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Music

Autumn

Spring

Summer

EYFS

 

 

•Singing familiar songs

• To begin to move rhythmically.

• To initiate movement in response to music.

• To tap out simple repeated rhythms.

• To explore and learn how sounds can be changed – linked to pitch and melody.

• To develop preferences for forms of expression.

• To create movement in response to music.

• To sing to ourselves and make up simple songs.

• To begin to build a repertoire of songs and dances, leading to performing in groups.

• To explore the different sounds of instruments.

  • Listen attentively, move to and talk about music, expressing their feelings and responses.

• To sing songs, make music and dance, and experiment with ways of changing them.

 

 

 

Autumn

Spring

Summer

Year 1

 

 

•Identifying low and high pitch sounds

•Recognising and exploring how sounds can be made and changed

•Using our voice to make loud and quiet sounds

•Moving in time with the music

•Singing songs as part of a group

•Clapping a short rhythmic pattern and melodic pattern in simple time

•Recognising and repeating a simple repeated rhythmic pattern using long and short notes

•Using instruments to explore texture and timbre

•Following musical instructions e.g. fast, slow, loud, quiet

•Recognising and repeating a rhythmic pattern

•Moving in time with the music

•Clapping a short rhythmic and melodic pattern in simple time

•Using our voice to make loud and quiet sounds

•Responding to different moods in music

•Using our voice in different ways

•Making and copying a sequence of sounds using untuned instruments

•Saying whether we like or dislike a piece of music and explaining why

Autumn

Spring

Summer

Year 2

 

 

Listen to a range of live and recorded music.

• Experiment with, create, select and combine sounds using a variety of instruments.

• Listen with concentration and understanding to range of high quality live and

recorded music.

• Create movement to accompany musical ideas.

• Perform simple repeated patterns and accompaniments keeping a steady pulse.

• Use symbols to represent sounds

• Explore a variety of sounds.

• Identify a graduation in dynamics and tempo whilst listening to music.

• Respond to sounds and create improvisations.

• Perform simple repeated patterns.

• Order sounds to create a beginning, middle and end.

• Use symbols to represent their work.

Autumn

Spring

Summer

Year 3

 

 

· Sounds - using duration, tempo, structure, beat and rhythm.

· How to play an instrument – the glockenspiel.

 · Create a soundscape to link with our History topic.

· Learning songs and performing the Easter Passion Play at school and church.

· Responding to a piece of music – considering repeated rhythms and repetition.

· Basic notation.

· How to read music.

· Using body percussion linked to our topic of skeletons in Science.

Autumn

Spring

Summer

Year 4

 

 

• Describing music using musical vocabulary: Pitch, Duration, Dynamics, Tempo, Timbre,

Texture, and Structure.

• Performing a part within a simple group performance in simple time, 2:4, 3:4, 4:4.

• Performing from memory, confidently either as a soloist, or in a small group.

• Beginning to sing in harmony within a song, with expression, shape and with awareness of

others.

• Evaluating how venue, occasion and purpose affects the way music is created, preformed

and heard.

• Learning to play tuned percussion in 3 and 4 time.

• Describing music using musical vocabulary: Pitch, Duration, Dynamics, Tempo, Timbre,

Texture, and Structure.

• Performing a part within a simple group performance in simple time, 2,3, 4.

• Performing from memory, confidently either as a soloist, or in a small group.

• Begin to understand and use harmony in a piece of work

• Choose our own symbols/notations to represent a composition and show sequences of pitches.

• Recognise the importance of silence in music using rests.

• Identify the character of music and explore the relationship between sounds and timbre

when listening to music.

• Identify and exploring how music reflects different intentions.

• Name some music and composers from a variety of eras/cultures/styles.

• Identify instruments from orchestral families and timbres in relation to eras, cultures and styles.

• Maintain an individual part with an awareness of the need to achieve an overall effect.

• Describe, compare and evaluate different kinds of music using appropriate musical vocabulary.

Autumn

Spring

Summer

Year 5

 

 

• Describing music using musical vocabulary, Pitch, Duration, Dynamics, Tempo,

Timbre, Texture, and Structure.

• Evaluating how venue, occasion and purpose affects the way music is created,

preformed and heard.

• Thinking about how a piece of music can create atmosphere and affect the way we feel.

• Discovering how music is different across the world, in different countries and different cultures.

• Describe music using musical vocabulary, Pitch, Duration, Dynamics, Tempo,

Timbre, Texture, and Structure.

• Begin to include movement to convey the meaning of a song.

• Identify the difference between pulse and syncopation and begin to use in a composition.

• Use a variety of notation to compose music for different occasions using a given criteria.

• Analyse and compare musical features of a piece within a timeframe.

• Recognise and use basic structured forms when playing, e.g. rounds, variations and rondo.

• Identify the difference between pulse and syncopation and begin to use in a composition.

• Use a variety of notation to compose music for different occasions using a given criteria.

• Perform from simple notation maintaining individual part, using major and minor

scales.

• Organise ideas into a simple composition, using melody, chords and structures.

Autumn

Spring

Summer

Year 6

 

 

• To perform confidently as a soloist or part of a group from memory.

• To play a rhythmic pattern using a variety of music notations.

• To compose a piece of music containing two or more rhythmic or melodic parts.

• To evaluate and improve a piece of work and make suggestions to others.

• Organise musical ideas into a musical style.

• Perform and direct a short performance effectively.

• Record music to evaluate and improve.

• Play a rhythmic pattern on tuned and untuned instruments.

• Use informal notation to represent composition.

• Compare music from a variety of eras, genres/styles and cultures.

• Analyse the genre, style, time and place of a piece of music using musical vocabulary.

• Perform significant parts from memory or notation.

• Present and direct a short performance effectively.

• Sing songs in harmony, in tune and with expression in Major and Minor keys.

• Play a rhythmic pattern on tuned and un-tuned instruments with increased control.

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