Music Skills Progression

Oakdene Primary Academy Progression of Skills Music Music Progression of Skills Listening •

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Reception

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Responding to music through movement, altering movement to reflect the tempo, dynamics or pitch of the music.

Exploring lyrics by suggesting appropriate actions.

Exploring the story behind the lyrics or music.

Listening to and following a beat using body percussion and instruments.

Considering whether a piece of music has a fast, moderate or slow tempo.

Listening to sounds and matching them to the object or instrument.

Listening to sounds and identifying high and low pitch.

Listening to and repeating a simple rhythm.

Listening to and repeating simple lyrics.

Understanding that different instruments make different sounds and grouping them accordingly.

Composing •

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Playing untuned percussion ‘in time’ with a piece of music.

Selecting classroom objects to use as instruments.

Experimenting with body percussion and vocal sounds to respond to music.

Selecting appropriate instruments to represent action and mood.

Experimenting with playing instruments in different ways.

Preforming •

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The Inter-Related Dimensions of Music

Using their voices to join Pitch-To understand that what ‘high’ and ‘ low’ in with well-known songs notes are. from memory.

Duration- To recognise that different sounds can be Remembering and maintaining their role long or short. within a group Dynamics -To understand that instruments can be performance. played loudly or softly.

Moving to music with instruction to perform Tempo -To recognise music that is ‘fast’ or ‘slow’. actions.

To understand that we can match our body moveParticipating in performances to a small ments to the speed (tempo) or pulse (beat) of music. audience.

Timbre-To know that different instruments can Stopping and starting sound like a particular character. playing at the right time.

Texture-To know that music often has more than one instrument being played at a time.

Structure-To recognise the chorus in a familiar song.

Notation-To know that signals can tell us when to start or stop playing.

Music Progression of Skills Listening •

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Year 1 • •

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Recognising and • understanding the difference between pulse and rhythm.

Understanding that different types of sounds are called timbres.

Recognising basic tempo, dynamic and pitch changes • (faster/slower, louder/ quieter and higher/lower).

Describing the character, mood, or ‘story’ of music • they listen to, both verbally and through movement.

Describing the differences • between two pieces of music.

Expressing a basic opinion about music (like/dislike).

Listening to and repeating short, simple rhythmic patterns.

Listening and responding to other performers by playing as part of a group.

Composing Selecting and • creating short sequences of sound with voices or • instruments to represent a given idea or character.

Combining instrumental and • vocal sounds within a given structure.

Creating simple melodies using a few • notes.

Choosing dynamics, tempo and timbre for a piece of music.

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Preforming

The Inter-Related Dimensions of Music

Using their voices Pitch-To understand that pitch means how high or low a expressively to speak and note sounds. To understand that 'tuned' instruments play chant. more than one pitch of notes.

Singing short songs from memory, maintaining the Duration-To know that rhythm means a pattern of long and overall shape of the short notes. melody and keeping in Dynamics -To know that dynamics means how loud or soft a time.

Maintaining the pulse sound is. To understand that sounds can be adapted to (play on the beat) using change their mood, eg through dynamics. hands, and tuned and Tempo -To know that the ‘pulse’ is the steady beat that goes untuned instruments.

Copying back short through music. To know that tempo is the speed of the rhythmic and melodic music. phrases on percussion Timbre-To know that 'timbre' means the quality of a sound; instruments.

Responding to simple eg that different instruments would sound different playing musical instructions such a note of the same pitch. To know that my voice can create as tempo and dynamic different timbres to help tell a story. changes as part of a class performance.

Texture-To know that music has layers called 'texture'.

Structure-To know that a piece of music can have more than one section, eg a versed and a chorus.

Notation-To understand that music can be represented by pictures or symbols.

Music Progression of Skills Listening •

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Year 2

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Recognising timbre changes in music they listen to.

Recognising structural features in music they listen to.

Listening to and recognising instrumentation.

Beginning to use musical vocabulary to describe music.

Identifying melodies that move in steps.

Listening to and repeating a short, simple melody by ear.

Suggesting improvements to their own and others’ work.

Composing •

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Selecting and creating longer sequences of appropriate sounds with voices or instruments to represent a given idea or character.

Successfully combining and layering several instrumental and vocal patterns within a given structure.

Creating simple melodies from five or more notes.

Choosing appropriate dynamics, tempo and timbre for a piece of music.

Using letter name and graphic notation to represent the details of their composition.

Beginning to suggest improvements to their own work.

Preforming •

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The Inter-Related Dimensions of Music

Using their voices Pitch-To know that some tuned instruments have a lower range of expressively when pitches and some have a higher range of pitches. To understand that a singing, including the melody is made up from high and low pitched notes played one after the use of basic dynamics (loud and other, making a tune. quiet).

Duration-To know that 'duration' means how long a note, phrase or Singing short songs whole piece of music lasts. To know that the long and short sounds of a from memory, with spoken phrase can be represented by a rhythm. melodic and rhythmic accuracy. Dynamics -To know that dynamics can change the effect a sound has Copying longer on the audience. rhythmic patterns on untuned percussion Tempo -To understand that the tempo of a musical phrase can be instruments, keeping changed to achieve a different effect. a steady pulse.

Timbre-To know that musical instruments can be used to create 'real Performing expressively using life' sound effects. To understand an instrument can be matched to an dynamics and animal noise based on its timbre. timbre to alter Texture-To know that a graphic score can show a picture of the layers, sounds as appropriate. or 'texture', of a piece of music.

Singing back short melodic patterns by Structure-To understand that structure means the organisation of sounds within music, eg a chorus and verse pattern in a song. ear and playing short melodic Notation-To know that 'notation' means writing music down so that patterns from letter someone else can play it I know that a graphic score can show a picture notation. of the structure and / or texture of music.

Oakdene Primary Academy Progression of Skills Y3-Y6 Music 2022-23 Year 3 - Music Progression of Skills Pulse and Rhythm Walking to the pulse whilst singing a song .

Singing and clapping rhythms that contain rests to prepare for further teaching rests.

Year 3 Glockenspiel

Pitch and Singing

Voice, Instrument and Ensemble

Listening, Moving and Creating

Inter-related Dimensions of Music

Singing a song including 'fa' and Playing a song as part of a circuit, with presenting the singing name and glockenspiel melody (so mi), ti-ti rhythm hand sign for this pitch and pulse

Improvising to insert their own name into a song on the glockenspiel in 6/8 metre using mi so la

Playing lines 1 and 3 of a song on the glockenspiel, which are the identical, preparing them for structure

Working out letter names from Individuals playing a phrase from a song singing names - preparation for in 6/8 metre using mi so la key signatures and major tonaliPractise correct beater technique ty Play a do re mi song on the glockenspiel, Singing a song a d-rm-s song reinforcing do-re-mi note pattern (key of which strongly reinforces the d-r C) -m pattern Play at different tempi Practice reading singing names from toneset on the board (mi so Playing do re mi song in a two part round as a class la) Singing a song in a two or three part round containing do re mi fa so la pitches and dotted rhythms with actions

Playing a do re mi-fa song on the glockenspiel in key of C Playing a do re mi so song on the glockenspiel in 6/8 in key of C

Pulse and Rhythm

Individuals playing the pulse on instruments in the centre of circle

Year 3 Music Around the World

Pitch and Sing- Voice, Instrument and En- Listening, InterGenre and ing semble Moving and related World Creating Dimensions Music of Music Using clapping actions to follow the pitch of a song

Singing a song in canon using the singing Creating new names - that contains syncopated words and actions rhythms. based on the Passing a clap/beanbag around the circle on weather to fit the pulse Learn a call and rePlaying rhythm of words to a rhyme in with an existing sponse song using the 6/8 metre as a circuit including tuned Chanting rhyme in 2 groups with pulse vs. song singing names and and untuned percussion instruments rhythm in 6/8 metre hand signs - full pentaMoving body and Recognising the cue line to move between Practise tapping the pulse around the circle tonic - do re mi so la playing instrucircuit stations, and following the leader using a beanbag ments to recorded Singing a song that in doing this music featuring Sing a response and playing an ostinato that reinforces downward Playing tiki-tiki, ti-tiki, and tiki-ti syncopated features dotted rhythm, syncopa-ta pentatonic pattern and rhythms in the thinking voice from a rhythms Singing a song with actions that alternate be- learning singing names rhyme for this Moving body to tween pulse/strong beat and a syncopated Switching between thinking voice and syncopated rhythm speaking voice through a game rhythm (syncopaSinging and emphasizing dotted rhythms within a) - subconscious Playing tiki-tiki, ti-tiki, and tiki-ti a 6/8 metre song rhythms (subconsciously) on untuned Experiencing pulse Clapping a rhythm to a 6/8 rhyme percussion to a rhyme in both simple Learning a rhyme that contains tiki-tiki, ti-tiki and compound Learning a full pentatonic song on the and tiki-ti time songs and glockenspiel with one-to-one support rhymes using Preparing for tiki-ti rhythm by singing tradiPlaying an ostinato on the glockenspiel giant scrunchie tional Irish folk song - children recognising and clapping/playing the rhythm each time it recurs in the song (subconscious)

Learning a tra- Learning about ditional storymusic from the based, call and Caribbean using response song traditional songs from the Carib- - calypso music bean with class Learning about split into call and music from Ireresponse parts land using traditional rhymes and songs Learning about music from the USA using traditional songs"

Pulse and Rhythm

Pitch and Singing

Voice, Instrument and Ensemble

Listening, Moving and Creating

Inter-related Dimensions of Music

Genre and World

Presented with rhythm name ta-a (minim) through song.

Singing a song featuring full diatonic scale and low so and singing in a round

Developing the skill the do an action at an indicated moment within a song, that is not obviously on the pulse or rhythm including using thinking voice

Recalling a variety of known songs from teacher humming or playing the melody, or clapping just the rhythm of the song

Breaking down a song into its composite phrases with 4 children chanting and clapping the rhythms

Learning a traditional Ghanaian folk song

Reinforce the terms Rhythm and Pulse Move to 6/8 pulse - singing the song with actions, clapping or playing on the pulse or rhythm

Year 3 Making Music

Gain confidence at switching between pulse and rhythm by following a signal Use actions to show the rhythm of a rhyme including tiki-ti Sing songs using syncopa, ta-a and dotted rhythms in 4/4 and compound time Play an ostinato using syncopa(subconscious) Transcribe and read the rhythm of a known rhyme using ta and titi rhythms Identify rhythm names from hearing the rhythm only Recognise 'sh' rhythm

Practicing the singing name and hand sign for 'fa' and its relationship Working together to play to mi and pass claves in time, and in-turn, around the Singing a song featuring circle as part of a song. the patterns re mi fa and fa mi re to reinSwitching between thinking force 'fa' voice and speaking voice through a game Practicing understanding of pitch 'fa' visually, through using floor spots spaced out according to their interval relationship.

Learning singing names, one phrase at a time, to Use a human score to work out a ta and ti-ti rhythm a do mi so la song and pattern, and to notice where this rhythm repeats reinforcing with toneset Read and play a selection of 4-beat rhythms using call on the board Read ta-a as two beats

and response and a rhythm clock together and as part of a canon

Following the teachers dynamic lead

Year 3

Pulse and Rhythm

Pitch and Singing

Using bodies and moving around the room to experiment with how pulse duration and the feel of the metre (1 or 2 in a bar) changes with tempo the relationship between space, time and duration (subconsciously)

Practising a stronger understanding of pitch through a song and actions that follow the pitch

Developing awareness of pulse through passing a prop around the circle in time to the pulse of a song

Music and Developing awareness of silence as Movement part of musical phrases through moving, clapping and the use of props and instruments on the rests, to songs and improvised live music that feature rests Experiencing ta, ti-ti and ta-a through different walking motions

Voice, Listening, Moving and CreInstrument and ating Ensemble Memorising a longer song through actions

Practise improvising on the spot choosing a new lyric for a song, and singing this in time

Being ready to sing solo or duo lines as part of Increasing awareness of tempo, pulse a passing game and and phrases through movement to live Identifying so mi inter- song music val played at different Using instruments on Practise reacting immediately to musipitches using actions the pulse while singing cal phrases, showing both rhythm and Practicing do-re-mi pitch simultaneously - picking up on pattern through a song patterns and predicting the music indiwhich actions featurvidually and then in pairs. ing rhythm and pitch Practise reacting quickly to a so mi Developing a good sense call, played amongst other phrases by of the tonic note stopping and starting through songs that Listening with attention to detail and reinforce 'do follow a leader, while maintaining a steady pulse to a jazz song Practise reacting to aural signals, using different parts of the body on the pulse to a blues song Devising actions in pairs to a blues piece

Experiencing pulse, tempo and metre as a class through a song that uses the giant scrunchie.

Inter-related Dimensions of Music

Genre and World Music

Recognising musical structures (verses/ choruses) in recorded music

Maintaining the pulse to both a jazz and a blues song

Practise moving freely to a song, travelling and then stopping in time for the end of the song, using a scarf Using scarfs and actions to follow along phrase lengths of a recorded piece

Pulse and Rhythm

Pitch and Singing

Voice, Instrument and Ensemble

Presented with ta-a flashcards alongside ta, ti-ti and sh rhythm

Practicing do mi so singing names and hand signs through a 3/4 metre song using the toneset on the board and listening to teacher playing the pitches

Copying a leader back with various rhymical patterns, body percussion and vocal phrases in a 6/8 metre

Practise pulse through use of heart beats on the board Practise the difference between rhythm and pulse through various songs and demonstrating knowledge through circle game

Year 3

Practise using the terms pulse and rhythm Experimenting with voice use by copying back a range of

Playing different voices (high, whisper, alien) Together Recalling a so mi song and singing this solo to the class Practicing singing a so mi do song and refining tuning

Listening for key phase to remain silent

Practise reading ensemble parts written in text, singing names Playing tiki-tiki rhythms on untuned percussion and letter names on the white board - for a known song (subconscious) and switching between pulse and rhythm Singing with increasing accuracy through singing a song con- throughout the song taining full diatonic scale Learning how to play a ta-a and how to stay silent on a 'sh' using percussion Practising a so mi song on the glockenspiel, with additional ensemble parts, including bass line and simple chord parts

Taking a turn to sing a call and class respond by copying the same line back - practising solo singing

Practising a do mi so song on the glockenspiel and untuned percussion, as part of a circuit, including strong beat ostinato, ta-a-a rhythms and melody

Practise transcribing the rhythm on a known songs on the board using ta and ti-ti

Learning a mi so-la song on the glockenspiel, using singing names to reinforce pitches

Using the thinking voice for rests instead of sounding a 'sh'

Pulse and Rhythm

Presented with rhythm name ta-a -a (dotted minim) through a 3/4 metre song using floor spots and hearts on the board Practicing pulse in a 3/4 song through actions

Year 3

Clapping the rhythm and pulse to a musical theatre song, practicing ta and ti-ti rhythms and changing between pulse and rhythm following a visual cue.

Exploring Musical Chanting a tongue twister rhyme featuring off beat rests, triola Theatre triplet rhythms and odd phrase lengths.

Performing a ta ti-ti ostinato to a known song Playing and singing a syncopated repeating rhythm as part of a musical theatre song, featuring cross beat crochets

Pitch and Singing

Voice, Instrument and Ensemble

Listening, Moving and Creating

Inter-related Dimensions of Music

Genre and World Music

Singing a call and Presented with the term dicresponse song in a tion, and practising through minor key (la so the use of a known song do) featuring high Developing diction through a do. tongue twister and musical theatre song

Creating a story as an ensemble, child by child, through the use of a drama game

Experimenting with tempi, dynamics and thinking voice through a tongue twister rhyme

Learning about musical theatre directors and their role in musical productions

Singing with increasing accuracy through the use of a more complex musical theatre songs, using simple and 3/4 metre

Using bodies to represent different objects or animals, responding quickly to a leaders instructions

Singing a musical theatre song to a back track Small groups taking turns to perform each line of a song, maintaining a steady tempo as a group

Individual children creating a detailed story and presenting this confidently to a partner

Creating a soundscape to a scenario, layer sounds as a class, and following visual cues from the leader Listening and moving to the pulse to a recorded musical theatre song in 3/4 metre Performing an ostinato featuring ta and sh, to a recorded musical theatre song, using instruments

Developing inner hearing by placing one word of a song in Individual children creating actions for the thinking voice the class to a call and response song Playing compound rhythms one action for each line using drum sticks on floor Creating actions to go with the pulse in spots to a known song a 3/4 metre song • Practise devising actions and dance moves in pairs to a musical theatre song and following a leader in changing actions

Using lyrics expressively through singing a musical theatre song Individuals miming a scene, following the instructions of a 'director', to learn how to use bodies expressively

Learning about musical theatre choreographers and the role in performance through video presentation including key examples

Adding actions to moveLearning about ment to a musical theatre musical director song to develop expressiveness and their role in and story telling performances through presentation and discussion

Year 4 - Music Progression of Skills Pulse and Rhythm

Pitch and Singing

Practise using the pulse through the use of Learning hand signs for songs in a mipartner actions nor key, featuring mi so la, and so la do centred on la, using the board and Singing a hello song from East Africa in toneset to present this 6/8 metre Practicing do mi interval through a Practice the difference between rhythm hello song and pulse by alternating between the two in a song, following a visual signal from Practicing a song that reinforces do re the teacher mi fa pattern

Year 4 World Music

Voice, Instrument and Ensemble

Listening, Moving and Creating

Playing a call and response drumming activity using drum sticks that include tikitiki and ti-tiki rhythms as well as quaver rests (subconsciously)

Recalling a song from the teacher humming the melody

Inter-related Dimensions of Music

Genres and World Music

Recognising Sing a welcome song rhythm and melo- that uses several landy patterns within guages with actions on a song and where the pulse Working together in these align, prepairs to do actions Learning traditional paring to learn various hand actions folk songs from across about structure on the pulse to a welthe continent of Africa come song and as part using varying dialects Playing a do re mi so of a circle game and languages Experience dotted timka rhythms through Practicing do mi so hand sings and song on the glockenPractise creating acLearning traditional a traditional Japanese song singing names in a more complex so mi spiel, individually, tions (solo) for the folk songs from Japan do song with oneto-one supExposed to tiki-tiki, titiki and syncopated class to a call and using the Japanese rhythms through singing a folk song from Recalling a song from the teacher sing- port, taking turns to response song - one language, and learning play each line in time Jamaica. ing this using only the singing names action for each line about Japanese instru(Key of D) and hand signs. ments Singing a song that reinforces ta-a Learning the response Practicing using the singing name 'fa' Learning traditional Recognise a ta rhythm pattern through and the hand sign through a traditional in a traditional Carfolk songs from the the use of floor spots and a known song ibbean song that feacall and response Caribbean song.

Caribbean Transcribe the rhythm of a song featuring tures syncopa-ta and Using do mi so toneset. Reinforce these ta, ti-ti and sh, using floor spots and pom pitch 'do' pitches through listening and repeating poms. back the singing names of a known song Reading and playing rhythm flashcards Singing various songs in a minor key (la featuring ta, ti-ti, sh and ta-a so do) also featuring high do.

Pulse and Rhythm

Pitch and Singing

Voice, Instrument and Ensemble

Using body percussion and instruments on the Being exposed to major 2nd intervals created in a do Responding immediately by stopping when there is a pulse to a range of new songs -re-mi round and recognizing this dissonant clash rhythmic aural cue.

Practicing the difference between pulse and Practice using the term pitch and highlighting the rhythm through alternating between stamping difference in pitches between the phrases and clapping Singing a song that features lines ending on re and do alternately, and practicing pitching these notes

Year 4 Glockenspiel

Developing inner hearing through the use of thinking voice in a known song Playing a do re mi song on the glockenspiel with increasing accuracy and playing this is a round

Singing a song that includes the full pentatonic, and Playing a song that emphasised the do mi interval (major using the singing names and hand sings, alternately 3rd) with pulse and thinking voice Playing a song that has phrases ending on re and do Recalling a song from the teacher singing this using alternately, and playing these back with increasing accuonly the toneset on the board and singing names. racy Singing back a song using the singing names, from the teacher using the toneset on the board, singing and following with increasing accuracy Using the toneset on the board to practice reading and singing songs including pitches do re mi fa

Playing a song that uses do-re-mi-fa pitches reading the toneset on the board whilst playing • - Exposed to playing a song that uses the full pentatonic scale, lead by the teacher in a call and response manor.

Pulse and Rhythm Focusing on the key word of 'pulse' Tapping the pulse on the hearts of the board in a 2/4 metre song Demonstrating understanding of the pulse through passing a beanbag around the circle on the pulse Focusing on the key word of 'rhythm'

Year 4 Reading Music

Learning the technical language to be able to describe rhythm Alternate between clapping the rhythm and stamping the pulse whilst moving around the room - later doing these simultaneously

Pitch and Singing

Voice, Instrument and Ensemble

Being presented with a one line and a two-line stave, with and without clef symbol

Listening, Moving and Creating

Putting certain words in a song Creating new words for an or rhyme into the thinking voice existing response as a solo in a while singing or passing a prop to passing game and song Noticing the difference of pitch at the end of a song the pulse higher -so and lower - do through use of thinking voice Playing a call and response drumming activity using drum Singing a song where actions align with the pitches of sticks that include tikitiki and tithe song tiki rhythms as well as quaver Recognizing singing names used across known songs rests (subconsciously) Recognising so, la and mi pitches in a new song and being able to recognize which of these pitches the teacher has stopped on in a game

Playing 2 note chords in a minor key along to a folk song

Playing a syncopated ostinato on Using human score to work out the pitches of a so mi the glockenspiel using la and so Notice moments in songs where the rhythm and pulse song (letter name D and C) are the same e.g. ta ! Clap and play the rhythm of a song featuring syncopa Reading pitches and rhythms of a so-mi and so-mi-la song on a one and then two line stave Using human score to work out the rhythm of a ta ti-ti song, playing and transcribing this ! Reading, Following the shape of the pitches (high and low) in a playing, clapping and saying 4- beat rhythm patsong using the full pentatonic scale, using the singing terns featuring ta, ti-ti, sh and ta-a with increasing names and hand signs accuracy as a solo and in groups. - the in sequence Singing a song in a minor key using the full pentawithout gaps in between patterns tonic toneset Memorizing 4 bar rhythm phrases Singing a song with dore-mi-fa-so toneset that emphasises this 5 note pattern up and down

Pulse and Rhythm

Playing a selection of 4- beat rhythm flashcards as ostinati whilst singing a known song, using percussion Focusing on the key term 'singing names' and learning technical language to describe this

Pitch and Singing

Singing a do-mi-so song with actions that follow the pitch on the body Focusing on the key word of 'pitch' through a variety of activities Focusing on the key term 'singing names' and learning technical language to describe this

Year 4

Developing understand of the relationship of pitches fa and mi and identifying the closeness of pitch

Making Music

Recognising a known so-mi song from a one line stave Using the toneset on the board to practice reading and singing a do-mi-so song Recalling a known song from the teacher using the toneset on the board or the singing names on their own, singing and following with increasing accuracy

Voice, Instrument and Ensemble

Listening, Moving and Creating

Inter-related Dimensions of Music

Develop inner hearing by putting certain word of a song into the thinking voice to highlight different pentatonic pitches

Using a defined repeating phrase structure, taken from a known song, to improvise a rhythm piece, in a small group

Presented with the term structure - the way a piece of music is built up

Working out the phrase Singing a song with complex actions structure of a known and movement, in pairs in 2 concen- rhyme or song, labelling tric circles each as A or B - both rhythmically and melodically, noticing where these are the same and different Singing a pentatonic song, splitting alternate lines between two groups, to discover the ABAC structure

Year 4 Painting with Sound

Pulse and Rhythm

Pitch and Singing

Singing a new song with ostinato on percussion featuring ta and ti-ti

Singing a folk song that reinforces do-mi-so-la pattern and mi-re-do

Voice, Instrument and Ensemble

Practice playing own 4- beat rhythm, simultaneously, both in canon, and exploring Experiencing ta, ti-ti and Recalling a known dore-miplaying the rhythms ta-a through different so song, from the teacher without a pulse - in walking motions singing in sing names, and free time dictating the singing names that were used in the song Singing songs in to create a toneset on the thinking voice, showboard ing hand signs Singing a known song, to develop children's understand of and practice rhythm, rhythm names and singing names

Listening, Moving and Creating

Inter-related Dimensions of Music

Genres and World Music

Create a soundscape to a scenario, layer sounds as Developing a a class, using voice, instruments and known rhythm soundscape furpatterns - following visual cues from the leader ther using terraced dynamics Using the toneset from a known song (do-miso) to improvise a piece of music in groups following a Using hands, visual lead arms and scarfs to show musical Create new lyrics to fit into an existing song and sentence or melody phrases Practise reacting to musical phrases played by the teacher, showing both rhythm and pitch simultaneously

Listen to and discussing the rhythms of Gamelan music, how rhythms and pulse can be combines with rhythms that do not fit to a pulse to create an atmospheric moods

Reacting to live music, listening for 1, 2 or more lines played at the same time, and responding accordingly Practise increasing awareness of tempo, pulse and phrases through movement to live music with increasing complexity in different metres Improvising movement and creating a visual display of what is heard

Listen to, move to and discuss various pieces of recorded music, imagining the narrative to the pieces, including orchestral, programmatic, incidental and pop rock music

Pulse and Rhythm

Pitch and Singing

Focusing on the key word of 'pulse' through a Focusing on the key word of 'pitch' variety of activities through a variety of activities

Year 4 The Elements of Music

Learning rhymes and songs featuring tiki-tiki, Learning a call and response song with using thinking voices and actions that follow actions - Singing the singing names with the rhythm, preparing to learn about this hand signs, to a pentatonic song, with rhythm name - Noticing moments in songs increasing confidence and accuracy - Sing where the rhythm and pulse are the same a call and response song featuring low so. e.g. ta - Developing a known rhyme into a 2 Recalling a song through reading the or 3 part round using percussion - Focusing rhythm solfa on the board - Develop their on the term 'rhythm' and becoming increasunderstanding of the stave, using a one ing confident at describing this - Working out line stave to learn about playing in differthe rhythm of the response to a new song ent key signatures using floor spots and pompoms - Learning a song featuring both simple time and 3/4 time and developing their understanding of metre through use of floor spots - Children presented with key term 'metre' and exploring through song Reading a selection of 4-beat rhythms from a rhythm clock on the board - playing and clapping these rhythms with increasing confidence

Voice, Instrument and Ensemble

Inter-related Dimensions of Music

Singing a traditional Ghanaian song with Children choosing the tempo or a circle game that includes passing drums dynamic for a song and leading the sticks class Learning a tongue twister with clapping on specific words, clapping on off beat and syncopated rhythms, also using thinking voice Children taking turns at singing the call in a call and response song

Year 5 - Music Progression of Skills Pulse and Rhythm

Pitch and Singing

Practicing pulse vs. rhythm in known songs and rhymes, with increasing accuracy

Singing a song that reinforces the correct pitching of so la interval

Singing songs featuring titiki and syncopa

Year 5 Glockenspiel

Voice, Instrument and Ensemble

Genres and World Music

Working together to perform more complex actions to Learning folk songs from the rhymes and songs, including passing drumsticks on USA and Japan the pulse, and performing rhythms and actions according to the phrase Practise a so mi song on the glockenspiel, with additional ensemble parts, including untuned percussion, bass line and simple chord parts - all with increasing accuracy Learning and performing two differing responses to a call in a song, featuring full pentatonic, and performing in pairs Playing tonic drone in a minor key on the

Pulse and Rhythm

Pitch and Singing Voice, Instrument and Listening, Moving and Creating Ensemble

Presented with the idea of time signatures includ- Singing a song that uses Practise playing tonic pedal on ing compound time the full pentatonic scale, the glockenspiel to a 6/8 metre using actions that follow song, in small groups Presented with rhythm pattern syncopa. the pitch, singing names Presented with the concept of bar lines in stave and moving the starting notation, working out bar line positions to known pitch to experience different melodies keys.

Year 5 Percussion and Rhythm

Presented with and playing flashcards in multiple Recognise the singing names time signatures for a song and use these Step the pulse whilst identifying and clapping the straight away rhythm to a newly learnt song Use pom poms on floor spots to transcribe the rhythm of a phrase Recognise the strong beat in a variety of songs

Read flashcards that feature rhythms from known songs, playing these songs individually and as a class Reading a selection of 4-beat rhythms from a rhythm clock with increasing accuracy, using instruments, speaking and thinking voice.

Identify and find rhythms that the teacher has played Reinforce 2/4, 3/4, 4/4 and 6/8 metre by playing a passing and counting game

Listening for a signal rhythm and stopping, as part of a game Recognizing the difference between compound and simple time and showing through movement Create 4-beat action routines, to fit to a 4/4 metre song

Pulse and Rhythm

Voice, Instrument and Ensemble

Listening, Moving and Creating

Presented with tiki-tiki rhythm Learning more complex glockenspiel Recognizing and demonstrating an underthrough known song using floor spots parts, accompanied by untuned standing of the form of a classical piece, and pom poms and recognizing this percussion and movement to a through changing movements and actions on a a recorded piece record piece different sections

Year 5 Exploring Classical Music

Present titiki rhythm through a Learning to play the opening sec- Recognizing and working out rhythm names singing game and using pom poms to tion of a piece using un-tuned of an ostinato in a recorded piece, and playshow the rhythm percussion through call and reing this along sponse, rhythm names and Presented with ta-iti (dotted crotchrhythm symbols on the board. et, quaver) rhythm through known Playing this along to the track song Learning phrases from a classical Presented with concept of and 'up piece on the glockenspiel, with beat' (anacrusis) through hearts on each line divided between 4 groups the board and floor spots - playing these in turn to build Children helping to transcribe the the piece rhythms of sections of recorded pieces, on the whiteboard using heartbeats and floor spots Developing understanding of tikitiki through use of human score

Inter-related Dimensions of Music

Genres and World Music

Using hands, arms and scarfs to show musical sentence or phrases

• Exploring 3 orchestral piece - 'Radetzky March', 'The Good, the Bad and the Ugly' and 'Hoedown' and exploring different melodic and rhythmic elements through ensemble work

Pulse and Rhythm

Year 5 Exploring Musical Notation

Pitch and Singing Voice, Instrument and Ensemble

Listening, Moving and Creating

Inter-related Dimensions of Music

Using bodies, instruments and props to gain an in depth understanding of the rhythm of a known song

Focusing on the key term 'singing names' and developing the language around explaining this

Singing a known song in a two or Using a defined repeating phrase structure, Working out the structure of a three part round, starting canon taken from a known song, to improvise a known rhyme by working out after one beat rhythm piece, in a small group the rhythm names using floor spots

Playing a selection of 4- beat rhythm flashcards as ostinati whilst singing a known song, using percussion

Recognizing singing name pitches and remembering known songs that these singing names are used in

Demonstrating knowledge of rhythm structures by exploring the rhythm structure and melodic structure of a known song, taking turns to play each phrase on percussion or glockenspiels.

Focusing on key term 'rhythm Naming the singing names names' and building language to used in a do-remi-fa-so discuss and describe this. Work- song and showing hand ing out a ta-iti rhythm from a signs known song using floor spots Reading a known song from Transcribing the rhythm of a one and then a two line known songs with increasing stave, without a clef and speed and accuracy with.

Playing rhythm flashcards solo, Singing back from a toneset as part of a 4 child cycle of on the board with increasrhythms with increasing complex ing accuracy rhythms, including new rhythms Building knowledge of stave tiki-tiki and syncopa notation through translatMemorising 4 bar phrases of ing singing names and flashcards toneset onto a stave, as a class

Focusing on the key term 'structure' and further developing language to describe and discuss this Comparing rhythm and melody structure of known songs, and notice and describe differences Using hands, arms and scarfs to discuss and deepen the understanding of musical sentence or phrases

Pulse and Rhythm

Year 5 Exploring Pop Music

Pitch and Singing

Voice, Instrument and Ensemble

Pulse vs. rhythm with increasing accuracy, working as a Singing a song with a melody that is based on Learning about various pop instruments group to play rhythm at the sametime as stamping the the blues scale (including flat 3rd and 7th - acoustic and electric guitar, bass pulse degrees) and performing as a round guitar, drums, brass and lead/backing singers as used in pop music, through Discovering and exploring 'offbeat' through a known song video presentations and discussion and stick passing game, and using clicking on the offbeat as an accompaniment to a blues style song Playing a minor melody (G minor) featuring laso-mi on the glockenspiel, as Recognising and understanding syncopa rhythms with a response in a call and response song, increasing confidence, through a known song. Transcribas a group and solo as part of a game. ing and exploring the use of syncopa in popular music Playing a bass line (do fa so / I IV V) and a dominant pedal along to a popular song, featuring syncopa-a rhythm on the glockenspiel in two or three groups

Genres and World Music Exploring 2 pieces of popular music from different era's Twist and Shout (Beatles) and Reach (S Club 7).

Exploring rhythmic and melodic devices used, through playing along to the track, ensemble work and discussion.

Pulse and Rhythm Presented with timki rhythm name Learning ostinatos featuring ta, ta-a, titi and tiki-tiki and using body percussion and glockenspiels Playing a body percussion rhythmm part featuring titi against a sung melody featuring syncopa

Year 5

Music Around the World

Playing a rhythmic accompaniment in two parts featuring syncopa to a song

Practicing tiki-tiki rhythm names.

Pitch and Singing

Voice, Instrument and Ensemble

Genres and World Music

Recognising hand signs to a full pentatonic song and singing the song using the hand signs and singing names

Singing a song in a minor key featuring three part counterpoint using actions to show the rhythm and the pulse

Learning songs from around the world including USA, Israel, Hawaii, Ghana, Kenya, New Zealand and other parts of Polynesia

Using a human score to notate the pitches of a so mi do song Playing multiple glockenspiel, percussion Learning a Polynesian folk Song and body percussion parts to a song as (Maori) and learning about tradiSinging two American folk songs as partner an ensemble featuring off beat tional Raku sticks that would be used songs and then as a round with increasing rhythms complexity and accuracy including body percussion actions Working together as a class to sing and play partner songs with actions Singing a traditional Hawaiian song in a with increasing complexity and accutwo or three part round that creates a maracy in a circle game jor second interval Playing an ostinato using a two note Singing a song in a minor key that features chord on the glockenspiel whilst singing la ti do re and mi a known song Playing accompaniment parts to a known song

Year 6 - Music Progression of Skills Pulse and Rhythm Singing a song

Pitch and Singing

Showing solfa hand signs with increasing accuracy to a so-mi-do Practicing a known song feasong featuring more complex dotturing both 2/4 and 3/4 time ted rhythms and a fast moving and developing their undermelody standing of metre through actions

Year 6 Glockenspiel

Recognising three different rhythm patterns within a song using body percussion, sign language and instruments Recognising syncopa and shh rhythms from a known song and playing this on the glockenspiel Reading and playing 4- beat rhythm flashcards, with increasingly complex rhythms of, ta, titi, tikitiki, titiki and sh both in small groups and individually

Voice, Instrument and Inter-related Ensemble Dimensions of Music Singing a known song with singing names and rhythm names, with increasing accuracy

Genres and World Music

Further developing an underDiscovering music standing of structure through from Japan, Africa singing and playing (glockenspiel) and the Caribbean known songs, with groups singing through learning Playing a Japanese drum stick each phrase, to identify and them on the glockenactivity, featuring tiki-tiki, titiki highlight the structure, e.g. spiel and tiki-ti rhythms with increasABAC. ing confidence and musical expression, a group Playing a minor song on the glockenspiel featuring high do, as a call a response activity Noticing the AABA structure of known song and playing it in pairs and in two groups according to the structure Playing a do-mi-so song featuring dotted rhythms on the glockenspiel Playing full pentatonic song on the glockenspiel with increasing fluency

Pulse and Rhythm Presented with 6/8 metre flash cards and reading these rhythms using substitute words for the patterns titi-ti, ta-ti and ta.

Learn about 6/8 time, Focusing on pulse within a 6/8 metre song with actions

Year 6

Percussion and Rhythm

Voice, Instrument and Ensemble Learning a rhyme in 6/8 metre Performing a 6/8 metre rhyme as a class ensemble using un-tuned percussion with parts on; the pulse, rhythm, strong beat and a long sustained note

Responding to a leader (first a teacher and then a child) by playing immediately when given a musical Demonstrate knowledge of rhythm vs pulse by performing with signal a partner Develop understanding of the difference between simple and compound time, by comparing the pulse of new songs Counting odd metre bars as part of a chanting activity Identifying a known song by hearing the rhythm only, recognise points where pulse and rhythm are the same Reading rhythm flashcards featuring; syncopa, and multiple time signatures (3/4, 6/8, 2/4 and 4/4) with increasing fluency, memorising and saying the rhythm Memorising and performing a 4 bar, 4/4 rhythm on percussion Playing a rhythm cycle together in a group of 8, with one 4beat rhythm each

Listening, Creating and Music Composing 4 and 8- beat patterns, using a human score, with each children creating one beat of the pattern Improvising a spoken response, using creative language, in a 6/8 metre song and rhyme Recognising the difference between multiple time signature and showing through movement

Pulse and Rhythm Playing syncopa ostinato to a known song

Year 6

Exploring Classical Music

Pitch and Singing

Voice, Instrument and Ensemble

Genres and World Music

Presented with a orchestral score, and Singing a song focussing on the identifying rhythms that they already rhythm tiki-tiki with children tapping know. Then reading a simplified score, this featuring ta titi rhythms and syncopata.

Revisiting an activity from last year, learning more complex glockenspiel parts, accompanied by untuned percussion and movement to a record piece, with increasing fluency

Learning about the Juba Dance from West Africa, and the percussive rhythms and body movements that influence Price's symphony

Children, in turn, clapping and playing one of three patterns around the circle, along to a recorded piece Playing as an ensemble, with various parts; strong beats on glockenspiels, featuring do-re-fa-la at different moments throughout the piece, reflecting the harmony Learning phrases from a classical piece on the glockenspiel, with each line divided between 4 groups - playing these in turn to build the piece, playing with increasing fluency

Revisiting 'The Good, the Bad and the Ugly' and 'Hoedown' from ECM1 and exploring 2 new orchestral pieces - ' Symphony No. 1 in E minor' (Price) and 'Doctor Who Theme' (Derbyshire) exploring different melodic and rhythmic elements through ensemble work.

Pulse and Rhythm

Year 6 Composition

Pitch and Singing

Voice, Instrument and Ensemble

Listening, Moving and Creating

Listening for and recog- Quickly recognising the tone nising specific 4 beat set of a known song rhythms played amongst Recognising different pitch others as part of a game 'hights' through use of acPractising the difference tions that follow the pitches between ta titi and tiki- of a pentatonic song tiki rhythms using acUsing a so mi do tone set to tions and body percussion practise reading pitches at Practising ta-a-a different hights on a stave

Practise performing own Creating rhythm compositions by comcompositions as part of a bining 4 beat rhythm patterns and group to the rest of the performing in groups class Creating melodic compositions using Using a djembe to acdefined tone sets on the glockenspiel company a folk song Creating as a class a piece of music featuring percussion and glockenspiel and sound effects to represent a different city theme

Practising ta, titi and ta Using rhythm solfa to notate -a through different group compositions and perwalking motions forming from this notation

Practising leading the class in a call and response rhythm activity, improvising 4 beat rhythm patterns

Using rhythm notation to Learning a song in a pentacompose rhythm pieces tonic minor scale with a more complex melody and Reading, saying and wider vocal range playing flashcards of increasing complexity Practicing a tongue twister along to a recorded per- with clapping on specific cussion loop words, clapping on off beat and syncopated rhythms, also using thinking voice

Listening with attention to detail and developing ability to follow a leader while maintaining a steady pulse

Singing in two parts. Singing a single pitch ostinato part accompanying a song melody

Practising the ability to react using different parts of the body to an aural signal

Inter-related Dimensions of Music

Genres and World Music

Experience internalising the pulse to recognise structure

Exploring the instrumentation and musical structure of 'Rhapsody in Blue' through use of movement and props Exploring the musical structure and melodic phrasing of 'Russian Dance' by Tchaikovsky using scarves

Pulse and Rhythm

Pitch and Singing

Voice, Instrument and Ensemble

Listening, Moving and Creating

Inter-related Dimensions of Music

Genres and World Music

Developing aural memory through following a leader and singing assigned pitches Learning a song in 12/8 as part of an improvisation time whilst passing the activity in small groups pulse around the circle (Human Glockenspiel) Presented with and creUsing hand signs and singing ating an ostinato in 12/8 names in a minor song with time to a recorded piece increasing accuracy Learning titiki rhythm Singing a minor song with through use of a known increasing accuracy song and floor spots

Recreating a TV theme tune as a class playing different parts on Glockenspiels and untuned percussion featuring melody and accompaniment parts

Composing TV jingle style music using glockenspiels and percussion

Compare the use of dynamics, texture and tempo in two versions of the same TV theme

Learning about the use of music in TV advertising discussing the effective use of melody and rhythm

Singing songs in 6/8 time

Year 6 Music for Film and TV

Devising underscore music and foley for a film clip as a class

Creating as a class a piece of music featuring percussion and glockenspiel and sound effects to represent a city theme Creating foley sounds along to an animated clip using tuned and untuned percussion

Experiment with adapting a known TV Experimenting with layertheme by changing elements such as ing parts and instrudynamics, musical structure and mements lodic structure to create different moods Practise playing a solo Creating new body percussion actions to response in a call and a known song and performing using response song in a minor 'thinking voice' key Improvising underscore music to an Playing the glockenspiel animated clip using so mi do toneset expressively and with Experimenting with sounds and instruincreasing accuracy to ments to create different moods accompany a film clip Identifying unusual sounds and their origins in an activity exploring foley

Exploring the evolution of a TV theme tune 'Dr Who' through the ages Exploring the art of foley and its use in film and TV Exploring film music and the differences between underscore and source music