Music Skills Overview Aspects EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Singing and Begin to build a Use different voices Sing with a sense of the Sing with increasing Sing in tune, with Sing /play a short solo Sing songs with playing repertoire of songs and and find their singing shape of the melody accuracy in tuning and expression (e.g. in call and response increasing control of dances. voice expression song). breathing, posture and

Perform simple Perform rhythmically sound projection Tap out simple repeated . e.g. speaking voice, patterns(rhythmic and Perform rhythmically simple parts that use a Sing/play in an melodic) and Improve tone production whispering voice, simple parts using mainly range of notes ensemble, maintaining accompaniments, Explore the different singing voice, thinking untuned percussion. their own part with some and use diction and other keeping to a steady sounds of instruments. vocal techniques, e.g. voice (singing 'in your pulse E.g. singing rounds awareness of how the head') different parts fit [smoothly] and ELG • Safely use and [sharply Focus on diction and together and the need to explore a variety of separated] materials, tools and Sing with a sense of the expression in Yr4 achieve an overall effect. techniques, shape of the melody Production songs. experimenting with E.g. singing rounds with Make expressive use of elements and technique colour, design, texture, E.g. sing call and an added ostinato. form and function. response and pitch- and develop their matching games/songs performances

E.g. focus on quality of singing (solos, groups and unison) in Yr6 Production.

Improvising Imitate movement in Choose and order Choose carefully and Improvise repeated Improvise repeated Improvise melodic and Improvise melodic and and response to . sounds within simple order sounds within patterns and begin to patterns and combine rhythmic phrases as part rhythmic phrases as part Composing structures. simple structures in combine several layers of several layers of sound of a group performance of a group performance Sing to self and make up response to given sound with awareness of with awareness of the simple songs. E.g. create a short starting points the combined effect combined effect Compose by developing Compose by developing Make up rhythms. or tune for your ideas within suggested ideas within musical name; E.g. use instruments to E.g. use rhythm of chosen E.g. create sequences musical structures structures Capture experiences and add sound effects to a topic words – can we and layers of rhythms responses with a range say/clap/play two at the Create a short rhythm poem or story extract. using stick notation E.g. play simple rounds E.g. Learn song and add of media, such as music, to play along to a same time? How does it cards. on Boomwhackers. instrumental dance and words. song/nursery rhyme. sound? accompaniment Notice what adults do, By end of year, move on Create own round based imitating what is to basic standard rhythm on pentatonic scale [five- Create a melodic ostinato observed and then notation (crotchets, two note scale CDEGA] or to add to a known song doing it spontaneously triad [e.g. CEG, GBD, quavers, minim, crochet (e.g. choose two words when the adult is not FAC]. rest, minim rest) there. from song to create

ELG • Use what they ostinato). have learnt about media in original ways, Create composition thinking about uses and based on pentatonic purposes. They represent their own scale [five-note scale ideas, thoughts and CDEGA] or triad [e.g. feelings through music, CEG, GBD, FAC] using dance, role play and Clocks (by Coldplay) as stories. inspiration.

Create melody with Garageband

Evaluating Explore and learn how Say what sounded good Improve their own Make improvements to Make improvements to Suggest improvements Suggest improvements to and improving sounds can be changed. and why. work their own work, their own work, to their own and others' their own and others' commenting on the commenting on the work, commenting on work, commenting on Develop a preference Suggest changes. intended effect. Make intended effect, relating how intentions have how intentions have for forms of expression. reference to at least one comments to two been achieved, including been achieved, including musical element. musical elements. reference to three reference to four or more musical elements. musical elements.

Notation Follow basic symbols Follow basic symbols Represent sounds with Use symbols to recall, Perform by ear and from Perform by ear and Show an understanding symbols plan, and explore sounds simple notations (e.g. from simple standard of staff notation. E.g. flash cards showing E.g. flash cards showing stick notation) rhythmic notation (i.e. story characters from clapping E.g. draw a shape or Use graphic notation and crotchets, quavers and E.g. discuss melodic story. hands/drum/shaker minims) picture to represent a grid notation E.g. Use rhythm cards to shape – high/low/same; Explore and create using sound read and practise stick Music Toolkit 2Simple E.g. Winter composition notation. E.g. create and play 4 Play simple melodies link several creating motifs for bars of 4 beats from staff notation with pictures/symbols in a penguin/polar By end of year, move on note names added. sequence to create a bear/igloo. to basic standard rhythm Begin to use staff 'sound story' notation (crotchets, two notation by learning to quavers, minim, crochet play recorder. Use number or symbols Play from simple rest, minim rest) to represent sounds – number/letter notation create a sequence/grid to that represents pitch show when to play.

Describing Adult-led discussion of Describe a musical Recognise how musical Recognise how a musical Recognise how the Describe and compare Describe, compare and music elements can be used element is used different musical different kinds of music evaluate different kinds E.g. what did you like/dislike? element in a given piece to create different expressively elements are combined using an appropriate of music using an What did the music moods and effects. and used expressively. musical vocabulary. appropriate musical make you think of? E.g. loud/quiet, E.g. describe how a vocabulary Tell me a word to high/low, fast /slow E.g. What does this musical element is used E.g. describe how E.g. comment on three or describe the music. music make you think in a piece of recorded and dynamics create more musical elements E.g. describe topic-linked music such as increasing of? How does it make effective incidental when describing music from different you feel? What was it tempo to create sense of music. recorded music. styles and eras making about the music that excitement. made you feel like that? reference to four or more Listen with attention to musical elements. detail and develop aural memory.

Musical elements are also referred to as 'dimensions'.

They are: pitch (high/low), tempo (speed), dynamics (variations in loudness), rhythm (duration/note lengths), timbre (quality of a sound e.g. metallic), texture (layers of sound/harmony) and structure (organisation of the music, e.g. verse/chorus).

Historical appreciation and World Music will be developed through the choice of different styles of music for listening and singing and will be linked with class topics and themes.