Music

Singing and Voice

• To find their singing voice and use their voices confidently.  
• Sing a melody accurately at their 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.

• Sing with confidence using a wider vocal range.  
• Sing in tune.  
• Sing with awareness of pulse and control of rhythm.  
• Recognise simple structures. (Phrases).  
• Sing expressively with awareness and control at the expressive elements. E.g. timbre, tempo, dynamics.  
• Sing songs and create different vocal effects.  
• Understand how mouth shapes can affect voice sounds.  
• Internalise sounds by singing parts of a song ‘in their heads.’  

• Sing songs with increasing control of breathing, posture and sound projection.  
• Sing songs in tune and with an awareness of other parts.  
• Identify phrases through breathing in appropriate places.  
• Sing with expression and rehearse with others.  
• Sing a round in two parts and identify the melodic phrases and how they fit together.  
• Sing confidently as a class, in small groups and alone, and begin to have an awareness of improvisation with the voice.

Listening, Memory and Movement

• 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.

• Identify melodic phrases and play them by ear.  
• Create sequences of movements in response to sounds.  
• Explore and choose different movements to describe animals.  
• Demonstrate the ability to recognise the use of structure and expressive elements through dance.  
• Identify phrases that could be used as an introduction, interlude and ending.

• Internalise short melodies and play these on pitched percussion (play by ear).  
• Create dances that reflect musical features.  
• Identify different moods and textures.  
• Identify how a mood is created by music and lyrics.  
• Listen to longer pieces of music and identify features.

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.

• Recognise rhythmic patterns. 
•  Perform a repeated pattern to a steady pulse.  
• Identify and recall rhythmic and melodic patterns.  
• Identify repeated patterns used in a variety of music. (Ostinato).

• Identify different speeds of pulse (tempo) by clapping and moving.  
• Improvise rhythm patterns.  
• Perform an independent part keeping to a steady beat.  
• Identify the metre of different songs through recognising the pattern of strong and weak beats.  
• Subdivide the pulse while keeping to a steady beat.

Sounds and Melody

• To explore different sound sources.  
• Make sounds and recognise how they can give a message.  
• Identify and name classroom instruments.  
• Create and choose sounds in response to a given stimulus.  
• Identify how sounds can be changed.  
• Change sounds to reflect different stimuli.

• Identify ways sounds are used to accompany a song.  
• Analyse and comment on how sounds are used to create different moods.  
• Explore and perform different types of accompaniment.  
• Explore and select different melodic patterns.  
• Recognise and explore different combinations of pitch sounds.

• Skills development for this element are to be found within ‘Control of instruments’ and ‘Composition’.

Instruments

• Play instruments in different ways and create sound effects.  
• Handle and play instruments with control.  
• Identify different groups of instruments.

• Identify melodic phrases and play them by ear.  
• Select instruments to describe visual images.  
• Choose instruments on the basis of internalised sounds.

• Identify and control different ways percussion instruments make sounds.  
• Play accompaniments with control and accuracy.  
• Create different effects using combinations of pitched sounds.  
• Use ICT to change and manipulate sounds.

Composition

• Contribute to the creation of a class composition.  
• Basic skills developments for composition in KS1 are to be found within ‘Exploring sounds’.

• Create textures by combining sounds in different ways.  
• Create music that describes contrasting moods/emotions.  
• Improvise simple tunes based on the pentatonic scale.  
• Compose music in pairs and make improvements to their own work.  
• Create an accompaniment to a known song.  
• Create descriptive music in pairs or small groups.

• 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.  
• Compose music individually or in pairs using a range of stimuli and developing their musical ideas into a completed composition.

Reading and Writing Notation

• Perform long and short sounds in response to symbols.  
• Create long and short sounds on instruments.  
• Play and sing phrases from dot notation.  
• Record their own ideas.  
• Make their own symbols as part of a class score.

• Perform using notation as a support.  
• Sing songs with staff notation as support.

Performance Skills

• Perform together and follow instructions that combine the musical elements.

• Perform in different ways, exploring the way the performers are a musical resource.  
• Perform with awareness of different parts.

• Present performances effectively with awareness of audience, venue and occasion.

Evaluating and Appraising

• Choose sounds and instruments carefully and make improvements to their own and others’ work.

• Recognise how music can reflect different intentions.

• Improve their work through analysis, evaluation and comparison.