Music Skills Progression
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1 Music Skills Progression Old Park Primary School Last Updated : February 2014 Authored by: Rachel Warner
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4 Old Park Primary School Music Skills Progression 1 Table of Contents Table of Contents... 1 New Curriculum Purpose of study... Error! Bookmark not defined. Aims... Error! Bookmark not defined. Attainment targets... Error! Bookmark not defined. Subject content... Error! Bookmark not defined. Key stage 1... Error! Bookmark not defined. Key stage 2... Error! Bookmark not defined. Long/Medium Term Plans Nursery... Error! Bookmark not defined. Reception... Error! Bookmark not defined. Year 1... Error! Bookmark not defined. Year 2... Error! Bookmark not defined. Year 3... Error! Bookmark not defined. Year 4... Error! Bookmark not defined. Year 5... Error! Bookmark not defined. Year 6... Error! Bookmark not defined.
5 2 Old Park Primary School SUBJECT Skills Progression New Curriculum 2014 New Curriculum 2014 Published: September 2013 Music programmes of study: key stages 1 and 2 National curriculum in England Purpose of study Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon. Aims The national curriculum for music aims to ensure that all pupils: perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
6 Old Park Primary School Music Skills Progression 3 Attainment targets By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Music key stages 1 and 2 Subject content Key stage 1 Pupils should be taught to: 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. Key stage 2 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
7 4 Old Park Primary School SUBJECT Skills Progression Foundation Stage See EYFS development matters Nursery Enjoy joining in with dancing and ring games. Sing a few familiar songs. Sing to self and makes up simple songs. Make up rhythms. Imitate movement in response to music. Tap out simple rhythms. Explore and learns how sounds can be changed. Capture experiences and responses using music. Reception Begin to build a repertoire of songs and dances. Explore the different sound of instruments. Represent own ideas through music. Summer 2 nd half Reception Beat and Rhythm
8 Year 1 Old Park Primary School Music Skills Progression 5
9 Music Express Rain, Rain Go Away Exploring Timbre, Tempo and Dynamics Music Express What s The Score Exploring Instruments and symbols Wendy Callagan Animals Charanga Healthy Living Charanga Drum Workshop Wendy Callagan Music Express Sounds Interesting Exploring Sounds 6 Old Park Primary School SUBJECT Skills Progression Title of unit Skills covered New curriculum, skills Find their singing voice and use their voices confidently. Sing with a sense of awareness of pulse and control of rhythm. Sing with an awareness of other performers. Play instruments in different ways and create sound effects. Handle and play instruments with control. Identify different groups of instruments. Explore different sound sources. Make sounds and recognise how they can give a message. Create and chose sounds in response to a given stimulus. Identify how sounds can be changed. 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. Handle and play instruments with control. Control pulse and rhythm. 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. Read and write notation. Perform long and short sounds in response to symbols. Create long and short sounds on instruments. Play and sing phrase from dot notation. Record own ideas. Make own symbols as part of a class score. Sing songs with control and using the voice expressively. Find singing voice and use their voices confidently. Sing a melody accurately at own pitch. Sing with a sense of awareness of pulse and control of rhythm. Begin to sing with control of pitch (e.g. following the shape of the melody) Sing with an awareness of other performers. 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. Contribute to the creation of a class composition. Basic skills developments for composition in KS1 are to be found within Exploring sounds. Perform long and short sounds in response to symbols. Create long and short sounds on instruments. Play and sing phrase from dot notation Record own ideas. Make own symbols as part of a class score. Year 2
10 Old Park Primary School Music Skills Progression 7 Title of unit Skills covered New curriculum, skills
11 Charanga Reggae ZooTime Charanga Oceans, Seas and Rivers Wendy Callagan Music Express Taking Off Exploring Pitch Boom whackers Wendy Callagan Christmas Songs Charangs Music Express The Long and Short of it Exploring Duration 8 Old Park Primary School SUBJECT Skills Progression Find singing voice and use their voices confidently. Sing a melody accurately at own pitch. Sing with a sense of awareness of pulse and control of rhythm. Sing with an awareness of other performers. Respond physically when performing, composing and appraising music. Identify different sound sources. Identify the pulse in different pieces of music. Identify long and short sounds in music. Accompany a chant or song by clapping or playing the pulse or rhythm. Explore different sound sources. Identify and name classroom instruments. Create and chose sounds in response to a given stimulus. Identify how sounds can be changed. Play instruments in different ways and create sound effects. To find singing voice and use their voices confidently. Sing a melody accurately at own pitch. Sing with a sense of awareness of pulse and control of rhythm. Sing songs expressively. Sing with an awareness of other performers. Perform together and follow instructions that combine the musical elements. Play instruments in different ways and create sound effects. Handle and play instruments with control. Identify different groups of instruments. Handle and play instruments with control. 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. 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. Find singing voice and use their voices confidently. Sing a melody accurately at own pitch. Sing songs expressively. Follow pitch movements with their hands and use high, low and middle voices. Respond physically when performing, composing and appraising music. Handle and play instruments with control. Identify different groups of instruments. Respond physically when performing, composing and appraising music. Find singing voice and use their voices confidently. Sing a melody accurately at 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. How to listen to music. Sing the song. Understand the geographical origin of the music and in which era it was composed. Experience and learn how to apply key musical concepts/elements, eg finding a pulse, clapping a rhythm, use of pitch. Play the accompanying Instrumental parts (optional). Work together in a band/ensemble. Develop creativity through improvising and composing within the song. Understand and use the first notes of the scale while improvising and composing. Recognise the style of the music and to understand its main style indicators. Understand and use general musical vocabulary and specific vocabulary linked to the song.
12 Year 3 Old Park Primary School Music Skills Progression 9 Title of unit Skills covered New curriculum, skills
13 Charanga Hands, Feet, Heart Charanga Hey, You! Charanga English Folk Songs Boom whackers Wendy Callagan Charanga Mamma Mia Ancient Greece Wendy Callaan 10 Old Park Primary School SUBJECT Skills Progression Singing songs with control and use the voice expressively. Find their singing voice and use voices confidently. Sing a melody accurately at 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. How to listen to music. Sing the song. Understand the geographical origin of the music and in which era it was composed. Experience and learn how to apply key musical concepts/elements, eg finding a pulse, clapping a rhythm, use of pitch. Play the accompanying instrumental parts (optional). Work together in a band/ensemble. Develop creativity through improvising and composing within the song. Understand and use the pentatonic scale while improvising and composing. Experience links to other areas of the curriculum. Recognise the style of the music and to understand its main style indicators. Understand and use general musical vocabulary and specific vocabulary linked to the song. Identify different sound sources. Make sounds and recognise how they can give a message. Identify and name classroom instruments. Listen carefully and create sounds in response to descriptive words. Handle and play instruments with control. Sing and play musically with increasing confidence and control. Develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory. 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. How to listen to music. Sing the song. Understand the geographical origin of the music and in which era it was composed. Experience and learn how to apply key musical concepts/elements, eg finding a pulse, clapping a rhythm, use of pitch. Play the accompanying instrumental parts (optional). Work together in a band/ensemble. Develop creativity through improvising and composing within the song. Understand and use the first five notes of C Major scale while improvising and composing. Experience links to other areas of the curriculum. Recognise the style of the music and to understand its main style indicators. Understand and use general musical vocabulary and specific vocabulary linked to the song. How to listen to music. Sing the song. Understand the geographical origin of the music and in which era it was composed. Experience and learn how to apply key musical concepts/elements, eg finding a pulse, clapping a rhythm, use of pitch. Play the accompanying instrumental parts (optional). Work together in a band/ensemble. Develop creativity through improvising and composing within the song. Understand and use the first five notes of C Major scale while improvising and composing. Experience links to other areas of the curriculum. Recognise the style of the music and to understand its main style indicators. Understand and use general musical vocabulary and specific vocabulary linked to the song.
14 Year 4 Old Park Primary School Music Skills Progression 11
15 Reggae 3 Little BirdS African Drumming Wendy Callagan The Royal Family Wendy Callagan Caranga National Anthem Merlin Garage Band Charanga Make You Feel my love 12 Old Park Primary School SUBJECT Skills Progression Title of unit Skills covered New curriculum, skills How to listen to music. Sing the song. Understand the geographical origin of the music and in which era it was composed. Experience and learn how to apply key musical concepts/elements, eg finding a pulse, clapping a rhythm, use of pitch. Play the accompanying instrumental parts (optional). Work together in a band/ensemble. Develop creativity through improvising and composing within the song. Understand and use the G major scale while improvising and composing. Experience links to other areas of the curriculum. Recognise the style of the music and to understand its main style indicators. Understand and use general musical vocabulary and specific vocabulary linked to the song. Play and perform in solo and ensemble contexts, using their voice and playing musical instruments with increasing accuracy, control and expression. Improvise and compose music using the inter-related dimensions of music separately and in combination. Listen with attention to detail and recall sounds with increasing aural memory. Use and understand the basics of staff and other musical notations. Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians. Learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument. Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations. Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians. Learn to sing and to use voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument. Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations. Play and perform in solo and ensemble contexts, using 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. How to listen to music Sing the song. Understand the geographical origin of the music and in which era it was composed. Experience and learn how to apply key musical concepts/elements, eg finding a pulse, clapping a rhythm, use of pitch. Play the accompanying Instrumental parts (optional). Work together in a band/ensemble. Develop creativity through improvising and composing within the song. Understand and use the pentatonic scale while improvising and composing. Experience links to other areas of the curriculum. Recognise the style of the music and to understand its main style indicators. Understand and use general musical vocabulary and specific vocabulary linked to the son.g Year 5
16 Old Park Primary School Music Skills Progression 13 Title of unit Skills covered New curriculum, skills
17 Cyclic Patterns Journey Into Space Garage Band on ipads Wendy Callagan Music Express Exploring Rounds Junk Jackers Wendy Callagan Charanga Lean On Me 14 Old Park Primary School SUBJECT Skills Progression How to listen to music. Sing the song. Understand the geographical origin of the music and in which era it was composed. Experience and learn how to apply key musical concepts/elements, eg finding a pulse, clapping a rhythm, use of pitch. Play the accompanying instrumental parts (optional). Work together in a band/ensemble. Develop creativity through improvising and composing within the song. Understand and use the first five notes of the C Major scale while improvising and composing. Experience links to other areas of the curriculum. Recognise the style of the music and to understand its main style indicators. Understand and use general musical vocabulary and specific vocabulary linked to the song. Support the development of rhythm skills and the ability to keep to a strong pulse in an accessible and exciting way. Promote focussed listening and performing with increased levels of concentration throughout. Develop an awareness of how to promote an increased sense of performance. Encourage further creative work through composition and production of own rhythm pieces, raps and songs. Perform a round in two or more parts and identify how the parts fit together. Describe the effect of different combinations of pitched notes using the terms tense, tight, relaxed, loose and comfortable. Sing a round in two or more parts and identify how the parts fit together. Sing a round with confidence and accompany their singing with a repeated chord. Practise their own parts and rehearse with others, showing that they know how to contribute appropriately to the overall effect. Improve their performance through listening, internalising and analysing (in their own minds) what changes need to be made. Achieve a quality performance. Play and perform in solo and ensemble contexts, using their voice and playing musical instruments with increasing accuracy, control and expression. Improvise and compose music using the inter-related dimensions of music separately and in combination. Listen with attention to detail and recall sounds with increasing aural memory. Use and understand the basics of staff and other musical notations. Learn to listen with concentration and engagement for extended periods. Develop understanding of contrasting moods. Identify contrasting moods and sensations. Develop representational use of sound. Change sounds using a tape recorder (and microphone). Explore, select (using internalised sounds), combine and exploit a range of different sounds to compose a sound scape stimulated by space. Transfer speech patterns onto drums and use the rhythms as starting point for improvisation. Perform two African greetings as a call and response accompanied by body percussion. Combine the beat, rhythm and tempo in a performance of Cyclic patterns. Identify and control different ways percussion instruments make sounds. Identify rhythmic patterns, instruments and repetition. Keep a steady pulse and improvise rhythmic patterns. Subdivide the pulse, keeping to a steady beat. Explore and perform a particular cyclic pattern. Invent simple rhythmic patterns. Learn about African percussion instruments.
18 Old Park Primary School Music Skills Progression 15 Year 6
19 Leaver s Performance Wendy Callagan Music Hall Charanga Living On a Prayer Charanga Ukulele Charanga Ukulele Japan wendy Callagan 16 Old Park Primary School SUBJECT Skills Progression Title of unit Skills covered New curriculum, skills Sing, alone and with others, a varied repertoire of music. Sing with pitch and rhythmic accuracy. Sing music representing diverse styles, genres, and cultures. Show respect for the singing efforts of others. Play on instruments, alone and with others, a varied repertoire of music. Play with appropriate technique and posture. Listen to music representing diverse styles, genres, and cultures. Show respect for the instrumental playing efforts of others. Listen to, analyze, and describe music. Show respect while listening and analyzing music. Show respect for music from various cultures and historical periods. Understand music in relation to history and culture. 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. 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. How to listen to music. Sing the song.m Understand the geographical origin of the music and in which era it was composed. Experience and learn how to apply key musical concepts/elements, eg finding a pulse, clapping a rhythm, use of pitch. Play the accompanying instrumental parts (optional). Work together in a band/ensemble. Develop creativity through improvising and composing within the song. Understand and use the pentatonic scale while improvising and composing. Experience links to other areas of the curriculum. Recognise the style of the music and to understand its main style indicators. Understand and use general musical vocabulary and specific vocabulary linked to the song Understand how songs, dances, monologues, dramatic interludes and variety acts were presented in a music hall. Sing songs with increasing control of breathing, posture and sound projection. Sing songs in tune and with an awareness of other parts. Sing with good distinction and articulation. Sing in parts maintaining own vocabulary. Use tuned instruments to play chords. Sing a round in two parts and identify the melodic phrases and how they fit together. Sing song written in parts. Compose own parts. 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. Perform in the Leaver s assembly. Sing and play musically with increasing confidence and control.
20 Old Park Primary School Music Skills Progression 17
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