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Music - Knowledge and Skills Progression Through Music

Knowledge and Skills Progression Through Music

 

 

Year 3

Year 4

Year 5

Year 6

Listening

NC- listen with attention to detail and recall sounds with increasing aural memory

 

-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

Knowledge

To know five songs from memory and who sang them or wrote them.

To know the style of the five songs.

To choose one song and be able to talk about:

- Its lyrics: what the song is about

- Any musical dimensions featured in the song, and where they

are used (texture, dynamics, tempo, rhythm and pitch)

- Identify the main sections of the song (introduction, verse, chorus etc.)

-Name some of the instruments they heard in the song.

Knowledge

To know five songs from memory and who sang them or wrote them.

To know the style of the five songs.

To choose one song and be able to talk about:

- Some of the style indicators of that song (musical characteristics that give the song its style).

- The lyrics: what the song is about.

-  Any musical dimensions featured in the song and where they are used (texture, dynamics, tempo, rhythm and pitch).

- Identify the main sections of the song (introduction, verse, chorus etc).

-  Name some of the instruments they heard in the song.

Knowledge

To know five songs from memory, who sang or wrote them, when they were written and, if possible, why?

To know the style of the five songs and to name other songs from the Units in those styles.

- To choose two or three other songs and be able to talk about:

- Some of the style indicators of the songs (musical

characteristics that give the songs their style)

-  The lyrics: what the songs are about

-  Any musical dimensions featured in the songs and where they are used (texture, dynamics, tempo, rhythm and pitch)

- Identify the main sections of the songs (intro, verse, chorus etc.)

- Name some of the instruments they heard in the songs

- Historical context of the songs. What else was going on at this time?

Knowledge

To know five songs from memory, who sang or wrote them, when they were written and why?

To know the style of the songs and to name other songs from the Units in those styles.

To choose three or four other songs and be able to talk about:

- The style indicators of the songs (musical characteristics that give the songs their style)

- The lyrics: what the songs are about

- Any musical dimensions featured in the songs and where they are used (texture, dynamics, tempo, rhythm, pitch and timbre)

- Identify the structure of the songs (intro, verse, chorus etc.)

- Name some of the instruments used in the songs

- The historical context of the songs. What else was going on at this time, musically and historically?

- Know and talk about that fact that we each have a musical identity

Skills

To confidently identify and move to the pulse.

To think about what the words of a song mean.

To take it in turn to discuss how the song makes them feel.

Listen carefully and respectfully to other peoples thoughts about the music.

Skills

To confidently identify and move to the pulse.

To talk about the musical dimensions working together in the Unit songs e.g. if the song gets louder in the chorus (dynamics).

Talk about the music and how it makes them feel.

Listen carefully and respectfully to other peoples thoughts about the music.

When you talk try to use musical words.

Skills

To identify and move to the pulse with ease.

To think about the message of songs.

To compare two songs in the same style, talking about what stands out musically in each of them, their similarities and differences.

Listen carefully and respectfully to other peoples thoughts about the music.

When you talk try to use musical words.

To talk about the musical dimensions working together in the Unit songs.

Talk about the music and how it makes you feel.

Skills

To identify and move to the pulse with ease.

To think about the message of songs.

To compare two songs in the same style, talking about what stands out musically in each of them, their similarities and differences.

Listen carefully and respectfully to other peoples thoughts about the music.

Use musical words when talking about the songs.

To talk about the musical dimensions working together in the Unit songs.

Talk about the music and how it makes you feel, using musical language to describe the music.

Pulse

Knowledge

Know how to find and demonstrate the pulse.

Know the difference between pulse and rhythm.

Know how pulse, rhythm and pitch work together to create a song.

Know that every piece of music has a pulse/steady beat.

Know the difference between a musical question and an answer.

 

 

Knowledge

Know and be able to talk about:

How pulse, rhythm and pitch work together

Pulse: Finding the pulse the heartbeat of the music

Rhythm: the long and short patterns over the pulse

Know the difference between pulse and rhythm

Pitch: High and low sounds that create melodies

How to keep the internal pulse

Musical Leadership: creating musical ideas for the group to copy or respond to.

Knowledge

Know and be able to talk about:

How pulse, rhythm, pitch, tempo, dynamics, texture and structure work together and how they connect in a song

How to keep the internal pulse

Musical Leadership: creating musical ideas for the group to copy or respond to.

 

 

Knowledge

Know and be able to talk about:

How pulse, rhythm, pitch, tempo, dynamics, texture and structure work together to create a song or music

How to keep the internal pulse

Musical Leadership: creating musical ideas for the group to copy or respond to.

 

 

Skills

Using the Warm up Games tracks provided, complete the Challenges. Children will complete the following in relation to the main

song, using two notes:

 -Find the Pulse

-Clap and say back rhythms

-Create own simple rhythm patterns

-lead the class using their simple rhythms

-Pitch Copy Back Using 2 Notes

 -Listen and sing back (no notation)

-Copy back with instruments, without then with notation.

Skills

Using the Warm up Games tracks provided, complete the Bronze, Silver and Gold Challenges. Children will complete the following in relation to the main song, using two notes:

-Find the Pulse

-Rhythm Copy Back using 1 or 2 notes

-Clap and say back rhythms

-Create your own simple rhythm patterns

-Perhaps lead the class using their simple rhythms

-Copy back – ‘Listen and sing back’ (no notation)

-Copy back with instruments, without then with notation

-Pitch Copy Back and Vocal Warm-up.

Skills

Using the Warm up Games tracks provided, complete the Bronze, Silver and Gold Challenges. Children will complete the following in relation to the main song, using three notes:

-Find the pulse

-Copy back rhythms based on the words of the main song, that include syncopation/off beat

- Copy back one-note riffs using simple and syncopated rhythm patterns

- Lead the class by inventing rhythms for others to copy back

- Copy back two-note and three note riffs by ear and with notation

- Question and answer using two or three different notes.

Skills

Using the Warm up Games tracks provided, complete the Bronze, Silver and

Gold Challenges. Children will complete the following in relation to the main

song, using three notes:

-  Find the pulse

-  Copy back rhythms based on the words of the main song, that include syncopation/off beat

-  Copy back one-note riffs using simple and syncopated rhythm patterns

-  Lead the class by inventing rhythms for others to copy back

- Copy back two-note and three -note riffs by ear and with notation

- Question and answer using two or three different notes

- Lead the class by inventing rhythms for them to copy back.

Singing

NC-  improvise play and perform in solo and ensemble contexts, using their voices with increasing accuracy, fluency, control and expression

 

Knowledge

To know and be able to talk about:

Singing in a group can be called a choir

Leader or conductor: A person who the choir or group follow

Songs can make you feel different things e.g. happy, energetic or sad

Singing as part of an ensemble or large group is fun, but that you must

listen to each other

To know why you must warm up your voice.

Knowledge

To know and be able to talk about:

Singing in a group can be called a choir

Leader or conductor: A person who the choir or group follow

Songs can make you feel different things e.g. happy, energetic or sad

Singing as part of an ensemble or large group is fun, but that you must listen to each other

Texture: How a solo singer makes a thinner texture than a large group

To know why you must warm up your voice.

Knowledge

To know and confidently sing five songs and their parts from memory, and to sing them with a strong internal pulse.

To choose a song and be able to talk about:

-  Its main features

-  Singing in unison, the solo, lead vocal, backing vocals or rapping

-  To know what the song is about and the meaning of the lyrics

- To know and explain the importance of warming up your voice.

Knowledge

To know and confidently sing five songs and their parts from memory, and to sing them with a strong internal pulse.

To know about the style of the songs so you can represent the feeling and context to your audience

To choose a song and be able to talk about:

- Its main features

- Singing in unison, the solo, lead vocal, backing vocals or rapping

- To know what the song is about and the meaning of the lyrics

- To know and explain the importance of warming up your voice

Skills

To sing in unison and in simple two-parts.

To demonstrate a good singing posture.

To follow a leader when singing.

To enjoy exploring singing solo.

To sing with awareness of being in tune.

To have an awareness of the pulse internally when singing.

Skills

To sing in unison and in simple two-parts.

To demonstrate a good singing posture.

To follow a leader when singing.

To enjoy exploring singing solo.

To sing with awareness of being ‘in tune’.

To rejoin the song if lost.

To listen to the group when singing.

Skills

To sing in unison and to sing backing vocals.

To enjoy exploring singing solo.

To listen to the group when singing.

To demonstrate a good singing posture.

To follow a leader when singing.

To experience rapping and solo singing.

To listen to each other and be aware of how you fit into the group.

To sing with awareness of being in tune.

Skills

To sing in unison and to sing backing vocals.

To demonstrate a good singing posture.

To follow a leader when singing.

To experience rapping and solo singing.

To listen to each other and be aware of how you fit into the group.

To sing with awareness of being in tune.

Instruments

improvise play and perform in solo and ensemble contexts, playing musical instruments with increasing accuracy, fluency, control and expression

 

Knowledge

To know and be able to talk about:

The instruments used in class (a glockenspiel, a recorder).

Knowledge

To know and be able to talk about:

The instruments used in class (a glockenspiel, recorder or xylophone).

Other instruments they might play or be played in a band or orchestra or by their friends.

Knowledge

To know and be able to talk about:

Different ways of writing music down e.g. staff notation, symbols

The notes C, D, E, F, G, A, B + C on the treble stave

The instruments they might play or be played in a band or orchestra or by their friends.

Knowledge

To know and be able to talk about:

Different ways of writing music down e.g. staff notation, symbols

The notes C, D, E, F, G, A, B + C on the treble stave

The instruments they might play or be played in a band or orchestra or by their friends.

Skills

To treat instruments carefully and with respect.

Play one, or all, of four differentiated parts on a tuned instrument –

a one-note, simple or medium part or the melody of the song from memory or using notation.

To rehearse and perform their part within the context of the Unit song.

To listen to and follow musical instructions from a leader.

Skills

To treat instruments carefully and with respect.

Play any one, or all four, differentiated parts on a tuned instrument – a one-note, simple or medium part or the melody of the song from memory or using notation.

To rehearse and perform their part within the context of the Unit song.

To listen to and follow musical instructions from a leader.

To experience leading the playing by making sure everyone plays in the playing section of the song.

Skills

Play a musical instrument with the correct technique within the context of the Unit song.

Select and learn an instrumental part that matches their musical

challenge, using one of the differentiated parts – a one-note, simple or medium part or the melody of the song from memory or using notation.

To rehearse and perform their part within the context of the Unit song.

To listen to and follow musical instructions from a leader.

To lead a rehearsal session.

Skills

Play a musical instrument with the correct technique within the context of the Unit song.

Select and learn an instrumental part that matches their musical challenge, using one of the differentiated parts – a one-note, simple or medium part or the melody of the song from memory or using notation.

To rehearse and perform their part within the context of the Unit song.

To listen to and follow musical instructions from a leader.

To lead a rehearsal session.

Improvisation

NC-  improvise and compose music for a range of purposes using the inter-related dimensions of music

 

Knowledge

To know and be able to talk about improvisation:

Improvisation is making up your own tunes on the spot

When someone improvises, they make up their own tune that has never been heard before. It is not written down and belongs to them

To know that using one or two notes confidently is better than using five

To know that if you improvise using the notes you are given, you

cannot make a mistake.

 

Knowledge

To know and be able to talk about improvisation:

Improvisation is making up your own tunes on the spot

When someone improvises, they make up their own tune that has never been heard before. It is not written down and belongs to them.

To know that using one or two notes confidently is better than using five

To know that if you improvise using the notes you are given, you cannot make a mistake

To know that you can use some of the riffs you have heard in the Challenges in your improvisations.

 

 

Knowledge

To know and be able to talk about improvisation:

Improvisation is making up your own tunes on the spot

When someone improvises, they make up their own tune that has never been heard before. It is not written down and belongs to them.

To know that using one or two notes confidently is better than using five

To know that if you improvise using the notes you are given, you cannot make a mistake

To know that you can use some of the riffs you have heard in the challenges in your improvisations

To know three well-known improvising musicians.

Knowledge

To know and be able to talk about improvisation:

Improvisation is making up your own tunes on the spot

When someone improvises, they make up their own tune that has never been heard before. It is not written down and belongs to them.

To know that using one, two or three notes confidently is better than using five

To know that if you improvise using the notes you are given, you cannot make a mistake

To know that you can use some of the riffs and licks you have learnt in the Challenges in your improvisations

To know three well-known improvising musicians.

Skills

Improvise using instruments in the context of the song they are learning to perform. Using the improvisation tracks provided, children will complete the Bronze, Silver or Gold Challenges:

- Copy Back – Listen and sing back

-  Sing, Play and Copy Back – Listen and copy back using instruments, using two different notes.

- Play and Improvise – Using your instruments, listen and play your own answer using one or two notes.

- Improvise! – Take it in turns to improvise using one, two or three notes.

Skills

Improvise using instruments in the context of a song they are learning to perform. Use the improvisation tracks provided and improvise using the Bronze, Silver or Gold Challenges:

- Copy Back – Listen and sing back melodic patterns

-  Play and Improvise – Using instruments, listen and play your

own answer using one or two notes

- Improvise! – Take it in turns to improvise using one, two or three notes

- Sing, Play and Copy Back – Listen and copy back using instruments, using two different notes.

Skills

Improvise using instruments in the context of a song to be performed. Use the improvisation tracks provided and improvise using the Bronze, Silver or Gold

Challenges:

-Play and Copy Back- Copy back using instruments. Use one, two or three notes

- Play and Improvise You will be using up to three notes. Always start on G

- Improvisation! You will be using up to three notes. The notes will be

provided on-screen and in the lesson plan:

-Classroom Jazz 2 – Improvise with a feeling for the style of Bossa Nova and Swing using the notes D, E, G, A + B (pentatonic scale/a five-note pattern).

Skills

Improvise using instruments in the context of a song to be performed. Use the

improvisation tracks provided and improvise using the Bronze, Silver or Gold Challenges:

-  Play and Copy Back- Copy back using instruments. Use one, two or three notes.

- Play and Improvise You will be using up to three notes:

- Question and Answer using instruments. Use one, two or three notes in your answer. Always start on a G.

 - Improvisation! You will be using up to three notes. The notes will be provided on-screen and in the lesson plan

-Classroom Jazz 2 – Improvise with a feeling for the style of Bossa Nova and

Swing using the notes D, E, G, A + B (pentatonic scale/a five-note pattern).

Composition

NC- improvise and compose music for a range of purposes using the inter-related dimensions of music

 

 

use and understand staff and other musical notations

Knowledge

To know and be able to talk about:

A composition: music that is created by you and kept in some way. Its like writing a story. It can be played or performed again to your friends.

Different ways of recording compositions (letter names, symbols, audio etc.)

 

 

 

Knowledge

To know and be able to talk about:

A composition: music that is created by you and kept in some way. Its like writing a story. It can be played or performed again to your friends.

Different ways of recording compositions (letter names, symbols, audio etc.)

 

Knowledge

To know and be able to talk about:

A composition: music that is created by you and kept in some way. Its like writing a story. It can be played or performed again to your friends.

A composition has pulse, rhythm and pitch that work together and are shaped by tempo, dynamics, texture and structure

Notation: recognise the connection between sound and symbol

 

Knowledge

To know and be able to talk about:

A composition: music that is created by you and kept in some way. It’s like writing a story. It can be played or performed again to your friends.

A composition has pulse, rhythm and pitch that work together and are shaped by tempo, dynamics, texture and structure

Notation: recognise the connection between sound and symbol

Skills

Help create at least one simple melody using one, three or five different notes.

Plan and create a section of music that can be performed within the

context of the unit song.

Talk about how it was created.

Listen to and reflect upon the developing composition and make musical decisions about pulse, rhythm, pitch, dynamics and tempo.

Record the composition in any way appropriate that recognises the connection between sound and symbol (e.g. graphic/pictorial notation).

Skills

Help create at least one simple melody using one, three or all five different notes.

Plan and create a section of music that can be performed within the context of the unit song.

Talk about how it was created.

Listen to and reflect upon the developing composition and make musical decisions about pulse, rhythm, pitch, dynamics and tempo.

Record the composition in any way appropriate that recognises the connection between sound and symbol (e.g. graphic/pictorial notation).

Skills

Create simple melodies using up to five different notes and simple rhythms that work musically with the style of the Unit song.

Explain the keynote or home note and the structure of the melody.

Listen to and reflect upon the developing composition and make musical decisions about how the melody connects with the song.

Record the composition in any way appropriate that recognises the connection between sound and symbol (e.g. graphic/pictorial/notation).

Skills

Create simple melodies using up to five different notes and simple rhythms that work musically with the style of the Unit song.

Explain the keynote or home note and the structure of the melody.

Listen to and reflect upon the developing composition and make musical decisions about how the melody connects with the song.

Record the composition in any way appropriate that recognises the connection between sound and symbol (e.g. graphic/pictorial notation).

Performance

Knowledge

To know and be able to talk about:

Performing is sharing music with other people, an audience

A performance doesnt have to be a drama! It can be to one person or

to each other

You need to know and have planned everything that will be

performed

You must sing or rap the words clearly and play with confidence

A performance can be a special occasion and involve an audience

including of people you don’t know

It is planned and different for each occasion

It involves communicating feelings, thoughts and ideas about the

song/music.

Knowledge

To know and be able to talk about:

Performing is sharing music with other people, an audience

A performance doesnt have to be a drama! It can be to one person or to each other

You need to know and have planned everything that will be performed

You must sing or rap the words clearly and play with confidence

A performance can be a special occasion and involve an audience including of people you don’t know

It is planned and different for each occasion

It involves communicating feelings, thoughts and ideas about the

song/music.

Knowledge

To know and be able to talk about:

Performing is sharing music with other people, an audience

A performance doesnt have to be a drama! It can be to one person or

to each other

Everything that will be performed must be planned and learned

You must sing or rap the words clearly and play with confidence

A performance can be a special occasion and involve an audience

including of people you don’t know

It is planned and different for each occasion

A performance involves communicating ideas, thoughts and feelings about the song/music.

Knowledge

To know and be able to talk about:

Performing is sharing music with an audience with belief

A performance doesnt have to be a drama! It can be to one person or to each other

Everything that will be performed must be planned and learned

You must sing or rap the words clearly and play with confidence

A performance can be a special occasion and involve an audience including of people you dont know

It is planned and different for each occasion

A performance involves communicating ideas, thoughts and feelings about the song/music.

Skills

To choose what to perform and create a programme.

To communicate the meaning of the words and clearly articulate them.

To talk about the best place to be when performing and how to stand or sit.

To record the performance and say how they were feeling, what they were pleased with what they would change and why.

Skills

To choose what to perform and create a programme.

Present a musical performance designed to capture the audience.

To communicate the meaning of the words and clearly articulate them.

To talk about the best place to be when performing and how to stand or sit.

To record the performance and say how they were feeling, what they were pleased with what they would change and why.

Skills

To choose what to perform and create a programme.

To communicate the meaning of the words and clearly articulate them.

To talk about the venue and how to use it to best effect.

To record the performance and compare it to a previous performance.

To discuss and talk musically about it What went well? and It would have been even better if...?

Skills

To choose what to perform and create a programme.

To communicate the meaning of the words and clearly articulate them.

To talk about the venue and how to use it to best effect.

To record the performance and compare it to a previous performance.

To discuss and talk musically about it – “What went well?” and “It would have been even better if...?”

 

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