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Music Curriculum

Years 1 & 2

 

singing --- playing instruments --- listening and appraising --- composing and improvising --- performing

Singing

learn songs, raps and rhymes

sing together

understand about warming up the voice, good posture and projecting voices

have an understanding of melody and words and their importance

sing songs melodically and musically

start to sing in 2 parts or groups as directed

sing in an ensemble with control of pitch and clear diction

Playing instruments

use untuned classroom percussion to play simple accompaniments with direction

use tuned classroom percussion to play simple accompaniments with direction

use tuned and untuned percussion to improvise and create simple musical patterns

start to play parts with sound-before-symbol approach

start to understand the basics of formal notation

play easy and medium parts by ear

Listening and appraising

listen with direction

listen to music and find and internalise the pulse, have an understanding of pulse

start to use correct musical language

start to recognise the sound of different instruments

start to recognise different styles and genres of music

start to develop understanding of history and context of music

Composing and improvising

begin to create own tunes and melodies within context of known songs

understand that improvisation is creating a tune without notation and that composition is writing it down

start to choose, combine and organise patterns and musical ideas within a structure

start composing using 2 notes then 3

record their composition in any appropriate way - with own notation, digitally etc

improvise within a group then on their own within the context of a known song

start to perform their own rhythms and melodies using their voice then an instrument

Performing

work together in an ensemble/band

appreciate the importance of starting and ending by following the leader/conductor

sing and rap to each other then to another audience

play tuned/untuned instruments with control and rhythmic accuracy

practise, rehearse and present performances with awareness of an audience

perform with an understanding of all inter-related dimensions of music as taught so far

Inter-related dimensions of music

start to find the pulse in context of known songs and understand that it is the basis for music – the heartbeat

internalise the pulse and be able to tap the pulse during a known song

begin to understand the rhythm is short and long sounds that happen over the pulse, they change but the pulse does not

start to clap a rhythm

begin to understand that pitch is high and low sounds

start to understand how pulse, rhythm and pitch work together – pulse, then spoken word in rhythm (rap) them pitch (song)

start to know that other musical dimensions are also used

Years 3 & 4

 

singing --- playing instruments --- listening and appraising --- composing and improvising --- performing

Singing

Sing songs involving echoes/ call and response

sing songs of different moods/feelings and convey in their singing (eg dynamics)

sing songs of increasing difficulty, including those with multiple syllables with clear articulation

sing short melodies as a solo/small group with a sense of shape (eg dynamics, tempo)

learn songs with harmony parts and be able to start to sing harmony

sing in two parts beginning to shape the phrases and controlling their breathing for each phrase

Playing instruments

Maintain a steady beat and play ostinato accompaniment to a song or piece of music using untuned percussion

Maintain a steady beat and play ostinato accompaniment to a song or piece of music using one or two notes on tuned percussion

use tuned and untuned percussion to improvise and create more complex musical patterns

Listening and appraising

Listen with direction and be able to identify and explain some musical dimensions (eg tempo, pulse, dynamics, rhythm)

Listen to different styles of music and begin to use the correct language for that style

Confidently recognise different instruments when listening to music

Using correct musical language, begin to discuss feelings, emotions, likes/dislikes linked to music

Continue to develop understanding of history and context of music

Using correct musical language, begin to describe the mood, feeling, intensity and purpose of musical pieces/songs

Composing and improvising

Compose abstract music

Create repeated patterns with a range of instruments

Compose basic musical pieces using digital technology

Create short solo improvisations on untuned percussion to a pulse or regular rhythm bass in the context of a musical piece/song

Devise own non-standard symbols to indicate when to play and when to rest (silence or internalised beats/rhythms)

Begin to recognise standard musical graphic notations for crotchet and quaver and use to compose rhythmic patterns

Performing

Perform own abstract compositions to others in the class

Perform repeated patterns with increasing control over musical instruments

Perform own compositions to the class

Perform own improvisations to class in context of song/piece

Using symbols, have a group perform own compositions

Using graphic notation have a group perform own compositions

Inter-related dimensions of music

pulse, rhythm, pitch

knowing that dynamics means loud and quiet sounds

beginning to understand that dynamics can be used to enhance a piece of music

beginning to understand the other dimensions:

tempo – speed of music

notation – how music is written down

structure – how the musical piece is organised

texture – how and what instruments/parts are combined to add interest to the musical piece to determine the overall quality of the sound

timbre – the character or quality of the sounds (colour, tonality)

Years 5 & 6

 

singing --- playing instruments --- listening and appraising --- composing and improvising --- performing

singing

Sing songs from memory with confidence

Sing solo or as part of small groups within the context of a song

Sing a call/ response part with increasing confidence

Sing a harmony part with increasing confidence

Sing musically with increased fluency and control using controlled breathing

Sing musically with increased fluency and control and expression to convey the mood and feel of the music

playing instruments

Play an instrumental part from memory with confidence

Play solo or as part of a small group within the context of a musical piece

Play an instrument of own choice as part of an ensemble

Play an instrument with expression and in tune

Play musically with increased fluency and control

Play musically with increasing accuracy, confidence, fluency, control and expression

listening and appraising

listen with attention and detail and recall sounds with increasing aural memory

Identify in musical terms some similarities in pieces of music/songs of different styles and historical times

Using musical language, begin to draw parallels and explore contrasts between different styles of music

After listening, begin to describe in musical terms how some music reflects the cultural context it comes from

Listen to musical pieces and describe the timbre by naming specific instruments

Listen to musical pieces and draw own conclusions about why the composer has chosen a particular sound/instruments/ arrangements/ devices for their music

Composing and improvising

Begin to recognise standard musical graphic notations for crotchet, quaver, minim and semibreve and use to compose rhythmic patterns

Begin to read notes on the musical stave using the treble and bass clef and understand their purpose

Use digital technology to compose, edit and refine pieces of music

Begin to understand and use chords as an accompaniment to songs and musical pieces

Compose simple songs with a verse and chorus using chords and a melody

Compose simple pieces of music for an ensemble

Performing

Perform own musical line as part of an ensemble with confidence

Perform solo or as part of a small group within the context of a musical piece/song

Begin to be aware of the conductor’s role in keeping a performance together and how each part contributes to the whole performance

Conduct one section of an ensemble through a piece/song making sure they perform their musical line in time

Conduct a piece of music/song performed by an ensemble in the class

Conduct own composition performed by an ensemble in the class

Inter-related dimensions of music

pulse, rhythm, pitch, dynamics, tempo, notation, structure, texture, timbre


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