1 4 5 harmony and melody belts (extended level with assessed on their ePortfolios Ending with a piano based
singing in 3rd's. additional parts). (in BookCreator with composition of Maqam done in
Stimulus: Music of film ‘Rio’ reflections) and progression students iPads that reflect the
Stimulus: Bartok’s and Latin Jazz standards Stimulus: Specially chosen through Taekwondo belts. concept of mirroring.
Mikrokosmos Books 1 & 2 plus works along with Recorder
Orff Brown Books. Taekwondo Belts Stimulus: appropriately Stimulus:
chosen world melodies around Mirror by Jeannie Baker and
pentatonic, hexatonic or selected Arabic pieces from
modes. Smithsonian Folkways.

Creative Commons License

PYP Music Scope & Sequence Model by Samuel Wright, Sihyun Park is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

6
 Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Theme and Variations Painting Music The Planets Musical Stories 1 Musical Stories 2 Song Writing
* Movement & Orff * iBooks Author * iPads & Research * Movement & Orff * Ukulele 1 * Ukulele 2
Transdisciplinary: Transdisciplinary: Transdisciplinary: Transdisciplinary: Transdisciplinary: Transdisciplinary:
Where we are in Place & Time How the World Works Sharing the Planet How We Organise Ourselves How We Express Ourselves Who We Are

Learner Profile: Thinkers, Learner Profile: Inquirers, Learner Profile: Learner Profile: Open- Learner Profile: Balanced, Learner Profile:
Open-minded, Reflective Risk Takers, Caring Knowledgable, minded, Inquirers, Risk Takers Principled, Reflective Knowledgeable, Principled,
Communicators, Thinkers Thinkers
Central Idea: Central Idea: Central Idea: Central Idea:
Music can be the same as it Creating is a process of Central Idea: Organized ideas can depict Expressing ideas for other Central Idea:
travels around the world questioning What can be learned by people, objects or places cultures is a way of life. Being creative means drawing
listening? within cultural traditions. on past experiences and
Key Concepts: Key Concepts: inspiration.
• Change • Causation Key Concepts: Key Concepts: Key Concepts:
• Perspective • Reflection • Connection • Function • Responsibility Key Concepts:
• Form • Form • Reflection • Change
Related Concepts: Related Concepts: • Function
Adaptation, sequences, Sequences, pattern, impact, Related Concepts: Related Concepts: Related Concepts:
transformation, pattern, review, interpretation, evidence Systems, relationships, Communication, pattern, role, Values, initiative, interpretation, Related Concepts:
growth interdependence, properties, similarities, differences, review, Adaptation, cycles,
structure, structure communication, pattern, role
Lines of Inquiry: Lines of Inquiry: Lines of Inquiry:
• What are the building blocks • What questions need to be Lines of Inquiry: Lines of Inquiry: • How do other cultures Lines of Inquiry:
of music? asked to create? • How do the planets inspire • Is art organised? express themselves? • Do all words have rhythm?
• Can music be changed for a • How do we decide what creativity? • How do we depict people or • Can we learn and imitate • Does how we talk convey
place or region? materials or models to use? • How has man explored the places or things in sound? other forms of expression? messages?
• How can time or place be • Why do we create?
planets? space? • Which cultures have • How does this help us • Why does music use pulse
defined in Music? • Why does space intrigue us? organised sound? express ourselves and our and rhyme so much?
ideas?
Attitudes: Attitudes: Attitudes: Attitudes: Attitudes:
• Appreciation • Creativity • Cooperation • Confidence Attitudes: • Appreciation
• Cooperation • Curiosity • Curiosity • Enthusiasm • Creativity • Confidence
• Commitment • Independence • Respect • Tolerance • Empathy • Integrity
• Respect
Transdisciplinary Skills: Transdisciplinary Skills: Transdisciplinary Skills: Transdisciplinary Skills: Transdisciplinary Skills:
• I, II, V, VIII, X • I, II, III, V, VI, VII, IX • IV, V, VI, VII, VIII, X • I, II, III, IV, V, X Transdisciplinary Skills: • I, IV, VI, VII, VIII, X
• I, V, VIII, IX, X
Teacher Provocations: Teacher Provocations: Teacher Provocations: Teacher Provocations: Teacher Provocations:
• Which senses do we use to • What is a pattern? • Why do artists use the • Are we connected across Teacher Provocations: • Is rap music?
listen? • What does it mean to planets as inspiration? the globe by our ideas? • If you have an idea does • Is how we talk just music
• Are patterns universal? interpret? • What is it about mythology • Are differences in culture that make another’s wrong? without a band?
• Can we borrow from other • What evidence do we look that intrigues us? differences in music? • How do we interpret to • How do we define what we
artists? for as we learn? • What does researching the • Is it okay to research or understand? think music is?
planets do to our perform other cultures’ • As we review what we have
G5 Pedagogy Focus: Pedagogy Focus: imaginations? music? created should it change? Pedagogy Focus:
Students Learn About Students Learn About Students Learn About
• Traditional and other forms • Programme Music and Tone Pedagogy Focus: Pedagogy Focus: Pedagogy Focus: • Transferring knowledge from
of notation Poems Students Learn About Students Learn About Students Learn About all previous units
• Pentatonic, Hexatonic • Orchestration (tone colour) • 4/4, 5/4, 6/4, 7/4 time • Traditional and other forms of • Rhythm, Rhyme, Text and • Identifying rhythm and pitch
scales, modes & drones • Score reading signatures notation word setting within intervals, melodies,
• Rounds and sequences • Melodic & rhythmic • Rhythmic subdivisions • Pentatonic, Hexatonic • Interpretation of music in rhythms, triads and texts
• Multiple time signatures development • Aural Skills scales, modes & drones context • Notating triads (homophonic
• Syncopation & ostinati • Analytical movements and • Notation of melody, rhythm • Rounds and sequences • Models of creativity texture)
• Phrasing and intervals the design cycle and accompaniment • Multiple time signatures • Responsibility in cultures • Chord progressions
• Musical textures and patterns • Syncopation & ostinati (rites of passage) • Appreciating simple to
Students Learn To techniques for creating • Sing with solfeggi up to two • Phrasing and intervals • Collaboration and complex structures
• Notate melodies octaves • World music patterns & composing • Identifying musical
• Recognise intervals and Students Learn To • Composing techniques structures
sequences • Compare and contrast Students Learn To
• Sing and demonstrate rhythmic and melodic Students Learn To Students Learn To • Notate melodies from world Students Learn To
different melodic patterns, patterns • Compare and contrast • Notate melodies from world patterns and techniques • Create triads and arpeggios
sequences and cannons • Read scores for piano and rhythmic and melodic patterns and techniques • Recognise intervals and • Play Ukulele
• Perform and improvise with orchestra patterns • Recognise intervals and sequences • Arrange chord progressions
ostinatos, syncopation and • Describe music aurally • Investigate and inquire into sequences • Sing and demonstrate • Identify strong and weak
intervals • Identify intervals aurally famous models • Sing and demonstrate different melodic patterns, pulses in selected texts
• Describe and compose • Compose original music • Describe music aurally different melodic patterns, sequences and cannons • Appreciate all forms of
themes and variations through improvisation and • Perform and improvise with sequences and cannons • Perform and improvise with music from their elements
the design cycle ostinatos, syncopation and • Perform and improvise with ostinatos, syncopation and • Create a chord chart with
Assessment(s): intervals ostinatos, syncopation and intervals text
Students take famous works Assessment(s): • Look at music from a intervals • Describe and compose • Perform their own chord
by Mozart, Beethoven, Students undertake a major scientific perspective • Describe and compose collaboratively for a final chart on Ukulele
Schubert, and more to notate, unit in collaboration with the collaboratively for a final presentation
compare/contrast and then Homeroom on the Scientific Assessment(s): presentation
create their own melody using method. In this case Hubble telescope for Assessment(s):
improvisation and adaptation approaching Mussorgsky’s composing along with names Assessment(s): Assessment(s): Students compose a chord
of the patterns studied. “Pictures at an Exhibition” from of the planets from Greek Students take all previous Students choose a fairytale in chart for a selected poem,
a review and evidence mythology. Students engage in learning and build a series of collaboration with their PYP student written lyric or rap.
Stimulus: Selected works that perspective to create their own a range of activities designed themes for five characters/ Exhibition and compose a This is then performed on
have simple contours with an original works. to build on the previous unit places/objects within the series of themes, as a group, Ukuleles and notated in their
emphasis on singing and and continue the creative studied stories and poems. for their tales. This is presented books.
improvising over pentatonic Stimulus: Pictures at an cycle. This ends in a live This ends in both written with accompaniment patterns,
melodies. Exhibition, La Mer, Schoenberg composition at the end of year notation and recorded group colour parts and melodic Stimulus: ‘Hope’ by Emily
& famous paintings. concert. performances. variation. Dickinson, ‘Riptide’ by Vance
Joy, ‘Raps,’ other Ukulele
Stimulus: Holst’s “The Stimulus: The Empty Pot Stimulus: Selected works by pieces from Sophie Madeleine.
Planets.” (Demi), Chinese Scales (Lion’s the students from Aesop,
Roar Chinese Ensembles), Sky Grimm or other traditional
Under Sky Bears Feet tales.
(assorted poems).

Creative Commons License

PYP Music Scope & Sequence Model by Samuel Wright, Sihyun Park is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.