Music Curriculum

Term 1 Term 2 Term 3 Musical Knowledge Skills Stave House Skills Musical Knowledge Skills

Introduction to music Recognise Know the different characters and where they live in Recognise See EYFS Curriculum

EYFS See EYFS Curriculum Identify the house Identify Describe Read a different story each week for the characters: Describe Performance Listen ABCDEFG Listen Harvest and Christmas Production: Start to clap a range of rhythms Perform with a good sense of beat and rhythm Sing in time to a steady beat Musical Knowledge Play a percussion instrument in time to the music Listen to the Prokofiev’s Peter and the Wolf Describe how the music makes you feel Watch a live performance of The Cat from Peter and The Wolf

Stave House Stave House Stave House Know the spaces on the treble clef Recognise Know where middle D sits on the treble clef Recognise Understand that there are high notes and low notes Recognise

Year One Recognise where FACE sit on the treble clef Identify Play D on an instrument Identify Identify where high and low C sit on the treble clef Identify Play FACE on an instrument Describe Play a piece of music that includes D Describe Know where high and low E sit on the treble clef Describe Play a piece of music that includes FACE Listen Compose a 2 note melody with D and F Listen Know a minim, crotchet and semibreve Select Name a variety of instruments Compose a 2 note melody with A and F Compare Understand the term rhythm Listen Compose a 3 note melody with FAD, DAF, AFD Identify minims, crotchets and semibreves in a Musical Knowledge Know where B sits on the treble clef piece of music Recognise and explore George Friedrich Handel – Know where middle C sits on the treble clef Repeat a rhythm that is clapped Royal fireworks overture (celebration / Bonfire) Know where G sits on the treble clef Represent a rhythm on the stave Describe the components of the music Perform a piece of music that includes 3 notes Identify some instruments used to play the music Musical Knowledge Compose a 3 note tune Listen to the work of Holst’s Planet Suits Performance Compare and describe the components of the Musical Knowledge Harvest and Christmas Production: different planets Listen to and recognise Vivaldi’s Four Seasons Perform with a good sense of beat and rhythm Listen to the film score for 2001: A Space Odyssey Identify the different seasons Sing in time to a steady beat Richard Strauss Also Sprach Zarathustra, Op.30 Describe the how the seasons are represented Compare to the Star Wars theme tune by John Compare the components of the music Williams Select instruments to represent a specific seasonal Identify and find out about different instruments used sound to play the scores Compose a piece of music to represent a season

Stave House Stave House Stave House Recall the notes learned previously ABCDEFG Compare and Understand what a quaver is and how it sounds Compare and Know the term octave Classify

Year Two Compose a 3 note melody Contrast Recognise known beats on a piece of sheet music Contrast Identify octaves on the treble clef Listen Compose a 5 note melody based on a theme Categorise Recall knowledge of high and low notes (YR1T3) Recall Understand counts and beats Explore Create a phrase using 5 notes and a rhythm Observe Listen Compare the rhythmic value of different notes Understand Musical Knowledge Listen Discuss Compose a tune using each of the known rhythmic Listen to the Candyman by Sammy Ray Junior from Musical Knowledge Explain values the 1971 Charlie and the Chocolate Factory Listen to traditional Indian music Perform a piece of music using 5 notes and known Discuss where and when different pieces of music Compare and contrast traditional Indian music to rhythmic values may be heard within the film Jai Ho by A R Rahman Explain why different pieces are used using simple Categorise traditional Indian folk music and Filmi Musical Knowledge musical vocabulary music Listen to Carnival of the Animals by Saint Saens Compare and contrast to the 2005 Soundtrack Observe a live performance on a sitar and Classify the instruments within the song in to their understand how the instrument is played Performance orchestral groups- woodwind, brass, percussion Infant Music Festival and Class Assembly and string Performance Use voices expressively and creatively Understand how musical elements create different Play familiar Christmas Carols on a glockenspiel Sing with a sense of shape of the melody moods and effects Perform together in an ensemble Perform together in an ensemble Explore a range of instruments and compose a Sing in time to the music Sing in time to the music piece of music to represent an animal Sing in tune to the music Sing in tune to the music Perform simple music with a percussion or tuned instrument

Stave House / We Will Rock You Stave House / Matilda BBC Learning - Romans Play a melody using CBAG Speculate Understand the term ‘scale’ Reason Musical Knowledge Compose Understand the terms sharp and flat Understand Identify and understand the scale of CGF Summarise Sing in rhythm to the music Summarise Year Three Recognise sharps and flats on an instrument Explore Recognise the term coda and how it is represented Demonstrate Keep a steady beat Apply Identify a key signature Synthesize Understand a marching ostinato and identify in a Understand Sing in phrases and in two parts piece of music Change tempo and dynamics Performance Know where to return back to in a piece of music and Play a percussion instrument in time to the music Children to sing We Will Rock You by Queen recognise repeat symbols :II and with the correct technique Sing in an ensemble with increasing accuracy, Identify rests fluency, control and expression Musical knowledge Sing with legato or staccato sounds Sing with good diction Listen to Matilda the musical by Tim Minchin Composing Sing in tune Discuss reasons for Tim Minchin’s choice of lyrics and Perform with expression Compose a six note melody linked to a God music Apply previous music knowledge to the Listen with attention and recall sounds Speculate how stone age people would have composition Understand how different musical elements are created music Begin to join simple layers of sound e.g. a combined and used to create an effect Understand that stone age people struck stones background rhythm Summarise how the different musical elements are together to create different pitches Summarise the effectiveness of own work combined and used to create an effect Explore different sounds that can be made using identifying and making improvements items from the natural environment http://uk.matildathemusical.com/school- Use instruments to recreate the sounds made by resource/music/ Performance tools that would have been making an axe, Sing in an ensemble context End of Year Production including hammering, chipping, scraping and Sing with good diction Sing in an ensemble context polishing Sing a song with two or more parts Sing with good diction Synthesise a chant using syllables of words Perform with expression Sing a song with two or more parts Compose different rhythms that fit together to Perform with expression accompany your chant

BBC Teach – Vikings Stave House Charanga Ancient Egyptians Musical Knowledge Understand Recall previous Stave House knowledge Recall Identify all notes on the treble clef Understand Describe and compare: Empathise Understand and hear the difference in sound Understand Identify the rhythm and tempo of a piece of music Empathise

Year Four Year Four 'En Saga' by Jean Sibelius Reason between a major and a minor scale Play a piece of music using a glockenspiel Conclude Das Rheingold by Wagner Conclude Compose a 5 note melody within the treble clef Play a percussion instrument in time to the music Identify In the Hall of the Mountain King by Grieg Know what makes a chord/tonic triad Use the correct technique to play an instrument Listen Peter Grimes by Britten Correctly draw notes with stems on the stave Sing with good diction and in tune to the music Sinfoniette by Janacek Play chords on an instrument Musical Knowledge The Ride of the Valkyries by Wagner Know the term semiquaver and compare it to other Identify progression of musical instruments 3rd Movement Symphony by Sibleius note lengths throughout history Empathise with music Repeat a rhythm that includes a semiquaver Use ancient artwork to form conclusions about Identify different sounds Compose patterns including a semiquaver music in Ancient Egypt through to the modern day Understand different genres of music Revise octaves Listen to Inkanyezi Nezazi - Lady Blacksmith Identify different instruments and classify them Recognise bars and the number of beats in a bar Mombazo Perform a 12 bar melody on an instrument Empathise with song lyrics Composing Perform a 4 bar melody by sight-reading Draw conclusions about a piece of music Compose a simple 5 note melody Understand why a piece of music has been written Use tuned and percussion instruments Performance Select a composition for performance End of year Production

Sing with increasing accuracy, fluency, control and Performing (BBC Unit) expression Sing with energy, syncopation and rhythm Play a tuned or percussion instrument in time to Sing in a controlled manner the music Sing with rhythm, diction and expression Perform as part of an ensemble

Space Rivers Stave House Musical Knowledge Judgements Musical Knowledge Judgements Recall previous Stave House knowledge Recall

Year Five Listen to David Bowie – Space Oddity Justify Listen to Smetana - Vltava (The Moldau) & Justify Revise how notes and their stem are drawn on the To begin to identify the relationship between Apply Beethoven - Symphony #6, ll – Scene by the Brook Apply stave sounds and how music can reflect different Evaluate Alan Bush-Symphony No 2 Clifton Grove Evaluate Draw a scale on the stave with the correct meanings Critique Listen to and recall a range of sounds and patterns of Critique formation To sing in unison with clear diction, controlled Hypothesize sounds confidently Knowing how the scales for CFGDA are represented pitch and sense of phrase Identify the relationship between sounds and how on the stave music can reflect different meanings Represent a key signature on a stave for CFGDA Perform Sing the scales of CFGDA including the accidentals Compose Play and perform parts in a range of solo and Revise tones and semitones and understand the Compose music based on the river theme ensemble contexts with increasing accuracy and term enharmonic Apply previous musical knowledge to composition expression Justify use of rhythms, pitch and instruments Maintain my own part and be aware how the Create increasingly complicated rhythmic and melodic different parts fit together phrases within given structures Describe, compare and evaluate different types of music beginning to use musical words Evaluate and critique on the success of own and others work, suggesting improvements based on intended outcomes

Performance End of year production

Natural disasters Stave House / WW2 Charanga Dancing in the Street (1960’s) Musical Knowledge Justify Recognise major and minor thirds Discuss Musical Knowledge Listen Year Six Listen to Alan Hovhaness Symphony No 50 Apply Compose a melody with a time signature either 2, 3 Hypothesise Listen to Dancing in the street – Martha and the Understand Mount St Helens Evaluate or 4 Understand Vandellas Evaluate Internalise and recall sounds and patterns of Critique Recognise and understand a dotted crotchet Recognise Internalise and recall sounds, and patterns of Critique sounds with accuracy and confidence Hypothesise Recognise notes and intervals by ear Empathise sounds, with accuracy and confidence Hypothesize Justify the composes choice of instruments and Describe Perform an 8 bar composition in c, g or F major in Develop an understanding of the history of music Empathise dynamics Compare either 2/4 3/4 or 4/4 time from different, cultures, traditions, composers and Evaluate the history of music from different, Identify Clap a basic rhythm from sight-reading musicians cultures, traditions, composers and musicians Play a tune from sight-reading that includes known Empathise with the lyrics of the music Hypothesise how venue, occasion and purpose rhythmic values Evaluate how venue, occasion and purpose effects effects the way that music is created and the way that music is created and performed performed Musical Knowledge Identify and explore the relationship between Identify and explore the relationship between Listen to iconic WW2 songs sounds and how music can reflect different sounds and how music can reflect different Discuss and hypothesize why the music was so meanings meanings important to people during this time Describe, compare and evaluate different types Empathise with the song lyrics Performance of music using a range of musical vocabulary Understand the origins of jive music End of year production including the inter-related dimensions of music Recognise key features of jive music Sing in solo, unison and in parts with clear diction, controlled pitch and with sense of phrase Composing Think about the audience when performing and Compose own piece of music on the theme of a how to create a specific effect volcano Evaluate the success of own and others work, Play and perform with accuracy, fluency, control suggesting specific improvements based on and expression intended outcomes and comment on how this Think about the audience when performing and could be achieved how to create a specific effect Create and improvise melodic and rhythmic phrases as part of a group performance and compose by developing ideas within a range of given musical structures. Evaluate the success of own and others work, suggesting specific improvements based on intended outcomes and comment on how this

could be achieved