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Music

Miss V Cragg

Music Subject Leader

Music Policies & Guidelines - View

Music Curriculum Programmes of Study - View


Useful Links:

Music Mark - View


In Key Stages 1 and 2 Music is delivered through seven strands:

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Year 1

  • Copy and clap rhythms of a song
  • Clap a given ostinato

Year 2

  • Copy rhythmic phrases with changing dynamics
  • Clap the pulse and rhythm of a song
  • Clap a given ostinato
  • Read simple notation

Year 3

  • Tap the metre of songs
  • Play on beat one in a given metre
  • Say and tap eight beat phrase rhythms
  • Clap and play two ostinato rhythms simultaneously

Year 4

  • Improvise rhythmic phrases
  • Clap the rhythm of a song whilst others tap the metre
  • Play an ostinato accompaniment to a song
  • Improvise rhythms in the metre of 3

Year 5

  • Explore different metres
  • Combine ostinato phrases vocally and instrumentally
  • Play/sing an ostinato accompaniment to a song

Year 6

  • Copy and improves phrases (4 and 8 beat phrases)
  • Combine ostinato phrases

Year 1

  • Move with the pulse to a piece of music
  • Identify a repeated motif in a piece of music
  • Trace the shape of a song
  • Identify ascending and descending sounds on a xylophone
  • Recognise percussion instruments being played in music
  • Listen to and identify male/female voice in music
  • Listen to and respond to live music

Year 2

  • Identify the metre of a song
  • Identify repeated sections in a piece of music
  • Identify ascending and descending passages in a piece of music
  • Identify different sections in a piece of music
  • Recognise percussion, brass and string instruments being played in music

Year 3

  • Recognise individual key instruments in a piece of music
  • Play simple tunes by ear
  • Play the tune of a four phrase, five note song moving in step
  • Play the tune of an 8 note song by ear
  • Trace the shape of an 8 song
  • Identify phrases of a song

Year 4

  • Pick out key individual instruments in a piece of music
  • Trace the shape of a tune and match it to convention notation
  • Analyse the phrase structure of a song

Year 5

  • Listen to an individual part in three and four part music
  • Identify repeated and contrasting sections in recorded music
  • Match the metre of recorded music
  • Copy melodic phrases
  • Trace the shape of an up and down tune and match it to conventional notation

Year 6

  • Listen to an individual rhythm in a five part structure
  • Analyse phrase structure

Year 1

  • Speak chants and rhymes
  • Mark the phrases of a song
  • Tap the pulse whilst singing
  • Sing questions (call and response)
  • Play the pulse of a song
  • Play the rhythm of a song
  • Play an ostinato
  • Play the melody of a simple song on the xylophone

Year 2

  • Sing two simple note phrases from notation
  • Mark the phrases in a song with hand movements
  • Trace the shape of a song
  • Play the pulse of a song whilst others play the rhythm
  • Play an ostinato with varying tempo, as part of a group and a given number of times.
  • Play beat one in different metres
  • Play the melody of a 5 note song on a xylophone
  • Create a melodic ostinato using notes

Year 3

  • Sing and play in class
  • Begin to sing in parts
  • Play as part of an ensemble
  • Begin to use different tempi and dynamics
  • Choose the most appropriate way to perform a song

Year 4

  • Sing in parts
  • Play as part of an ensemble with an awareness of what is happening
  • Choose appropriate instrumental sounds to accompany a song
  • Choose the most appropriate way to perform a song
  • Use different tempi and dynamics

Year 5

  • Sing an ostinato accompaniment
  • Sing in 2 parts
  • Choose appropriate dynamics, tempo and instrumental sounds
  • Develop increased leadership skills within ensemble group

Year 6

  • Sing in 2 and 3 parts
  • Develop increased leadership skills within ensemble group
  • Choose appropriate dynamics, tempo, instrumental sounds and vocal quality for the performance of songs and compositions

Year 1

  • Improvise rhythms
  • Take turns when playing with a partner
  • Take turns to play phrases of an equal length with a partner
  • To be aware of rests in music
  • Choose sounds to illustrate a poem/scene etc

Year 2

  • Create an ostinato rhythm
  • Play equal length phrases with a partner
  • Create, choose and organise sounds and musical ideas in response to a poem/picture/scene etc

Year 3

  • Create a rhythmic phrase
  • Create a simple melodic phrase
  • Improvise rhythmic phrases of equal length in pairs
  • Work in pairs to structure a piece using two simple musical ideas
  • Create an ostinato to reflect the mood suggester by a painting, poem or other external stimuli and structure them in an appropriate manner

Year 4

  • Organise musical phrases in a simple structure (Ternary Form A B A)
  • Create a melodic phrase
  • Create a simple up and down tune
  • Create a vary an ostinato to evoke three contrasting moods suggested by a stimulus and combined this with accompaniments to structure a continuous piece.

Year 5

  • Organise rhythmic and melodic phrases in a simple structure
  • Create an up and down tune
  • Play and accompaniment to a tune
  • Invert a melodic phrase
  • Improvise melodic phrases
  • Create and play and instrumental accompaniment
  • Organise musical phrases into a simple structure
  • Create tunes for word phrases

Year 6

  • Create a tune using 2/3 phrases
  • Accompany a tune with a 2 note ostinato
  • Create a melodic cycle
  • Combine melody and ostinato accompaniment
  • Create harmony by adding notes in parallel to a tune

Year 3

  • Read and play 4 and 8 beat rhythm notation
  • Sing simple melodic phrases from staff notation

Year 4

  • Read and play pitch notation

Year 5

  • Read, play and write 4 and 8 beat rhythm notation
  • Play from pitch notation
  • Write simple melodic phrases
  • Match conventional notation to know phrases
  • Explore scales, chords and chord sequences

Year 6

  • Notate compositions using the most appropriate method where applicable
  • Read a chord sequence from a chord chart
  • Notate simple melodic phrases from dictation
  • Read conventional notation from known phrases
  • Explore major and minor scale, chords and triads
  • Explore the pentatonic scale

Year 3

  • Listen to a selection of different pieces of music
  • Listen to live music and give an opinion

Year 4

  • Talk about how a piece of music makes you feel
  • Recognise how sounds are used to achieve an intended effect
  • Recognise layers of sound in recorded music

Year 5

  • Listen to a variety of composers/musicians
  • Respond to live music
  • Explore the use of sequencing in recorded music
  • Identify the use of ostinato in recorded music

Year 6

  • Make comparisons across different genres of music
  • Evaluate live music

Key Stage 2

  • Develop and understanding of the history of music
  • Relate music to historical curriculum topics covered where possible