enquiries@christchurchsandwell.org
0121 552 3625
Music

Music is a unique form of communication that can change how our pupils feel, think and act. The teaching of music develops pupils’ ability to listen, appreciate a wide variety of music, and make judgements about musical quality. It enables personal expression, reflection, emotional development and increases self-esteem. As an integral part of culture, past and present, it also helps people understand themselves and relate to others.




National Curriculum KS1 

Year 1

Year 2

National Curriculum KS2

Year 3

Year 4

Year 5

Year 6

                                                                              Play and Perform : Controlling sounds through singing and playing 

Use voices expressively 

Use the voice in different ways such as speaking, singing , chanting 

Use voices expressively  and creatively 


To sing with the sense of melody shape 

Sing songs in unison and two parts 

To sing in unison, becoming aware of pitch 



To sing in unison maintaining the correct pitch and increasing expression. 


Sing in a round

To sing in unison and in two simple parts with clear diction, controlled pitch and sense of phrasing 

To sing in solo, unison and in parts with clear diction, controlled pitch and sense of phrase and dynamics. 

Playing un-tuned and tuned instruments 

To create and choose sounds 

To perform simple patterns beginning to show an awareness of pulse 

To create and choose sounds for a specific effect 

To perform rhythmical patterns and accompaniments keeping a steady pulse 

To play tuned and un-tuned instruments with control and accuracy 

To perform simple rhythmic and musical parts, beginning to vary the pitch with a small range of notes 

To perform and play parts with an increasing number of notes, beginning to show musical expression by changing dynamics  

To perform and play parts in a range of solo and group contexts with increasing accuracy and expression 

To play and perform with accuracy, fluency control and expression 

                                                                              Create and Compose: creating and developing musical ideas

Create musical patterns 

To know about and experiment with sounds


 

Repeat short rhythmic and melodic patterns 



Improvise developing rhythmic and melodic material when performing 

To create simple rhythmic patterns that use a small range of notes 




To create rhythmical and simple melodic patterns using an increased number of notes 


To create increasingly rhythmic and melodic phrases with given structure 

To create and improvise rhythmic and melodic phases as part of a group performance by developing ideas around musical structures.  

Explore, choose and organise sounds with musical ideas 

To recognize and explore how sounds can be organised using simple criteria Loud/quiet/high /low

Explore order and choose sounds using the interrelated dimensions of music*

Explore, choose, combine and organise musical structures 

Start to layer sounds Eg background ostinato/drones and solo melody

To create layers of sound thinking about musical dynamics of each layer and understanding the effect

Explore how music technology can be used to organise sounds 

Create a digital sound track; sequencing /looping , combining virtual sounds in an organised structures 




                                                                            Listening  & Appraising :Responding and reviewing appraising skills

To listen with concentration and recall sounds with increasing aural memory 

To begin to identify simple repeated patterns 

To identify simple repeated patterns 

To listen with attention to detail and to internalise and recall sounds 

To listen with attention and begin to recall sounds and changes

To listen to and recall sounds with increasing accuracy 

To listen to and recall a range of sounds and patterns with confidence. 

To listen to, internalise and recall sounds and patterns of sounds with confidence and accuracy 

Explore and express ideas and feelings about music using movement, dance and expressive musical language 

To talk about how music makes you feel  .Eg it makes me want to  jump/sleep/dance etc   

To respond to different moods in music and explain how  changes in sound can change our mood 

Analyse and compare sounds 

To explore and comment on the ways sounds can be used expressively

To recognise and explore the ways sounds can be combined and used expressively and comment on this effect 

To describe, compare and evaluate different types of music beginning to use musical words in their answers 

To describe, compare and evaluate different types of music using a range of musical vocabulary including the inter-related musical dimensions of music*

To make improvements to own work 

To think about and make simple suggestions about what could make their own work better Eg play faster or louder 

To identify what improvements could be made to their own work and make these changes, including altering use of voice, playing of and choice of instruments 

To reflect on and improve own work and others work in relation to its intended effect 

To comment on the effectiveness of own work, identifying and making improvements 

To comment on the effectiveness of own work, identifying and making improvements based on its intended outcome 

To comment on the success of own and others work, suggesting improvements based on intended outcomes 

To evaluate the success of own and others work, suggesting specific improvements based on intended outcomes and comment on how this could be achieved



                                                                              Musical Understanding: Applying knowledge and Understanding 

To know how the combined elements of inter- related musical dimensions can be used expressively within musical structures  

To begin to understand that musical elements can be used to create different moods and effects 

To understand how musical elements create different moods and effects 

To know how the combined inter- related musical dimensions can be organised within musical structures and used to communicate different moods and effects 

To begin to understand how different musical elements are combined and used to create an effect 

To understand how different musical elements are combined and used expressively 

To begin to identify the relationship between sounds and how music can reflect different meanings 

To identify and explore the relationship between sounds and how music can reflect different meanings 

To understand that sounds can be made in different ways and described using given and invented signs and symbols 

To begin to represent sounds with simple sounds including shapes and marks 

To confidently represent sounds with a range of symbols, shapes and marks 

To know that music is produced in different ways and described through relevant established and invented notations 

To begin to recognise simple notations to represent music , including pitch and dynamics 

To understand and begin to use staff notation and invented musical notations to represent music 

To recognise and use a range of musical notations including staff notation 

To use and apply a range of musical

notations including staff notation to plan, revise and refine musical material  

To know how music is used for particular purposes 

To listen to short, simple pieces of music and talk about when, why they may hear it Eg lullaby/March 

To listen to pieces of music and discuss where and when, they may be heard explaining this by using simple musical vocabulary Eg It’s quiet and smooth so  it would be good for a lullaby 

To understand how time and place can influence the way music is created. 

To listen to and begin to respond to music drawn from different traditions and great composers and musicians 

To listen to and understand a wide range of high quality live and recorded music drawn from different traditions, great composers and musicians 

To listen to a range of high quality, live and recorded music from different traditions, composers and musicians, 

begin to discuss their differences and how music may have changed over time 




To develop an understanding of the history of music from different cultures, traditions, composers and musicians evaluating how venue, occasion and purpose effects the way that music is created and performed 

                                                                              Social Personal & Cultural Development 

Social, personal and cultural impact of music across the school. Pupils will 

  •  understand how and why music impacts on our well being 

  •  explore music and our emotions 

  • build self confidence in performing 

  • work in small groups and as a whole class to make music together 

  • explore music from different cultures and appreciate its importance 





Inter- related musical dimensions of music:-  *

  • Pitch: the melody and the way the music changes from low to high and vice versa  

  • Tempo: Fast and slow 

  • Structures: the way music is laid out eg verse, chorus, verse 

  • Pulse: the steady beat of a piece of music 

  • Timbre: the type of sound – whisper/hum/(examples of the voice) hard/soft/twinkly (examples with instruments) 

  • Rhythm: pattern of long and short sounds in a piece of music 

  • Duration: long and short sounds and notes 

Drone: is a harmonic accompaniment where a note or chord is continuously sounded throughout most or all of a piece.

Ostinato: a continually repeated musical phrase or rhythm.

Christ Church C of E Primary School,
Albert Street, Oldbury, B69 4DE
Email: enquiries@christchurchsandwell.org
Tel: 0121 552 3625
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