CURRICULUM INTENT

Curriculum Intent

At Goodrich CE Primary, we aim to provide a Music Curriculum which will give children the significant and key knowledge that pupils should know and remember, as well as the skills that the children will develop and build on including key concepts through different contexts and vocabulary. This will enable each child to reach their full potential in Music and develop musical skills, including listening and discussing music, encouraging children to enjoy singing, composing and performing, (with the opportunity to perform in front of an audience) and learning about the history of Music. By the time they leave primary school, children will have gained this knowledge and understanding as well as having an appreciation of musical forms.

Throughout their time at Goodrich, pupils will have access to the school’s instruments and have opportunities to compose and perform electronic music on IPADs. In Early Years and, children will build a repertoire of familiar songs and will be encouraged to explore a range of instruments, both with an adult and independently.

Later, children will learn to use their voices expressively and creatively through songs and chants as well as being able to experiment using a range of instruments. At the end of Key Stage 1, Year 2 children will have the opportunity to learn how to play the recorder in whole-class lessons. Children will also listen to a range of music from different cultures and eras, giving them an opportunity to listen and develop their understanding of the musical elements.

In Key Stage 2, children will be taught by specialist Music teachers from Encore, which will ensure that every child has the opportunity to learn a musical instrument through whole-class ensemble teaching programmes, as well as learning musical notation and basic music theory.

Children at Goodrich CE Primary have opportunities to showcase their talents in our school choir, school performances, Battle of the Talents and Collective Worships. Children will also have the opportunity to have additional Music lessons through Peripatetic teachers, which are paid for by parental contributions. These lessons are normally taught to individuals throughout the schools day, one session per week. Instruments that can be learnt include piano, guitar, violin, drums and wind and brass instruments.

Our Music Curriculum planning in Early Years and Key Stage 1 is planned from the Charanga scheme of work in line with the National Curriculum. These units allow children to build upon prior learning and provide opportunities for children of all abilities to develop their skills and knowledge in each teaching unit.

In line with the National Plan for Music, Key Stage 2 children are provided the opportunity to learn various instruments including the toot, tin whistle, ukulele and Samba instruments (Y3-5) and the cornet and clarinet (Y5-6), as well as develop their Musical skills through the use of Charanga with their specialist Music teacher from Encore.

What a Music lesson looks like in our school:

• In Early Years and Key Stage 1, Music is taught using the Charanga Music Scheme throughout the school year by class teachers/HLTA.
• In Key Stage 2, specialist Music teachers from Encore Wider Opportunities teach the children how to play an instrument and deliver the Music Curriculum through Charanga.
• A range of activities including listening appraisal, singing, composing, performing.
• Key vocabulary taught and used by children
• Children working independently, in pairs, groups and as a class
• Children who are responsible, competent, confident and creative users of musical instruments including their own voice
• Opportunities for creative work, exploring ideas and recording experiences
• Opportunities for critical thinking and discussions
• Regular opportunities to listen to music from a wide variety of cultures and genres
• Opportunities to develop the skill of reading music such as staff chord, tab and graphic.
• Opportunities to perform in front of an audience.

This is our philosophy:

• Charanga Music Scheme and high quality resources allow staff to model and scaffold effectively
• Cross-Curricular links where possible
• Children build on prior knowledge and current learning to develop a greater understanding and appreciation of the subject.
•  Children are given the opportunity to learn to play an instrument – not simply experience one.
• Children are given opportunities to perform in front of an audience and experience the uplifting feeling of applause and appreciation.
•    During the year, we plan opportunities for children to share their learning with other children, adults (classes, collective worships).

This is the knowledge and understanding gained at each stage:

By the end of EYFS pupils will:

During the EYFS, pupils are encouraged to be imaginative and expressive through a combination of child initiated and adult directed activities. They have the opportunities to learn to:

• Sing a range of well-known nursery rhymes and songs
• Perform songs, rhymes, poems and stories with others (and when appropriate – try to move in time with music).

By the end of Key Stage 1 pupils will:

• Use their voices expressively and creatively by singing songs and speaking in chants and rhymes.
• Play tuned and un-tuned instruments musically.
• Listen with concentration and understanding to a range of high-quality live and recorded music.
• Experiment with, create, select and combine sounds using the inter-related dimensions of music.

By the end of Key Stage 2 pupils will:

• Sing and play musically with increasing confidence and control.
• Develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.
• Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression.
• Improvise and compose music for a range of purposes using the inter-related dimensions of music.
• Listen with attention to detail and recall sounds with increasing aural memory.
• Use and understand staff and other musical notations.
• Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians.
• Develop an understanding of the history of Music.

CURRICULUM IMPLEMENTATION

Curriculum Implementation

Please refer to:

• National Curriculum Compliance document – to demonstrate that statutory requirements are met.
• Building Block Coverage – to plot where building blocks are taught throughout the curriculum.
• Long Term overview – to identify themes used to explore the building blocks
• Vocabulary document – words required to be taught in each milestone or class
• Music Progression document – skills and knowledge to be taught in each building block by milestone or class.

Our Music Curriculum - The Charanga Scheme, provides full coverage of the Early Years, Key Stage One and Key Stage Two music categorised into five areas: performing, listening, composing and the history of music, the inter-related dimensions of music. These individual strands are woven together through themes and/or topic units, to create engaging and enriching learning experiences and ensuring progression and repetition in terms of embedding key learning, knowledge and skills.

Key Stage 2 children are taught by specialist peripatetic music teachers from Encore Wider Opportunities who deliver whole class instrumental tuition throughout the year.

This is how it works:

• Planning through a set of overt lessons from the Charanga Scheme
• Key Stage 2 children given the opportunity to learn how to play a range of instruments and build on prior skills.
• Opportunities for cross-curriculum development
• Cross-curricular opportunities include a wide range of listening, singing, performing and composing.
• Opportunities for children to acquire a rich musical vocabulary from Early Years to Year 6.
• Opportunities to listen to live music e.g. pupil performances during Collective/Celebration Worships, Young Voices, Hereford College of Arts, Hereford Sixth Form College etc.
• Regular whole school performances, including opportunities to perform on the class instrument as a whole school.
• All children are invited to join the school choir.
• All children from Key Stage 1 have the opportunity to learn and play an instrument through specialist peripatetic music teachers (private lessons, paid by parents).
• Support from Encore Wider Opportunities for staff and also CPD opportunities.

This is what the adults do:

• Planning is both overt and discrete. Staff follow the Charanga planning which builds on previous learning, skills and experiences in Early Years and Key Stage 1.
• Encore Wider Opportunities Music Specialists follow Charanga Scheme to teach the Music Curriculum through playing an instrument.
• Positive use of mistakes and misconceptions
• Create a learning environment rich in resources that support learning
• Learning walks/monitoring to ensure that Music is being taught
• Regular staff audits
• Whole school CPD
• Inform/guide parents on how to appropriately guide/support their child’s love for Music e.g. opportunities for Music lessons etc.
• Research new innovative techniques/programs to support the teaching of Music
• Network with other schools - Music coordinators, e.g. though Encore Wider Opportunities Network Meetings and CPD opportunities.
• Support, encourage, foster and nurture a love of music
• Plan whole school celebrations
• Plan appropriate songs for Collective Worships, to complement our school Christian values and British values, and Collective Worship topics where possible.

This how we support children:

• Mixed ability groups and pairings
• For those children identified – 1:1/small group support put into place
• Lessons adapted for children e.g. adaptation of instruments to overcome any physical barriers e.g. left-handed
• Use of padded headphones (ear defenders) for pupils who have sensory difficulties
• Clear learning objectives and skills to be learned are shared at the beginning of each lesson.
• The use of effective questioning
• Self-assessments are used throughout the lesson, e.g. through mini-plenaries
• Use of Pupil Premium funding to provide opportunities for instrumental tuition

This how we support staff:

• Identification of CPD needed
• Curriculum Groups – share expertise throughout the school
• Use of staff meetings
• Small sessions and immediate support as and when required
• Use of Encore Wider Opportunities and Charanga

This how we challenge children:

• Differentiation or adapted through challenge/support
• Small group work to further challenge
• Revisiting sticky knowledge regularly

This how we ensure all children can access the curriculum:

• To support all children, particularly those who have SEN or EAL needs, key vocabulary and movements are referenced and specifically taught to extend the children’s use of vocabulary and develop greater access to the curriculum.
• Pairing/Grouping children alongside good role models to support one another.
• Frequent repetition and revisiting to help make knowledge of movement/vocabulary stick. 
• By providing visual/practical prompts.

Teaching lessons using a range of different techniques to suit a range of learning styles e.g. videos, interactive websites etc.

What is Cultural Capital?

The National Curriculum defines cultural capital as: ‘the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement’. This powerful knowledge can be split into two categories: powerful subject knowledge and powerful personal knowledge.

Powerful Subject Knowledge in Music

• Names of well-known composers and their work
• Understand how music is created using musical notation, as well as through use of inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture and structure.

Powerful Personal Knowledge in Music

• Extra-curricular experiences e.g. Young Voices, Church services
• Live music experiences within school
• Whole class/group/individual instrumental tuition
• Weekly singing collective worships

CURRICULUM IMPACT

Curriculum Impact

At Goodrich Primary School, we recognise the importance of Music in every aspect of daily life. Our Music Curriculum facilitates sequential learning and long-term progression of knowledge and skills. Teaching and learning methods provide regular opportunities to recap acquired knowledge through high quality questioning, discussion, modelling and explaining to aid retrieval at the beginning and end of a lesson or unit. This enables all children to build on their prior knowledge and develop as musicians.

This is what you might typically see:

• Happy and engaged learners
• Children demonstrating transferable skills, knowledge and expertise
• Lessons which are stimulating, creative and fun fostering a love of learning
• Children demonstrating a rich musical vocabulary
• Curious children who ask questions, take risks and participate in discussions
• Children who understand the importance of making mistakes and persevering to work through problems
• Confident, creative children who are willing to solve problems and persevere
• A range of different activities, including listening, singing, composing, performing and use of technology
• Self-motivated learning
• TIPTOP learning
• Children who are proud of their musical achievements
• Children talking positively about Music and sharing and reflecting on their learning

This is how we know how well our children are doing:

We have identified substantive and disciplinary knowledge which is fundamental to the children’s development and understanding as computer technicians.  They accumulate this as they move through our school which then gives them a firm foundation to build on when they move on to KS3 and beyond.

• Formative Assessment by teachers at the end of a session to inform whether planning needs to be adjusted or what skills need to be consolidated.
• Analysis of assessments – use of sticky knowledge questions, assessment grids based on the Charanga Scheme or Progression and Assessment documents from Encore Wider Opportunities
• Pupil progress meeting
• Pupil feedback
• Photo evidence/folder of work/ QR codes/X (formerly Twitter)/Seesaw
• End of term reports

This is the impact of the teaching:

• Confident children who can talk about their love for Music
• Children who are enjoying their learning in Music
• Children who want to showcase their talents
• Children are proud of working towards a common goal e.g. performing for an audience
• Children showing an understanding of how music reflects diversity in the world
• Children understand the positive impact music has on our school and local community
• Depth of understanding/application in different contexts
• Children ready for the next step in their education

In addition to the opportunities provided through the Music Curriculum and Peripatetic teachers, children are offered the chance to sing in Goodrich CE Primary School’s Choir, who have performed at Young Voices at Resorts World Arena Birmingham and in our local community with The Roaring Megs. We also provide opportunities for weekly whole school singing and collective/celebration worships, Harvest, Easter, Christmas and End of Year festivals and services and playing and singing in local community events. Early Years and Key Stage 1 take part and perform in The Nativity at Christmas Time and Key Stage 2 perform at the end of Summer term, with Year 5/6 children producing their own plays based on a theme.

Children who learn with peripatetic teachers are encouraged to play when appropriate throughout the year.

Wrens Class (Year 1)

Performing

Composing

Appraising

• Can they use their voice to speak/sing/chant?
• Do they join in with singing?
• Can they clap short rhythmic patterns?
• Can they use instruments to perform a simple piece?
• Can they respond to musical indications about when to play or sing?
• Can they respond musically with increasing accuracy to a call (high/low, loud/soft, fast/slow) and keep a steady pulse?

Listening

• Respond to different moods of music in different ways.

• Can they make a range of sounds with their voice?
• Can they make a range of sounds with instruments?
• Can they identify changes in sounds?
• Can they tell the difference between long and short sounds?
• Can they represent sounds pictorially?
• Can they make a sequence of sounds for a purpose?

• Can they form an opinion to express how they feel about a piece of music?
• Can they recognise repeated patterns?
• Can they tell the difference between a fast/slow tempo, loud and quiet, high/low sounds?
• Can they hear the pulse in a piece of music?
• Can they tell the difference between loud and quiet sounds?
• Can they describe how sounds are made and changed?
• Can they respond to different moods in music and say how a piece of music makes them feel?

 Greater Depth

• Can they perform a rhythm to a steady beat?

• Can they repeat (short rhythmic patterns and melodic) patterns?
• Can they give a reason for choosing an instrument?

• Can they identify what different sounds could represent and give a reason why?
• Can they identify texture – listening for whether there is more than one sound at the same time?
• Can they identify musical structure in a piece of music (verse, chorus etc)?

Robins Class (Year 1 and 2)

Performing

Composing

Appraising

Year 1

• Can they use their voice to speak/sing/chant?

• Do they join in with singing?
• Can they clap short rhythmic patterns?
• Can they use instruments to perform a simple piece?
• Can they respond to musical indications about when to play or sing?
• Can they respond musically with increasing accuracy to a call (high/low, loud/soft, fast/slow) and keep a steady pulse?

Listening

• Respond to different moods of music in different ways.

Year 2

• Can they follow the melody using their voice or an instrument?
• Can they sing songs as an ensemble following the tune (melody) well?
• Can they perform in an ensemble with instructions from the leader (e.g. hand signals to indicate pitch and duration of notes)?
• Can they play simple rhythmic patterns on an instrument?
• Can they sing/clap a pulse increasing or decreasing in tempo?
• Do they have control when playing instruments?
• Can they perform musical patterns keeping a steady pulse?

• Can they make a range of sounds with their voice?
• Can they make a range of sounds with instruments?
• Can they identify changes in sounds?
• Can they tell the difference between long and short sounds?
• Can they represent sounds pictorially?
• Can they make a sequence of sounds for a purpose?

Year 2

• Can they order sounds to create a beginning, middle and end?

 • Can they represent sounds pictorially with increasing relevance?

• Can they choose sounds to achieve an effect (including use of technology)?

 • Can they begin to compose short melodic patterns using two or three notes (tuned instruments/voice)?

• Can they create short, rhythmic patterns – sequences of long and short sounds?

• Are they selective in the control used on an instrument in order to create an intended effect? • Can they create their own symbols to represent sounds?

• Can they choose sounds to create an effect on the listener?

• Can they form an opinion to express how they feel about a piece of music?
• Can they recognise repeated patterns?
• Can they tell the difference between a fast/slow tempo, loud and quiet, high/low sounds?
• Can they hear the pulse in a piece of music?
• Can they tell the difference between loud and quiet sounds?
• Can they describe how sounds are made and changed?
• Can they respond to different moods in music and say how a piece of music makes them feel?

Year 2

• Can they identify particular features when listening to music?
• Can they begin to associate sounds they hear with instruments?
• Can they independently identify the pulse in a piece of music and tap along?
•  Can they listen carefully to recall short rhythmic patterns?
• Can they begin to recognise changes in timbre, dynamics and pitch?
• Are they able to recognise and name different instruments by sight?
• Can they evaluate and improve their own work and give reasons?

Listening

• Listen to simple inter-related dimensions of music

• Verbally recall what they have heard with simple vocabulary – loud, soft, high, low

• Begin to say what they like and dislike

 Greater Depth

• Can they perform a rhythm to a steady beat?

Year 2

• Can they understand the importance of a warm up?
• Can they sing/play rhythmic patterns in contrasting dynamics; keeping the pulse?

• Can they repeat (short rhythmic patterns and melodic) patterns?
• Can they give a reason for choosing an instrument?

Year 2

• Can they use simple structures )e.g. repetition and order) in a piece of music?
• Do they know that phrases are where we breathe in a song?

• Can they identify what different sounds could represent and give a reason why?
• Can they identify texture – listening for whether there is more than one sound at the same time?
• Can they identify musical structure in a piece of music (verse, chorus etc)?

Year 2

• Can they tell whether a change (e.g. pitch, tempo, dynamic, texture and timbre) is gradual or sudden and describe its effect?

Woodpeckers Class (Years 3 and 4)

Performing

Composing

Appraising

Year 3

• Do they sing songs from memory with increasing expression, accuracy and fluency?
• Do they maintain a simple part within an ensemble?
• Do they modulate and control their voice when singing and pronounce the words clearly?
• Can they play notes on tuned and un-tuned instruments with increasing clarity and accuracy?
• Can they improvise (including call and response) within a group using the voice?
• Can they collaborate to create a piece of music?

Listening

• Describe music using appropriate vocabulary
• Begin to compare different kinds of music
• Recognise differences between music of different times and cultures.

Year 4

• Can they perform a simple part of an ensemble rhythmically?
• Can they sing songs from memory with increasing expression, accuracy and fluency?
• Can they improvise using repeated patterns with increasing accuracy and fluency?

Listening

• Describe what they hear using a wider range of musical vocabulary
• Recognise how the inter-related dimensions of music are used by composers to create different moods and effects
• Understand the cultural and social meaning of lyrics
• Appreciate harmonies, drone and ostinato
• Explore ways the way in which sounds are combined towards certain effects
• Understand the relationship between lyrics and melody

Year 3

• Can they create repeated patterns using a range of instruments?
• Can they combine different sounds to create a specific mood or feeling?
• Do they understand how the use of tempo can provide contrast within a piece of music?
• Can they begin to read and write musical notation?
• Can they effectively choose, order, combine and control sounds to create different textures?
•  Can they use silent beats for effect (rests)?
• Can they combine different inter-related dimensions of music (e.g. fast/slow, high/low, loud/soft) in their composition?

Year 4

• Can they use notations to record and interpret sequences of pitches?
• Can they use notations to record compositions in a small group or on their own?
• Can they use notation in a performance?

Year 3

• Can they use musical words (pitch, duration, dynamics, tempo) to describe and give their opinion on a piece of music?
• Can they evaluate and improve their work, explaining how it has improved using a success criterion?
• Do they know that music can be played or listened to for a variety of purposes (including different cultures and periods in history)?
• Are they able to recognise a range of instruments by ear?
• Can they internalise the pulse in a piece of music?
• Can they identify the features within a piece of music?

Year 4

• Can they explain why silence is used in a piece of music and say what effect it has?
• Can they start to identify the character of a piece of music?
• Can they describe and identify the different purposes of music?
• Can they use musical words (pitch, duration, timbre, dynamics, tempo) to describe a piece of music and composition?

 Greater Depth

Can they sing/play rhythmic patterns in contrasting tempo; keeping to the pulse?

Year 4

Can they use selected pitches simultaneously to produce simple harmony?

Can they create accompaniments for melodies?

Can they compose a simple piece of music that they can recall to use again?

Do they understand metre in 4 beats; then 3 beats?

Year 4

Can they explore and use sets of pitches, e.g. 4 or 5 note scales?

Can they show how they can use dynamics to provide contrast?

Can they recognise changes in sounds that move incrementally and more dramatically? Can they compare repetition, contrast and variation within a piece of music?

Year 4

Can they identify how a change in timbre can change the effect of a piece of music?

Owls Class (Years 4 and 5)

Performing

Composing

Appraising

Year 4

• Can they perform a simple part of an ensemble rhythmically?
• Can they sing songs from memory with increasing expression, accuracy and fluency?
• Can they improvise using repeated patterns with increasing accuracy and fluency?

Listening

• Describe what they hear using a wider range of musical vocabulary
• Recognise how the inter-related dimensions of music are used by composers to create different moods and effects
• Understand the cultural and social meaning of lyrics
• Appreciate harmonies, drone and ostinato
• Explore ways the way in which sounds are combined towards certain effects
• Understand the relationship between lyrics and melody

Year 5

• Can they sing and use their understanding of meaning to add expression?
• Can they perform ‘by ear’ and from simple notations?
• Can they improvise within a group using melodic and rhythmic phrases?
• Can they recognise and use basic structural forms e.g. rounds, variations, rondo form?
• Can they maintain their part whilst others are performing their part?

Listening

• Describe, compare and evaluate different kinds of music using an appropriate and broad musical vocabulary
• Analyse and compare features from a wide range of music
• Discern and distinguish layers of sound and understand their combined effect.

Year 4

• Can they use notations to record and interpret sequences of pitches?
• Can they use notations to record compositions in a small group or on their own?
• Can they use notation in a performance?

Year 5

• Can they begin to use standard notation?
• Can they use their notations to record groups of pitches (chords)?
• Can they choose the most appropriate tempo for a piece of music?
• Can they use technology to compose music which meets a specific criterion?

Listening

• Identify cyclic patterns – verse and chorus, coda
• Recognise how different inter-related dimensions of music are combined and used expressively in many different types of music

Year 4

• Can they explain why silence is used in a piece of music and say what effect it has?
• Can they start to identify the character of a piece of music?
• Can they describe and identify the different purposes of music?
• Can they use musical words (pitch, duration, timbre, dynamics, tempo) to describe a piece of music and composition?

Year 5

• Can they describe, compare and evaluate music using musical vocabulary?
• Can they suggest improvements to their own or others’ work?
• Can they choose the most appropriate tempo for a piece of music?
• Can they identify and begin to evaluate the features within different pieces of music?
• Can they contrast the work of established composers and show preferences?

 Greater Depth

Year 4

Can they use selected pitches simultaneously to produce simple harmony?

Year 5

• Can they use pitches simultaneously to produce harmony by building up simple chords?
• Can they devise and play a repeated sequence of pitches on a tuned instrument to accompany a song?

Year 4

Can they explore and use sets of pitches, e.g. 4 or 5 note scales?

Can they show how they can use dynamics to provide contrast?

Year 5

Can they identify (and use) how patterns of repetitions, contrasts and variations can be organised to give structure to a melody, rhythm, dynamic and timbre?

Year 4

Can they identify how a change in timbre can change the effect of a piece of music?

Year 5

• Can they explain how tempo changes the character of music? Can they identify where a gradual change in dynamics has helped to shape a phrase of music?

Peregrines Class (Years 5 and 6)

Performing

Composing

Appraising

Year 5

• Can they sing and use their understanding of meaning to add expression?
• Can they perform ‘by ear’ and from simple notations?
• Can they improvise within a group using melodic and rhythmic phrases?
• Can they recognise and use basic structural forms e.g. rounds, variations, rondo form?
• Can they maintain their part whilst others are performing their part?

Listening

• Describe, compare and evaluate different kinds of music using an appropriate and broad musical vocabulary
• Analyse and compare features from a wide range of music
• Discern and distinguish layers of sound and understand their combined effect.

Year 6

• Can they begin to sing a harmony part?
• Can they begin to perform using

notations?

• Can they take the lead in a performance?
• Can they take on a solo part?
• Can they provide rhythmic support?
• Can they perform parts from memory?

Listening

Evaluate differences in live and recorded performances

Consider how one piece of music may be interpreted in different ways by different performers, sometimes according to venue and occasion

Year 5

• Can they begin to use standard notation?
• Can they use their notations to record groups of pitches (chords)?
• Can they choose the most appropriate tempo for a piece of music?
• Can they use technology to compose music which meets a specific criterion?

Listening

• Identify cyclic patterns – verse and chorus, coda
• Recognise how different inter-related dimensions of music are combined and used expressively in many different types of music

Year 6

• Do they recognise that different forms of notation serve different purposes?

• Can they combine groups of beats?
• Can they use a variety of different musical devices in their composition? (e.g. melody, rhythms and chords)

Year 5

• Can they describe, compare and evaluate music using musical vocabulary?
• Can they suggest improvements to their own or others’ work?
• Can they choose the most appropriate tempo for a piece of music?
• Can they identify and begin to evaluate the features within different pieces of music?
• Can they contrast the work of established composers and show preferences?

Year 6

• Can they refine and improve their work?
• Can they evaluate how the venue, occasion and purpose affects the way a piece of music is created?
• Can they compare and contrast the impact that different composers from different times will have had on the people of the time?
• Can they analyse features within different pieces of music?

 Greater Depth

Year 5

• Can they use pitches simultaneously to produce harmony by building up simple chords?
• Can they devise and play a repeated sequence of pitches on a tuned instrument to accompany a song?

Year 6

Can they perform a piece of music which contains two (or more) distinct melodic or rhythmic parts, knowing how the parts will fit together?

Year 5

Can they identify (and use) how patterns of repetitions, contrasts and variations can be organised to give structure to a melody, rhythm, dynamic and timbre?

Year 6

• Can they show how a small change of tempo can make a piece of music more effective?
• Do they use the full range of chromatic pitches to build up chords, melodic lines and bass lines?

Year 5

• Can they explain how tempo changes the character of music? Can they identify where a gradual change in dynamics has helped to shape a phrase of music?

Year 6

Can they appraise the introductions, interludes and endings for songs and compositions they have created?

Year 3

Year 4

Year 5

Year 6

Playing and performing

• Learn to hold the instrument with correct posture, produce a good tone and tongue notes
• Learn to play the notes B, A, G, E and may extend to D
• Learn to perform pieces from memory and by reading musical notation with support from onscreen fingering charts
• Learn to play with increasing accuracy (pitch and rhythm), fluency, control and expression following musical instructions such as fast (allegro), slow (adagio) loud (forte), quiet (piano)
• Suggest ways to improve their performances

Demonstrate concert etiquette when performing i.e. staying focussed when waiting for the performance to begin

• Learn to hold the instrument with correct posture, produce a good tone and tongue notes ‘cleanly’
• Learn to play the notes B, A, G, E and D, possibly extending to more notes. Word chants may be used to aid understanding
• Learn to play with increasing accuracy (pitch and rhythm), fluency, control and expression following musical instructions such as fast (allegro), slow (adagio) loud (forte), quiet (piano)
• Peer-assess performances, understanding qualities of a good performance and giving relevant feedback
• Demonstrate concert etiquette when performing i.e. staying focussed when waiting for the performance to begin

Understanding notation

• Understand stave, lines and spaces, and the treble clef

• Play melodies following musical notation (with support from onscreen fingering charts) using a small range (3 notes B, A, G). Pitch range may extend to 4/5 notes and include E/D. Rhythm notation will include crotchets, paired quavers, minims. Word chants may be applied to aid understanding of rhythm notation.
• Understand corresponding rests

• Copy short melodic phrases (5 notes) by ear
• Play melodies following musical notation (sometimes with support from onscreen fingering charts) using a small range of 5 notes.

• Further understand the differences between semibreves, minims, crotchets and crotchet rests, paired quavers and semiquavers.
• Understand the differences between 2/4, 3/4 and 4/4 time signatures.
• Read and perform musical notation within an octave
• Read and play short rhythmic phrases at sight from prepared cards/online resources, using conventional symbols for known rhythms and note durations.

• Understand the differences between semibreves, minims, crotchets, quavers and semiquavers, some dotted notes, and their equivalent rests.
• Develop the skills to read and perform pitch notation within an octave
• Read and play confidently from rhythm notation cards/online resources and rhythmic scores in 2 parts that contain known rhythms and note durations.

• Read and play from notation a four-bar phrase, confidently identifying note names and durations.

Composing and Improvising

• Invent short ‘on-the-spot’ responses/short phrases using a limited note-range (e.g 3 notes)
• Combine known rhythmic notation with letter names to create rising and falling phrases using just three notes (do, re and mi)
• Copy stepwise melodic phrases with accuracy at different speeds, extending to question-and-answer phrases
• Structure musical ideas (e.g. using echo or question and answer phrases) to create music that has a beginning, middle and end.

• Combine known rhythmic notation with letter names to create short phrases using a limited range of 5 pitches and play these phrases as self-standing compositions.
• Record creative ideas using any of graphic symbols, rhythm notation and time signatures, staff notation, technology
• Create a simple melody using up to 5 notes

• Compose melodies made from pairs of phrases in a suitable key. These melodies can be enhanced with rhythmic or chordal accompaniment.
• Create a simple melody (up to 5 or more notes) that works musically

• Plan and compose an 8- or 16-beat melodic phrase using the notes learnt so far and incorporate rhythmic variety and interest. Play this melody. Notate this melody.
• Compose melodies made from pairs of phrases in a suitable key.

Listening and Appraising

• Listen to high-quality recorded music from great composers and musicians from different traditions
• Explore the inter-related dimensions of music to promote appreciate and understanding of music listened to in lessons
• Develop knowledge and understanding of the stories, origins, traditions, history and social context of the music they are listening to, singing and playing.
• Year 3 - pupils will learn to describe a piece of music using music vocabulary.
• Year 4 - pupils will learn to use musical vocabulary to describe how a musical element is used to a create mood/feeling effect in a piece or song
• Year 5 - pupils will use musical vocabulary with confidence to explain how musical elements create mood/feeling/effect in a piece or song
• Year 6 - pupils will use musical vocabulary with confidence to explain how musical elements are combined to create a mood/feeling/effect in a piece or song.

Perform

Compose

Transcribe

Class

Singing

Playing Instrument

Compose

Digital Music

Symbols-Musical Notation

Musical Vocabulary

EYFS

Use their voice to speak/sing/chant.

Join in with singing.

Experiment with creating sounds with different instruments.

Make a range of sounds with their voice/instruments.

Begin to sequence sounds to create a rhythm/beat.

Repeat short-rhythmic patterns and melodic patterns.

Represent sounds pictorially.

Begin to read pictorial representations of music (e.g. colour coded bells, music story maps).

Key Stage 1

Use their voice to speak/sing/chant.

Join in with singing.

Sing songs as an ensemble following the tune.

Perform in an ensemble with instructions from the leader (e.g. hand signals to indicate pitch, duration of notes).

Follow the melody using their voice or an instrument.

Use instruments to perform a simple piece.

Play simple rhythmic patterns on an instrument.

Sing/clap a pulse increasing/decreasing in tempo.

Respond musically with increasing accuracy to a call (high/low, loud/soft, fast/slow) and keep a steady pulse.

Perform a rhythm to a steady beat.

Make a range of sounds with their voice/instruments.

Identify changes in sounds.

Make a sequence of sounds for a purpose.

Repeat short-rhythmic patterns and melodic patterns.

Order sounds to create a beginning, middle and end.

Choose sounds to achieve an effect (including the use of technology).

Begin to compose short melodic patterns using two or three notes (instruments/voice).

Create short, rhythmic patterns – sequences of long and short sounds.

Selective in the control used on an instrument in order to create an intended effect.

Create their own symbols to represent sounds.

Choose sounds to create an effect on the listener.

Represent sounds pictorially.

Respond to musical indications about when to play/sing.

Tell the difference between long and short sounds.

Tell the difference between a fast/slow tempo, loud and quiet, high/low sounds.

Hear the pulse in a piece of music.

Describe how sounds are made and changed.

Identify musical structure in a piece of music (verse, chorus etc).

Identify particular features when listening to music.

Lower Key Stage 2

Learn to hold the instrument with correct posture, produce a good tone and tongue notes.

Learn to play the notes B, A, G, E and may extend to D

Learn to perform pieces from memory and by reading musical notation with support from onscreen fingering charts.

Learn to play with increasing accuracy (pitch and rhythm), fluency, control and expression following musical instructions such as fast (allegro), slow (adagio) loud (forte), quiet (piano).

Suggest ways to improve their performances.

Demonstrate concert etiquette when performing i.e. staying focussed when waiting for the performance to begin.

Sing songs from memory with increasing expression, accuracy and fluency.

Perform a simple part of an ensemble rhythmically.

Control their voice when singing and pronounce the words clearly.

Improvise (including call and response) within a group using their voices.

Invent short ‘on-the-spot’ responses/short phrases using a limited note-range (e.g 3 notes)

Combine known rhythmic notation with letter names to create rising and falling phrases using just three notes (do, re and mi)

Copy stepwise melodic phrases with accuracy at different speeds, extending to question-and-answer phrases

Structure musical ideas (e.g. using echo or question and answer phrases) to create music that has a beginning, middle and end.

Combine known rhythmic notation with letter names to create short phrases using a limited range of 5 pitches and play these phrases as self-standing compositions.

Record creative ideas using any of graphic symbols, rhythm notation and time signatures, staff notation, technology.

Create a simple melody using up to 5 notes.

Understand stave, lines and spaces, and the treble clef.

Play melodies following musical notation (with support from onscreen fingering charts) using a small range (3 notes B, A, G). Pitch range may extend to 4/5 notes and include E/D. Rhythm notation will include crotchets, paired quavers, minims. Word chants may be applied to aid understanding of rhythm notation.

Understand corresponding rests.

Copy short melodic phrases (5 notes) by ear.

Play melodies following musical notation (sometimes with support from onscreen fingering charts) using a small range of 5 notes.

Year 3 - pupils will learn to describe a piece of music using music vocabulary.

Year 4 - pupils will learn to use musical vocabulary to describe how a musical element is used to a create mood/feeling effect in a piece or song

Upper Key Stage 2

Learn to hold the instrument with correct posture, produce a good tone and tongue notes ‘cleanly’.

Learn to play the notes B, A, G, E and D, possibly extending to more notes. Word chants may be used to aid understanding.

Learn to play with increasing accuracy (pitch and rhythm), fluency, control and expression following musical instructions such as fast (allegro), slow (adagio) loud (forte), quiet (piano).

Peer-assess performances, understanding qualities of a good performance and giving relevant feedback.

Demonstrate concert etiquette when performing i.e. staying focussed when waiting for the performance to begin.

Sing and use their understanding of meaning to add expression.

Maintain their part whilst others are performing their parts.

Begin to sing a harmony part.

Begin to take the lead in a performance/take on a solo part.

Compose melodies made from pairs of phrases in a suitable key. These melodies can be enhanced with rhythmic or chordal accompaniment.

Create a simple melody (up to 5 or more notes) that works musically.

Plan and compose an 8- or 16-beat melodic phrase using the notes learnt so far and incorporate rhythmic variety and interest. Play this melody. Notate this melody.

Compose melodies made from pairs of phrases in a suitable key.

Further understand the differences between semibreves, minims, crotchets and crotchet rests, paired quavers and semiquavers.

Understand the differences between 2/4, 3/4 and 4/4 time signatures.

Read and perform musical notation within an octave.

Read and play short rhythmic phrases at sight from prepared cards/online resources, using conventional symbols for known rhythms and note durations.

Understand the differences between semibreves, minims, crotchets, quavers and semiquavers, some dotted notes, and their equivalent rests.

Develop the skills to read and perform pitch notation within an octave

Read and play confidently from rhythm notation cards/online resources and rhythmic scores in 2 parts that contain known rhythms and note durations.

Read and play from notation a four-bar phrase, confidently identifying note names and durations.

Year 5 - pupils will use musical vocabulary with confidence to explain how musical elements create mood/feeling/effect in a piece or song

Year 6 - pupils will use musical vocabulary with confidence to explain how musical elements are combined to create a mood/feeling/effect in a piece or song.

Music

EYFS

Milestone 1

Milestone 2

Milestone 3

chant

fast

follow

high

instrument

low

loud

quiet

repeat

rhythm

sing

slow

song

sounds

audience

Baroque

bass guitar

beat

Blues

chant

compose

decks

drums

dynamics

electric guitar

fast

Funk

glockenspiel

Groove

high

imagination

improvise

Irish Folk

Latin

low

listen

loud

melody

music

pattern

percussion

perform/ performance

pitch

pulse

quiet

rap

Reggae

repeat

reset

rhythm

sequence

singers

slow

song

saxophone

tempo

trumpet

tune

keyboard

question and answer

acoustic guitar

audience

aural

backing vocals

bass

beat

birdsong

by ear

choreography

chorus

civil rights

compose

digital sounds

Disco

drums

duration

dynamics

electric guitar

electronic sounds

equality

expression

guitar

hook

imagination

improvise

intro/introduction

keyboard

lyrics

melody

musical

style

musician

notation

organ

ostinato

pentatonic scale

percussion

perform

piano

pitch

pulse

racism

rapping

recall

Reggae

rhythm

rhythm patterns

riff

solo

structure

synthesizer

tempo

texture

timbre

tunefully

turntables

unison

verse

accompaniments

amplifier

appraising

audience

backbeat

backing loops

ballad

base line

bass

Big bands

Blues

Bossa Nova

brass section

bridge

chord

chorus

compose

composer

composition

cover

deck

dimensions of music

drums

dynamics

ensemble

expressively

Funk

Gospel

groove

guitar

harmony

hook

improvise

interlude

Jazz

melody

Motown

Neo Soul

notation

note names

note values

notes

Old-school Hip Hop

ostinato

percussion

phrase

piano

pitch

posture

producer

projection

pulse

 rap

rhythm

riff

Rock

scratching

solo

Soul

soundscape

strings

structure

style indicators

Swing

syncopation

synthesizer

tag ending

tempo

texture

theme

timbre

tune/head

unison

Urban

variation

venue

verse