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