Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

EYFS

Pulse, rhythm, pitch

Pulse, rhythm, pitch

Musical Elements

(Temp, pitch and rhythm)

Year 1

Establishing strong musical roots

Rehearsing and Performing Pulse, rhythm, Tempo

KS1 Christmas Nativity Performance

Developing Musical Roots: Working with Pitch

Developing Musical Roots: Working with Dynamics

Developing Musical roots Pattern and structure Telling stories through music

Year 2

Establishing strong musical roots Working with Pulse, Rhythm and tempo

KS1 Christmas Nativity Performance

Developing Musical Roots: Pattern and structure in Music

Developing Musical Roots: Working with Timbre/Sound and Silence

Developing musical Roots

Words in the Air: How musical sounds tell a story

Year 3

Establishing strong musical roots

Learning to Play the Recorder 1

Christmas Performance

Developing Musical Roots: Recorder term 2b

Rehearsing and Performing Recorder lessons 3a, 3b

Year 4

Establishing strong musical roots

The Orchestra and Timbre

Tango time/Ongoing Skills and Christmas

Developing Musical Roots:

Repeating patterns and ostinatos

Developing Musical Roots:

Mood in Music and 3rds

Rock it/Ongoing skills

Musical Sandwiches

Year 5

Winter Music – descriptive music

Music for a Special Occasion ‘Dreaming ‘ and Structure in Music

Samba

Harmony and Melody

Music and Space

Year 6

Pentatonic Scale Christmas and Horrible House

Horrible house continued: Texture, pitch and dissonance

Singing with confidence

Rehearsing and Performing

The Year 6 Production

Year 1

Practical Outcomes

* Children will learn an increasing repertoire of songs which they can sing from memory

•        Working with the ROTW (Rhythm of the Words) 

•        Participate in musical games & activities to differentiate between the beat and rhythm 

•        Respond to changes is duration and tempo

•        Perform songs while clapping or tapping the beat

•        Perform simple rhythmic accompaniments to songs

•        Sing with increasing control of pitch and tone

•        Improvise short rhythms while maintaining a steady beat

•        Perform a dance, responding to the structure in music

•        Move in time to a beat

•        Follow simple instructions

•        Using the voice with confidence and increased vocal accuracy and speaking/singing with a sense of the beat 

•        Exploring musicianship by participating in a range of musical games, activities and developing an understanding of the music classroom culture

•        Participating in KS1 Nativity performance and singing songs from memory, performing a class dance,

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Practical Outcomes

Working effectively with tuned and untuned percussion instruments 

Participate in a variety of games which explore pitch and dynamics

Discriminate between high, low and medium pitch from a variety of sound sources

Understand that pitch can be represented by using symbols which indicate pitch Imitate, reproduce and play by ear, simple melodic phrases using voices or instruments.

Compose short melodic patterns on classroom instruments

Use changes in pitch expressively in response to a stimulus

Singing an increasing repertoire of songs with increasing accuracy of pitch Recognise and describe changes in dynamics

Control dynamics to improve expression in their singing

Control dynamics on instruments

Understand how dynamic changes can be sudden or gradual and the effect this has on the listener

Begin to recognise individual instruments and some types of ensembles in recorded examples of music

Compose pieces on classroom

instruments responding to graphic scores representing dynamic changes.

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Practical Outcomes

sing from memory a variety of simple story songs

sing with increasing control of the voice- to be able to sing with some expression

recognising simple musical patterns in music

Perform simple melodies on pitched classroom instruments using note names and or numbers

Imitate short melodic patterns on classroom instruments using letters and/or numbers

Compose on unpitched percussion simple pieces using repetition and  simple ABA structure respond to recordings of music, recognising changes and describe them using simple musical and non musical vocabulary to increasingly use musical vocabulary and recognise changes in pitch, dynamics, tempo etc. identify some of the instruments they can hear in a recorded music Be able to name most classroom percussion instruments by sight and sound

Choose suitable sounds and patterns to accompany a poem using classroom instruments and vocal and body sounds

Perform a dance, responding to changes in the music

responding to rhythm, pulse and structure in the music

•      Learn how musical sounds can  be descriptive and use sounds expressively to represent an action, scene or mood.

NC Links

Use their 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 inter-related dimensions of music.

Year 2

Practical Outcomes

* Children will learn an increasing repertoire of songs which they can sing from memory

•        Working with the ROTW (Rhythm of the Words) 

•        Participate in musical games & activities to differentiate between the beat and rhythm 

•        Respond to changes is duration and tempo

•        Perform songs while clapping or tapping the beat

•        Perform simple rhythmic accompaniments to songs

•        Sing with increasing control of pitch and tone

•        Improvise short rhythms while maintaining a steady beat

•        Perform a dance, responding to the structure in music

•        Move in time to a beat

•        Follow simple instructions

Practical Outcomes

•        Working effectively with tuned and untuned percussion instruments 

•        Participate in a variety of games which explore pitch and dynamics

•        Discriminate between high, low and medium pitch from a variety of sound sources

•        Understand that pitch can be represented by using symbols which indicate pitch

•        Imitate, reproduce and play by ear, simple melodic phrases using voices or instruments.

•        Compose short melodic patterns on classroom instruments

•        Use changes in pitch expressively in response to a stimulus

•        Singing an increasing repertoire of songs with increasing accuracy of pitch

•        Recognise and describe changes in dynamics

•        Control dynamics to improve expression in their singing

•        Control dynamics on instruments

Practical Outcomes

•        sing from memory a variety of simple story songs

•        sing with increasing control of the voice- to be able to sing with some expression

•        recognising simple musical patterns in music

•        Perform simple melodies on pitched classroom instruments using note names and or numbers

•        Imitate short melodic patterns on classroom instruments using letters and/or numbers

•        Compose on unpitched percussion simple pieces using repetition and  simple ABA structure

•        respond to recordings of music, recognising changes and describe them using simple musical and non musical vocabulary

•        to increasingly use musical vocabulary and recognise changes in pitch, dynamics, tempo etc.

•        Using the voice with confidence and increased vocal accuracy and speaking/singing with a sense of the beat 

•        Exploring musicianship by participating in a range of musical games, activities and developing an understanding of the music classroom culture

•        Participating in KS1 Nativity performance and singing songs from memory, performing a class dance, responding to rhythm, pulse and structure in the music

•        Understand how dynamic changes can be sudden or gradual and the effect this has on the listener

•        Begin to recognise individual instruments and some types of ensembles in recorded examples of music

•        Compose pieces on classroom instruments responding to graphic scores representing dynamic changes.

•        identify some of the instruments they can hear in a recorded music

•        Be able to name most classroom percussion instruments by sight and sound

•        Choose suitable sounds and patterns to accompany a poem using classroom instruments and vocal and body sounds

•        Perform a dance, responding to changes in the music

•        Learn how musical sounds can  be descriptive and use sounds expressively to represent an action, scene or mood.

NC Links

Use their 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 inter-related dimensions of music.

Year 3

Practical Outcomes

•        singing a wide variety of songs on topics related to The Harvest Festival and Christmas   with increasing quality, expression and skills. 

•        Learn to play B A G on the recorder

•        Extend range to include high C and D from half term

•        Be able to copy B A G patterns by ear on their recorders

•        Understand and be able to read simple BAG pieces from conventional musical notation

Practical Outcomes

•        singing a wide variety of songs on topics related to the wider curriculum PHSCE and other with increasing quality,  expression and skills. Singing rounds and partner songs to develop part singing.

•        Extend repertoire of pieces using G A B C D’ on the recorder

•        Be able to listen to and copy melodic patterns played the teacher using wider range of notes, gradually increasing in difficulty

Practical Outcomes

•        singing a wide variety of songs on topics related to the wider curriculum PHSCE and other with increasing quality, 

expression and skills. Singing rounds and partner songs to develop part singing

•        develop a wide repertoire of pieces to be played on recorder, increasing skills, fluency and dexterity on the instrument, starting with pentatonic

•        Learn where B A G is on the stave

•        Be able to recognise repeating musical patterns from written music and perform them

•        Perform a range of BAG pieces on the recorder as a class, in small groups and solo

•        Musical gamed to develop musical skills and confidence in performing dsolo

•        Perform confidently on the recorder  in assembly and in the Christmas concert 

•        Sing a range of songs from memory in the Christmas concert

•        Extend technique to using right hand to learn low E and D. 

•        Pieces using G A B E, D,

•        From half term, extend range to include all notes learned so far

•        Musical games which develop musical skills and confidence in performing solo

•        (D,E G A B D) then using full range to include C

•        Introduce F sharp and play pieces with full range learned.

•        Appropriate repertoire pieces on recorder

•        Musical games which develop musical skills and confidence in performing

NC Links

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 inter-related 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.

Year 4

Practical Outcomes

•        Sing a variety of songs connected to Harvest Festival and Christmas with increasing tone and expression. Singing in unison and harmony, a range of songs from memory.

•        To perform from memory to an audience, a number of songs .

•        Through studying Britten’s young Persons guide to the Orchestra, learn about the symphony orchestra and be

Practical Outcomes

•        * singing a wide variety of songs on topics related to the wider curriculum PHSCE and other with increasing quality,  expression and skills. Singing rounds and partner songs to develop part singing

•        to be able to copy and play by ear, using numbers or notes, melodic patterns on class pitched percussion .

Practical Outcomes

•     * singing a wide variety of songs on topics related to the wider curriculum PHSCE and other with increasing quality, 

expression and skills. Singing rounds and partner songs to develop part singing

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able to name  most of the instruments by sight and sound

To understand the different instrumental families, similarities and differences.

Play the theme from Young Person’s Guide to the Orchestra on classroom instruments

Participate in a whole class and group performance

to be able to copy and play by ear, using numbers or notes, melodic patterns on class pitched percussion . To learn to play an extended  Ternary form piece (Tango Time) from memory and perform as a class, solo, and small groups

To improve their skills in playing pitched percussion

To participate in music games designed to improve musical skills and

confidence in singing and playing solo

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Clap and play in different metres and identify them.

Perform 2 rhythmic ostinatos simultaneously using body percussion. Perform a notated ostinato on a pitched instrument

Recognise instruments in a recording and  describe their role using musical vocabulary

Perform an independent rhythm / melody in a group

To be able improvise solo, melodic patterns and rhythms over an ostinato accompaniment.

To be able to read and perform accurately notated rhythms

To develop further a consideration of Timbre and how other elements can be changed and manipulated to create a particular mood

To listen to a variety of pieces and be able to describe the mood and how composers have used elements to create a particular effect using increasingly accurate and technical musical language.

To understand how 3rds form the basis of chords and be able to perform a simple piece playing in 3rds

To be able to compose their own piece using 3rds

To compose their own mood music pieces, manipulating and combining the elements of music

To participate in music games designed to improve musical skills and confidence in singing and playing solo

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to be able to copy and play by ear, using numbers or notes. melodic patterns on class pitched percussion To learn to play from memor, an extended ternary form melody on pitched percussion (Rock It) To  understand how form can be used to extend their own pieces and compose their own Ternary form pieces using repetition and contrast to maintain interest and extend their pieces.

To participate in music games designed to improve musical skills and confidence in singing and playing solo

NC Links

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 inter-related 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.

Year 5

Practical Outcomes

•        Continue to develop their voice, singing with expression a wide range of songs from different cultures and genres in unison and in harmony

•        Understanding how music can express emotions, describe a scene and tell a story.

•        Listen to and study Vivaldi’s Winter, understanding how different motifs are used to suggest specific feelings/pictures

•        Produce their own Winter compositions, suggesting snow etc.

•        To develop a knowledge of a well known piece from the past and its context.

•        To develop an understanding of melody and harmony through composing their own simple melody and harmony pieces

•        To be able to use structure to develop and extend their compositions

•        To develop more confidence in improvisation

•        To be able to increase their knowledge and understanding of melody, harmony,

•        chords and accompaniment

Practical Outcomes

•         Sing a variety of songs from different cultures and genres connected to Harvest Festival and Christmas with excellent tone and expression. Singing in unison and harmony, a range of songs from memory

•        To perform from memory to an audience, a number of songs.

•        Developing an increased awareness of how musical elements can be combined and changed to tell a story in music through listening to recordings of contemporary and classical music

•        To consider unusual ways of producing expressive timbres on voices and instruments to suggest words and concepts

•        Compose a group piece entitled “Space Journey” which uses a story line to develop structure

To perform polyrhythms in ‘Chocolate Samba as a class or in small groups

where children perform their own independent piece

•        To understand about Samba- context and structure and perform as a class samba band

•        To develop understanding of syncopated rhythms and to be able to perform them accurately

•        To play Samba by David Smith which uses a wide range of notes, intervals etc on classroom pitched percussion. 

To perform a solo, small group and as a class

Practical Outcomes

•        Singing a variety of songs of different genres and styles with increasing skill and expression

•        Learning about Fanfares and other pieces composed for special occasions and how music can be used for specific purposes and for specific functions such as giving messages or deliberately creating a mood.

•        To compose their own fanfares

•        To listen to  Copland’s Fanfare for the Common Man and Handel’s Zadok the Priest, understanding how the music uses and changes musical elements to create a specific and deliberate effect 

•        To learn about great music from the past , and  its context

•        To compose their own group piece for a special occasion, using dynamics and other elements to create a feeling of excitement and tension

•        To perform a piece “Dreaming” on classroom instruments and keyboards which uses an octave range of notes, sequences, 3rds, syncopapion and rehearse for a class, solo, small group  performance.

•        To improvise solo melodies over an ostinato piano part

•        To compose their own pieces using ternary and rondo form 

NC Links

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 inter-related 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.

Year 6

Practical Outcomes

•        Sing a variety of songs connected to Harvest Festival and Christmas with increasing tone and expression. Singing partner songs and rounds to develop singing in harmony. 

•        To perform from memory to an audience, a number of songs

•        learn about Chinese music, instruments and the pentatonic scale

Practical Outcomes

•        Singing songs with increasing expression and tone quality and in

harmony                                                 

•        Exploring how dissonance and other elements can be used and combined to create a feeling of anxiety /fear through listening to music from a variety of sources

•        To apply their understanding to compose their own scary music, using

Practical Outcomes

•        Working on their unique voices, developing confidence in speaking singing solo and in small groups or  as a large choir with whole year group

•        Develop their singing and speaking

skills 

•        Co-operating in a full production with the whole year group

•        to listen to a Chinese piece and describe the instruments used, how they are layered and the function of each instrument in the music 

•        Develop further confidence in improvising solo

•        Use structure, texture and ostinato in their compositions 

•        Focusing on timbre, use their voices and instruments expressively to perform Horrible House poem with sound effects. 

simple story ideas to create structure and extend their compositions

•        To develop confidence in performing in front of others through performing chant and simple  call and response songs. 

•        Learning to develop their speaking voice and singing voices

•        Taking responsibility for working collaboratively on a full scale production

•        Leading others in choreographing and learning dance movements, learning a

large number of songs and dialogue from memory

•        Further developing excellent diction       when speaking and singing 

•        Increasing understanding of the need to be aware of the audience and how to interact with them

•        To be comfortable and confident on stage

NC Links 

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 inter-related 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.