Throckley Primary School Music Overview
Early Years
Pulse
Keep a steady pulse in a group and be able to pick out two different tempos in a piece music. Djembe drums
Keep a steady pulse in a group and solo with musical accompaniment; demonstrate at least two different time signatures (3/4 and 4/4)
Listen to pieces of music and songs. Respond to what they have heard, expressing their thoughts and feelings.
Explore the different sounds that a selection of instruments make.
Remember and sing entire songs/ nursery rhymes.
Speed up and slow down the pace of the song/ nursery rhyme.
Listen and respond to instructions when using instruments.
Changing the dynamics (loud/quiet) and tempo (fast/slow).
Explore how music connects with different parts of a story or feeling and emotions.
Rhythm
Recognise and demonstrate one bar repetition using crotchets and quavers.
Follow, respond and play two bar repetition using crotchets, quavers and minims
Keep a steady pulse in a group and solo without musical accompaniment; demonstrate 2/4, 3/4 and 4/4 using at least 3 different tempos.
Follow, respond and play crotchets, quavers, minims, semi-breves, rests
On a tuned instrument, keep a steady pulse in: 2/4, 3/4 and 4/4 time signatures and using different tempos with other pupils playing another obstinate to accompany.
Follow, respond and play syncopation, dotted rhythms 2/4, 3/4, 4/4 tempo
On a tuned instrument, regularly and accurately perform pieces using at least three contrasting tempos and time signatures.
On an instrument: Play syncopation and dotted rhythms in 2/4, 3/4, 4/4 tempo.
Independently perform 2/4, 3/4, 4/4 at varied tempos Solo and in ensemble.
Perform on beat and syncopated rhythms within 2/4, 3/4 and 4/4 time signatures. Perform 4 bar phrases using crotchets, quavers, minims, dotted notes and related rests.
Melody
Active Listening & Appraising
Sing back short melodies that use two pitched notes and develop the concept of pattern work in music using rhythm grids.
Identify features of a range of high quality live and recorded music. Replicate basic rhythms (Supported in assemblies/classroom)
Play basic rhythms on un-tuned and tuned instruments and using body percussion, Djembe drums and repetition.
Performing
Sing back short melodies that use three pitched notes. Perform from rhythmic notation including crotchets and minims.
Identify where musical elements change and can replicate change in performance. (Supported in assemblies/classroom)
Play at least two bar phrases on un-tuned percussion and body percussion/ Djembe drums making use of simple dynamics.
Perform (sing/play) three notes from notation. Simple rhythms and rests.
Perform (sing/play) five notes from a pentatonic scale and up to four major/minor chords.
Perform (sing/play) 5-8 notes (or 4 chords). Capture in different formats for recreation.
Perform using an octave fluently. Perform (sing/play) a piece using repetition, mainly stepwise
Identify and describe musical features from different traditions. Sing/play back heard melodies.
Use tuned percussion. Melodic instruments Glockenspiel/keyboards/Gar ageBand and the voice to perform three note melodies and simple rhythms.
Compare pieces of music from different traditions that contain two or more different parts
Identify and perform syncopated rhythms. Understand why music uses syncopation.
Recognise three different tempos, key melody, instrument/typical genre and instruments. Styles of music. Mood and emotion.
Perform five note melodies (or up to 4 chords) and more complex rhythms.
Perform 5-8 notes or chord progressions (up to 2 chords per bar) and more complex rhythms on ukulele/glockenspiel/keyboards /GarageBand
Perform an octave range. Perform with accuracy and expression. Solo and as an ensemble Response to conductor. Different performance opportunities including a drum kit
Singing
Composition
Sing simple folk tunes using pentatonic scales in unison both with and without accompaniment or backing tracks. Respond to simple, visual cues/directions.
Improvise and understand the difference between simple rhythms and a pitch pattern on given stimuli e.g. rhythm/pitch grids.
Sing simple song and folk songs in rounds accurately with expression and following direction.
Sing songs and folk rounds whilst accompanied by ostinatos from the group.
Sing pieces in two parts that have contrasting melodies and counter melodies with a range of five notes
Sing 5-8 note ranges. Follow the contour of the melody and react to changes in pitch. To perform in turn, accurately and with expression. Perform in 2 part harmony in contrasting parts.
Sing musically within an octave and include extended harmony. Response to the performance direction of the piece e.g. phrasing.
Repeat basic longer rhythms from memory. At least 2 bars. Add imitations and rhythms.
Create basic three note tunes, simple rhythms using crotchets, quavers, minims and rests.
Create five notes tunes with more developed rhythmic patterns up to 4 bars.
Create a composition using between 5-8 notes. Up to a 4 bar melody using different tempos and time signatures. Include syncopation. Record compositions using GarageBand
Create extended pieces of music using 8 notes and a variety of rhythms, tempos and time signatures.