Throckley Primary School Music Overview Early Years
Year 1 Sing simple songs, chants and rhymes from memory
Autumn
Walk, move or clap a steady beat with others, changing the speed of the beat as the tempo of the music changes.
Year 2 Know the meaning of dynamics (loud/quiet) and tempo (fast/slow) and be able to demonstrate these when singing.
Sing a broadening range of unison songs of varying styles and structures within a pitch range of so-do
Understand that the speed of the beat can change, creating a faster or slower pace (tempo).
Year 2 – Singing using different dynamics
Year 1 – building on knowledge of tempo
Summer
Spring
Children experience music through EY Curriculum strand ‘expressive arts and design’.
• Nursery rhymes • Numeracy songs • Instruments within the provision • Call and response songs/clapping/commands • Children hold a paintbrush like a pencil (tripod grip).
Perform short copycat rhythm patterns accurately, led by the teacher.
Use body percussion, and instrument percussion to play repeated rhythm patterns.
Year 3
Talk about the music we listen to and begin to use musical vocabulary in the descriptions. Children will listen to and appraise different styles of world music.
Year 4 Continue to sing a broad range of unison songs with the range of an octave.
Year 5 Sing a broad range of songs from an extended repertoire with a sense of ensemble and performance. This should include observing phrasing, accurate pitching and appropriate style.
Extend improvisation skills through working in small groups to: • Create music with multiple sections that include repetition and contrast. • Use chord changes as part of an improvised sequence. • Extend improvised melodies beyond 8 beats, creating satisfying melodic shape.
Develop knowledge of musical components by composing music to create a specific mood, for example creating music to accompany a short film clip.
Experiment with using a wider range of dynamics, including very loud (fortissimo), very quiet (pianissimo), moderately loud (mezzo forte), and moderately quiet (mezzo piano). Continue this process in the composition tasks (Summer term).
Plan and compose an 8- or 16-beat melodic phrase using the pentatonic scale (e.g. C, D, E, G, A) Play this melody on available tuned percussion and/or instruments. Notate this melody.
Capture and record creative ideas using any of:
Compose melodies made from pairs of phrases in either C major or A minor. These melodies can be enhanced with rhythmic or chordal accompaniment.
Leavers assembly Perform a range of songs as a choir in school assemblies, school performance opportunities and to a wider audience.
Year 3 – Extending range from so-do to do-do Improvise within a limited range of pitch.
Combine known rhythmic notation with letter names. Create rising and falling phrases using three notes (do, re and mi). Introduce the stave, lines and spaces, and clef. Use dot notation to show higher or lower pitch.
Year 6
Play copycat rhythms, following a leader, and create rhythms for others to copy on untuned percussion. Year 1 – body percussion
Singing collectively and at the same pitch, responding to simple visual directions.
Recognise symbol (dots) notation and match it to 3note tunes played on tuned instruments, solo or in a group. Read and respond to chanted rhythm patterns, and represent them with symbols (dots, pictures)
Become more skilled in improvising (using voices, tuned and untuned percussion and instruments. Creating short ‘on-the-spot’ responses using a limited note-range. Year 2 – rhythm patterns Develop the ability to play tuned percussion instruments or a melodic instrument. Perform melodies following notation that is represented by symbols.
• • • • •
graphic symbols rhythm notation time signatures staff notation technology
Further understand the differences between semibreves, minims, crotchets and crotchet rests, paired quavers and semiquavers.