Music

Music Years 1 and 2
 
By the end of Year 1 pupils should have a basic grasp of all of this content. By the end of Year 2 pupils should have an advancing understanding of this content, whilst some will have a deep understanding.
 
In Years 1 and 2 pupils:
  • Take part in singing, accurately following the melody.
  • Follow instructions on how and when to sing or play an instrument.
  • Make and control long and short sounds, using voice and instruments.
  • Imitate changes in pitch.
  • Create a sequence of long and short sounds.
  • Clap rhythms.
  • Create a mixture of different sounds (long and short, loud and quiet, high and low).
  • Choose sounds to create an effect.
  • Sequence sounds to create an overall effect.
  • Create short, musical patterns.
  • Create short, rhythmic phrases.
  • Use symbols to represent a composition and use them to help with a performance.
  • Identify the beat of a tune.
  • Recognise changes in timbre, dynamics and pitch.
Music Years 3 and 4
 
By the end of Year 3 pupils should have a basic grasp of all of this content. By the end of Year 4 pupils should have an advancing understanding of this content, whilst some will have a deep understanding.
 
In Years 3 and 4 pupils:
  • Sing from memory with accurate pitch.
  • Sing in tune.
  • Maintain a simple part within a group.
  • Pronounce words within a song clearly.
  • Show control of voice.
  • Play notes on an instrument with care so that they are clear.
  • Perform with control and awareness of others.
  • Compose and perform melodic songs.
  • Use sound to create abstract effects.
  • Create repeated patterns with a range of instruments.
  • Create accompaniments for tunes.
  • Use drones as accompaniments.
  • Choose, order, combine and control sounds to create an effect.
  • Use digital technologies to compose pieces of music.
  • Devise non-standard symbols to indicate when to play and rest.
  • Recognise the notes EGBDF and FACE on the musical stave.
  • Recognise the symbols for a minim, crotchet and semibreve and say how many beats they represent.
  • Use the terms: duration, timbre, pitch, beat, tempo, texture and use of silence to describe music.
  • Evaluate music using musical vocabulary to identify areas of likes and dislikes.
  • Understand layers of sounds and discuss their effect on mood and feelings.
Music Years 5 and 6
 
By the end of Year 5 pupils should have a basic grasp of all of this content. By the end of Year 6 pupils should have an advancing understanding of this content, whilst some will have a deep understanding.
 
In Years 5 and 6 pupils:
  • Sing or play from memory with confidence.
  • Perform solos or as part of an ensemble.
  • Sing or play expressively and in tune.
  • Hold a part within a round.
  • Sing a harmony part confidently and accurately.
  • Sustain a drone or a melodic ostinato to accompany singing.
  • Perform with controlled breathing (voice) and skillful playing (instrument).
  • Create songs with verses and a chorus.
  • Create rhythmic patterns with an awareness of timbre and duration.
  • Combine a variety of musical devices, including melody, rhythm and chords.
  • Thoughtfully select elements for a piece in order to gain a defined effect.
  • Use drones and melodic ostinati (based on the pentatonic scale).
  • Convey the relationship between the lyrics and the melody.
  • Use digital technologies to compose, edit and refine pieces of music.
  • Create songs with verses and a chorus.
  • Create rhythmic patterns with an awareness of timbre and duration.
  • Combine a variety of musical devices, including melody, rhythm and chords.
  • Thoughtfully select elements for a piece in order to gain a defined effect.
  • Use drones and melodic ostinati (based on the pentatonic scale).
  • Convey the relationship between the lyrics and the melody.
  • Use digital technologies to compose, edit and refine pieces of music.
  • Choose from a wide range of musical vocabulary to accurately describe and appraise music including:
    • pitch
    • dynamics
    • tempo
    • timbre
    • texture
    • lyrics and melody
    • sense of occasion
    • expressive
    • solo
    • rounds
    • harmonies
    • accompaniments
    • drones
    • cyclic patterns
    • combination of musical elements
    • cultural context.
  • Describe how lyrics often reflect the cultural context of music and have social meaning.