FS

Year 1

Year 2

Use of voice expressively and creatively

•       Sing echo songs and perform movements to a steady beat.

•       Explore singing at different speeds and pitch to create moods and feelings.

•       Discover how to use the voice to create loud and soft sounds.

•       Explore the use of the voice in different ways e.g. through speaking, singing and chanting.

•       Discover how the voice can produce rhythm and pulse, high and low (pitch) to create different effects.

•       Find out how to sing with expression, confidence and creativity 

•       Sing with a sense of the shape of a melody.

•       Represent sounds with symbols

•       Improvise in making sounds with the voice.

•       Sing songs using creativity and expression being able to create dramatic effect

Play tuned and untuned instruments

•       Play instruments to a steady beat. Understand how to hold and play an instrument with care.

•       Explore the different sounds instruments make.

•       Choose an instrument to create a specific sound.

•       Play instruments showing an awareness of others.

•       Repeat and investigate simple beats and rhythms.

•       Learn to play sounds linking with symbols.

•       Understand how to play an instrument with care and attention.

•       Perform simple patterns and accompaniments keeping to a steady pulse.

•       Recognise and explore how sounds can be organised.

•       Respond to starting points that have been given.

•       Understand how to control playing a musical instrument so that they sound as they should.

Listen with concentration and understanding

•       Express feelings in music by responding to different moods in a musical score.

•       Listen to music and respond by using hand and whole-body movements. Listen to different sounds (e.g., animal sounds) and respond with voice and movement.

•       Choose sounds to represent different things e.g., ideas, thoughts, feelings, moods.

•       Reflect on music and say how it makes people feel, act and move.

•       Respond to different composers and discuss different genres of music.

•       Notice how music can be used to create different moods and effects and to communicate ideas.

•       Listen and understand how to improve own composition

•       Sort composers into different genres and instruments into different types.

Experiment with, create, select and combine sounds

•       Choose different instruments, including the voice, to create different sound effects in play.

•       Investigate a variety of ways to create sound with different materials.

•       Experiment performing songs and music together with body movements to a steady beat.

•       Choose a sequence of long and short sounds with help, including clapping longer rhythms.

•       Investigate how to make different sounds using the interrelated dimensions e.g., dynamics and tempo to add interest.

•       Explore own ideas and make changes to these if desired.

•       Begin to explore notating music in different forms e.g. grids, graphs.

•       Choose carefully and order sounds in a beginning, middle and end.

•       Use sounds to achieve an effect (including use of technology)

•       Create short musical patterns.

•       Investigate long and short sounds.

•       Encourage changes in pitch to communicate an idea.

•       Continue to learn to notate music in different forms

Year 3

Year 4

Year 5

Year 6

Play and Perform

•       Sing in tune.

•       Perform simple melodic and rhythmic parts

•       Improvise repeated patterns

•       Begin to understand the importance of pronouncing the words in a song well. Start to show control in the voice. Perform with confidence.

•       Sing in tune with awareness of others.

•       Perform simple melodic and rhythmic parts with awareness of others.

•       Improvise repeated patterns growing in difficulty.

•       Sing songs from memory with accurate pitch.

•       Maintain a simple part within a group.

•       Understand the importance of pronouncing the words in a song well.

•       Show control in the voice.

•       Play notes on instruments with care so they sound clear. Perform with control and awareness of what others in the group are singing or playing. 

•       Create songs with understanding of the relationship between lyrics and melody.

•       Maintain own parts whilst performing with awareness of how different parts fit together and the need to achieve an overall effect.

•       Breathe well and pronounce words, change pitch and show control in singing.

•       Perform songs with an awareness of the meaning of words.

•       Hold a part in a round.

•       Perform songs in a way that reflects their meaning and the occasion.

•       Sustain a drone or melodic ostinato to accompany singing. Play an accompaniment on an instrument e.g., xylophone or drum.

•       Perform significant parts from memory and from notations with awareness of own contribution. Refine and improve own work.

•       Sing or play from memory with confidence, expressively and in tune. Perform alone and in a group, displaying a variety of techniques.

•       Take turns to lead a group. Sing a harmony part confidently and accurately.

Improvise and compose

•       Compose music that combines musical interrelated dimensions eg dynamics and tempo Choose sounds to create an effect. Order sounds to help create an effect.

•       Create short musical patterns with long and short sequences and rhythmic phrases.

•       Compose music that combines layers of sounds.

•       Be aware of the effect of several layers of sound.

•       Compose and perform melodies and songs (including use of technology)

•       Use sound to create abstract effects.

•       Recognise and create repeated patterns with a range of instruments.

•       Create accompaniments for tunes. Carefully choose order, combine and control sounds with awareness of their combined effect. 

•       Use the venue and sense of occasion to create performances that are well appreciated by the audience.

•       Compose by developing ideas within musical structures. Improvise melodic and rhythmic phrases as part of a group performance.

•       Improvise within a group.

•       Improvise melodic and rhythmic material within a given structure. 

•       Improvise and compose music for a range of purposes using the interrelated dimensions of music 

Show thoughtfulness in selecting sounds and structures to convey an idea.

•       Create own musical patterns.

•       Use a variety of different musical devices including melody, rhythms and chords. 

Listen with attention to

detail and recall sounds

•       Notice and explore the way sounds can be combined and used expressively. Listen to different types of composers and musicians.

•       Notice, analyse and explore the way sounds can be combined and used expressively. 

•       Comment on musicians’ use of technique to create effect.

•       Notice and explore the relationship between sounds.

•       Notice and explore how music reflects different intentions.

•       Notice, comment on and compare the use of musical devices.

•       Notice, comment on and compare the relationship between sounds.

•       Notice, comment on, compare and explore how music reflects different intentions. 

Use and understand staff and other musical notation

•

Begin to learn to read music - for example during recorder lessons.

•       Continue to learn to read music during instrumental lessons.

•       Use staff and musical notation when composing work.

•       Recognise symbols for semibreve, minim and crotchet and know how many beats each represents.

•       Know the symbol for a rest in music and use silence for effect in music.

•       Know and use standard musical notation of semibreve, minim, crotchet and quaver.

•       Read the musical stave and work out notes (EGBDF and FACE)

•       Draw a treble clef in the correct position on the stave.

•       Use a variety of notation when performing and composing. Compose music for different occasions.

•       Quickly read notes and know how many beats they represent.

•       Use a range of musical interrelated dimensions to describe music e.g., pitch, tempo, timbre, dynamics etc

•       Describe music using musical vocabulary and identify strengths and weaknesses in music giving opinions.

Appreciate and understand a

wide range of live and

recorded music

•       Begin to recognise and identify instruments being played.

•       Comment on likes and dislikes.

•       Recognise how the interrelated dimensions of music can be used together to compose. 

•       Begin to recognise and identify instruments and numbers of instruments being played.

•       Compare music and express growing tastes in music.

•       Explain how the interrelated dimensions can be used together to compose music. 

•       Compare and evaluate different kinds of music using appropriate musical vocabulary.

•       Explain how the interrelated dimensions, features and styles can be used together to compose music.

•       Analyse and compare musical features choosing appropriate musical vocabulary.

•       Explain and evaluate how the interrelated dimensions, features and styles can be used together to compose music. 

Develop an understanding

of the history of music

•       Think about the different purposes of music throughout history and in other cultures.

•       Recognise that sense of occasion affects the performance.

•       Describe the different purposes of music throughout history and in other cultures.

•       Understand that sense of occasion affects the performance.

•       Understand the different cultural meanings and purposes of music, including contemporary culture.

•       Use different venues and occasions to vary own performances.

•       Notice and explore how music reflects time, place and culture.

•       Understand and express opinions on the different cultural meanings and purposes of music, including contemporary cultural.

•       Use different venues and occasions to vary own performances and be able to explain why this matters.