Music - Curriculum Subject Statement

Core Values

Early Years

Foundation Stage

Key Stage 1

Key Stage 2

Friendship, Love, Trust and Faith

We aim to inspire all children to have a love of music. Children explore a range of instruments and experiment with ways of changing them. Through music the children are able to represent their own ideas, thoughts and feelings. We have daily singing opportunities and encourage children to choose and sing their favourite song. This experience creates a fun and supportive environment where children can explore music with their peers.

We aim to inspire all children to be creative and use their voices expressively by singing songs and rhymes. Children are given many opportunities to play tuned and un-tuned instruments and are encouraged to experiment with sounds to create their own music. Children are given opportunities to perform songs and music through Church celebrations which nurtures feelings of self-belief, pride and confidence.

Our aim is for all children to use their voices and play musical instruments with increasing confidence and control. Children have opportunities to improvise and compose music for a range of purposes and develop an understanding of the history of music and its many genres. Children have high aspirations and are motivated to share their talents. They participate in a number of performances across Key Stage 2 and are supported and encouraged along the way. 

Key Stage 1

Key Stage 2

Pupils should be taught to:

• Use their voices expressively and creatively by singing songs and speaking chants and rhymes
• Play tuned and un-tuned 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

Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.

Pupils should be taught to:

• 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.

Music Subject Overview Grid

Year Group/Class

Nursery

Reception

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Autumn 1

Nursery Rhymes

Charanga – Me

Nursery rhymes

Harvest Songs

Charanga – Hey You! (Hip-Hop)

Harvest Songs

Charanga – Hands Feet Heart (Afropop)

Harvest Songs

Let your spirit fly (RnB)

Harvest Songs

Charanga – Mama Mia (Pop)

Harvest Songs

Charanga – Livin’ On A Prayer (80’s Rock)

Harvest Songs

Charanga – Happy (Pop & Soul)

Harvest Songs

Autumn 2

Nursery Rhymes

Come and Play Songs

Nativity Songs

Charanga – My Stories

Nativity Play songs

Charanga – Rhythm in the way we walk (Reggae)

Nativity Play songs

Charanga – Ho Ho Ho (Rap)

Nativity Play songs

Glockenspiel

Christmas Carols

Charanga – Glockenspiel

Christmas Carols

Classroom Jazz (Bossa Nova & Swing)

Christmas Carols

Classroom Jazz (Blues)

Christmas Carols

Spring 1

Weather Songs and Rhymes

Charanga – Everyone!

Spring Songs

Charanga – In the Groove (Blues, Folk, Funk, Bhangra)

Charanga – I Wanna Play in a Band (Rock)

Three Little Birds (Reggae)

Charanga – Stop! (Grime)

Charanga – Make You Feel My Love (Bob Dylan, Pop)

Charanga - A New Year Carol (Gospel)

Spring 2

Number, Shape and Colour songs

Charanga – Our World

Charanga – Round and Round (Bossa Nova)

Charanga – Zootime (Reggae)

The Dragon Song (Pop)

Charanga – Lean on me (Soul & Gospel songs)

Charanga –  The Fresh Prince of Bel Air (Hip-Hop)

You’ve Got A Friend (Pop)

Summer 1

Rhythm

Bear Songs and Rhymes

Charanga – Big Bear Funk

Summer Songs

Charanga – Your Imagination (Pop)

Charanga – Friendship Song (Pop)

Bringing Us Together (Disco)

Charanga – Blackbird (Civil rights, Pop)

Dancing In The Street (Motown)

Music and Me

Summer 2

Sea and Pirate Songs

Use musical instruments to explore cultures around the world

Charanga – Reflect, Rewind, Replay (Classical)

Charanga – Reflect, Rewind, Replay (Classical)

Charanga – Reflect, Rewind, Replay (Classical)

Charanga – Reflect, Rewind, Replay (Classical)

Summer Production Songs

Summer Production Songs

EYFS

Year 1 and 2

Year 3 and 4

Year 5 and 6

Singing songs with control and using the voice expressively.

Sing songs and join in with rhymes and poems.

Sing in a group or on their own, increasingly matching the pitch and following the melody.

Sing call and response songs to model pitch and melody.

To find their singing voice and use their voices confidently.

Sing a melody accurately at their own pitch.

Sing with a sense of awareness of pulse and control of rhythm.

Recognise phrase lengths and know when to breathe.

Sing songs expressively.

Follow pitch movements with their hands and use high, low and middle voices.

Begin to sing with control of pitch (e.g. following the shape of the melody).

Sing with an awareness of other performers.

Sing with confidence using a wider vocal range.

Sing in tune.

Sing with awareness of pulse and control of rhythm.

Recognise simple structures.  (Phrases).

Sing expressively with awareness and control at the expressive elements. E.g. timbre, tempo, dynamics.

Sing songs and create different vocal effects. Understand how mouth shapes can affect voice sounds.

Internalise sounds by singing parts of a song ‘in their heads.’

Sing songs with increasing control of breathing, posture and sound projection.

Sing songs in tune and with an awareness of other parts.

Identify phrases through breathing in appropriate places.

Sing with expression and rehearse with others.

Sing a round in two parts and identify the melodic phrases and how they fit together.

Sing confidently as a class, in small groups and alone, and begin to have an awareness of improvisation with the voice.

Listening and memory

Recall and join in with repetitive phrases in stories, rhymes and songs.

Listen attentively to a variety of music and instruments from around the world.

Recall and remember short songs and sequences and patterns of sounds.

Respond physically when performing, composing and appraising music.

Identify different sound sources.

Identify well-defined musical features.

Identify melodic phrases and play them by ear.

Demonstrate the ability to recognise the use of structure and expressive elements.

Identify phrases that could be used as an introduction, interlude and ending.

Internalise short melodies and play these on pitched percussion (play by ear).

Create dances that reflect musical features.

Identify different moods and textures.

Identify how a mood is created by music and lyrics.

Listen to longer pieces of music and identify features.

Controlling pulse and rhythm

Count actions and sounds and explore moving their bodies to explore rhythm and pulse.

Copying rhythms by clapping, tapping and body movements.

Tapping syllables for names, objects and animals using bodies and instruments.

Identify the pulse in different pieces of music.

Identify the pulse and join in getting faster and slower together.

Identify long and short sounds in music.

Perform a rhythm to a given pulse.

Begin to internalise and create rhythmic patterns.

Accompany a chant or song by clapping or playing the pulse or rhythm.

Recognise rhythmic patterns.

Perform a repeated pattern to a steady pulse.

Identify and recall rhythmic and melodic patterns.

Identify repeated patterns used in a variety of music. (Ostinato).

Identify different speeds of pulse (tempo) by clapping and moving.

Improvise rhythm patterns.

Perform an independent part keeping to a steady beat.

Identify the metre of different songs through recognising the pattern of strong and weak beats.

Subdivide the pulse while keeping to a steady beat.

Exploring sounds, melody and accompaniment.

Explore making sounds with a range of instruments.

Recognise that people have different beliefs and celebrate special times in different ways. Explore how music helps people to celebrate.

To explore different sound sources.

Make sounds and recognise how they can give a message.

Identify and name classroom instruments.

Create and chose sounds in response to a given stimulus.

Identify how sounds can be changed.

Change sounds to reflect different stimuli.

Identify ways sounds are used to accompany a song.

Analyse and comment on how sounds are used to create different moods.

Explore and perform different types of accompaniment.

Explore and select different melodic patterns.

Recognise and explore different combinations of pitch sounds.

Skills development for this element are to be found within ‘Control of instruments’ and ‘Composition’.

Control of instruments

Develop their fine and gross motor skills so that they can use a range of tools, including musical instruments, competently, safely and confidently.

Play instruments in different ways and create sound effects.

Handle and play instruments with control.

Identify different groups of instruments.

Identify melodic phrases and play them by ear.

Select instruments to describe visual images.

Choose instruments on the basis of internalised sounds.

Identify and control different ways percussion instruments make sounds.

Play accompaniments with control and accuracy.

Create different effects using combinations of pitched sounds.

Use ICT to change and manipulate sounds.

Composition

Explore and engage in music making and dance, performing solo or in groups.

Contribute to the creation of a class composition.

Basic skills developments for composition in KS1 are to be found within ‘Exploring sounds’.

Create textures by combining sounds in different ways.

Create music that describes contrasting moods/emotions.

Improvise simple tunes based on the pentatonic scale.

Compose music in pairs and make improvements to their own lyrics.

Create an accompaniment to a known song.

Identify different starting points or composing music.

Explore, select combine and exploit a range of different sounds to compose a soundscape.

Write lyrics to a known song.

Compose a short song to own lyrics based on everyday phrases.

Compose music individually or in pairs using a range of stimuli and developing their musical ideas into a completed composition.

Reading and writing notation

Perform long and short sounds in response to symbols.

Mark make in order to create their own symbols through play.

Perform long and short sounds in response to symbols.

Create long and short sounds on instruments.

Play and sing phrase from dot notation.

Record their own ideas.

Make their own symbols as part of a class score.

Perform using notation as a support.

Sing songs with staff notation as support.

Performance skills

Perform together and sing songs to an audience.

Perform together and follow instructions that combine the musical elements.

Perform in different ways, exploring the way the performers are a musical resource.

Perform with awareness of different parts.

Present performances effectively with awareness of audience, venue and occasion.

Evaluating and appraising

Express their feelings towards pieces of music and consider the feelings of others.

Express responses to live and recorded performances.

Choose sounds and instruments carefully and make improvements to their own and others’ work.

Recognise how music can reflect different intentions.

Improve their work through analysis, evaluation and comparison.