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EXCELLENCE – HAPPINESS AND NURTURE – POWERFUL LEARNING Subject Intent – Music Pupil will develop:

Key Threshold Concepts

A rapidly widening repertoire which they use to create original, imaginative, fluent and distinctive composing and performance work.

Perform This concept involves understanding that music is created to be performed.

A musical understanding underpinned by high levels of aural perception, internalisation and knowledge of music, including high or rapidly developing levels of technical expertise.

Very good awareness and appreciation of different musical traditions and genres. An excellent understanding of how musical provenance - the historical, social and cultural origins of music - contributes to the diversity of musical styles. The ability to give precise written and verbal explanations, using musical terminology effectively, accurately and appropriately. A passion for and commitment to a diverse range of musical activities

Compose This concept involves appreciating that music is created through a process which has a number of techniques. Transcribe This concept involves understanding that compositions need to be understood by others and that there are techniques and a language for communicating them. Describe music This concept involves appreciating the features and effectiveness of musical elements.


Musicians and bands to experience throughout the year EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Mozart

Beethoven

Stockhausen

Pavarotti

Elvis

Elton John

David Bowie

Buddy Holly

Take That

The Smiths

Oasis

Stone Roses

George Formby

Beatles

Bob Marley

Abba

Lady Gaga

Beyonce

Carole King

Adele


EYFS

Year 1

Rhythm Clapping Rhythms – copy me Genre – Nursery Rhymes, counting songs, seasonal songs

Tempo – Recognise and perform fast and slow Dynamics – Recognise and loud and quiet Genre – Nursery Rhymes, counting songs, seasonal songs

Timbre – listen to different instruments and describe their sounds Genre – Nursery Rhymes, counting songs, seasonal songs

Pulse – Rhythm – to be able to copy a short rhythm. To be able to find and clap the pulse to a piece of music. Pitch – To respond to high and low sounds. To copy a short melodic phrase (on Tuned percussion or voice)

Tempo – create accelerando and ralentando vocally and instrumentally. To be able to sing/play fast and slowly Texture – experience a range of textures. Recognise obvious differences in textures eg. Unison and 2 part Dynamics – create cressendo and diminuendo vocally/instrumentally. To play and sing loud and quietly

Timbre - to name common hand help percussion instruments. To explore appropriate instruments to create a musical idea.

Godley Primary Music Learning Journey

Year 2

Jazz Classical Reggae Indie Timbre – begin to recognise the individual instruments within a family, to use instruments to create different moods and effects

Tempo - thoughtfully select an appropriate tempi to create a specific mood/effect/atmosphere Texture – perform individually and in an multipart texture Dynamics – begin to use the Italian symbols for dynamics in their own composition

Pulse – Rhythm - To beat the pulse of a piece of music. Choose and maintain an appropriate pulse. Identify the difference between pulse and rhythm. To play the pulse on a percussion Pitch – Know that pitch means high and low. Identify high and low sounds when listening to a piece of recorded music. Use simple changes to pitch to convey story/image

Tempo – to define accelerando and ralentando. To be able recognise a change in speed from fast/slow, gradual changes. Dynamics – to define crescendo, diminuendo, forte and piano. Recognise the above while listening and performing

Timbre – to name a wider range of musical instruments. To choose appropriate instruments to create a musical idea.

Musical theatre Country Pop/Rock Rhythm & Blues Pulse – Rhythm Be able to maintain a simple rhythmic pattern keeping to a pulse Pitch – maintain a simple melody keeping to the pulse, recognise how pitch changes to convey a character or story Structure – compose and perform within specific structure eg. Call/response, ternary form

Timbre – recognise the different instrumental families when listening to live/recorded music. Recognise how instruments can be used to create different moods and effects

Year 4

Tempo – thoughtfully select an appropriate tempi to create a specific mood/effect/atmosphere Texture – experiment with layers of sound in their own compositions Dynamics – thoughtfully select appropriate dynamics to create a specific mood/effect/atmosphere

Pulse – Rhythm Understand the difference between pulse and rhythm Pitch – memorise and perform a simple melody

Year 3

Jazz Classical Reggae Indie

Year 5

Pulse – Rhythm Be able to maintain a complex rhythmic pattern Pitch – maintain a complex melody Structure- compose and perform using a range of structures

Tempo – confidently and appropriately make use of tempo when composing and performing Texture – combine several layers of sound with awareness of the combined effect Dynamics – confidently and appropriately make use of dynamics when composing and performing

Timbre – confidently and appropriately make use of different timbres when performing and composing

Year 6

Pulse – Rhythm Maintain ostinato in a polyphonic texture Pitch – maintain a complex melodic part in a 2 part texture Structure – compose by developing and organising musical ideas within musical structures

Tempo – refine the use of, describe the use of tempi in others work and suggest refinements Texture – maintain a part in a polyphonic texture, know understand the terms ostinato/ Dynamics – refine the use of dynamics, to describe the use of dynamics in others work and suggest refinements

Timbre – accurately name common individual instruments. Refine the use of timbres in their own work. Describe the use of timbre in others work and suggest refinements

Year 7


Music – Key Threshold Concepts – Year 1 & Year 2 Subject

Music

To perform

Basic

Advancing

Deep

With encouragement, a basic melody is followed.

Generally, a basic melody is followed accurately.

Basic melodies are followed accurately.

With support from a teacher, instructions of when to play an instrument are followed.

Instructions of when to play an instrument are generally followed correctly.

Instructions of when to play an instrument are well understood and followed.

During structured activities, long and short, high and low sounds are created and combined using voice and instruments.

There is some experimentation with combining long and short, high and low sounds with voice and instruments.

There is very effective combinations of long and short, high and low sounds using voice and instruments.

There is some awareness of how to alter pitch.

There are some good examples of imitating changes in pitch.

Pitch changes are imitated effectively.

To compose

During structured activities, short musical patterns are created.

There are some good examples of creating short musical patterns.

Well-thought out short musical patterns are created.

To transcribe

With support, symbols are used to represent a composition and aid its performance.

Generally music is described well in terms of its beat.

Musical terminology is becoming increasingly understood and, where appropriate, the term beat is used to describe music.

To describe

In structured activities, music can be described in terms of its beat.

Generally music is described well in terms of its beat.

Musical terminology is becoming increasingly understood and, where appropriate, the term beat is used to describe music.

In structured activities, the terms timbre, dynamics and pitch are used.

Generally, the terms timbre, dynamics and pitch are beginning to be used appropriately.

There is a good understanding of the terms timbre, dynamics and pitch and they are used appropriately to describe music.


Music – Key Threshold Concepts – Year 3 & Year 4 Subject

Music

To perform

Basic

Advancing

Deep

There are some good examples of singing from memory with accurate pitch and tune.

Generally, singing from memory in familiar situations is done with accurate pitch and tune.

In a wide variety of differing situations, singing from memory is done with accurate pitch and tune.

There are some good examples of holding a simple part within a group.

Generally, a simple part is held well within a group.

Simple parts are held very well within a group

To compose

There are some good examples of interesting compositions that are performed well.

Generally, compositions show a good level of decision-making in choosing elements to combine. They are performed well

Compositions and their very good performance contain well-thought out combinations of elements, which are explained well.

To transcribe

There are some good examples of devising symbols that indicate when to play and rest.

Symbols are devised that indicate when to play and rest.

A series of well-thought out symbols is devised and used well to indicate when to play, rest and change other factors such as the loudness.

With support, some standard musical notation is used

Generally, there is a growing recognition, description and use of some standard notation

There is a good recognition, good description and use of a range of standard notation.

There are some good examples of descriptions of pieces that use a range of musical language.

Generally, descriptions of pieces contain a wide range of musical language that is usually used appropriately.

Descriptions of pieces of music from a wide variety of contexts contain well-judged comments that show a very good understanding of musical language.

To describe


Music – Key Threshold Concepts – Year 5 & Year 6 Subject

Music

To perform

Basic

Advancing

Deep

There are some good examples of following an example to play expressively and in tune.

Decisions on how to express a piece are developing and tuning is generally accurate.

Excellent performances show well-judged decisions on how to express a piece, and accurate tuning.

There are some good examples of following examples to hold a part in a round or a harmony.

Good control is developing in holding a part within a round or a harmony.

Excellent control is evident when holding a part within a round or a harmony.

There are some good examples of adapting models to create songs.

There is a growing confidence in and ability to create well-structured songs.

Well-structured, melodic and interesting songs are created for a number of purposes.

There are some good examples of adaptation of some elements of pieces to create new ones.

There is a growing confidence in and ability to create pieces that combine a variety of musical devices.

Well-structured pieces that combine a variety of musical devices are developed in a wide range of contexts.

To transcribe

There are some good examples of the use of standard musical notation to play and transcribe music.

There is a growing ability to use standard musical notation to play and transcribe music.

Simple pieces are played from and transcribed by standard notation with some fluency.

To describe

There are some good examples of descriptions of music that use a wide range of musical language.

There are good examples of increasingly appropriate choices in musical language to describe music

Well-chosen musical language is used to describe pieces from a wide range of contexts.

There are some good responses to questions about the significance of lyrics.

There are some good suggestions as to the significance of lyrics.

There are some insightful and well-reasoned suggestions as to the significance of lyrics.

To compose


Godley Primary – Approach to teaching - Music

Stimulus

Prior Learning

Focus Elements

Rehearse

Respond

Composer Musician Genre Era

Knowledge Organiser

Pulse - Rhythm Pitch Tempo Dynamics Timbre

Appraise

Summary of Learning

Refine

Key Threshold Concepts Perform – Compose – Transcribe - Describe

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Music Learning Journey  

Music Learning Journey  

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