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Listening National Curriculum: - 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.
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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 people’s 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 people’s 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 people’s 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 people’s 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.
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| 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.
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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 Warmup.
| 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.
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Singing National Curriculum: - 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.
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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’.
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Instruments National Curriculum: - 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: - he 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.
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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.
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Improvisation National Curriculum: - Improvise and compose music for a range of purposes using the interrelated 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.
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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 onscreen 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 onscreen 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).
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Composition National Curriculum: - Improvise and compose music for a range of purposes using the interrelated 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. It’s 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. It’s 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. 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.
| 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.
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| | 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).
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| Performance | Knowledge To know and be able to talk about: - Performing is sharing music with other people, an audience
- A performance doesn’t 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 doesn’t 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 doesn’t 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 doesn’t 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.
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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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