A four-week music plan for ages 5-7
Use one small focus each week: rhythm, melody, words, then a short idea that joins your favourites. This is a flexible parent plan, not four deadlines or a test. Repeat a week, change the order or stop when that better fits the learner. The age band is a suggested starting level.
The child activities are offline and use paper, a pencil and optional soft sounds or comfortable humming. No instrument, app, child account, recording or public sharing is required. Older learners can decide whether they want a partner or just help setting up. Pointing, drawing and describing support planning and discussion; they do not claim to reproduce every listening or performing task.
Before the first week
Open the ages 5-7 activity pack. Choose one activity for the first session and leave the rest for later. Ask what the learner wants to try. A few minutes is enough to begin; there is no required lesson length or weekly completion score.
Week 1: choose a sound
Try the four-stop train rhythm activity. The adult counts while the learner chooses a count for one sound. Repeat the same choice before adding a second sound.
Keep: Keep a drawing of where the sound happens.
Ask together: Could the learner show a choice in a way that worked for them?
Week 2: choose a tune shape
Try the two-note hello. Compare low-high with high-low, then let the learner choose one. Pointing to a direction is an alternative to humming.
Keep: Write UP or DOWN, or keep a drawn line.
Ask together: Would the learner like the same hello again?
Week 3: choose a word
Use the tiny visitor lyric starter in the pack. Let the learner choose an invented action and a word to repeat. An adult can write the words.
Keep: Keep the chosen word or a drawing.
Ask together: Which word did the learner want to bring back?
Week 4: make a tiny greeting
Invent a greeting for a paper moon. Choose one of your sound patterns, say Hello, paper moon over it and try the two-note hello as an ending. Try one layer at a time rather than doing everything together.
Keep: Keep one greeting the learner wants to repeat.
Ask together: Should the next session repeat it, simplify it or explore another sound?
Decide what happens after week four
Ask which part the learner would like to return to: sounds and timing, tunes, words, or putting ideas together. Interest can change. Repeating a favourite task is a useful next step; finishing this plan does not prove readiness for a graded exam or a particular instrument.
For a possible instrument route, use choosing a music-learning path. For more flexible home sessions, return to the home music plan.
Optional preparation for the adult
This reused app capture shows a rhythm grid for separate adult preparation. It is not the paper activity, evidence of a child session or a required step. The adult can also find Prepare a pulse-and-pattern activity under Short courses in the app. That practice course does not create a child account or assess the learner.
Under-13 accounts are unavailable. Before any separate app activity, check the current family access guide and service rules. A lesson age label does not grant access.
About this plan
Prepared for Hearhood by Scopra with AI assistance. The fourth-week prompts are original editorial examples; the earlier tasks build on the linked activity pack. Listening, performing and composing are broad strands in England's music programmes of study. This is not an accredited curriculum, a claim of tested child outcomes or physical instrument tuition.