Trips: Ravenscourt Arts School
The Southfield Musician
Enrichment experiences: Choir
Instrumental Lessons
Winter Production
Summer Production
Chiswick Perform W4 Scholarships
Music Assemblies
Skills:
use voices expressively and creatively by singing songs and speaking chants and rhymes
play tuned and untuned 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 interrelated dimensions of music
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 interrelated 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.
Knowledge:
to know and understand timbre and how to create it
to know what texture in music means
to recognise different song structures
to know and understand a range of musical notation
to know and understand pitch and how to adapt melodies
to know that different notes have different durations
to know and understand dynamics such as crescendos and diminuendos
to know and understand the meaning and application of tempo to a piece of music
Reception
Tempo, Speed, Djembe, Beat, Pulse, Teamwork. Singing, Breath, Breathe, Standing, Call and Response, Voice, Song, Posture, Echo, Repeat, Lyrics, Words.
Song, Voice, Singing, Feeling, Speed, Volume, Sound, Hear, Listen
Song, Performing, Solo, Duet, Singing, Voice, Audience, Stage, Introduction, Verse, Unison. Glockenspiel, Notes, Scale, Rhythm, Melody, Pulse, Teamwork, Performance, Confidence.
Conductor, Musician, Orchestra, Baton, Opera, Volume, Speed, Voice, Solo, Duet, Performance.
Year 1
Tempo, Dynamic, Djembe, Goblet Drum, Bass, Tone, Slap, Rhythm, Pulse, Beat, Improvise, Solo.
Boomwhacker, Octavator, Pitch, Melody, Chords, Solfège, Notation, Roll, Twelve-bar blues.
Instrument, Pitch, Timbre, Orchestra, Big Band, Melody, Rhythm, Beat, Composer, Call and Response, Musical Ear, Crotchet, Minim, Quaver
Rhythm, Crotchet, Minim, Semibreve, Popular Music, Composition, Confidence, Melody, Practice, Musician, Duet
Soundscape, Melody, Word board, Rhyme, Structure, Repetition, Percussion, Instrumental, Lyrics, Theme, Glockenspiel, Rewriting.
Breathing, Diaphragm, Posture, Diction, Call and Response, Scales, Movement, Pitch
Year 2
Tempo, Dynamic, Djembe, Goblet
Drum, Bass, Tone, Slap, Rhythm, Pulse, Beat, Improvise, Solo.
Boomwhacker, Octavator, Pitch, Melody, Chords, Solfège, Notation, Roll, Twelve-bar blues.
Instrument, Pitch, Timbre, Orchestra, Big Band, Melody, Rhythm, Beat, Composer, Call and Response, Musical
Ear, Crotchet, Minim, Quaver
Rhythm, Crotchet, Minim, Semibreve, Popular Music, Composition, Confidence, Melody, Practice, Musician, Duet
Soundscape, Melody, Word board, Rhyme, Structure, Repetition, Percussion, Instrumental, Lyrics, Theme, Glockenspiel, Rewriting.
Breathing, Diaphragm, Posture, Diction, Call and Response, Scales, Movement, Pitch
Vocabulary
Year 3
Tempo, Dynamic, Djembe, Goblet Drum, Bass, Tone, Slap, Rhythm, Pulse, Beat, Improvise, Solo, BPM, Polyrhythm.
Boomwhackers, Pitch, Solfège, Rhythm, Notation, Stave, Quavers, Crotchet, Minims, Octavator, Octaves, Two-part harmony, Melody.
Chords, Scale, Root note, Octave, Dexterity, Notation, Hook, Melody, Major, Minor, Treble Clef, Tones, Semitones, Unison, Crotchet, Quaver, Minim, BPM, Metronome, Stepwise motion Clef, Stave, Crotchet, Minim, Semibreve, Treble, Bass, Compose, Tempo, Dynamics, Drone, Melody, Time Signature, Tempo Soundscape, Melody, Word board, Structure, Repetition, Percussion, Instrumental, Lyrics, Theme, Unison, Harmony, Call and Response, Question and Answer, Chorus, Verse.
Warm-up, Vocal cords, Cool down, Pitch, Pitch match, Dynamics, Phrasing, Diction, Characterisation.
Year 4
Tempo, Dynamic, Djembe, Goblet Drum, Bass, Tone, Slap, Rhythm, Pulse, Beat, Improvise, Solo, BPM, Polyrhythm.
Boomwhackers, Pitch, Solfège, Rhythm, Notation, Stave, Quavers, Crotchet, Minims, Octavator, Octaves, Two-part harmony, Melody.
Chords, Scale, Root note, Octave, Dexterity, Notation, Hook, Melody, Major, Minor, Treble Clef, Tones, Semitones, Unison, Crotchet, Quaver, Minim, BPM, Metronome, Stepwise motion
Clef, Stave, Crotchet, Minim, Semibreve, Treble, Bass, Compose, Tempo, Dynamics, Drone, Melody, Time Signature, Tempo Soundscape, Melody, Word board, Structure, Repetition, Percussion, Instrumental, Lyrics, Theme, Unison, Harmony, Call and Response, Question and Answer, Chorus, Verse.
Warm-up, Vocal cords, Cool down, Pitch, Pitch match, Dynamics, Phrasing, Diction, Characterisation.
Year 5
Tempo, Dynamic, Djembe, Goblet Drum, Bass, Tone, Slap, Rhythm, Pulse, Beat, Improvise, Solo, BPM, Polyrhythm.
Boomwhackers, Pitch, Solfège, Rhythm, Notation, Stave, Quavers, Crotchet, Minims, Octavator, Octaves, Two-part harmony, Melody. Chords, Scale, Root note, Octave, Dexterity, Notation, Hook, Melody, Major, Minor, Treble
Clef, Tones, Semitones, Unison, Crotchet, Quaver, Minim, BPM, Metronome, Stepwise motion
Clef, Stave, Crotchet, Minim, Semibreve, Treble, Bass, Compose, Tempo, Dynamics, Drone, Melody, Time Signature, Tempo Soundscape, Melody, Word board, Structure, Repetition, Percussion, Instrumental, Lyrics, Theme, Unison, Harmony, Call and Response, Question and Answer, Chorus, Verse. Warm-up, Vocal cords, Cool down, Pitch, Pitch
Year 6
Tempo, Dynamic, Djembe, Goblet Drum, Bass, Tone, Slap, Rhythm, Pulse, Beat, Improvise, Solo, BPM, Polyrhythm. Boomwhackers, Pitch, Solfège, Rhythm, Notation, Stave, Quavers, Crotchet, Minims, Octavator, Octaves, Twopart harmony, Melody. Chords, Scale, Root note, Octave, Dexterity, Notation, Hook, Melody, Major, Minor, Treble Clef, Tones, Semitones, Unison, Crotchet, Quaver, Minim, BPM, Metronome, Stepwise motion
Clef, Stave, Crotchet, Minim, Semibreve, Treble, Bass, Compose, Tempo, Dynamics, Drone, Melody, Time Signature, Tempo
Soundscape, Melody, Word board, Structure, Repetition, Percussion, Instrumental, Lyrics, Theme, Unison, Harmony, Call and Response, Question and Answer, Chorus, Verse. Warm-up, Vocal cords, Cool down, Pitch, Pitch match, Dynamics, Phrasing, Diction,
match, Dynamics, Phrasing, Diction, Characterisation.
Characterisation.
Reception:
Winter Production
Summer Production
Rhymes and Songs
Year 1:
Instrumental Lessons
Winter Production
Summer Production
Music Assemblies
Enrichment experiences
Year 2:
Instrumental Lessons
Winter Production
Summer Production
Music Assemblies
Year 3: Choir
Instrumental Lessons
Winter Production
Summer Production
Music Assemblies
Year 4: Choir
Instrumental Lessons
Winter Production
Summer Production
Music Assemblies
Year 5: Choir
Instrumental Lessons
Winter Production
Summer Production
Music Assemblies
Year 6: Choir
Instrumental Lessons
Winter Production
Summer Production
Music Assemblies
Reception:
Early Learning
Goals:
African Drumming
Introduction to the Djembe
Call and Response
Playing in Time
Teamwork Dynamics
Tempo
Performing
Singing Level 1:
Warming up
Posture
Breathing
Volume control
Call and Response
Singing with actions
Year 1:
African Drumming
Introduction to the Djembe
Basic Rhythms
Confidence in Performance
Aural Memory and Recognising Sounds
Duets and Trios
Polyrhythms Technique
Boomwhackers
Introduction
Beginner songs
Techniques
Sight reading Chords
Listening
Performing
Year 2:
African Drumming
Introduction to the Djembe
Basic Rhythms
Confidence in Performance
Aural Memory and Recognising Sounds
Duets and Trios
Polyrhythms Technique
Boomwhackers
Introduction
Beginner songs Techniques
Sight reading Chords
Listening
Performing
Knowledge
Year 3: African Drumming Where in the World Language and Basic Rhythms
Listening, and Call and Response
Myths, Legends, and Confidence in Performance
Traditions, Aural Memory, and Recognising Sounds
Duets and Trios
Polyrhythms
Boomwhackers
Introduction Technique
Chords Rhythm
Year 4: African Drumming Where in the World Language and Basic Rhythms
Listening, and Call and Response
Myths, Legends, and Confidence in Performance
Traditions, Aural Memory, and Recognising Sounds
Duets and Trios
Polyrhythms
Boomwhackers
Introduction Technique
Chords Rhythm
Year 5: African Drumming Where in the World Language and Basic Rhythms
Listening, and Call and Response
Myths, Legends, and Confidence in Performance
Traditions, Aural Memory, and Recognising Sounds
Duets and Trios
Polyrhythms
Boomwhackers
Introduction Technique
Chords Rhythm
Conducting
Advanced Technique
Year 6: African Drumming Where in the World Language and Basic Rhythms
Listening, and Call and Response
Myths, Legends, and Confidence in Performance
Traditions, Aural Memory, and Recognising Sounds
Duets and Trios
Polyrhythms
Boomwhackers
Introduction Technique
Chords Rhythm
Conducting Advanced Technique
Singing Level 2:
Creating feeling
Evaluating each other
Improving posture
Changing tempo
Changing volume
Clarity
Using different sounds to sing
Singing Level 3: Learning songs with sections
Maintaining energy
Duets
Solos
Stage performances
Supporting on stage
Glockenspiels:
Introduction
Notation
Scales
Rhythm and teamwork
Rhythm and intervals
Rhythm and tempo
Performing
Singing Level 4: Recap L1 – 3
Conductors
Becoming a conductor
Understanding speed
Understanding volume
Changing voices
Performing different roles
Music Theory (keyboards) Level 1
Introduction
Learning the instrument
Beat and rhythm
Rhythmic notation
Keyboard pitch
Music melodies
Performing Keyboards:
Introducing C,D,E
Notes and Beats
Introducing E,F,G,A,B
Pop music
Creating melodies
Performance and confidence
Nursery Rhyme Duets
Glockenspiels: (Level 1)
Soundscapes
Body percussion
Using video to create music
Word boards for writing songs
Writing songs
Re-writing songs
Singing: (Level 1)
Warming up and cooling down
Breathing
Posture
Music Theory (keyboards) Level 2
Introduction Learning the instrument
Beat and rhythm
Rhythmic notation
Keyboard pitch
Music melodies
Performing
Keyboards:
Introducing C,D,E
Notes and Beats
Introducing E,F,G,A,B
Pop music
Creating melodies
Performance and confidence
Nursery Rhyme Duets
Glockenspiels: (Level 2)
Soundscapes
Body percussion
Using video to create music
Word boards for writing songs
Writing songs
Re-writing songs
Singing: (Level 2)
Pitch
Pitch range Dynamics
Crescendos and
Conducting Advanced Technique
Music Theory (keyboards)
Level 1
Basic skills
Stave notation
Stave structure
Melodies in music
Accompaniments
Expression in music
History of music
Keyboards: Correct finger use
Treble clef stave
Bass clef stave
Using two hands
Beats and keeping time
Composing melodies
Glockenspiels: (Level 1)
Songwriting
Plagiarism
Graphic scores
Target markets
Writing lyrics
Improving compositions
Evaluating writing
Singing: (Level 1)
Warming up and cooling down
Posture
Breathing
Characterisation
Recognising beat
Conducting Advanced Technique
Music Theory (keyboards)
Level 2
Basic skills
Stave notation
Stave structure
Melodies in music
Accompaniments
Expression in music
History of music
Keyboards:
Correct finger use
Treble clef stave
Bass clef stave
Using two hands
Beats and keeping time
Composing melodies
Glockenspiels: (Level 2)
Music for moving images
Soundtracks
Word painting
Leitmotifs
Word boards
Musical briefs
Singing: (Level 2)
Rounds
Time signatures
Diction
Role of a conductor
Harmony Range classifications
Vocal registers
Music Theory (keyboards)
Level 3
Basic skills
Stave notation
Stave structure
Melodies in music
Accompaniments
Expression in music
History of music
Keyboards:
Correct finger use
Treble clef stave
Bass clef stave
Using two hands
Beats and keeping time
Composing melodies
Glockenspiels:
(Level 3)
Analysing music and poetry
Story to music
Writing words to melody
Lyrical songs and rap music
Writing own songs
Building lyrical content
Evaluate and edit composition
Singing: (Level 3)
Warm ups Rounds 3 part harmonies
Breathing and posture
Dynamics in music
Chord construction
Phrasing and pitch
Music Theory (keyboards)
Level 4
Basic skills
Stave notation
Stave structure
Melodies in music
Accompaniments
Expression in music
History of music
Keyboards:
Correct finger use
Treble clef stave
Bass clef stave
Using two hands
Beats and keeping time
Composing melodies
Glockenspiels: (Level 4)
Writing for an audience
Technology when producing
Process of releasing songs
Musical artwork
Record labels
Distributing music
Press releases
Singing: (Level 4)
Singing in unison
Canon songs
Harmonic progression
Building a choir
Understanding soloists
Harmonies
Stage etiquette
Reception:
Listening: 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
Year 1:
Listening: 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).
Year 2:
Listening: 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: 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.
Skills
Year 3:
Listening:
Discussing the stylistic features of different genres, styles and traditions of music using musical vocabulary Understanding that music from different parts of the world has different features. Recognising and explaining the changes within a piece of music using musical vocabulary. Describing the timbre, dynamic, and textural details of a piece of music, both verbally, and through movement. Beginning to show an awareness of metre. Beginning to use musical vocabulary (related to the inter-related dimensions of music) when discussing improvements to their own and others’ work.
Composing: Composing a piece of music
Year 4:
Listening: Recognising the use and development of motifs in music. Identifying gradual dynamic and tempo changes within a piece of music.
Recognising and discussing the stylistic features of different genres, styles and traditions of music using musical vocabulary
Identifying common features between different genres, styles and traditions of music. Recognising, naming and explaining the effect of the interrelated dimensions of music.
Identifying scaled dynamics (crescendo/decrescendo) within a piece of music. Using musical vocabulary to discuss the purpose of a piece of music. Using musical vocabulary
Year 5:
Listening:
Recognising and confidently discussing the stylistic features of different genres, styles and traditions of music using musical vocabulary. Representing the features of a piece of music using graphic notation, and colours, justifying their choices with reference to musical vocabulary. Comparing, discussing and evaluating music using detailed musical vocabulary. Developing confidence in using detailed musical vocabulary (related to the inter-related dimensions of music) to discuss and evaluate their own and others’ work.
Composing: Composing a detailed piece
Year 6:
Listening:
Discussing musical eras in context, identifying how they have influenced each other, and discussing the impact of different composers on the development of musical styles. Recognising and confidently discussing the stylistic features of music and relating it to other aspects of the Arts (Pop art, Film music). Representing changes in pitch, dynamics and texture using graphic notation, justifying their choices with reference to musical vocabulary. Identifying the way that features of a song can complement one another to create a coherent overall effect.
Use musical vocabulary correctly when describing
Call
diminuendos Tempo
Performing Dynamics Phrasing
Diction
and response Singing scales Movement and singing
Songs in other languages
lyrics. Understanding that different instruments make different sounds and grouping them accordingly
Composing: 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.
Performing: Using their voices to join in with wellknown songs from memory.
Remembering and maintaining their role within a group performance. Moving to music with instruction to perform actions. Participating in performances to a small audience. Stopping and starting playing at
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. Creating a simple graphic score to represent a composition. Beginning to make improvements to their work as suggested by the teacher.
Performing: Using their voices expressively to speak
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.
in a given style with voices and instruments
Performing:
Using their voices expressively when singing, including the use of basic dynamics (loud and quiet). Singing short songs from memory, with melodic and rhythmic accuracy. Copying longer rhythmic patterns on untuned percussion instruments, keeping a steady pulse. Performing expressively using dynamics and timbre to alter sounds as appropriate. Singing back short melodic patterns by ear and playing short melodic patterns from letter notation.
Combining melodies and rhythms to compose a multilayered composition in a given style (pentatonic). Using letter name and rhythmic notation (graphic or staff), and key musical vocabulary to label and record their compositions. Suggesting and implementing improvements to their own work, using musical vocabulary.
(related to the inter-related dimensions of music) when discussing improvements to their own and others’ work.
of music from a given stimulus with voices, bodies and instruments
Improvising coherently within a given style.
and evaluating the features of a piece of music.
Performing: Singing songs in a variety of musical styles with accuracy and control, demonstrating developing vocal technique. Singing and playing in time with peers, with some degree of accuracy and awareness of their part in the group performance. Performing from basic staff notation, incorporating rhythm and pitch and being able to identify these symbols using musical terminology.
The History of Music (KS2):
Understanding that music from different times has different features.
Composing: Composing a coherent piece of music in a given style with voices, bodies and instruments. Beginning to improvise musically within a given style. Developing melodies using rhythmic variation, transposition, inversion, and looping. Creating a piece of music with at least four different layers and a clear structure. Using letter name, graphic and rhythmic notation and key musical vocabulary to label and record their compositions. Suggesting improvements to others’ work, using musical vocabulary.
Performing:
Singing longer songs in a variety of musical styles from memory, with accuracy, control, fluency and a developing sense of expression including control of subtle dynamic changes.
Singing and playing in time with peers with accuracy and awareness of their part in the group performance.
Combining rhythmic patterns (ostinato) into a multi-layered composition using all the inter-related dimensions of music to add musical interest.
Using staff notation to record rhythms and melodies.
Selecting, discussing and refining musical choices both alone and with others, using musical vocabulary with confidence.
Suggesting and demonstrating improvements to own and others’ work.
Evaluating how the venue, occasion and purpose affects the way a piece of music sounds.
Confidently using detailed musical vocabulary (related to the inter-related dimensions of music) to discuss and evaluate their own and others work.
Composing:
Improvising coherently and creatively within a given style, incorporating given features.
Performing:
Singing songs in two or more parts, in a variety of musical styles from memory, with accuracy, fluency, control and expression.
Working as a group to perform a piece of music, adjusting dynamics and pitch according to a graphic score, keeping in time with others and communicating with the group.
Performing with accuracy and fluency from graphic and
Composing a multi-layered piece of music from a given stimulus with voices, bodies and Instruments. Composing an original song, incorporating lyric writing, melody writing and the composition of accompanying features, within a given structure. Developing melodies using rhythmic variation, transposition and changes in dynamics, pitch and texture. Recording own composition using appropriate forms of notation and/or technology and incorporating.
the right time. and chant.
Singing short songs from memory, maintaining the overall shape of the melody and keeping in time.
Maintaining the pulse (play on the beat) using hands, and tuned and untuned instruments. Copying back short rhythmic and melodic phrases on percussion instruments. Responding to simple musical instructions such as tempo and dynamic changes as part of a class performance.
Performing from graphic notation.
Playing melody parts on tuned instruments with accuracy and control and developing instrumental technique. Playing syncopated rhythms with accuracy, control and fluency.
The History of Music (KS2): Recognising and discussing the stylistic features of different genres, styles and traditions of music using musical vocabulary.
simple staff notation. Playing a simple chord progression with accuracy and fluency.
The History of Music (KS2):
Confidently discussing the stylistic features of different genres, styles and traditions of music and explaining how these have developed over time.
Constructively critique their own and others’ work, using musical vocabulary. Performing: Singing songs in two or more secure parts from memory, with accuracy, fluency, control and expression. Working as a group to perform a piece of music, adjusting the interrelated dimensions of music as required, keeping in time with others and communicating with the group. Performing a solo or taking a leadership role within a performance. Performing with accuracy and fluency from graphic and staff notation and from their own notation. Performing by following a conductor’s cues and directions.
The History of Music (KS2): Discussing musical eras in context, identifying how they have influenced each other, and discussing the impact of different composers on the development of musical styles.