HECKINGTON ST. ANDREW'S C OF E PRIMARY SCHOOL - MUSIC CURRICULUM AND PROGRESSION DOCUMENTS
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HECKINGTON ST. ANDREW’S C OF E PRIMARY SCHOOL MUSIC CURRICULUM AND PROGRESSION DOCUMENTS
Intent
The National Curriculum underpins our curriculum. Through learning in music, our pupils will develop a passion for
music, recognise the creativity and imagination that exists within it, and describe how music impacts on their life.
They will have an understanding of the fundamentals of learning to play instruments. They will learn about the
importance of music across and between cultures. They will explore their own creativity and imagination, inspired
by recognised musicians. They will be able to share their compositions with others, improving work through
listening to constructive critique. They will learn how to evaluate the music made by others.
Implementation
Teachers use our progression documents to plan weekly discrete lessons, underpinned by the Kapow Primary
scheme of work which has been designed as a spiral curriculum with the following key principles in mind:
✓ Cyclical: Pupils return to the same skills and knowledge again and again during their time in primary school.
✓ Increasing depth: Each time a skill or area of knowledge is revisited it is covered with greater depth.
✓ Prior knowledge: Upon returning to a skill, prior knowledge is utilised so pupils can build upon previous
foundations, rather than starting again.
Learning in music is practical, and teachers make use of the range of instruments when learning how to play
instruments, and when composing. They make use of recorded music, using recommended pieces, as well as
introducing other pieces that they feel are appropriate to the intended outcomes. Teachers adapt provision to
meet the needs of individual pupils, including planning challenges for those who are learning music beyond the
school’s curriculum. The subject leader provides guidance to teachers to support those with significant needs.
The teaching of music is further enhanced by our involvement with the Lincolnshire Music Service, where all pupils
have the opportunity to learn to play a musical instrument and pupils in Year 4 have a term of whole class
instrument tuition. In EYFS they take part in the Infant Music Programme (IMP) delivered by the Lincolnshire
Music Service. Expert musicians from the music service provide this teaching, with the class teacher actively
involved in all sessions.
The following pages set out the content of the music curriculum at our school including our progression documents
for key knowledge, process knowledge (skills) and vocabulary.Our music curriculum is based on the Kapow Primary schemes of work and are split into four strands, with one
over-arching strand:
Performing Listening Composing The history of music
Inter-related dimensions of music
Each unit contains five lessons which are taught in sequential order, to ensure that knowledge and process
knowledge builds across a unit and across year groups.
Early years outcomes: Prime Areas Early years outcomes: Specific Areas
EYFS
Development Matters 2021 statements Development Matters 2021 statements
Unit
Early Learning Goals Early Learning Goals
Understanding the World
-Recognise that people have different beliefs and celebrate special times in
different way.
Expressive Arts and Design
-Listen attentively, move to and talk about music, expressing their feelings
and responses.
-Watch and talk about dance and performance art, expressing their feelings
Communication and Language
and responses.
-Listen carefully to rhymes and songs, paying
Celebration Music -Sing in a group or on their own, increasingly matching the pitch and
attention to how they sound.
following the melody.
-Learn rhymes, poems and songs.
-Explore and engage in music making and dance, performing solo or in
groups.
-ELG: Being Imaginative and Expressive> Sing a range of well-known nursery
rhymes and songs.
-ELG: Being Imaginative and Expressive>Perform songs, rhymes, poems and
stories with others, and- when appropriate - try to move in time with
music.Communication and Language Understanding the World
-Understand how to listen carefully and why -Explore the natural world around them
listening is important.
-Listen to and talk about stories to build Expressive Arts and Design
familiarity and understanding. -Listen attentively, move to and talk about music, expressing their feelings
Exploring sound
-ELG: Listening, Attention and Understanding> and responses.
Listen attentively and respond to what they -Explore and engage in music making and dance, performing solo or in
hear with relevant questions, comments and groups.
actions when being read to and during whole
class discussions and small group interactions.
Expressive Arts and Design
-Listen attentively, move to and talk about music, expressing their feelings
and responses.
-Sing in a group or on their own, increasingly matching the pitch and
following the melody.
Music and Personal, Social and Emotional Development -Explore and engage in music making and dance, performing solo or in
Movement -Think about the perspectives of others. groups.
-ELG: Being Imaginative and Expressive> Sing a range of well-known nursery
rhymes and songs.
-ELG: Being Imaginative and Expressive>Perform songs, rhymes, poems and
stories with others, and- when appropriate - try to move in time with
music.
Communication and Language Expressive Arts and Design
-Learn new vocabulary. -Listen to and talk -Explore, use and refine a variety of artistic effects to express their ideas
about stories to build familiarity and and feelings. -Create collaboratively sharing ideas, resources and skills.
understanding. -Listen attentively, move to and talk about music, expressing their feelings
-Retell the story, once they have developed a and responses.
Musical Stories
deep familiarity and understanding. -Explore and engage in music making and dance, performing solo or in
-Listen carefully to rhymes and songs, paying groups.
attention to how they sound. -ELG: Being Imaginative and Expressive>Perform songs, rhymes, poems and
-Learn rhymes, poems and songs. stories with others, and- when appropriate - try to move in time with
musicKS1
Units of Work
National Curriculum Art & Design
Music Strands
subject content
Y1 Y2
You may observe that a child:
Use their voices expressively and Performing Pulse and Rhythm
Musical Me
creatively by singing songs and Timbre and rhythmic pattern
Inter-related dimensions of music African Call and Response Song
speaking chants and rhymes Pitch and tempo
Pulse and Rhythm Musical Me
Performing
Play tuned and untuned instruments Musical Vocabulary Orchestral Instruments
musically Timbre and rhythmic pattern African Call and Response Song
Inter-related dimensions of music
Pitch and tempo Myths and Legends
Listening Pulse and Rhythm Musical Me
Listen with concentration and Musical Vocabulary Orchestral Instruments
understanding to a range of high- Inter-related dimensions of music Timbre and rhythmic pattern African Call and Response Song
quality live and recorded music Pitch and tempo Myths and Legends
Composing Pulse and Rhythm Musical Me
Experiment with, create, select and Musical Vocabulary Orchestral Instruments
combine sounds using the inter-related Inter-related dimensions of music Timbre and rhythmic pattern African Call and Response Song
dimensions of music Pitch and tempo Myths and LegendsLower KS2 Units of Work
National Curriculum Art & Design
Music Strands
subject content
Year 3 Year 4
You may observe that a child:
Performing Body and tuned percussion
Play and perform in solo and ensemble Ballads
Changes in pitch, dynamics and
contexts, using their voices and playing Developing singing technique
Inter-related dimensions of music tempo
musical instruments with increasing Pentatonic melodies and composition
Samba and carnival sounds and
accuracy, fluency, control and Traditional instruments and
instruments
expression composition
Adapting and transposing motifs
Composing Body and tuned percussion
Ballads
Changes in pitch, dynamics and
Improvise and compose music for a Developing singing technique
Inter-related dimensions of music tempo
range of purposes using the inter- Pentatonic melodies and composition
Samba and carnival sounds and
related dimensions of music Traditional instruments and
instruments
composition
Adapting and transposing motifs
Listening Body and tuned percussion
Ballads
Changes in pitch, dynamics and
Listen with attention to detail and Developing singing technique
Inter-related dimensions of music tempo
recall sounds with increasing aural Pentatonic melodies and composition
Samba and carnival sounds and
memory Traditional instruments and
instruments
composition
Adapting and transposing motifs
Performing Developing singing technique Changes in pitch, dynamics and
Use and understand staff and other Pentatonic melodies and composition tempo
Composing
musical notations Traditional instruments and Adapting and transposing motifs
Inter-related dimensions of music composition
Appreciate and understand a wide History of music Ballads Body and tuned percussion
range of high-quality live and recorded Developing singing technique Changes in pitch, dynamics and
music drawn from different traditions Listening Pentatonic melodies and composition tempoand from great composers and Traditional instruments and Samba and carnival sounds and
musicians composition instruments
Adapting and transposing motifs
History of music Samba and carnival sounds and
Develop an understanding of the history Traditional instruments and instruments
of music Inter-related dimensions of music composition
Upper KS2 Units of Work
National Curriculum Art & Design
Music Strands
subject content
Year 5 Year 6
You may observe that a child:
Play and perform in solo and ensemble Performing Composition notation
Advanced rhythms
contexts, using their voices and playing Blues
Dynamics, pitch and texture
musical instruments with increasing Inter-related dimensions of music South and West Africa
Theme and variations
accuracy, fluency, control and Composition to represent the festival
Composing a leavers’ song
expression of colour
Composing Composition notation
Advanced rhythms
Improvise and compose music for a Blues
Dynamics, pitch and texture
range of purposes using the inter- Inter-related dimensions of music South and West Africa
Theme and variations
related dimensions of music Composition to represent the festival
Composing a leavers’ song
of colour
Listening Composition notation
Listen with attention to detail and Blues Advanced rhythms
recall sounds with increasing aural Inter-related dimensions of music South and West Africa Theme and variations
memory Composition to represent the festival Composing a leavers’ song
of colourPerforming
Composition notation
Use and understand staff and other Advanced rhythms
Composing Blues
musical notations Theme and variations
South and West Africa
Inter-related dimensions of music
Appreciate and understand a wide History of music Composition notation
Advanced rhythms
range of high-quality live and recorded Blues
Dynamics, pitch and texture
music drawn from different traditions Listening South and West Africa
Theme and variations
and from great composers and Composition to represent the festival
Composing a leavers’ song
musicians of colour
History of music
Advanced rhythms
Develop an understanding of the history Blues
Theme and variations
of music Inter-related dimensions of music South and West AfricaOverview of Units by Year Group
EYFS
Curriculum
Unit description coverage Characteristics of
In this unit, the children will be...
The children will be... The key effective learning
strands are:
Singing short songs from memory, adding simple
Exploring music from around the dynamics. Using un-tuned instruments to play
Performing
world through focusing on winter alongside and in response to different types of
Listening
Celebration celebrations. Listening to music, music. Listening to and commenting on the ✓ Playing and
Inter-related
music experimenting with playing descriptive features of music. Responding Exploring
dimensions of
percussion instruments and moving expressively to music using your body. Responding
music
to music. to music through expressive and appropriate
movement.
Introducing the concept of sounds Clapping and playing in time to the pulse. Playing ✓ Playing and
Performing
and different types of sound. simple rhythms on an instrument. Using bodies, Exploring
Listening
Listening to and differentiating voices, un-tuned instruments and natural objects ✓ Creating and
Exploring sound Inter-related
between 5 different types of sounds, to create sound. Responding to a sound by likening Thinking Critically
dimensions of
from voice sounds to environmental it to a character, animal or familiar environmental
music
sounds. sound. Recognising familiar sounds.
Listening and responding to music,
Performing ✓ Playing and
representing sounds and songs using Singing short songs from memory, adding simple
Listening Exploring
Music and their bodies and props. Responding to dynamics. Responding expressively to music using
Inter-related ✓ Active Learning
movement familiar songs through singing and your body. Responding to music through expressive
dimensions of ✓ Creating and
the use of actions. Culminates in a and appropriate movement.
music Thinking Critically
final performance.
Learning how music can influence our Playing simple patterns on untuned instruments ✓ Playing and
feelings and emotions through a Performing incorporating high/low (pitch) and fast/slow
Musical stories series of lessons linked to familiar Listening (tempo). Playing instruments expressively.
Exploring ✓ Active
stories. Exploring pitch, tempo and Composing Listening to and commenting on the descriptive Learning ✓ Creating
instrumental sounds, along with features of music. Selecting appropriate and Thinking Criticallycomposition. Culminates in a final Inter-related instruments to create an intended effect, using
performance. dimensions of dynamics and tempo to add interest. Creating and
music selecting appropriate sounds to tell a story.
YEAR 1
Curriculum
Unit description coverage
Unit In this unit, the children will be...
The children will be... The key
strands are:
Lesson 1: learning how to feel the pulse in music and experiment with
percussion instruments
Lesson 2: learning how to play rhythms on untuned instruments to deepen
Performing
their knowledge of pulse and rhythm
Autumn 1: Getting to know one another through Listening
Lesson 3: learning to develop their “thinking voice” by internalising the pulse
Pulse & games and activities designed to Composing
when listening to music
Rhythm: All introduce pupils to the musical Inter-related
Lesson 4: learning to listen out for rhythms through the “call and response”
About me concepts of pulse and rhythm. dimensions of
method and then repeating them.
music
Lesson 5: learning to identify the pulse in several songs and then practising
performing either the pulse or rhythm to highlight the difference between the
two.
Lesson 1: learning to use pulse and tempo to tell a story about a brush with
sharks
Performing Lesson 2: learning to use timbre and dynamics to represent an aquarium filled
Spring 1:
Listening with different fish
Musical Journeying under the ocean to explore
Composing Lesson 3: learning about pitch and rhythm by adding a new character to the
Vocabulary key musical vocabulary related to the
Inter-related underwater piece
– Under the inter-dimensional elements of music.
dimensions of Lesson 4: learning to use layering to imitate the different textures of a coral
Sea
music reef
Lesson 5: consolidating understanding of the key musical vocabulary from the
unit.Lesson 1: exploring timbre by creating different character voices for the story
of “The Three Little Pigs”
Lesson 2: building on their understanding of timbre by carefully selecting and
Introducing the concept of timbre, Performing playing appropriate instruments to help tell the story of “The Three Little
Spring 2:
creating sounds to represent Listening Pigs”
Timbre and
characters and key events in a story. Composing Lesson 3: learning to clap the syllables of given words and phrases to create
rhythmic
Exploring dynamics through untuned Inter-related rhythmic patterns and phrases to tell and perform a story
patterns:
percussion and creating rhythmic dimensions of Lesson 4: learning to use timbre to represent different characters in a song
Fairy Tales
patterns to tell a fairy tale. music from “Peter and the Wolf”
Lesson 5: showcasing their work by using untuned percussion instruments in
a class performance of “The Three Little Pigs” with the focus on keeping the
pulse and the rhythm.
Lesson 1: introduced to the concept of pitch and learn how to recognise high
and low sounds in a superhero theme tune
Performing Lesson 2: using their understanding of pitch to create a simple superhero
Summer 1: Learning to identify changes in pitch Listening theme tune using low and high notes.
Pitch and and tempo and using these within Composing Lesson 3: developing their superhero theme tunes by adding tempo changes to
Tempo: music before composing superhero Inter-related make them sound more exciting.
Superheroes theme tunes with instruments. dimensions of Lesson 4: considering the features of superhero theme tunes to work in
music groups to create their own superhero compositions.
Lesson 5: performing their theme tune compositions and giving feedback to
their peers commenting on the pitch and tempo of their pieces.
YEAR 2
Curriculum
Unit description coverage
Unit In this unit, the children will be...
The children will be... The key
strands are:
Autumn 1: Using instruments to represent Lesson 1: using instruments to replicate the sounds of African animals
Performing
African call animals, copying rhythms, reading experimenting with the variations in timbre.
Listening
and simple notation and learning a Lesson 2: using voices to imitate the sounds of the animals, learning to clap
Composing
response traditional African call and response back animal rhythms in time to the music.song: song, before creating their own call Inter-related Lesson 3: learning a “call and response” structure, singing the response and
Animals and response rhythms. dimensions of learning a traditional African call and response song “Che Che Kule”.
music Lesson 4: learning to give a response to calls using an instrument. They then
work together to invent their own animal call and responses, recording their
notations.
Lesson 5: using musical instruments to play their call and response songs
from Lesson 4, focusing on improving the sounds they make by varying the
dynamics, finishing the lesson by performing to their peers.
Lesson 1: learning to use pulse and tempo to tell a story about a brush with
sharks
Performing Lesson 2: learning to use timbre and dynamics to represent an aquarium filled
Spring 1:
Listening with different fish
Orchestral Journeying under the ocean to explore
Composing Lesson 3: learning about pitch and rhythm by adding a new character to the
Instruments: key musical vocabulary related to the
Inter-related underwater piece
Traditional inter-dimensional elements of music.
dimensions of Lesson 4: learning to use layering to imitate the different textures of a coral
Stories
music reef
Lesson 5: consolidating understanding of the key musical vocabulary from the
unit.
Lesson 1: learning to sing “One man fell in a well” and use untuned percussion
instruments to play the pulse and imitate specific words from the song
Lesson 2: beginning to understand that all instruments have their own unique
“timbre” and that composers use this and dynamics to show different
Learning to sing and play the song Performing
Spring 2: emotions in their music.
‘Once a Man Fell in a Well’ using Listening
Musical Me: Lesson 3: learning that music notation is used to record the names of the
tuned percussion; adding sound Composing
singing and notes and the order in which they are to be played. Children then learn to use
effects, experimenting with timbre Inter-related
playing a this understanding to play a song using tuned percussion instruments and
and dynamics and using letter dimensions of
song practice performing in time as a class.
notation to write a melody. music
Lesson 4: learning to create a melody of their own, first making up their
music, and then writing it down using letter-name notation.
Lesson 5: learning to work in a group to compose a piece of music that uses
dynamics and timbre to reflect emotions.
Listening to music composed to tell Lesson 1: learning to create rhythms and put them into an order, or structure,
Summer 1: Performing
stories from famous myths and to tell the story of St George and the Dragon
Myths and Listening
legends, children develop their Lesson 2: learning to identify the structure of a piece of music by listening to
legends Composing
understanding of musical language a piece of music about King Arthur.and how timbre, dynamics and tempo Inter-related Lesson 3: learning to identify different layers within a piece of music, based
affect the mood of a song. dimensions of on the myth of Orpheus and Euridice, and then show these layers on a graphic
music score.
Lesson 4: learning to work in a group to compose a piece of music with a
given structure and create a written score for their piece.
Lesson 5: rehearsing and performing their compositions, learning to perform
as a group and to follow their graphic scores accurately.
YEAR 3
Curriculum
Unit description coverage
Unit In this unit, the children will be...
The children will be... The key
strands are:
Lesson 1: listening to and learning to identify the features of a ballad,
understanding that ballads tell a story through song.
Performing Lesson 2: learning to sing the song “Space Oddity” and consider how best to
Listening to examples of ballads,
Listening convey the emotions of the different parts of the story.
developing understanding of ballads
Autumn 1: Composing Lesson 3: learning to pick out and note down the key parts of the story of a
as a form of storytelling, and writing
Ballads Inter-related short animation in preparation for writing their own lyrics.
lyrics for their own ballad in response
dimensions of Lesson 4: learning to write lyrics to tell a story, including a class chorus and
to an animation.
music a verse written as a group which focusses on specific parts of the animated
story.
Lesson 5: performing their ballad, using a backing track and actions.
Lesson 1: learning to sing Viking themed vocal warm ups and learning the
song “Dragon Ships” through call and response.
Performing
Autumn 2: Lesson 2: developing their singing technique and adding actions to the
Listening
Developing Developing singing skills in this “Dragon Ships” song to help them remember the lyrics and keep in time.
Composing
singing History-themed topic and learning to Lesson 3: learning to use Viking-themed phrases to learn new rhythms,
Inter-related
techniques: recognise staff notation. develop their understanding of stave notation, and learning to recognise note
dimensions of
The Vikings names by sight and sound.
music
Lesson 4: experimenting with order of known rhythms to create their own
Viking song, adding instrumental effects.Lesson 5: performing the “Dragon Ships” song and each group’s Viking Battle
Song then evaluating each other’s performance and discuss what they could
do better next time.
Lesson 1: learning to dance to music traditionally used to celebrate the
festival of Chinese New Year, moving in response to the musical elements:
crescendo, tempo and duration.
Performing Lesson 2: learning that the pentatonic scale is a five-note scale, using a
Listening to the story of Chinese Listening tuned percussion instrument to play the scale together as a class and then in
Spring 1:
New Year. Revising key musical Composing pairs.
Pentatonic
terminology, playing and creating The History Lesson 3: learning that the pentatonic scale is a five-note scale, using a
Melodies:
pentatonic melodies and composing a of Music tuned percussion instrument to play the scale together as a class and then in
Chinese New
piece of music as a group using Inter-related pairs.
Year
layered melodies. dimensions of Lesson 4: creating a piece of music called “Enter the Dragon” to tell the
music “Story of Nian” using untuned percussion instruments to represent the
villagers frightening the dragon away.
Lesson 5: to perform their final compositions using tuned and untuned
instruments.
Lesson 1: introduced to traditional Indian instruments and music, including
Performing key aspects of the tal and rag.
Summer 1:
Listening Lesson 2: learning to read and play given notes and then using them to
Traditional Learning about traditional Indian
Composing improvise a rag in the style of traditional Indian music.
instruments music, including the rag and the tal,
The History Lesson 3: building on their group compositions from the previous lesson,
and identifying instruments used and
of Music adding a repeated background note known as a drone.
improvisation: creating their own improvisation in
Inter-related Lesson 4: exploring the different pitches and timbres that can be made using
Around the this style.
dimensions of drums and adding rhythms to their own compositions.
World: India
music Lesson 5: learning and performing a traditional Indian song using the
knowledge and skills they have built up throughout the topic.YEAR 4
Curriculum
Unit description coverage
Unit In this unit, the children will be...
The children will be... The key
strands are:
Lesson 1: listening to the body percussion piece “Rain Sound” and will be
introduced to the terms “structure” and “texture” and tasked with identifying
these features within the music that they hear.
Lesson 2: working in pairs to practise the “Boom, Snap, Clap” rhythm using
body percussion, personalising their sequence with the introduction of a
Exploring the rainforest through Performing
Autumn 1: stamp.
music. Using a mixture of body Listening
Body & Lesson 3: starting their rainforest compositions with the forest floor and
percussion and tuned percussion Composing
tuned understory layers, creating body percussion rhythms to suit the movement of
instruments, pupils create their own Inter-related
percussion: the animals within each of the two layers.
rhythms of the rainforest, layer by dimensions of
Rainforests Lesson 4: moving onto untuned percussion instruments to create “repeated
layer. music
melodies” or “loops” for the canopy and emergent layers of the rainforest,
taking into consideration pitch and tempo.
Lesson 5: combining the four sections of their compositions, building
structure through combining rhythms and melodies and adding dynamics and
tempo.
Lesson 1: begin to make links between the course of a river and music as they
sing about a flowing river in rounds, adding in a harmony line.
Lesson 2: begin to make links between the course of a river and music as
Spring 1: Drawing upon their understanding of Performing
they sing about a flowing river in rounds, adding in a harmony line.
Changes in repeating patterns in music, pupils Listening
Lesson 3: learning about what an ostinato is and how to recognise them in
pitch, are introduced to the concept of Composing
different types of music. Children will perform vocal ostinatos to represent
dynamics motifs and develop their skills by Inter-related
the stages of a river.
and tempo: adapting, transposing and performing dimensions of
Lesson 4: using the contrasting features of the different stages of a river for
Rivers motifs. music
inspiration to compose their own percussive ostinato.
Lesson 5: refining and performing their ostinatos in groups, experimenting
with layering sounds.
Spring 2: Learning about: instruments Performing Lesson 1: learning to identify the features of samba music, including where it
Samba and traditionally found in a samba band, Listening originates from, the main instruments used and its dynamics.carnival syncopated rhythms and how to Composing Lesson 2: revisiting syncopation and practise identifying and performing
sounds and compose a samba break. The History of different rhythms
instruments: Music Lesson 3: using untuned percussion instruments to play a variety of rhythms
South Inter-related in groups whilst keeping in time with the pulse.
America dimensions of Lesson 4: composing a verse or “break” in their instrumental groups, which
music will form part of the performance in the final lesson.
Lesson 5: performing their class samba together.
Lesson 1: singing Roman themed warm-ups and learn The Road Building song
through call and response.
Summer 1: Performing Lesson 2: learning what a motif is and how to identify one, before playing and
Adapting Associating the stages of the river Listening incorporating motifs into the Road Building song.
and with different rhythms and learning Composing Lesson 3: creating their own motif and experimenting with a different form of
transposing what an ostinato is and how it’s used Inter-related notation to record their compositions.
motifs: The in music. dimensions of Lesson 4: experimenting with rhythm, note order and even the notes
Romans music themselves to develop their motifs from the previous lesson.
Lesson 5: combining different versions of their motif and performing these to
the rest of the class.
YEAR 5
Curriculum
Unit description coverage
Unit In this unit, the children will be...
The children will be... The key
strands are:
Lesson 1: singing Egyptian themed warm-ups and learning the song “Gift of
Performing the Nile.”
Learning to identify the pitch and
Autumn 1: Listening Lesson 2: creating their own, improvised piece of music and notate them
rhythm of written notes and
Composing Composing using hieroglyphs.
experimenting with notating their
notation: Inter-related Lesson 3: learning the names of different note lengths and identifying them in
compositions using hieroglyphs and
Egyptians dimensions of some familiar sheet music.
standard staff notation.
music Lesson 4: further developing their understanding of staff notation by learning
how the position of notes of the stave dictates pitch.Lesson 5: composing their own piece of music, celebrating a pharaoh’s journey
into the afterlife.
Performing Lesson 1: learning the origins of the blues and identifying some features of
Listening these genres and singing a blues-style song.
Learning about the history of blues Composing Lesson 2: introduced to chords, become familiar with those often used in
Spring 1: music, pupils are introduced to the 12 The History of Blues music and play the first line of the 12-bar blues.
Blues bar blues before learning how to play Music Lesson 3: learning to play the chord sequence of the 12-bar blues.
it and recognise it in other music. Inter-related Lesson 4: learning to play the blues scale – up and down.
dimensions of Lesson 5: using the notes from the blues scale, used in the previous lesson,
music and improvise their own blues music by playing the notes in different orders.
Lesson 1: learning to sing the song “Shosholoza” sung in Ndebele, the language
spoken by the Bantu people.
Performing Lesson 2: working in pairs to learn the chords for the “Shosholoza” song,
Listening using tuned percussion instruments.
Learning and performing a traditional
Composing Lesson 3: learning some African dance steps and practising a final
Spring 2: African song, playing the
The History of performance of the “Shosholoza” song, incorporating their new moves and
South and accompanying chords using tuned
Music chords from Lesson 2.
West Africa percussion and play the djembe
Inter-related Lesson 4: using a metronome to keep a constant pulse to practise reciting
(African drum).
dimensions of rhythms with varying dynamics and tempo. They will follow the pulse set by
music the “master drummer”.
Lesson 5: developing the complexity of the rhythms from Lesson 4, working in
groups to create an eight-beat break, performing as a class.
Lesson 1: exploring how music can be experienced visually by associating
sounds and rhythms with different colours.
Summer 1: Learning about the Indian festival of Performing Lesson 2: building on their knowledge of a graphic score to focus on colours
Composition colour, children explore the Listening to create a visual representation of pieces of music.
to represent associations between music, sounds Composing Lesson 3: using abstract images as inspiration to use the link between colours
the festival and colour building up to composing Inter-related and music to create their own vocal compositions.
of colour: and performing a musical dimensions of Lesson 4: focusing on the different dimensions of music, to compose a piece of
Holi composition to represent Holi. music music based on a single colour.
Lesson 5: performing their compositions as a class performance to represent
the clash of colours during the Holi festival.YEAR 6
Curriculum
Unit description coverage
Unit In this unit, the children will be...
The children will be... The key
strands are:
Lesson 1: learning about the work of Zoltan Kodaly to develop an
understanding of the Kodaly music method.
Lesson 2: learning how to strengthen the feeling of pulse when working with
Performing
Children are exploring the Kodaly rhythmic patterns through collaborative activities.
Listening
Autumn 1: music method. Pupils explore Lesson 3: using their hands as instruments to explore rhythmic patterns in
Composing
Advanced rhythmic patterns to develop a sense order to build a sense of pulse, inspired by Steve Reich’s “clapping music”.
Inter-related
rhythms of pulse before composing and Lesson 4: using their knowledge of rhythm to create their own compositions
dimensions of
notating a piece of their own. and take on the role of music critic to invite constructively critical
music
discussions amongst peers.
Lesson 5: using their knowledge about rhythmic notation to notate their own
compositions.
Performing Lesson 1: learning to appraise the work of the composer Felix Mendelssohn.
Spring 2:
Listening Lesson 2: learning how to improvise as a group, using dynamics and pitch.
Dynamics, Inspired by Fingal’s Cave by
Composing Lesson 3: improvising as a group using texture and creating a graphic score to
pitch and Mendelssohn, children represent the
The History of represent sounds.
texture: waves through music, using
Music Lesson 4: using their knowledge of dynamics, texture and pitch to create a
Fingal’s dynamics, texture and pitch to create
Inter-related group composition.
Cave by a group composition.
dimensions of Lesson 5: working in groups to create a composition featuring changes in
Mendelssohn
music texture, dynamics and pitch.
Lesson 1: exploring the musical concept of theme and variations to discover
Performing
how rhythms can be “translated” onto different instruments, including body
Listening
Taking inspiration from the Pop Art percussion, inspired by artwork from the Pop Art era.
Summer 1: Composing
movement and drawing upon their Lesson 2: comparing and contrasting different variations in the piece “The
Theme & The History of
understanding of repeating patterns Young Person’s Guide to the Orchestra”, identifying the sounds of different
Variation: Music
in music, pupils explore the musical instruments and discussing what they sound like.
Pop Art Inter-related
concept of themes and variations. Lesson 3: using complex rhythms to perform a theme, taking inspiration from
dimensions of
Benjamin Britten’s “The Young Person’s guide to the Orchestra” written in
music
1945.Lesson 4: learning about rhythmic elements contained in the theme of
Benjamin Britten’s “The Young Person’s guide to the Orchestra” and learning
to play the TIKI-TIKI, TI-TIKI and TIKI-TI rhythms in 3/4 time.
Lesson 5: using music notation to create visual representations of the TIKI-
TIKI, TI-TIKI and TIKI-TI rhythms.
Lesson 1: evaluating a song based on its lyrics, tempo, melody and
arrangement,
Lesson 2: using suitable words and phrases for the chorus of a song and
Listening to and critiquing songs
Summer 2: Performing turning ideas into lyrics.
reflective of new beginnings. Creating
Composing Listening Lesson 3: using poetry writing skills to turn suitable words into lyrics and
their own leavers’ song to reflect on
and Composing working in groups to sequence and structure lyrics into a verse.
their time at the school; writing
performing Inter-related Lesson 4: exploring four-chord progressions and using vocal improvisations
chorus and verse lyrics and exploring
a leavers’ dimensions of and known melodies over a backing track.
the concept of the four-chord backing
song music Lesson 5: composing a melody for the chorus of their song using different
track and composing melodies.
kinds of notation.
Lesson 6: using all the techniques and knowledge they have learned to create
and perform their Year 6 leavers’ song.
PROGRESSION OF KNOWLEDGE AND PROCESS KNOWLEDGE (SKILLS)
LISTENING, APPRAISING AND RESPONDING
EYFS YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6
Listening to a range of high-quality live and recorded music
• I can respond to • I can recognise • I can recognise • I can discuss the • I can recognise • I can recognise • I can discuss
music through and understand timbre changes stylistic the use and and confidently musical eras in
movement, the difference in music I listen features of development of discuss the content,
altering between pulse to different genres, motifs in music. stylistic identifying how
movement to and rhythm. • I can recognise styles and • I can identify features of they have
reflect the • I know the structural traditions of gradual dynamic different genres, influenced each
tempo, word timbre features in music using and tempo styles and other, and
dynamics, or and understand music I listen to. musical changes within traditions of discussing the
pitch of the that this • I can listen to vocabulary a piece of music music using impact of
music means different and recognise (Indian, • I can recognise musical different
• I can express types of instrumentation. classical, and discuss the vocabulary, and composers onmy response to sounds. • I am beginning Chinese, Battle stylistic can explain how the development
different music • I can recognise to use musical Songs, Ballads, features of these have of musical
and lyrics. basic tempo, vocabulary to Jazz). different genres, developed over styles.
• I can explore dynamic and describe music. • I understand styles and time (South • I can recognise
lyrics by pitch changes • I can identify that music from traditions of African, West and confidently
suggesting (faster/slower, melodies that different parts music using African, Musical discuss the
appropriate louder/quieter move in steps. of the world, musical Theatre, Dance stylistic
actions and and different vocabulary Remix, features of
• I can explore higher/lower). times, have (Samba, Rock Classical). music and relate
the story behind • I can describe different and Roll, Blues). • I can represent it to other
the lyrics or the character, features. • I can identify the features of a aspects of the
music mood or ‘story’ • I can recognise common piece of music Arts (pop art,
• I can listen to of music I and explain the features using graphic film music).
and follow a listen to, both changes within between notation, and • I can represent
beat using body verbally and a piece of music different genres, colours, changes in pitch,
percussion and through using musical styles and justifying their dynamics and
instruments movement vocabulary traditions of choices with texture using
• I can consider • I can describe • I can describe music. reference to graphic
whether a piece the difference the timbre, • I can recognise, musical notation,
of music has a between two dynamic, and name and vocabulary. justifying my
fast, moderate pieces of music textural details explain the • I can compare, choices with
or slow tempo. • I can express a of a piece of effect of the discuss, and reference to
basic opinion music, both interrelated evaluate music musical
about music verbally, and dimensions of using detailed vocabulary
(what I like / through music. musical • I can identify
dislike) movement. • I can identify vocabulary the way that
• I am beginning scaled dynamics features of a
to show an (crescendo/ song can
awareness of decrescendo) complement one
metre. within a piece another to
• I can recognise of music. create a
and begin to • I can use coherent overall
discuss changes musical effect.
within a piece vocabulary to • I can use
of music. discuss the musical
purpose of a vocabulary
piece of music. correctly when
describing and
evaluating the
features of a
piece of music.
• I can evaluate
how the venue,occasion and
purpose affects
the way a piece
of music sounds
Listening with attention to detail and recall sounds with increasing aural memory
• I can listen to • I can listen to • I can listen to and • I am beginning • I can use • I am developing • I can confidently
sounds and and repeat repeating a short, to use musical musical confidence in use detailed
match them to short, simple simple melody by vocabulary vocabulary using detailed musical
the object or rhythmic ear. (related to the (related to the musical vocabulary
instrument patterns • I can suggest inter-related inter-related vocabulary (related to the
• I can listen to • I can listen and improvements to dimensions of dimensions of (related to the inter-related
sounds and respond to my own and music) when music) when inter-related dimensions of
identifying high other others’ work. discussing discussing dimensions of music) to
and low pitch performers by improvements improvements music) to discuss discuss and
• I can listen to playing as part to my own and to my own and and evaluate my evaluate my
and repeating a of a group. others’ work. others’ work. own and others’ own and others
simple rhythm work. work.
• I can listen to
and repeating
simple lyrics
• I understand
that different
instruments
make different
sounds and can
group them
accordingly.
COMPOSING
EYFS YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6
Create sounds and music using the interrelated dimensions of music
• I can play • I can select and • I can select and • I can compose a • I can compose a • I can compose a • I can improvise
untuned create short create longer piece of music coherent piece detailed piece of coherently and
percussion ‘in sequences of sequences of in a given style of music in a music from a creatively
time’ with a sound with appropriate with voices and given style with given stimulus within a given
piece of music voices or sounds with instruments voices, bodies with voices, style,
• I can select instruments to voices or (Battle Song, and bodies and incorporating
classroom objects represent a instruments to Indian Classical, instruments. instruments given features.
to use as given idea or represent a Jazz, Swing). ● • I am beginning (Remix, Colours, • I can compose ainstruments character. given idea or Combining to improvise Stories, Drama). multi-layered
• I can experiment • I can combine character. melodies and musically • I can improvise piece of music
with body instrumental • I can rhythms to within a given coherently from a given
percussion and and vocal successfully compose a style (Blues. within a given stimulus with
vocal sounds to sounds within a combine and multi-layered • I can develop style. ● voices, bodies
respond to music given structure. layer several composition in melodies using Combing and
• I can select • I can create instrumental a given style rhythmic rhythmic instruments.
appropriate simple melodies and vocal (pentatonic). ● variation, patterns • I can compose
instruments to using a few patterns within Using letter transposition, (ostinato) into a an original
represent action notes. a given name and inversion, and multi-layered song,
and mood • I can choose structure. rhythmic looping. composition incorporating
• I can experiment dynamics, • I can create notation • I can create a using all the lyric writing,
with playing tempo and simple melodies (graphic or piece of music inter-related melody writing
instruments in timbre for a from 5 or more staff), and key with at least dimensions of and the
different ways piece of music. notes. musical four different music to add composition of
• I can create a • I can choose vocabulary to layers and a musical accompanying
simple graphic appropriate label and record clear structure interest. ● Using features, within
score to dynamics, their • I can use letter staff notation a given
represent a tempo and compositions. ● name, graphic to record structure.
composition. timbre for a Suggesting and and rhythmic rhythms and • I can develop
• I am beginning piece of music. implementing notation and melodies. ● melodies using
to make • I can use letter improvements key musical Selecting, rhythmic
improvements names and to their own vocabulary to discussing and variation,
to my work as graphic work, using label and record refining musical transposition
suggested by notation to musical my choices both and changes in
the teacher. represent the vocabulary. compositions. alone and with dynamics, pitch
details of my • I can suggest others, using and texture.
composition. improvements musical • I can record my
• I am beginning to others work, vocabulary with own
to suggest using musical confidence. ● composition
improvements vocabulary Suggesting and using
to my own demonstrating appropriate
work. improvements forms of
to own and notation and/or
others’ work. technology.
• • I can
constructively
critique my own
and others’
work, using
musical
vocabulary.PERFORMING
EYFS YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6
• I can use my • I can use my • I can use my • I can sing songs • I can sing longer • I can sing songs • I can sing songs
voice to join in voice voice in a variety of songs in a in two or more in two or more
with well- expressively to expressively musical styles variety of parts, in a secure parts
known songs speak and when singing, with accuracy musical styles variety of from memory,
from memory chant. including the and control, from memory, musical styles with accuracy,
• I can remember • I can sing short use of basic demonstrating with accuracy, from memory, fluency, control
and maintain songs from dynamics (loud developing control, fluency with accuracy, and expression.
my role within memory, and quiet). vocal technique. and a fluency, control • I can work as a
a group • I can maintain • I can sing short • I can sing and developing and expression. group to
performance the overall songs from play in time sense of • I can work as a perform a piece
• I can move to shape of the memory, with with peers, with expression group to of music,
music with melody and melodic and some degree of including perform a piece adjusting the
instruction to keeping in time. rhythmic accuracy and control of of music, interrelated
perform actions • I can maintain accuracy. awareness of subtle dynamic adjusting dimensions of
• I can the pulse (play • I can copy their part in the changes. dynamics and music as
participate in on the beat) longer rhythmic group • I can sing and pitch according required,
performances to using hands, patterns on performance. play in time to a graphic keeping in time
a small and tuned and untuned • I can perform with peers, with score, keeping with others and
audience untuned percussion from basic staff accuracy and in time with communicating
• I can stop and instruments. instruments, notation, awareness of others and with the group.
start playing at • I can copy back keeping a incorporating their part in the communicating • I can perform a
the right time short rhythmic steady pulse. rhythm and group with the group. solo or can take
and melodic • I can perform pitch and be performance. • I can perform a leadership role
phrases on expressively able to identify • I can play with accuracy within a
percussion using dynamics these symbols melody parts on and fluency performance.
instruments. and timbre to using musical tuned from graphic • I can perform
• I can respond to alter sounds as terminology. instruments and simple staff with accuracy
simple musical appropriate. with accuracy notation. and fluency
instructions • I can sing back and control and • I can play a from graphic
such as tempo short melodic developing simple chord and staff
and dynamic patterns by ear instrumental progression notation and
changes as part and play short technique. with accuracy from their own
of a class melodic • I can play and fluency. notation.
performance. patterns from syncopated • I can perform by
• I can perform letter notation. rhythms with following a
from graphic accuracy, conductor’s
notation control and cues andfluency. directions.
• I can play
simple chord
sequences (12
bar blues)You can also read
