Music

 

Music provides engaging opportunities for children to demonstrate their creativity and a high quality music education can also increase self-confidence and a sense of achievement.  As children progress they develop their engagement with music, allowing them to compose and listen with greater discrimmination.

 

 


Year Group


Autumn


Spring


Summer


Year 1


 


 


 


-To understand the importance of listening to music.


 -To sing in tune


-Sing songs and chants and rhymes  and  use body percussion to accompany


-To develop listening, rhythmic and concentration skills


-To copy rhythmic pattern using body percussion.


-To develop vocal skills and aural memory.


 


-To continue to develop listening, rhythmic and concentration skills.


-Begin to compose simple rhythmic patterns and play instruments.


-To continue developing good vocal and aural skills


 


Year 2


 


 


 


-To continue developing listening, rhythmic, concentration and vocal skills to consolidate rhythm building and note values.


-Use body percussion to accompany songs and chants. To able to clap a rhythm and clap a beat to a simple song.


-To deepen the skills of aural discrimination


-Play tuned and untuned instruments.


-Make a music map to match part of story topic to create atmosphere in a story


-Listen with concentration and understanding to high quality live and recorded music.


-Look at a composer and listen to works.


Year 3


 


 


 


-To develop vocal skills


-Pick a suitable composer with possible links to story topic (e.g. nationality) find some fascinating facts.


 


-To develop listening skills and recognise timbre of different instruments in addition to moods of different pieces and their historical context.


-Listen to music from three different countries


-To learn about note-values and beats including rests.


-To begin working on improvisation and composition.


 


Year 4


 


 


 


-To develop vocal skills


-Pick a suitable composer with possible links to story topic (e.g. nationality) find some fascinating facts


 


 


-To develop listening skills and recognise timbre of different instruments in addition to moods of different pieces and their historical context.


-Play tuned and untuned instruments.


-To learn about note-values and beats including rests.


-To begin working on improvisation and composition.


 


Year 5/6


 


-To learn about the instruments of the orchestra in more detail


-Pick a suitable composer with possible links to story topic (e.g. nationality) find some fascinating facts


-To learn how to devise and read a graphic score


-Create and record your own music


-Play instruments.


-To develop their vocal and aural skills to a higher level and utilise vocal work in their compositions.


-Write a story topic rap- think of instruments to tap out a beat. Consider dynamics emphasising certain words.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Music

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Music provides engaging opportunities for children to demonstrate their creativity and a high quality music education can also increase self-confidence and a sense of achievement.  As children progress they develop their engagement with music, allowing them to compose and listen with greater discrimmination.

 

 


Year Group


Autumn


Spring


Summer


Year 1


 


 


 


-To understand the importance of listening to music.


 -To sing in tune


-Sing songs and chants and rhymes  and  use body percussion to accompany


-To develop listening, rhythmic and concentration skills


-To copy rhythmic pattern using body percussion.


-To develop vocal skills and aural memory.


 


-To continue to develop listening, rhythmic and concentration skills.


-Begin to compose simple rhythmic patterns and play instruments.


-To continue developing good vocal and aural skills


 


Year 2


 


 


 


-To continue developing listening, rhythmic, concentration and vocal skills to consolidate rhythm building and note values.


-Use body percussion to accompany songs and chants. To able to clap a rhythm and clap a beat to a simple song.


-To deepen the skills of aural discrimination


-Play tuned and untuned instruments.


-Make a music map to match part of story topic to create atmosphere in a story


-Listen with concentration and understanding to high quality live and recorded music.


-Look at a composer and listen to works.


Year 3


 


 


 


-To develop vocal skills


-Pick a suitable composer with possible links to story topic (e.g. nationality) find some fascinating facts.


 


-To develop listening skills and recognise timbre of different instruments in addition to moods of different pieces and their historical context.


-Listen to music from three different countries


-To learn about note-values and beats including rests.


-To begin working on improvisation and composition.


 


Year 4


 


 


 


-To develop vocal skills


-Pick a suitable composer with possible links to story topic (e.g. nationality) find some fascinating facts


 


 


-To develop listening skills and recognise timbre of different instruments in addition to moods of different pieces and their historical context.


-Play tuned and untuned instruments.


-To learn about note-values and beats including rests.


-To begin working on improvisation and composition.


 


Year 5/6


 


-To learn about the instruments of the orchestra in more detail


-Pick a suitable composer with possible links to story topic (e.g. nationality) find some fascinating facts


-To learn how to devise and read a graphic score


-Create and record your own music


-Play instruments.


-To develop their vocal and aural skills to a higher level and utilise vocal work in their compositions.


-Write a story topic rap- think of instruments to tap out a beat. Consider dynamics emphasising certain words.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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