Music

In The Early Years the children will:

• Know many rhymes. 
• Remember and sing entire songs.
• Join in with class singing and chanting, including in front of others.
• Sing the pitch of a tone sung by another person “pitch match”.
• Create their own songs, or improvise a song around one they know.
• Play instruments with increasing control to express their feelings and ideas.
• Sing melodic shape (moving melody, such as up and down) of familiar songs.

In year 1 the children will learn:

Singing: Hey you!

• To confidently know and sing five songs from memory.
• To know that unison is everyone singing at the same time.
• Learn to find a comfortable singing position.
• Learn to start and stop singing when following a leader.

Recorders: Ho Ho Ho

• Learn the names of the notes in their instrumental part from memory or when written down.
• Learn the names of the instruments they are playing.

Compose: In the groove

• Everyone can compose.
• Help create three simple melodies with the Units using one, three or five different notes. Learn how the notes of the composition can be written down and changed if necessary.
• Everyone can improvise, and you can use one or two notes.
• Clap and Improvise – Listen and clap back, then listen and clap your own answer (rhythms of words).

 Sing: Zoo Time

• To confidently sing or rap five songs from memory and sing them in unison.
• Improvisation is about making up your own tunes on the spot.
• Learn about voices, singing notes of different pitches (high and low).

Glockenspiels: Your imagination

• Learn the names of the notes in their instrumental part from memory or when written down.
• Learn the names of the instruments they are playing.

Performance: Reflect, rewind and replay.

• A performance is sharing music with an audience.
• A performance can be a special occasion and involve a class, a year group or a whole school.
• An audience can include your parents and friends
• Choose a song they have learnt from the Scheme and perform it.
• They can add their ideas to the performance.
• Record the performance and say how they were feeling about it.

In year 2 the children learn:

Singing: Hey you!

• Songs include other ways of using the voice e.g. rapping (spoken word).
• To know why we need to warm up our voices. Learn about voices singing notes of different pitches (high and low).
• Learn that they can make different types of sounds with their voices –you can rap (spoken word with rhythm).

Recorders: Ho Ho Ho

• Treat instruments carefully and with respect.
• Play a tuned instrumental part with the song they perform.
• Learn to play an instrumental part that matches their musical challenge, using one of the differentiated parts (a one-note part, a simple part, medium part).
• Listen to and follow musical instructions from a leader.

Compose: In the groove

• Composing is like writing a story with music.
• Improvisation is making up your own tunes on the spot.
• When someone improvises, they make up their own tune that has never been heard before. It is not written down and belongs to them.
• Sing, Play and Improvise – Use voices and instruments, listen and sing back, then listen and play your own answer using one or two notes.

 Sing: Zoo Time

• Learn that they can make different types of sounds with their voices – you can rap or say words in rhythm.
• Learn to start and stop singing when following a leader.
• Sing, Play and Improvise – Use voices and instruments, listen and sing back, then listen and play your own answer using one or two notes.

Glockenspiels: Your imagination

• Treat instruments carefully and with respect.
• Play a tuned instrumental part with the song they perform.
• Learn to play an instrumental part that matches their musical challenge, using one of the differentiated parts (a one-note part, a simple part, medium part).
• Listen to and follow musical instructions from a leader.

Performance: Reflect, rewind and replay.

• A performance is sharing music with an audience.
• A performance can be a special occasion and involve a class, a year group or a whole school.
• An audience can include your parents and friends
• Choose a song they have learnt from the Scheme and perform it.
• They can add their ideas to the performance.
• Record the performance and say how they were feeling about it.

In year 3 the children learn:

Singing: Let your spirit fly.

• Singing in a group can be called a choir
• Leader or conductor: A person who the choir or group follow
• Songs can make you feel different things e.g. happy, energetic or sad
• To sing in unison and in simple two-parts.
• To demonstrate a good singing posture.
• To follow a leader when singing.

Glockenspiels: Stage 2.

• To know and be able to talk about:
• The instruments used in class glockenspiel.
• To identify C, D, E, +F notes.
• To rehearse and perform their part within the context of the Unit song.
• To listen to and follow musical instructions from a leader.

Compose: Three little birds.

• A composition: music that is created by you and kept in some way. It’s like writing a story. It can be played or performed again to your friends.
• Help create at least one simple melody using one, three or all five different notes.
• Talk about how it was created.

Sing: The dragon song.

• Singing in a group can be called a choir
• Leader or conductor: A person who the choir or group follow
• Songs can make you feel different things e.g. happy, energetic or sad
• To sing in unison and in simple two-parts.
• To demonstrate a good singing posture.
• To follow a leader when singing.

Recorders: Blackbird.

• To know and be able to talk about:
• The instruments used in class recorders.
• To identify C, D, E, +F notes.
• To rehearse and perform their part within the context of the Unit song.
• To listen to and follow musical instructions from a leader.

Performance: Reflect, rewind and replay.

• To know and be able to talk about:
• Performing is sharing music with other people, an audience
• A performance doesn’t have to be a drama! It can be to one person or to each other
• You need to know and have planned everything that will be performed
• You must sing or rap the words clearly and play with confidence
• To talk about the best place to be when performing and how to stand or sit.
• To record the performance and say how they were feeling, what they were pleased with what they would change and why.

In year 4 the children learn:

Singing: Let your spirit fly.

• Texture: How a solo singer makes a thinner texture than a large group
• To know why you must warm up your voice
• Singing as part of an ensemble or large group is fun, but that you must listen to each other
• To enjoy exploring singing solo.
• To sing with awareness of being ‘in tune’.
• To re-join the song if lost.
• To listen to the group when singing.

Glockenspiels: Stage 2.

• To understand what improvisation means.
• To treat instruments carefully and with respect.
• Play any one, or all of four, differentiated parts on a tuned instrument –
• a one-note, simple or medium part or the melody of the song) from memory or using notation.

Compose: Three little birds.

• Different ways of recording compositions (letter names, symbols, audio etc.)

• Plan and create a section of music that can be performed within the context of the unit song.
• Listen to and reflect upon the developing composition and make musical decisions about pulse, rhythm, pitch, dynamics and tempo.
• Record the composition in any way appropriate that recognises the connection between sound and symbol (e.g. graphic/pictorial notation).

Singing: The dragon song.

• Texture: How a solo singer makes a thinner texture than a large group
• To know why you must warm up your voice
• Singing as part of an ensemble or large group is fun, but that you must listen to each other
• To enjoy exploring singing solo.
• To sing with awareness of being ‘in tune’.
• To re-join the song if lost.
• To listen to the group when singing.

Recorders: Blackbird.

• To understand what improvisation means.
• To treat instruments carefully and with respect.
• Play any one, or all of four, differentiated parts on a tuned instrument –
• a one-note, simple or medium part or the melody of the song) from memory or using notation.

Performance: Reflect, rewind and replay.

• To choose what to perform and create a programme.
• Present a musical performance designed to capture the audience.
• To communicate the meaning of the words and clearly articulate them.
• A performance can be a special occasion and involve an audience including of people you don’t know.
• It is planned and different for each occasion.
• It involves communicating feelings, thoughts and ideas about the song/music.

In year 5 the children learn:

Singing: Living on a prayer.

• To know and confidently sing five songs and their parts from memory, and to sing them with a strong internal pulse.
• To know about the style of the songs so you can represent the feeling and context to your audience.
• To sing in unison and to sing backing vocals.
• To demonstrate a good singing posture.
• To follow a leader when singing.

Guitars: Beginners.

• To use improvisations.
• To treat instruments carefully and with respect.
• Play any one, or all of four, differentiated parts on a tuned instrument.
• To listen to and follow musical instructions from a leader.

Drums: Make you feel my love.

• To know and be able to talk about:
• Different ways of writing music down – e.g. staff notation, symbols.
• The notes C, D, E, F, G, A, B + C on the treble stave.
• Play a musical instrument with the correct technique within the context of the Unit song.
• Select and learn an instrumental part that matches their musical challenge, using one of the differentiated parts – a one-note, simple or medium part or the melody of the song from memory or using notation.

Keyboards: Fresh prince of bel-Air.

• To know and be able to talk about:
• Different ways of writing music down – e.g. staff notation, symbols.
• The notes C, D, E, F, G, A, B + C on the treble stave.
• Play a musical instrument with the correct technique within the context of the Unit song.
• Select and learn an instrumental part that matches their musical challenge, using one of the differentiated parts – a one-note, simple or medium part or the melody of the song from memory or using notation.

Compose: Dancing in the streets.

• To know and be able to talk about:
• A composition: music that is created by you and kept in some way.
• It’s like writing a story. It can be played or performed again to your friends.
• Notation: recognise the connection between sound and symbol.
• Record the composition in any way appropriate that recognises the connection between sound and symbol (e.g. graphic/pictorial notation).
• Explain the keynote or home note and the structure of the melody.

Performance: Reflect, rewind and replay.

• To know and be able to talk about:
• Everything that will be performed must be planned and learnt.
• You must sing or rap the words clearly and play with confidence.
• A performance can be a special occasion and involve an audience including of people you don’t know.
• It is planned and different for each occasion.
• A performance involves communicating ideas, thoughts and feelings about the song/music.
• To record the performance and compare it to a previous performance.
• To discuss and talk musically about it – “What went well?” and “It would have been even better if...?”

In year 6 the children learn:

Singing: Living on a prayer.

• To choose a song and be able to talk about:
• Its main features Singing in unison, the solo, lead vocal, backing vocals or rapping.
• To know what the song is about and the meaning of the lyrics.
• To know and explain the importance of warming up your voice.
• To experience rapping and solo singing.
• To listen to each other and be aware of how you fit into the group.
• To sing with awareness of being ‘in tune’.

Guitars: Beginners.

• A one-note, simple or medium part or the melody of the song) from memory or using notation.
• To read sheet music.
• To identify notes and keys.
• To independently play a piece of music.
• To identify chords and play them.

Drums: Make you feel my love.

• To know and be able to talk about:

• The instruments they might play or be played in a band or orchestra or by their friends
• To rehearse and perform their part within the context of the Unit song.
• To listen to and follow musical instructions from a leader.
• To lead a rehearsal session.

Keyboards: Fresh prince of bel-air.

• To know and be able to talk about:
• The instruments they might play or be played in a band or orchestra or by their friends
• To rehearse and perform their part within the context of the Unit song.
• To listen to and follow musical instructions from a leader.
• To lead a rehearsal session.

Compose: Dancing in the streets.

• To know and be able to talk about:
• A composition has pulse, rhythm and pitch that work together and are shaped by tempo, dynamics, texture and structure
• Create simple melodies using up to five different notes and simple rhythms that work musically with the style of the Unit song.
• Listen to and reflect upon the developing composition and make musical decisions about how the melody connects with the song.
• Record the composition in any way appropriate that recognises the connection between sound and symbol (e.g. graphic/pictorial notation).

Performance: Reflect, rewind and replay.

• To know and be able to talk about:
• Performing is sharing music with an audience with belief.
• A performance doesn’t have to be a drama! It can be to one person or to each other.
• To choose what to perform and create a programme.
• To communicate the meaning of the words and clearly articulate them.
•  To talk about the venue and how to use it to best effect.
• To record the performance and compare it to a previous performance.
• To evaluate their performance.