Year Group Autumn Spring Summer

Scheme All units refer to the Charanga scheme. During each phase children will be exposed to a range of musical instruments including string, percussion and woodwind. Assessment At the end of each term pupils are expected to know, apply and understand the matters, skills and processes taught in the relevant program of study. At the end of each term teacher assessment will be recorded on the foundation tracker. Teacher assessment at the end of each term is based on a combination of classroom observations, self-evaluation and performances.

1 Hey You and Rhythm In The Way We Your Imagination and Reflect, In The Groove and Round & Round Walk & Banana Rap Rewind & Replay

2 Friendship Song and Reflect, Rewind Hands, Feet, Heart and Ho, Ho, Ho I Wanna Play in a Band and Zootime & Replay

3 Three little birds and The Dragon Bringing us together – Reflect, Let your spirit fly – Glockenspiel 1 Song Rewind and Replay

Blackbird, Reflect, Rewind and 4 Mamma Mia, Glockenspiel Stage 2 Stop, Lean On Me Replay Guitars with peripatetic teacher Guitars with peripatetic teacher Guitars with peripatetic teacher

5 Livin’ on a Prayer and Classroom Make You Feel My Love and The Dancing in the Street and Reflect, Jazz Fresh Prince of Bel Air Rewind and Replay

6 A New Year Carol and You’ve Got a Music and Me and Reflect, Rewind Happy and Class Room Jazz 2 Friend and Replay

Music Curriculum Coverage Whole School

Music Skills Ladder

Music is a universal language that embodies one of the highest forms of creativity. A high quality music education should engage and National Curriculum inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of Purpose of study achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon. Music skills progression Year National Curriculum Objectives Vocabulary Key Genres, Musicians and Significant Musical Pieces Listen and appraise Y1 ✓ use their voices Y1 specific: pulse, Y1 ● To learn how they can enjoy moving to & expressively and rhythm, pitch, rap, Old School Hip Hop – music by dancing, marching, being Y2 creatively by singing improvise, compose, Me, Myself and I by De La Soul animals or pop stars. songs and speaking melody, bass Fresh Prince of Bel-Air by Will Smith ● To learn how songs can tell a story or chants and rhymes guitar, drums, decks, Rapper’s Delight by The Sugarhill Gang describe an idea. ✓ play tuned perform, singers, U Can’t Touch this by MC Hammer and untuned instruments keyboard, percussion, It’s Like That by Run DMC Games musically trumpets, saxophones, Reggae – ● Find the pulse. ✓ listen with Blues, Baroque, Latin, The Planets, Mars by Gustav Holst (Classical) ● Listen to the rhythm and clap back. concentration and Irish Folk, Funk, Tubular Bells by Mike Oldfield (Pop) ● Copy back short rhythmic phrases. understanding to a groove, audience, The Banana Rap by Jane Sebba (Hip Hop) ● Create rhythms for others to copy. range of high-quality imagination Happy by Pharrell Williams (Pop) When I’m 64 by live and recorded music The Beatles (Pop) Singing ✓ experiment with, Y2 specific: Blues, Baroque, Latin, Bhangra, Folk, Funk – ● Learn about voices, singing notes of create, select and keyboard, drums, How Blue Can You Get by B.B. King (Blues) different pitches (high and low). combine sounds using bass, electric guitar, Let The Bright Seraphim by Handel (Baroque) ● Learn that they can make different the inter-related saxophone, trumpet, Livin’ La Vida Loca by Ricky Martin (Latin/Pop) types of sounds with their voices – you dimensions of music pulse, rhythm, pitch, Jai Ho by J.R. Rahman (Bhangra/Bollywood) can rap or say words in rhythm. improvise, compose, Lord of The Dance by Ronan Hardiman (Irish) ●Learn to start and stop singing when audience, question and Diggin’ On James Brown by Tower of Power (Funk) following a leader. answer, melody, Bossa Nova – ● Learn to find a comfortable singing dynamics, tempo, Livin’ La Vida Loca by Ricky Martin (Latin/Pop) position. perform/performance, Imperial War March by John Williams (Film) Playing audience, rap, Reggae, It Had Better Be Tonight by Michael ● Play a tuned instrumental part with glockenspiel Bublé (Latin/Big Band) the song they perform. Why Don’t You by Gramophonedzie

Music Curriculum Coverage Whole School

● Learn to play an instrumental part (Big Band/Dance) that matches their musical Oya Como Va by Santana (Latin/Jazz) challenge, using one of the Pop – differentiated parts (a one-note part, a Supercalifragilisticexpialidocious from Mary simple part, medium part). Poppins ● Listen to and follow musical Pure Imagination from Willy Wonka & The Chocolate instructions from a leader. Factory ● Play the part in time with the steady Daydream Believer by The Monkees pulse. Rainbow Connection from The Muppet Movie A Whole New World from Aladdin Improvisation Classical – ● Listen and clap back, then listen and A Song Before Sunrise by Frederick Delius (20th clap your own answer (rhythms of Century) words). The Firebird by Igor Stravinsky (20th Century) ● Use voices and instruments, listen and The Bird by Sergei Prokofiev (20th Century) sing back, then listen and play your own Grand March from Aida by Giuseppe Verdi answer using one or two notes. (Classical) ● Take it in turns to improvise using one Bolero by Maurice Ravel (20th Century) or two notes. The Lamb by John Tavener (Contemporary)

Composition Y2 ● Help to create a simple melody using Afropop, South African – one, two or three notes. The Click Song sung by Miriam Makeba ● Learn how the notes of the The Lion Sleeps Tonight sung by Soweto Gospel composition can be written down and Choir changed if necessary. Bring Him Back by Hugh Masekela ● Help create three simple melodies You Can Call Me Al by Paul Simon with the Units using one, three or five Hlokoloza by Arthur Mafokate different notes. A song with rapping and improvising for Christmas Performance – ● Record and perform a song, adding Please choose your own song here own ideas. Bring Him Back Home (Nelson Mandela) by Hugh Masekela (Freedom Song) Suspicious Minds by Elvis Presley (Pop) Sir Duke by Stevie Wonder (Funk) Music Curriculum Coverage Whole School

Fly Me to the Moon by Frank Sinatra (Big Band/Jazz) Rock – We Will Rock You by Queen Smoke On The Water, by Deep Purple Rockin’ All Over The World, by Status Quo Johnny B. Goode, by Chuck Berry I Saw Her Standing There, by The Beatles Reggae – Kingston Town by UB40 Shine by ASWAD IGY by Donald Fagen Feel Like Jumping by Marcia Griffiths I Can See Clearly Now by Jimmy Cliff Pop – Count On Me by Bruno Mars We Go Together (Grease soundtrack) You Give A Little Love (from Bugsy Malone) That's What Friends Are For by Gladys Knight, Stevie Wonder, Dionne Warwick with Elton John You've Got A Friend In Me by Randy Newman Classical – Peer Gynt Suite: Anitras Dance by Edvard Grieg (Romantic) Brandenburg Concerto No 1 by Johann Sebastian Bach – Baroque from The Diary Of A Fly by Béla Bartók (20th Century) Fantasia On Green sleeves by Ralph Vaughn Williams (20th Century) Dance of The Sugar Plum Fairy by Pytor Tchaikovsky (Romantic) The Robots (Die Roboter) by Kraftwerk (Contemporary)

Music Curriculum Coverage Whole School

Listen and appraise Y3 ✓ to sing and play Y3 specific: Y3 ● To confidently identify and move to & musically with increasing structure, RnB – the pulse. Y4 confidence and control intro/introduction, Please choose your own song/piece here ● To think about what the words of a ✓ improvise and compose verse, chorus, Colonel Bogey March by Kenneth Alford (Film) song mean. music for a range of improvise, compose, Consider Yourself from the musical ‘Oliver!’ ● To take it in turn to discuss how the purposes using the pulse, rhythm, pitch, (Musicals) song makes them feel. inter-related dimensions tempo, dynamics, bass, Ain’t No Mountain High Enough by Marvin Gaye ● Listen carefully and respectfully to of music drums, guitar, (Motown) other people’s thoughts about the music. ✓ listen with attention to keyboard, You’re The First, The Last, My Everything by Barry detail and recall sounds synthesizer, hook, White (Soul) Games with increasing aural melody, Mixed Styles – ● Clap and say back rhythms. memory texture, structure, Easy E ● Create your own simple rhythm ✓ appreciate and electric guitar, organ, Strictly D patterns and lead the class using their understand a wide range backing vocals, hook, Drive simple rhythms. of high-quality live and riff, melody, Reggae, D-E-F-initely ● Listen and sing back’ (no notation). recorded music drawn pentatonic Roundabout ● Copy back pitch with instruments, from different scale, imagination, March of the Golden Guards without, then with notation. traditions and from Disco Portsmouth Singing great composers and Reggae– ● To sing in unison and in simple two- musicians Y4 specific: Jamming by Bob Marley parts. keyboard, electric Small People by Ziggy Marley ● To demonstrate a good singing guitar, bass, drums, 54-56 Was My Number by Toots and The Maytals posture. improvise, compose, Ram Goat Liver by Pluto Shervington ● To follow a leader when singing. melody, pulse, rhythm, Our Day Will Come by Amy Winehouse ● To enjoy exploring singing solo. pitch, tempo, A Pop song that tells a story – ● To sing with awareness of being ‘in dynamics, texture, Birdsong (Chinese Folk Music) tune’. structure, compose, Vaishnava Java (A Hindu Song) ● To have an awareness of the pulse improvise, hook, riff, A Turkish Traditional Tune internally when singing. melody, solo, Aitutaki Drum Dance from Polynesia ● To re-join the song if lost. pentatonic scale, Zebaidir Song from Sudan ● To listen to the group when singing. unison, rhythm Disco – patterns, musical Good Times by Nile Rodgers Playing instruments style, rapping, lyrics, Ain’t Nobody by Chaka Khan ● To sing in unison and in simple two- choreography, We Are Family by Sister Sledge parts. digital/electronic Music Curriculum Coverage Whole School

● To demonstrate a good singing sounds, turntables, Ain’t No Stopping Us Now by McFadden posture. synthesizers, by ear, and Whitehead ● To follow a leader when singing. notation, backing Car Wash by Rose Royce ● To enjoy exploring singing solo. vocal, piano, organ, Classical – ● To sing with awareness of being ‘in acoustic guitar, L’Homme Arme by Robert Morton (Early Music) tune’. percussion, birdsong, Les Tricoteuses (The Knitters) (Baroque) ● To have an awareness of the pulse civil rights, racism, The Clock: II Andante by Franz Joseph Haydn internally when singing. equality (Classical) ● To treat instruments carefully and Piano Concerto: Allegro Maestoso (Tempo Guisto) by with respect. Franz Liszt (Romantic) ● Play any one, or all four, Prelude A L’Apres-Midi d’un Faune by differentiated parts on a tuned Claude Debussy (20th Century) instrument – a one-note, simple or Music for Large and Small Ensembles (opening) by medium part or the melody of the song Kenny Wheeler (Contemporary) from memory or using notation. ● To rehearse and perform their part Y4 within the context of the Unit song. Pop – ● To listen to and follow musical Songs by ABBA: instructions from a leader. Dancing Queen ● To experience leading the playing by The Winner Takes It All making sure everyone plays in Waterloo the playing section of the song. Super Trouper Thank You For The Music Improvisation Mixed Styles – ● Listen and sing back melodic patterns Mardi Gras Groovin’ ● Using instruments, listen and play your Two-Way Radio Flea, Fly, Mosquito own answer using one note. Rigadoon ● Take it in turns to improvise using one Mamma Mia note. Portsmouth ● Listen and copy back using Strictly D instruments, using two different notes. Play Your Music ● Using your instruments, listen and play Drive your own answer using one or two notes. Grime and Mixed Styles – ● Take it in turns to improvise using one Gotta Be Me performed by Secret Agent 23 Skidoo (Hip Hop) or two notes. Music Curriculum Coverage Whole School

● Using your instruments, listen and play Radetzky Marsch by Strauss (Classical) your own answer using two different Can’t Stop The Feeling! by Justin Timberlake notes. (Pop) ● Take it in turns to improvise using Libertango by Astor Piazzolla (Tango) three different notes. Mas Que Nada performed by Sérgio Mendes featuring Black Eyed Peas Composition Gospel – ● Help create at least one simple melody He Still Loves Me by Walter Williams and Beyoncé using one, three or five (Gospel) different notes. Shackles (Praise You) by Mary Mary (Gospel) ● Plan and create a section of music Amazing Grace by Elvis Presley (Gospel) that can be performed within the Ode To Joy Symphony No 9 by Beethoven (Romantic, context of the unit song. Western Classical) ● Talk about how it was created. Lean On Me by The ACM Gospel Choir (Gospel) ● Listen to and reflect upon the Pop/The Beatles – developing composition and make Songs by The Beatles: musical decisions about pulse, rhythm, Yellow Submarine pitch, dynamics and tempo. Hey Jude ● Record the composition in any way Can’t Buy Me Love appropriate that recognises the Yesterday connection between sound and symbol Let It Be (e.g. graphic/pictorial Classical – notation). La Quinta Estampie Real anon 13th century (Early Music) Performance The Arrival Of The Queen Of Sheba by Handel ● To choose what to perform and create (Baroque) a programme. Moonlight Sonata by Beethoven (Romantic) ● To communicate the meaning of the Bridal Chorus (Wedding March) by Wagner words and clearly articulate them. (Romantic) ● To talk about the best place to be Rhapsody In Blue by Gershwin (20th Century) when performing and how to stand Einstein On The Beach by Philip Glass or sit. (Contemporary) ● To record the performance and say how they were feeling, what they

Music Curriculum Coverage Whole School were pleased with what they would change and why. ● Present a musical performance designed to capture the audience.

Listen and appraise Y5 Livin’ on a Prayer and Y5 specific: rock, Y5 ● To identify and move to the pulse with & Classroom Jazz bridge, backbeat, Rock – ease. Y6 ✓ develop an amplifier, chorus, We Will Rock You by Queen ● To think about the message of songs. understanding of bridge, riff, hook, Smoke On The Water by Deep Purple ● To compare two songs in the same musical composition, improvise, Rockin’ All Over The World by Status Quo style, talking about what stands organising and compose, appraising, Johnny B. Goode by Chuck Berry out musically in each of them, their manipulating ideas Bossa Nova, I Saw Her Standing There by The Beatles similarities and differences. within musical syncopation, Bossa Nova and Swing – ● Listen carefully and respectfully to structures and structure, Swing, Desafinado by Stan Getz (Swing) other people’s thoughts about the music. reproducing sounds tune/head, note Cotton Tail by Ben Webster ● Use musical words when talking about from aural memory values, note 5 Note Swing by Ian Gray the songs. ✓ play and perform in solo names, Big bands, Perdido by Woody Herman ● To talk about the musical dimensions and ensemble contexts, pulse, rhythm, solo, Pop Ballads – working together in the Unit using their voices and ballad, verse, Make You Feel My Love by Bob Dylan songs. playing musical interlude, tag ending, So Amazing by Luther Vandross ● Talk about the music and how it makes instruments with strings, piano, guitar, Hello by Lionel Ritchie you feel, using musical increasing accuracy, bass, drums, melody, The Way You Look Tonight by Tony Bennett language to describe the music. fluency, control and cover, Old-school Hip Old-School Hip-Hop – expression Hop, Rap, riff, Me Myself and I by De La Soul Games ✓ use and understand synthesizer, deck, Ready or Not by Fugees ● Find the pulse. staff and other musical backing loops, Rapper’s Delight by The Sugarhill Gang ● Copy back rhythms based on the notations Funk, scratching, U Can’t Touch This by MC Hammer words of the main song, that ✓ develop an unison, melody, cover, Motown – include syncopation/off beat understanding of the pitch, tempo, I can’t Help Myself (Sugar Pie Honey Bunch) by ● Copy back one-note riffs using simple history of music dynamics, timbre, The Four Tops and syncopated rhythm patterns. Make You Feel My Love and texture, Soul, groove, I Heard It Through the Grapevine by Marvin Gaye ● Lead the class by inventing rhythms The Fresh Prince of Bel Air riff, bass line, brass Ain’t No Mountain Hihh Enough sung by Marvin Gaye for others to copy back. ✓ develop an section, harmony, and Tammi Terrell understanding of melody You Are the Sunshine of My Life by Stevie Wonder Music Curriculum Coverage Whole School

● Copy back two-note riffs by ear and musical composition, Classical – with notation. organising and Y6 specific: style Music from Compline (Traditional, Early Music) ● Question and answer using two manipulating ideas indicators, melody, Dido and Aeneas: Overture by Henry Purcell different notes. within musical compose, improvise, (Baroque) ● Copy back three-note riffs by ear and structures and cover, pulse, rhythm, Symphony No. 5 in C minor (allegro con brio) by with notation. reproducing sounds pitch, Ludwig Van Beethoven (Classical) ● Question and answer using three from aural memory tempo, dynamics, Minute Waltz in D-flat by Chopin (Romantic) different notes. ✓ play and perform in solo timbre, texture, Central Park in the Dark by Charles Edward Ives and ensemble contexts, structure, dimensions (20th Century) Singing using their voices and of music, Neo Soul, Clapping Music by Steve Reich (Contemporary) ● To sing in unison and to sing backing playing musical producer, vocals. instruments with groove, Motown, hook, Y6 ● To enjoy exploring singing solo. increasing accuracy, riff, solo, Blues, Jazz, Pop/Neo Soul – To listen to the group when singing. fluency, control and improvise/ Top Of The World sung by The Carpenters ● To demonstrate a good singing expression improvisation, by ear, Don’t Worry, Be Happy sung by Bobby McFerrin posture. ✓ use and understand melody, riff, Walking On Sunshine sung by Katrina And The ● To follow a leader when singing. staff and other musical solo, ostinato, Waves ● To experience rapping and solo notations phrases, unison, Urban When You’re Smiling sung by Frank Sinatra singing. ✓ develop an Gospel, civil rights, Love Will Save The Day sung by Brendan Reilly ● To listen to each other and be aware understanding of the gender equality, Bacharach and Blues – of how you fit into the group. history of music unison, harmony. Take The ‘A’ Train by Duke Ellington ● To sing with awareness of being ‘in Dancing in the Street and Speaking My Peace by H. Parlan tune’. Reflect, Rewind and Replay Back ‘O’Town Blues by Earl Hines ✓ develop an One ‘O’ Clock Jump by Count Basie Playing understanding of Classical or Urban Gospel – ● Play a musical instrument with the musical composition, I Mun Be Married on Sunday correct technique within the context organising and Fishing Song of the Unit song. manipulating ideas 70s Ballad/Pop – ● Select and learn an instrumental part within musical The Loco-Motion sung by Little Eva that matches their musical structures and One Fine Day sung by The Chiffons challenge, using one of the reproducing sounds Up On The Roof sung by The Drifters differentiated parts – a one-note, from aural memory Will You Still Love Me Tomorrow simple or ✓ play and perform in solo (You Make Me Feel Like) A Natural Woman sung by medium part or the melody of the song and ensemble contexts, Carole King from memory or using using their voices and Hip Hop, Classical, Music Curriculum Coverage Whole School notation. playing musical Electronic, Soul, ● To rehearse and perform their part instruments with Contemporary – within the context of the Unit song. increasing accuracy, Create your own music inspired by your identity and ● To listen to and follow musical fluency, control and women in the music industry instructions from a leader. expression Something Helpful by Anna Meredith ● To lead a rehearsal session. ✓ use and understand O by Shiva Feshareki staff and other musical V-A-C Moscow by Shiva Feshareki Improvisation notations Heroes & Villains by Eska ● Copy back using instruments. Use one, ✓ develop an Shades Of Blue by Eska then two, then three notes. understanding of the And! by Afrodeutsche ● Question and Answer using history of music The Middle Middle by Afrodeutsche instruments. Use one note in your Classical – answer. L'autrier Pastoure Seoit (The Other Day a ● Question and Answer using Shepherdess Was Sitting) (Traditional, Early Music) instruments. Use two notes in your Armide Overture by Jean-Baptiste Lully (Baroque) answer. Always start on a G. The Marriage of Figaro: Overture by Mozart ● Question and Answer using (Classical) instruments. Use three notes in your Erlkönig, D.328 Op. 1 Wer reitet so spät by Franz answer. Always start on a G. Schubert (Romantic) ● Improvise using one, then two, then Sonata for Horn in F by Paul Hindemith (20th three notes. Century) ● Improvise with a feeling for the style Homelands by Nitin Sawhney (Contemporary) of Bossa Nova and Swing using the notes D, E, G, A + B (pentatonic scale/a five- note pattern). Composition 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

Music Curriculum Coverage Whole School 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).

Performance 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...?”

Music Curriculum Coverage Whole School