Music Progression

Progression in Music at James Dixon Primary School

Listening

Singing

EYFS

Year One

Year Two

Year Three

Year Four

Year Five

Year Six

- Sing a broad range of songs, including those that - Sing simple songs, chants and involve syncopated rhythms - Continue to sing a broad range rhymes and call and response - Sing a wide range of songs of with a sense of ensemble - Sing songs regularly with increasing of unison songs and explore - Sing a broad range of songs - Sing collectively and at the varying styles, structures and pitch and performance vocal control, correct pitch and recall different octaves from an extended repertoire with same pitch, responding to simple in unison - Include observing rhythm, - Know the meaning of simple - Pitch their voice accurately and a sense of ensemble and - Sing a range of well-known visual directions (e.g. stop, start, - Perform forte (loud) and piano phrasing, accurate pitching dynamics (loud/quiet) and tempo following directions for getting performance nursery rhymes and songs loud, quiet) and counting in(soft) - Sing tunefully and with and appropriate style when (fast/slow) louder (crescendo) and quieter - Include observing phrasing, - Sing in a group or on their - Learn some songs learnt from expression singing - Be able to demonstrate tempo, pitch (decrescendo) accurate pitching and own, increasingly matching memory - Perform actions confidently and - Perform to a wider and dynamics by the leader's directions - Sing rounds and partner songs appropriate style when singing the pitch and following the - Begin to control their vocal in time to a range of action songs audience and responding to visual symbols (e.g. in different time signatures - Sing songs with three-part melody pitch and to match the pitch they - Walk, move or clap a steady beat - Continue to sing three- and crescendo, decrescendo, pause) - Sing Build up their musical repertoire rounds, partner songs, and hear with accuracy - Sing familiar with others, changing the speed of four-part rounds or partner short phrases independently within a including simple songs with a songs with a verse and a chorus songs in both low and high the beat as the tempo of the music songs – Develop greater singing game or short song. melody and second part with a voices and talk about the changes listening skills, balance harmony difference in sound. between parts and vocal independence ny no longer singing in discrete parts

- Recognise and comment on tempo, dynamic and pitch changes (faster/slower, louder/quieter and - Listen attentively, move to higher/lower) - Describe the and talk about music, mood of music they listen to, expressing their feelings and both verbally and through responses movement -Describe the - Have some favourite songs, differences between two pieces rhymes and chants of music including their likes & dislikes -Listen to sounds in the environment, comparing high and low sounds.

- Beginning to use musical vocabulary to describe music - Listen to and recognise instruments used within a piece and the timbre of instruments -Listening to and repeating a short, simple melody by ear - Listen to music from a range of genres, contexts and time periods

- Discuss musical eras in context - Identify gradual dynamic and -Compare, discuss and evaluate identifying influences and the impact of composers on the tempo changes within a piece of music using detailed musical development of musical music - Listen to and reflect on vocabulary and develop - Discuss the stylistic features of music from a range of genres confidence in doing so -Further styles different genres, styles and and time periods - Discuss the develop their understanding of - Discuss the stylistic traditions of music using musical features of music and the stories, origins, traditions, vocabulary - begin to describe the purpose of a piece of music. Further develop their history and social context of the relating it to other aspects of timbre, dynamics, and textural the Arts understanding of the stories, music they are listening to, details of a piece of music, both origins, traditions, history and singing and playing- - Recognise - Use musical vocabulary verbally, and through movement correctly when describing social context of the music they and confidently discuss -Recognise and explain the are listening to, singing and the stylistic features of a piece and evaluating the features changes within a piece of music of a piece of music - Identify playing of music the way that features of a song can complement one another to create an overall effect.

Composing

- Explore a range of untuned percussion instruments - Explore and engage in music making and dance

Performing

- Improvise simple vocal chants, musical sound effects and short - Create music in response to a sequences of sounds in response non-musical stimulus to stimuli - Use instruments to - Work with a partner to create a musical convey a story or feeling - Recall, conversation create and perform rhythm and - Use graphic symbols, recognise and use pitch patterns and perform these for dot notation and stick notation to record others - capture, change and compositions and follow these when combine sounds & begin to use performing graphic notation (symbols) to - Play copycat rhythms, copying a leader, represent these sounds - Explore and invent rhythms for others to copy on percussion sounds to enhance untuned percussion storytelling

- Improvise freely using tuned percussion and melodic instruments - Play and perform melodies following staff notation as - Improvise on the instrument they a whole-class and in small groups. are now learning, making use of - Create music with multiple - Explore and use a wider range of musical features including smooth sections that include repetition - Become more skilled in improvising dynamics, including very loud (legato) and detached (staccato). and contrast. vocally and with both tuned and (fortissimo), very quiet (pianissimo), -Begin to make decisions about the - Extend improvised melodies untuned instruments moderately loud (mezzo forte), and overall structure of their beyond 8 beats to create a -Structure musical ideas to create moderately quiet (mezzo piano) compositions - Combine known satisfying melodic shape. music that has a beginning, middle -Begin to compose and perform in rhythmic notation with letter names - Plan, compose and notate and end a major or minor key - Follow and to create short phrases -Begin to longer melodic phrases using - Compose in response to different perform simple rhythmic scores to a use note values including minim, the pentatonic scale stimuli steady beat whilst maintaining crotchet, crotchet rest and paired (C, D, E, G, A) - Combine rhythmic notation with letter individual parts accurately to quavers - Compose music to create - Compose melodies in a key names to create rising and falling achieve a sense of ensemble - Use a specific mood - Begin to use and suitable for the instrument phrases and begin to recall note chords to compose music to evoke understand the difference between chosen. values. a specific atmosphere, mood or major and minor - Capture and - Compose a ternary piece and environment. - Capture and record record creative ideas using record it creative ideas using symbols, symbols, notation and technology notation, techology and time signatures - Begin to use and understand the structure of a ternary piece of music (3 parts)

-Play a melody following staff notation written on a stave - Play melodies on tuned - Develop confidence playing an -Make decisions about dynamic percussion using staff notation instrument over a sustained range, including very loud (ff), (steel pans) in both large and small - Play and perform melodies with a learning period (djembe drums) very quiet (pp), moderately loud groups - Walk, move or clap a steady beat tuned instrument (recorder) following - Play and perform melodies (mf) and moderately quiet (mp) - Perform simple, chordal with others, changing the speed of staff notation using a small range as a following staff notation as a -Engage with others through - Explore how a beat changes and respond accompaniments to familiar songs the beat as the tempo changes. whole class or in small groups -Follow whole-class and in small groups. ensemble playing taking on through change of pace, tempo, actions - Perform a range of repertoire - Perform songs, rhymes, poems - Use body percussion & classroom dot notation, and play an - Perform in two or more parts either a melody or and body percussion pieces and arrangements as a and stories with others percussion to play repeated rhythm arrangements of notes and melodic (melody and accompaniment or a accompaniment role. - Further - Know the difference between left and whole class - When appropriate try to move patterns and short, pitched patterns phrases with accuracy and at fast duet) understand the differences right to support coordination and shared - Develop the skill of playing by ear in time with music on tuned instruments - Respond to (allegro) and slow (adagio) speeds - Copy short melodic phrases between note values movement with others copying longer phrases and familiar - Performing in a group the pulse and keep to a steady beat - Be introduced to and begin to including those using the semibreves, minims, crotchets, - Begin to group beats and identify the beat melodies. - Further understand the through action, movement and understand how to read music pentatonic scale (C, D, E, G, A) quavers and semiquavers, and groupings in familiar music differences between note values dance -Follow pictures and symbols including the stave and clef & Follow and perform simple rhythmic their equivalent rests) -Read (semibreves, minims, crotchets and to guide singing and playing differences between crotchets and scores to a steady beat whilst and play with growing crotchet rests, paired quavers and quavers maintaining individual parts confidence from rhythm semiquavers) - Begin to understand accurately to achieve a sense of notation cards and rhythmic the differences between 2/4, 3/4 ensemble scores -Read and play a and 4/4 time signatures four-bar phrase identifying note names and durations