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Music

Our Vision at Corporation Road

Learning music has intrinsic value and can be a positive device for social justice. Music is a universal language which connects us all together despite our academic, social, cultural, or economic backgrounds. The opportunity to engage in musical experiences is crucial for the development of the whole child.

Music stimulates brain development in pupils, improving their communication, memory, thinking and creative skills, developing self- esteem, and improving their emotional well-being. By engaging in our progressive and enjoyable music curriculum, pupils learn the skills of performing, singing, composing, and improvising, while developing and building upon their appreciation of a variety of music, past and present. Children are nurtured and empowered to grow and flourish musically at their own pace, and find their talent as a musician, despite their starting points.

Pupils leave with a range of musical skills, knowledge and an understanding and love of music which they can carry with them for the rest of their lives.

DomainsKey Concepts
Music genres and styles, history of music and great composersAppreciation & Understanding, Listening and Vocabulary
Play musically with increasing confidence and controlPerforming, Singing, Instruments and Notation
Musical composition and structureComposing and Interrelated Dimensions

Music Progression Map

Community

For children to understand how their community and others around the world have been influenced, and have influenced music, past and present, near and far.

Gender & Equality

Children will know that everyone should have equal opportunities within music. Our children will learn how music was influenced by the beliefs of society during different eras and how gender, sexual orientation, ethnicity, race, class, income, health and disability, race and beliefs have been influenced by music and how their acceptance in music has changed and improved throughout history.

Citizenship

Children will feel a sense of belonging to their immediate and wider community. Children will learn how music has influenced change, socially and politically, and how this change can bring about an improvement in the life chance of everyone within communities around the world.

Legacy & Impact

Children will understand how composers and artists, past and present, have impacted and influenced society, socially, politically and culturally. Children will be able to see the impact they could have on music and their ability to make their mark on their local and wider community.

National Curriculum

Year 1 and 2

Listening - Listen with concentration and understanding to a range of high-quality live and recorded music.

Singing - Use their voices expressively and creatively by singing songs and speaking chants and rhymes.Instruments -Play tuned and untuned instruments musically.

Composing - Experiment with, create, select, and combine sounds using the inter-related dimensions of music.

Year 3, 4, 5 and 6

Listening - Listen with attention to detail and recall sounds with increasing aural memoryAppreciation and Understanding -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.

Performing - Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control, and expression

Composing - Improvise and compose music for a range of purposes using the inter-related dimensions of music

EYFS

Music genres and styles,history of music and great composers

Appreciation and Understanding

State what they like about a piece of music.

Listening

Listen to a piece of music, saying if its loud or quiet.

Vocabulary

Say if they like or don’t like a song/piece of music.

Play musically with increasing confidence and control

Performing

Perform in front of a small group (sing/play with peers).

Singing

Sing familiar songs confidently.

Instruments

Explores the different sounds of instruments.

Notation

Follow a simple piece of rhythmic notation represented by pictures.

Musical Composition and Structure

Composing

Explore the different sounds of instruments. Make sounds in different ways.

Interrelated Dimensions

Rhythm

Year 1

Music genres and styles,history of music and great composers

Appreciation and Understanding

State what they like or dislike about a piece of music.

Listening

Listen to a piece of music, identifying if it is fast or slow, happy, or sad.

Vocabulary

Talk about the songs/pieces of music which they enjoy.

Play musically with increasing confidence and control

Performing

Perform with awareness of others (e.g. take turns in a performance and sing/play with peers).

Singing

Sing with a sense of shape and melody.

Instruments

Control playing to produce the longest, shortest, quietest and loudest sound. Copy back a rhythm pattern.

Notation

Begin to represent sounds with drawings.

Musical composition and structure

Composing

Make sounds in different ways, including hitting, blowing, and shaking

Interrelated Dimensions

Rhythm Pulse –steady beat, fast, slowPitch –high sounds, low sounds

Year 2

Music genres and styles, history of music and great composers

Appreciation and Understanding

Explain what they like or dislike about a piece of music and why.

Listening

Describe how an instrument is being used to represent a sound or objects (e.g. a flute for a bird or a drum for thunder.) Begin to recall sounds.

Vocabulary

Describe basic elements of a piece of music e. pace, volume, emotion).

Play musically with increasing confidence and control

Performance

Use own voice in different ways, including speaking, singing, and chanting for different effects).

Singing

Us own voice in different ways, including using a loud or soft voice, and sing simple repeated phrases.

Instruments

Play with control –getting louder/quieter; faster/slower; keeping a steady beat at different tempi. Use tuned instruments to perform a two-note repeated pattern to accompany a song.

Notation

Follow a simple piece of written rhythmic notation.

Musical composition and structure

Composing

Carefully choose instruments to combine layers of sound, showing awareness of the combined effect.

Interrelated Dimensions

Rhythm
Pulse
Pitch
Melody –high and low
Dynamics – loud, quiet, soft

Year 3

Music genres and styles, history of music and great composers

Appreciation and Understanding

Compare and contrast two pieces of music on the same theme. Listen to music from different periods in history.

Listening

Recognise changes in the music, using words like ‘pitch’ (high/low), ‘timbre’ (sounds quality), ‘dynamics’ (loud or soft), and ‘tempo’ (fast or slow).

Vocabulary

Use relevant musical vocabulary (e.g. pitch, rhythm, pulse and tempo) when talking about the elements of music within a piece.

Play musically with increasing confidence and control

Performing

Perform own part with increased control or accuracy when singing or playing both tuned and untuned instruments.

Singing

Sing songs confidently both solo and in groups.

Instruments

Play melodies and/or rhythm patterns in time with a beat. Control playing at different dynamic levels (e.g. loud, soft). Listen carefully and copy back rhythms and melodies.

Notation

Use written symbols, both standard and invented, to represent sounds.

Musical composition and structure

Composing

Use standard and invented symbols to represent sounds.

Interrelated Dimensions

Rhythm
Pulse
Pitch
Melody
Dynamics
Tempo – fast, slow

Year 4

Music genres and styles,history of music and great composers

Appreciation and Understanding

Appreciate and listen to music drawn from different traditions, cultures and composers.

Listening

Describe how a piece of music makes them feel, making an attempt to explain why.
Recall sounds with increasing aural memory.

Vocabulary

Describe, compare and evaluate different kinds of music, using appropriate musical vocabulary.

Play musically with increasing confidence and control

Performing

Perform significant parts from memory and from notation either on a musical instrument or vocally.

Singing

Maintain a simple part within an ensemble.

Instruments

Develop the skills to play in time a backing.Play with expression at a simple level –e.g. by playing with appropriate choice of dynamics.

Notation

Follow a basic melody line, using standard notation.

Musical composition and structure

Composing

Shape composition, considering dynamics, timbre and tempo.

Interrelated Dimensions

Rhythm
Pulse
Pitch
Melody
Dynamics
Tempo Timbre –The quality and character of the sound

Year 5

Music genres and styles,history of music and great composers

Appreciation and Understanding

Appreciate and understand high quality music, both live and recorded. Recognise and describe music and musical instruments from different periods in history.

Listening

Explain how different musical elements (pitch, tempo, rhythm, melody and dynamics) have been used to create mood and effects.

Vocabulary

Use musical vocabulary to explain some of the reasons why a piece of music might have been composed.

Play musically with increasing confidence and control

Performing

Maintain own part in a performance with confidence, accuracy and an awareness of what others are playing.

Singing

Maintain a more complex part within an ensemble (e.g. sing in a round or use harmony).

Instruments

Hold a part in an instrumental ensemble and/or a 2-part song when others are performing different parts. Identify how to improve own performing

Notation

Perform from simple notation on tuned/untuned instruments.

Musical composition and structure

Composing

Improvise and notate musical phrases to develop compositions.

Interrelated Dimensions

Pulse – the regular heartbeat of the music; its steady beat.
Rhythm – long and short sounds or patterns that happen over the pulse.
Pitch – high and low sounds.
Tempo – the speed of the music; fast or slow or in-between.
Dynamics – how loud or quiet the music is.
Timbre - all instruments, including voices have a certain sound quality.
Structure – every piece of music has a structure e.g. an introduction, verse and chorus ending.

Year 6

Music genres and styles,history of music and great composers

Appreciation and Understanding

Listen to and comment on the work of musicians and composers, indicating own preferences. Explain the influence of historical events on music.

Listening

Identify and explore the relationship between sounds and how different meanings can be expressed through sound and music.

Vocabulary

Describe how music can be used to create expressive effects and convey emotion.

Play musically with increasing confidence and control

Performaning

Take the lead in performances and provide suggestions to others.

Singing

Identify how sounds can be combined and used expressively, layering sounds and singing in tune with other performers.

Instruments

Perform pieces from musical notation and from memory.
Hold own part in an instrumental ensemble.

Notation

Recognise/use staff and use unconventional notation when composing.

Musical composition and structure

Composing

Compose a piece of music based on a theme (e.g. a film or special event).

Interrelated Dimensions

Pulse –the regular heartbeat of the music; its steady beat.
Rhythm –long and short sounds or patterns that happen over the pulse.
Pitch –high and low sounds.
Tempo –the speed of the music; fast or slow or in-between.
Dynamics –how loud or quiet the music is.
Timbre -all instruments, including voices have a certain sound quality. Structure –every piece of music has a structure e.g. an introduction, verse and chorus ending.
Texture –layers of sound. Layers of sound working together make music remarkably interesting to listen to.

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