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Music Curriculum Medium Term Plan 2020/21

Year 1

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Topic title Twisted Tales Best of Leicester Inspirational Occupations

Weird and Wonderful Weather

Marvellous Makers World Explorers/Animal

Whispers


Musical focus Playing (Performing) Experiment and Create/Singing/

Playing (Performing)

Singing/Playing (Performing)

Experiment and Create

Experiment and Create/Playing (Performing)

Use their voices expressively and

creatively/Experiment and Create

NC PoS

All topics include

Play tuned and un-tuned instruments musically.

Experiment with, create, select and combine sounds using

Use their voices expressively and creatively by singing

Experiment with, create, select and combine sounds

Experiment with, create, select and combine sounds using

Use their voices expressively and creatively by singing


listening with concentration and understanding

the inter-related dimensions of music.

Use their voices expressively and creatively by singing songs and speaking

songs and speaking chants and rhymes.


using the inter-related dimensions of music.

the inter-related dimensions of music.


songs and speaking chants and rhymes

Experiment with, create, select and combine sounds using the inter-related


chants and rhymes (Christmas).

Use their voices expressively and creatively.

dimensions of music..

Music era/composer stimulus

Romantic: Tchaikovsky ‘The Nutcracker’ Ballet – Toy Soldiers and

20th/21st Century: Football chantsChristmas songs

Romantic: Grieg ‘Peer Gynt’ Morning Mood from Suite No.1(composed/performed

Baroque: Vivaldi ‘Four Seasons’ Spring (1st Mvt)

21st Century: ‘Earth’ by Hans Zimmer at the CBeebies Prom 2019

Romantic: Saint-Saens – ‘Carnival of the Animals’ – Lion, Elephant, Tortoises,


Trepak year telephone invented 1876)

Kangaroos, Cuckoo, Swans

Topic Intro Topic quiz.Show and tell – ballet shoes. Ballet dancers in class to show ballet steps and talk about

Topic quiz.The Post Horn Gallop talk – LCFC.

Topic quiz.Telephones investigation (Little Theatre?)

Topic quiz.Outdoor exploration of Spring (hear see, smell).

Topic quiz.Class Earth/Space/globe exploration

Topic quiz.Animals across the globe


their learning in ballet.Knowledge, skills & understanding

Pulse and rhythm.Percussion instrument names – hand drum, tambourine, triangle, claves (rhythm sticks), cymbals.

Pulse and rhythmNotation – minims, crotchets, quavers (pairs of)Football/terrace chants and songs and

History of the telephoneComposer – GriegExperiment with instruments and timbres for telephone

Pulse and rhythmBaroque/instrumentsBaroque composerPulse and rhythmDynamics

The Proms and the orchestra, conductor, composer and performers.Listening to different instruments and

How music can describe scenes/stories – descriptive music.Using voices in different ways, with controlUsing voices to change


Composer – Tchaikovsky.Ballet.Long and short notes (duration)Loud and quiet (dynamics)

structure e.g. repetitionRhyming wordsStart and stop together – follow a conductor (leader)Singing/chanting in

rings – creating interjections for Banana Song.Following a score (letters)Playing in time to the pulse

(loud/quiet)Tempo (fast/slow)Duration (long/short)Instrument namesMusic telling a storyExperimenting with instrument sounds to

learning their families. Experimenting with sounds – found sounds (on Earth) and instruments Creating sounds of space and Earth).

from between singing and animal soundsCreating sentences to fit with a pulse/rhythmOstinato accompaniment (melodic and rhythmic)


Fast and slow (tempo)Performing skills.

unison and as call and response (Post Horn gallop and singing)Creating an accompaniment

Christmas

Performing skills create own ‘spring soundscape’Creating and using a graphic score for the soundscape.Following a leader/conductor.

Creating and using graphic scores.Combining dimensions of music – pitch, tempo, dynamics, texture.Structure – the pattern

Create a graphic score for own version of their song.


Development of singing skills – posture, diction, projection, vocal health (importance of warming up) – when learning Christmas

of their piece.Rehearsing and performing their piece at their own Proms.


songs. Performing skills.

Sequence of learning

Pupils introduced to ballet through show and tell and the music of Tchaikovsky.Pupils develop their

Pupils learn what the Post Horn Gallop (Bugle Call) is and why it is played at LCFC matches.

Pupils introduced to the inventor of the telephone through the ‘Alexander Bell invents the telephone’ song.

Pupils learn about Spring through outdoor exploration.Pupils listen to and learn about music

Pupils will learn about The Proms and the composers Hans Zimmer through the CBeebies videos.

Pupils will listen to some excerpts from ‘Carnival of the Animals’ and start to describe how the music


understanding of how the music works for ballet through pulse and rhythm, tempo and dynamics and their own movements.Pupils recreate Trepak

Pupils learn about the history of football chants and songs.Pupils learn how words have rhythms and how these are written down in music

Pupils listen to ‘Peer Gynt’ Morning, performed the same year as the telephone invention and create a piece of artwork in response to the music.

written by Vivaldi, thinking about Spring.Pupils learn about the instruments used in the Baroque times and any differences

Pupils will use their imagination to think about what they would see from space. Listening to ‘Earth’ they will see if their ideas fit with the

matches the animals through pitch, tempo, and dynamics.Pupils will learn the ‘Animal song’, using their voices in different ways.


on un-tuned percussion instruments. They learn about long and short notes.Pupils learn resilience through practising

notation E.g. King Power, Jamie Vardy.Pupils collate learning by experimenting with ideas to create a class chant/song for LCFC, incorporating unison

Pupils listen to different ringtones (old and new) and respond by experimenting with percussion instruments to create

between then and now in the instruments and size of group playing.Pupils draw, colour or paint a picture to show what they

music.Pupils will talk about the music and how it fits with their thoughts – or not.Pupils will explore sounds outside and

Pupils will create their own verses for the ‘Animal Song’ such as: insects, birds, mammals, carnivores etc with a sung description


Trepak, repeating it to improve their playing.Pupils practise performing to an audience by playing their class performances to each

and call and response.Pupils experiment with instruments to create a simple accompaniment for their chant/song.Pupils experience

their own ringtones/telephone sounds.Pupils learn the ‘Banana Phone’ song and boomwhackers parts and learn to

understand about spring.Pupils experiment with instrument sounds for different elements about spring E.g. nature -

record them (with an adult). They will explore instrument sounds and their voices to create their own ‘Earth’ pieces – the music should have a

Pupils will improvise and experiment with sounds using instruments, to create melodic and rhythmic ostinato accompaniments to the


other. performing their chants and songs to an audience.

play-along.Pupils use telephone sounds created earlier for interjections in the gaps in the song and a rhythmic ostinato accompaniment

birds, plants growing, weather etc.Pupils put together a class ‘Spring collage’ in music and draw a graphic score to

different focus to the previous topic, however.The pupils will create their own musical ‘Earth’ collage per class.

animal sounds in the song.Pupils create a graphic score for their own verses of song – creating their own structure.


(repeated pattern).Pupils rehearse the song with interjection/accompaniment.Pupils perform the song with interjection/accompaniment to an

show what they will play.

Pupils will rehearse and improve their pieces.Pupils will perform their pieces at their own Proms celebration.

Pupils practise singing the song with accompaniments, to perform to a small audience.


audience.


Year 2


Topic title Terrible Tudors Captivating Capitals Food, Glorious Food A Picture Can Tell a Terrific Tales Magnificent Materials


Thousand WordsMusical focus Singing/Playing

(Performing)Singing/Playing

(Performing)Singing/Experiment

and CreateExperiment and

Create/PlayExperiment and Create Singing/Playing

(Performing)NC PoS

All topics include listening with




Experiment with, create, select and combine sounds using the inter-




concentration and understanding.

chants and rhymes.


chants and rhymes.


chants and rhymes.

Experiment with, create, select and combine sounds using the inter-related dimensions of

related dimensions of music.


dimensions of music. dimensions of music.

Use their voices expressively and creatively by singing songs and speaking chants and rhymes.


music.Music era/composer stimulus

Renaissance: Greensleeves (Henry VIII…c .1580)

Baroque: Jean-Baptiste Lully -Les Plaisirs de l'Ile Enchantée, extraits (1666)

20th century – The Blues – B.B.King & Barbara Lynn.

Polka Yodel -(Rockabilly – Sonny

Romantic/20th Century: Pictures at an Exhibition – Mussorgsky (1874) arranged for full orchestra by Ravel in

20th Century - Prokofiev – Peter and the Wolf (Neoclassism style - classical style with modern elements)

21st Century: StompLittle brooms and hosepipes


Burgess – We Wanna Boogie???)

1922

Topic Intro Class topic quiz.Early music show and tell?Virtual Renaissance Banquet?

Class topic quiz. Class topic quiz.Veggie Tales – Larry and the Blues

Class topic quiz.Pupils look around an exhibition of eclectic artwork set up in class and comment

Class topic quiz.Class teachers to recite a short story, playing instrument sounds

Class topic quiz.Junk sound exploration.


on the pictures.Knowledge, skills & understanding

Structure – Binary (AB) (Greensleeves)Instrumentation – lute, recorder, flute (wooden), trumpet, sackbut (trombone),

Structure – Rondo (ABACADA) Canon/roundBaroque – Harpsichord, viols, oboe, bassoon (early

Music genres – The BluesPolkaYodellingCall and responseSong structure –

Pictures at an Exhibition – Mussorgsky (background on composer and timeline):

Peter and the Wolf by ProkofievProkofiev on music timeline and where in history (possible link to other learning)

Stomp – who they are and what they do. Music history timeline.Inter-related dimensions of music and how they still relate


fiddles/viols, harpsichord, tabor, xylophones,Ground/ostinato3/4 time signatureInter-related dimensions of music

versions of today’s instruments)Music notation - dotted minims, crotchets, quavers3/4 time signaturePitch – singing and

introduction, verse, chorus12-bar blues/Chords/triads – C, F, GNotation – staffImprovising and

Promenade, The Gnome, The Old Castle, Tuileries, Limoges - The Market.StructureGraphic score

Pitch – high/low, higher/lowerTempo – fast/slow, faster/slower – links to charactersDynamics – loud/quiet, louder/quieter,

to junk instruments.Link sounds to ‘real’ instruments.Crescendo/decrescendo (diminuendo)Pitch, tempo, dynamicsTexture – introduction.


– pitch, tempo, dynamics, structure (as above)

playingTempo, dynamics and variations

composing – create rhythms for different foods.Fusion music – Blues and yodellingImprovisation in the Blues

crescendo/decrescendo.TimbreLink tempo and dynamics (combining the dimensions)Structure – according to


characters in story.Graphic score


Pupils will talk about their feelings and emotions in relation to how Greensleeves makes them feel

Pupils will learn London’s Burning in unison and a 2-part round.Pupils will develop

Pupils learn about the Blues through Veggie Tales – Blues with Larry. What’s the song about?

Create their own musical art exhibitions using instruments and voices.

Similar to the previous topic, the pupils will create sounds to go with a story – this can be a story chosen by the

Song – What Stuff is this? (Sing Up)Using previous learning in art – ripping, cutting etc, create a piece of


(played on the lute). They will learn about the lute and recognise qualities in similar instruments - guitar and lute – and learn that these are

their part-singing, learning the round as a 3 and 4 part canon. Singing London’s Burning – unison and in a round (canon)

What is the music like? EtcPupils create lines for their own Blues song, with food as the theme – link to pupils’ cultures and

Pupils use the in-class art exhibition to talk about different pieces of artwork, and what they like/dislike and why.As a class, decide

teacher, class, or a made up story created as a while class.Link prior learning around the inter-related dimensions of music and expand on these.

music using different artwork materials to create music E.g. rhythms with paint brushes and rulers, sounds by scrunching different types of paper


known as ‘string’ instruments. They will learn to play a simple accompaniment for Greensleeves on the glockenspiel,

Pupils will learn to play London’s Burning on tuned percussion instruments.Pupils will practise playing and singing

what they might eat at home that might be different. What is traditional for their culture/religion?Pupils collate ideas into a class Blues

which pictures they like and want to use to create music for.Listen to Pictures at and Exhibition extracts, and talk about how the music

Can they create more interesting dynamic or tempi that have greater contrast? Crescendo/diminuendo for example.Introduce pupils to the

etc and using objects made of different materials – wood, plastic, metal etc. Also use found objects in the classroom or school – go on a junk hunt!


learning how to hold the beaters correctly to produce the best sound. They will think about their posture when playing the

at the same time.Pupils practise in small groups or learn the whole piece.

song – lyrics.Use the 12-bar blues chords sequence to create an accompaniment, on a variety of tuned instruments –

fits with the characters/scenes.Talk about the different inter-related dimensions of music and how they might fit different

different characters of ‘Peter and the Wolf’ using character and instrument cards. Introduce the families of the orchestra, what an orchestra is and how

Experiment with the sounds and record using Garageband on the iPad.Talk about the sounds created. Do they sound good? Can they be


instrument and will know that the accompaniment is one layer of the texture of the piece – with the melody being the top layer,

glockenspiel, chime bells, chime bars Chords C (CEG); F (FAC) and G (GBD).Practice the chord sequence so fluent. What are chords?

characters/scenes – E.g. a picture of a filed and wild flowers might have calm relaxing music created for it. How can they use

they fit together.Talk about the timbres, dynamics and tempo of the characters’ music and how they fit with what is happening/what they’re doing.

changed to sound better or to make a different sound, using the same material/object?Create a piece of music using Garageband of


and possibly drum part also adding a 3rd layer. They will also learn about the structure ‘Theme and Variations’ in relation to the

How are they built up? Triad = 3 notes. Add the lyrics. Give different parts to different pupils and rotate, so all get a chance at

instruments and their voices in different ways to depict the artwork chosen?Experiment with instruments and voices and talk about

Introduce the story in chosen way. Pick out the characters, and think about the structure of the piece. Create graphic score as a record. Are all

the sounds created, and talk about the layers of sound – do all playing at the same time sound good? Can they be layered in different ways? Introduction to


listening activity in lesson 1. They will learn about music notation and that a dotted minim is a 3-beat note.

instruments and singing.Practice for a performance to share with another class.Additional learning – this song is great for

their different timbres – sound quality.How can these be changed to create different sounds, to match different

characters heard separately or will there be some together? How will this be shown on GS?Explore using instruments in different

texture.Create a shared-performance with partner classes or in assembly, or at an end of year celebration. Get some children to talk


Pupils create and understand a ground/ostinato

learning about food groups. Incorporate into class learning and talk about the development from Blues to Rockabilly genres.

pictures?Create an ‘exhibition through music’, with different groups of pupils, or whole class, playing their different pieces.

ways, and adding new instruments not used before.Create a class story through music, to perform to another class, or in assembly.

about their piece, as each class will be different.


Food Groups are Rockin’ Tonight -


Year 3


Topic title Awesome Oceans & Pirates

Kapow! Superheroes

Smashing Saxons Rock ‘n’ Roll Ancient China Harry Potter

Musical focus Performing Improvising & Singing and Improvising and Improvising & Singing/


composing performing composing composing/performing

Improvising & composing

NC PoS

All topics include listening, appreciation of music

Play and perform in solo and ensemble contexts, using their voices and playing musical instruments

Improvise and compose music for a range of purposes using the inter-related dimensions

Play and perform in solo and ensemble contexts, using their voices and playing musical instruments

Improvise and compose music for a range of purposes using the inter-related dimensions

Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with

Improvise and compose music for a range of purposes using the inter-related dimensions of music.


and history of music. with increasing accuracy, fluency, control and expression.Use and understand staff and other musical notations.

of music.Use and understand staff and other musical notations.

with increasing accuracy, fluency, control and expression.

of music.Use and understand staff and other musical notations.

increasing accuracy, fluency, control and expression.Improvise and compose music for a range of purposes using the inter-related dimensions of

Use and understand staff and other musical notations.


music.Use and understand staff and other musical notations.


21st Century – Film Music – Pirates of the Caribbean – Hans

20th/21st Century – Music for film - John Williams, Michael

20th/21st century:Rock (metal)Queen ‘We Will rock

20th Century – Bill Haley and The Comets – Rock

Ancient Chinese music‘White Snow in Sunny Spring’

21st Century - John Williams – ‘Harry Potter’ Hedwig’s


Zimmer Giacchino, Hans Zimmer, Pinar Toprak (female)

You’; AC/DC; Guns n Roses; Jimi Hendrix

Around the Clock Theme

Topic Intro Individual topic quiz. Individual topic quiz. Individual topic quiz Individual topic quiz. Individual topic quiz Individual topic quiz.

Knowledge, skills & understanding

The Orchestra and families – String,

Rhythmic development using

Song structure - verse, chorus, verse,

Intro to Rock ‘n’ Roll genre &

Pentatonic scaleChinese classical

Lyric writing6/8 time


woodwind, brass, percussionStructure -Chords and scales – major and minor - triadsNotation – Dotted

dotted rhythms and upbeats (anacrusis).Creating rhythmic patterns within specified time e.g. 4/4Composing rhythmic

chorus, rap, extended chorusRock style – electric instruments, loud, heavy music, performance venues, attire of band

instrumentationSinging with clarityStructure – song structure.MelodyAccompanimentRhythm

instruments – Pipa (Chinese lute), Erhu (Chinese violin), Dizi (bamboo flute), Xiao (lower pitch flute), Suona (most like western oboe), gong, Pengling (hand

Dotted crotchets, 3 (joined) quaversAnacrusis – up beatDynamics – contrast – forte, mezzo forte, piano, mezzo piano, crescendo,


crotchets, quavers12/8 – time signatureBoomwhackersTempo – allegro, prestoDynamics – contrast – forte, fortissimo,

ostinato patterns, melodies and melodic accompaniments from scales.Experimenting with layers and textures

members,Knowledge of Saxons way of life through lyrics – connecting learning (class/music lessons).Develop

PulseChords/triads and scales and relationship of chord to scale (I IV V)Riff4/4 time

bells)Legato (in reference to gong, not staccato, as the sound resonates/rings), Qing (chime bowl)Experimenting with dynamics and tempo and

decrescendo (diminuendo)Tempo – Allegro, andante,Celeste


piano, pianissimo, crescendo, decrescendo (diminuendo)

of sound. understanding of dramatic singing and effect for an audience, compared to ‘just singing’. Expressing themselves through

Duration - crotchets, minims, dotted crotchet, quavers, semibreveTempo – Andante/allegroDynamics – forte,

the effects this creates.Reading notation on a stave – pitchesWriting notation on a stave


performance – movement, facial expressions, dynamics in singing, texture in singing (e.g. staccato or legato, or in

fortissimo


between).

Sequence of learning Play the Pirates of the Caribbean soundtrack excerpt. Use orchestra picture cards to help. Talk

The pupils will be introduced to composers of superhero film music by a number

The pupils will be introduced to the rock genre through listening to and comparing two

Play ‘Rock around the Clock’ to the pupils. Link learning to ‘Food Glorious Food’ topic in Year 2

Pupils will learn about classical Chinese instruments by watching the video. They will make notes and compare them

Pupils will listen to the Harry Potter ‘Hedwig’s theme and talk about instrumentation, inter-related dimensions of


about Hans Zimmer – famous film music composer/timeline. Pupils will comment on instruments, pitch, tempo, dynamics and timbre

of film score composers. They will listen to the music and identify the instrumentation, and discuss why the music fits such a

versions of ‘We Will Rock You’ by Queen. They will learn about/recognise ostinato patterns, body percussion, a cappella music, and

Spring 1 – Rock ‘n’ Roll being a development out of the Blues.What instruments do they hear? How many singers? So

to the western instruments they know (using prompt cards). What instrument would they learn if they could? Why?The pupils will then

music (combined) and how they work together to create the effect of magic in music. Relate the 6/8 time of the piece with the pirates topic –


of the instruments, and how the music makes them feel. Do they recognise the music? If not, what kind of film could it be for? What might

film, and what might be happening in the film, by using music vocabulary including the inter-related dimensions of music. They will also

get a feel for the style. Across the topic they will also learn about other rock bands/performers through listening

they recognise verse and chorus? How can they remember what these are? (Chorus repeats). Electric instruments and microphones.

identify the instruments they have learnt about while watching a performance of ‘Frozen’ on Chinese instruments and western instruments. They will try to identify

dotted crotchet/3 joined quavers and sway along to the music.Using their knowledge of Harry Potter stories, magic and spells, from


be happening in it?Discuss.Pupils will recap about chords from previous topics – Blues for example. F G C E major (happy) –

develop their understanding of the roles of an orchestra, and that they don’t just play ‘classical’ music – changing opinions.

activities.The pupils will listen to the song ‘Invade’, which links to their class topic ‘Smashing Saxons’. They will learn from the lyrics

Backing singers – The Comets. Bill Haley – lead singer/front man. Recognised as first ‘rock n roll’ song. Use timeline to indicate.

which are which, using instrument picture cards.The pupils will learn that Chinese music is written using the pentatonic scale, of which there are different versions. They

class work and other, the pupils will create lyrics to go with the theme tune, creating a class song.The pupils will practise singing the lyrics to the


and new minor (sad) and how they are made up. These are 3 note chords so are called ‘triads’ (‘tri’angle, ‘tri’cycle).Using the

Each class willdevelop their own superhero story and understanding of music notation to fit the rhythm of the words.

how Saxons fit in with the Romans, Vikings and Normans and link their class learning/music learning with each other.

Recap Blues learning and pirates re chords/triad – major and minor from last topic.This piece is based

will learn that the pentatonic scales contains 5 notes and they will use one of these scales to compose their own piece of music on tuned instruments e.g.

theme tune.Using the ‘celeste’ sound on the keyboards, the pupils will have a go at learning the theme on the keyboard. Talk


‘Musication’ video, clap along to the pulse – one strong beat for every 3 shorter notes (12/8). Sway side to side to help with the sawing

To develop the story-rhythmic work from year 1, they will learn about anacrusis (upbeats), and possibly dotted rhythms, rather than

They will recognise the rock style from the listening activity with the style of the song, and they will learn about an extended song

on 3 chords – C F and G major. No minor chords in this piece. Back to 4/4 time – go over the difference between this and 12/8 (both have 4

glockenspiels, boomwhackers, chime bells/bars etcThey will create a melody and a simple accompaniment, which will be played together at

about the first note being an upbeat – an anacrusis, like a breath.Discuss which instruments would be suitable for an


of the beat – like pirates swaying!Introduce the boomwhackers (some notes may have to be missed out if there aren’t

simplified for ease.The pupils will also create an accompaniment using the rhythm of one or two words, composed into both

structure.Through watching rock performance videos, they will recreate a style to fit with ‘Invade’ for a performance –

main beats!)Pupils will learn the chords on tuned instruments – Boomwhackers, ukuleles.Some pupils will also

the same time.Some pupils will develop their compositions into longer pieces of music, creating a AB (Binary) or ABA (ternary) structure.They will also develop

accompaniment – sounds on keyboard/ classroom instruments or those having lessons.Pupils to learn different parts, and put


the accidentals/#s) and practise putting together the chords – without the video. Get this quite fluent.Pupils to play along with the video – slow

rhythmic and melodic ostinato patterns.The pupils may choose to compose a tune for the words or rap/chant them.

actions/body movements/facial expressions - thinking about what the audience will see, creating a ‘dramatic singing’

learn the melody (tune) on boomwhackers/Glockenspiels/keyboards –use music notation to show the rhythms.

their piece by considering the tempo and experimenting with different speeds, as well as different dynamics. Some pupils may decide to include an

together a melody and accompaniment in pairs. The accompaniment should be more difficult than the accompaniment performed for the


down if too fast. The pupils should play with style, imagining they are pirates.Introduce dotted notation – one large fish is a dotted

As an extension activity, pupils may use the rhythm of the words and add pitches from a particular scale to them, to create a

performance.They will improve and refine their performance through practise and through watching back videos of

Practise and rehearse pupils on the different parts. A bass line of single notes can also be added, as well as the lyrics/vocal line.

introduction or ending.The pupils will perform their pieces to the class, and a larger audience either through live or videoed performance.

Chinese music topic. Perform to the class/audience.


crotchet, 3 little fish are 3 connected quavers. Each bar of music will have the equivalent of 4 dotted crotchets (12 quaver beats).

melody. This would then be played along with the ostinato pattern played as a bass line.Pupils to perform to the class/audience.

themselves, preparing for a performance to an audience – another class, in assembly/family assembly, partner

Rehearse for a performance to record and perform to an audience.


Practice playing along to notation as well as the video.G&T pupils/instrumental lesson pupils – play on their

class.


instruments/try learning the tune.Perform to an audience – partner class/other year 3 class, assembly.


Year 4



Topic title Rockin’ Rainforest Willy Wonka and the Chocolate Factory

Groovy Greeks Orchestra Unwrapped (Rotten

Romans)

Whodunnit? Around the World

Musical focus Improvising/composing/performing

Improvising/Composing/Performing

Singing/performing

Singing/Improvising & composing

Performing/ICT Composing/performing


ICT (iPads)NC PoS

All topics include listening, appreciation of music and history

Improvise and compose music for a range of purposes using the inter-related dimensions of music.Use and understand staff

Improvise and compose music for a range of purposes using the inter-related dimensions of music.Use and understand

Improvise and compose music for a range of purposes using the inter-related dimensions of

Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing


Improvise and compose music for a range of purposes using the inter-related dimensions of music.Use and understand


of music. and other musical notations (graphic scores)Play and perform in solo and ensemble contexts, using their voices and playing musical

staff and other musical notations (graphic scores)Play and perform in solo and ensemble contexts, using their voices and playing

music.Use and understand staff and other musical notations – staff notation.Play and perform

accuracy, fluency, control and expression.Improvise and compose music for a range of purposes using the inter-

accuracy, fluency, control and expression.Use and understand staff and other musical notations – technology (Garageband)

staff and other musical notations – graphic & staff notation.Play and perform in solo and ensemble contexts, using their voices and playing


instruments with increasing accuracy, fluency, control and expression.

musical instruments with increasing accuracy, fluency, control and expression.

in solo and ensemble contexts, using their voices and playing musical instruments with increasing

related dimensions of music.Use and understand staff and other musical notations – graphic & staff notation.

musical instruments with increasing accuracy, fluency, control and expression.


accuracy, fluency, control and expression.


Classical/Romantic – Programme music - Beethoven – Symphony No.6 – Pastoral – 3rd Mvt

20th Century - John Cage – 3 Dances for 2 prepared pianos21st Century – Film

Medieval – Ancient Greek music‘Living it up in Greece’ Sing Up

Orchestra Unwrapped – refer to the learning pack according to the CPD

20th/21st Century – Batman 1960s version (Neal Hefti) vs 1989 version (Danny Elfman)

Mixture from across the yearAfrican drumming – Jalikunda African


Excerpt music - Danny Elfman – Charlie and the Chocolate Factory soundtrack

‘Three Little Birds’ – Bob Marley

earlier in the year.Italian opera (if Rotten Romans)

Drummers

Topic Intro Individual topic quizzes. Individual topic quizzes.Experiment/investigate with sounds on

Individual topic quizzes.Listening -Star

Individual topic quizzes.

Individual topic quizzes. Individual topic quizzes.Listen to a range of pieces composed and


‘prepared piano’ Wars on Lyre and drum. Comparison to western instruments

performed by the class in previous topics. Pupils complete questions about these pieces.

Knowledge, skills Programme music – Danny Elfman Lyre Orchestra Ostinato Djembes


& understanding music that tells a story.Structure – symphony.Orchestral music and families of orchestra.Melodic and rhythmic themes.Timeline – how

John CageOstinato – melodic/rhythmicManipulated sounds e.g. ‘prepared piano’John CageMusic technology –

UkuleleGuitarChords/triadsSinging postureSong structurePitchDiction

Unwrapped – refer to the learning pack according to the CPD earlier in the year.

Future years – focus could be Italian

Pitch: Chromatic/semitonesDynamics – subito forte (suddenly loud)Theme tuneFilm music

Electronic/iPad musicWestern instrumentsClassroom percussionCollageFusionVocabulary from previous topics


Beethoven fits in with the others from previous timelines.Structure – RondoInter-related dimensions and how they combine/compliment

iPads/GaragebandLoopsMetronomeTexture – homophonic – one soundPolyphonic – different sounds layered

Reggae styleBob MarleyStrummingBalance – dynamicsAccompaniment

opera (check what is learnt in Year 5 re Egypt topic).


Tempo – andante, lento, allegro, vivaceDynamics – fortissimo to pianissimo. Crescendo/decrescendo (exaggerated)Graphic score


Texture – layering sounds


Pupils will listen to the excerpt of Beethoven’s 6th Symphony ‘Pastoral’ and comment on the instrumentation, inter-

Pupils will use a combination of recorded sounds using iPads to create their own ‘factory’ themed

Pupils will learn to sing the song ‘Living it Up in Greece’ and add an instrumental

Orchestra Unwrapped – refer to the learning pack according to the CPD earlier in the year.

The pupils will listen to 2 versions of Batman theme tunes and compare them. They will talk about how the

The pupils will create a musical collage combining what they have learnt by looking back over previous


related dimensions of music and how they connect. Explain to the pupils that pastoral means countryside. What do they picture? What do they know of

piece of music, working in small groups or pairs.Pupils will listen to Charlie and the Chocolate Factory and discuss what they can hear – acoustic

accompaniment using chords on the ukulele, guitar or , keyboard.Pupils will develop their breathing and posture for singing

Usually includes singing/voice work as well as improvising and composing to a stimulus.

effect of the music is created through inter-related dimensions of music, and how they work together. They will learn the terms ‘subito forte’ (‘Batman’

topics in the year. They will work together to decide which parts to use, and which areas they need to develop and include. The pupils will be able to


the countryside? Has anyone not been to the countryside? How can others describe it to them? Talk about Beethoven and his time in relation to other

instruments vs electronic instruments/how factory sounds are created (thinking about repeated patterns from prior learning) etc

and will add actions to the song, created by each class. While learning the song, and listening to ‘Three Little Birds’,

vocal) and chromatic (semitone steps). Recap learning from Autumn 2 re Danny Elfman, who wrote the 1989 version.The pupils will describe the differences

incorporate some African drumming, using 2 or 3 patterns, and create a fusion of styles, for example, reggae beats on the djembes, accompanied


learning. Add to the music history timeline.Discuss how the idea of this music can be used to create their own rainforest piece and how this is called programme

How well does the music go with the theme of the film (2005 version with Johnny Depp). Recap instruments of the orchestra and

the pupils will learn about the reggae style and the emphasis on beats 2 and 4 of the pulse, and will click along.

between the 2 themes – similarities and differences.The pupils will learn to play an adapted version of the 1960s version, on a variety of instruments

by electronic sounds on the iPad.The pupils will recap key vocabulary from across the year to consolidate their learning, and they will


music – giving an image/telling a story through music.Pupils will create themes for different elements of the rainforest E.g. insects, mammals, water

rhythmic/melodic ostinato.Pupils will experiment with sounds and how manipulating instruments can create different sounds –

Once the pupils know the song, they will start learning the chord patterns – some pupils may know these already from

including the keyboard. Pupils will learn 2 or more different part and will work together to create a performance. Pupils will lead rehearsals with teacher

perform their collage to an audience (another year 4/partner class/assembly) in an end of year celebration.


and elements within these. They will focus on the different timbres of the instruments they have available to use and refine their music using different tempi -

‘prepared piano’ – using rubbers, bolts, forks etc between the strings etc This needs to be done with great care.Pupils record the

guitar or ukulele lessons, plan accordingly. They will recap learning about major and minor chords, as will learn chords

support, to create a class performance.

OR BBC Ten Pieces Trailblazers ‘Overture’ by Grażyna Bacewicz – creating rhythms/music


andante, allegro, lento (to show different ways animals move for example), dynamics (recap previous learning), and textures, to create a piece in small

sounds on an iPad for later use. Talk about John Cage – one of America’s leading experimental composers of the 20th century…

A, E7, D and F#m. Clarity needed over different finger patterns for guitar and ukulele. The pupils will learn about

using morse code patterns. See planning athttps://www.bbc.co.uk/teach/ten-pieces/classical-music-grazyna-bacewicz-overture/

https://www.bbc.co.uk/teach/ten-pieces/classical-music-grazyna-bacewicz-overture/zf2k382




groups. Recap rondo structure and have one element as a recurring ‘A’ theme.Groups to record these in a graphic score/whole class depending on

Pupils will experiment with instrument sounds in school/the classroom and their voices and record their manipulations and/or sounds. They will use

strumming and different patterns – including playing the reggae beat. A drum beat can also be added – rhythm section.

zf2k382



chosen way.Rehearse to create a performance.

these sounds to create their pieces of music using different textures (layers of sound), editing their work as necessary.Pupils will ‘perform’

The pupils will rehearse their song and accompaniment, ready for a performance. All pupils should have


their pieces from their ipads. They may choose to add live parts to the recording also, or some movement.

a go at both parts – singing and playing.


Year 5



Topic title Vikings Narnia (Film/TV) Ancient EgyptOR Turntablism

Human Body Wonders of the Universe

All the Fun of the Fair! (Carnival)

Musical focus Singing Improvising/ composing/performing

Singing/performing/composing

Improvising and composing/ICT

Performing Performing

NC PoS Play and perform in solo and ensemble

Play and perform in solo and ensemble contexts,

Play and perform in solo and ensemble

Improvise and compose music for a




All topics include listening, appreciation of music and history of music.

contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression.

using their voices and playing musical instruments with increasing accuracy, fluency, control and expression.Improvise and compose


range of purposes using the inter-related dimensions of music.




music for a range of purposes using the inter-related dimensions of music.


Music era/composer 20th Century – Rock – 20th Century – Delia Romantic – Verdi – 21st Century – Anna Romantic – Holst – 19th/20thCentury:


stimulus E.g. Thin Lizzy, The Rolling Stones, Pink Floyd‘Viking Rock’ – Sing Up

Derbyshire – ‘Doctor Who’ Theme (1963)

BBC Ten Pieces Trailblazers

Aida (opera) (set in Egypt)Bizet – Carmen(Spain)

Meredith – ‘Connect It’ (2014) – BBC Ten Pieces

‘The Planets’ – Mars (1914-16)21st Century – Hans Zimmer – ‘Earth’ (2019) (BBC Ten Pieces)

SambaJalikunda African DrumsSamba Batacuda

Topic Intro Individual topic quiz. Individual topic quiz. Individual topic quiz. Individual topic quiz. Individual topic quiz. Individual topic quiz.


Doctor Who pictures/objects – treasure hunt?

Knowledge, skills & understanding

Singing in parts (harmonies) and

Orchestral musicOrchestrate

Rallentando/ritardando

Body percussionStructure – Ternary

Ostinato5/4 time

S. American MusicAfrican Drumming -


adding instrumental accompaniment.Call and response.Dynamics - contrast.Song structure.

Found sounds Graphic scoreMelodyOstinatoCrotchetDotted crotchetQuaver

PauseSong structure.Opera and its originsDramatic singingVoices – soprano, alto, tenor, bass

form (ABA)GenreCanonPulseEnsembleDynamicsTexture

Dynamics – pianissimo to fortissimo, crescendo, decrescendo (diminuendo)

djembesPitch and rhythmTexture – polyrhythmsSyncopationCross rhythmsCall and response


Dotted minimDotted semibreveTied notesRepeat signAudacity – file, import, audio, edit, undo, scissors, effect, repeat,

TempoPolymetreRetrograde motionPhasing

UnisonOstinatoHarmonyForte/fortissimo2/4 or 4/4 metreTimbreEnsemble


loop, generate, chirp Solo percussionRole of the leaderSamba ensemble instruments –repinique, caxia, agogo, surdo, tamborim, ganza.


ApitoVoice/brass instruments – trumpet, trombone

Sequence of learning The pupils will learn to Pupils will learn about Pupils will learn Pupils will listen to Pupils will learn how The pupils will listen


sing ‘Viking Rock’ using their voices in different ways. They will learn about rock music and the instrumentation, drawing on prior

Delia Derbyshire and how she changed the future of orchestral music, through manipulating sounds (recap year 4 topic – prepared piano), and

about opera through an introduction to Aida, which is set in Egypt. They will go on to complete the Create and Sing Carmen programme

‘Connect It’ by Anna Meredith and will use this as a stimulus to create their own body percussion pieces in small groups.The pupils will learn

music was written to depict the different planets in the solar system. They will listen to and compare 2 of the pieces and use

to a piece of samba music and compare it with the African Drumming music from Year 4 (Jalikunda African Drums). They will be


learning and any knowledge of rock music they have listened to, maybe at home. The pupils will understand the lyrics of the song through

also that she was born locally – Coventry.They will listen to the ‘Doctor Who’ theme, recalling sounds and discussing what is heard and how they think

from the Royal Opera House. Through their dramatic singing and understanding of opera and the theatre, the pupils could achieve an Arts

about a contemporary composer and how she composed her piece.They will work in groups to produce an idea for their piece,

musical vocabulary to describe them, in detail.The pupils will learn different parts of the music to ‘Mars’ and learn to play an

able to recall rhythmic patterns and will be able to talk about the music using key vocabulary.Pupils will learn about Samba and the


class learning and link the two, or will learn new words and meanings through the song.They will develop their singing in parts, to

sounds might be created. They will develop their understanding of music history, linking to the timeline.Pupils will play the

Award Explorer (you will need an Arts Award advisor for the certification by Trinity College London).

using a range of body percussion sounds, including the voice. The pupils will then learn how to structure their pieces into ternary form, and

arrangement of them on a variety of instruments, to create a class performance.The pupils will practise playing

instruments and how they are used in carnivals and celebrations.Pupils will use classroom percussion instruments and


create harmonies and will develop their sense of pitch. Using facial expressions and actions, they will create a song with purpose, while

theme on found sounds from around the school, classrooms and outside. They will record and manipulate these sounds using ICT/software, while

Pupils may complete the LSMS Turntablism scheme

have a go at using techniques such as retrograde motion and phasing in their performances.

music in 5/4 and will take it in turns to conduct the performance, learning how to and creating their own ways to beat 5/4

djembe drums to create a version of the Curry House Samba, playing ostinato patterns in time, developing their aural skills and


thinking about the audience and where it will be performed. Pupils learning instruments, such as the guitar and drums, can incorporate their

learning key vocabulary. They will improvise and compose music that they will incorporate into a larger structure, creating a bigger piece of music. They will

time. They will incorporate signals for variations in dynamics, and will perform their class piece to an audience.

leadership skills.


learning in a rock style.They will evaluate their rehearsals in order to improve the song for a performance.

perform their pieces to an audience.


Year 6


Topic title The Victorian Blues History of Hip Hop Turntablism Aleatoric ‘chance’ music

The Olympics Leavers Performance

Musical focus Improvising & Composing and Composing and Improvising and Singing and Singing and


composing performing performing composing Performing PerformingNC PoS

All topics include listening, appreciation of music and history of music.



Improvise and compose music for a range of purposes using the inter-related dimensions of music.Play and perform in





Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency,


solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and





control and expression.

control and expression.

expression. control and expression.


19th/20th century:The BluesRobert JohnsonBB KingJohn Lee Hooker

20th centuryHip Hop

20th/21st century

See LSMS scheme of work for relevant videos – DJ JFB

20th century:

John CageK StockhausenW Lutoslawski

20th century – Olympic Fanfare and Theme – John Williams (1984)Bugle calls

According to show chosen. Probably 20th/21st century, although different songs will have


Howlin’ WolfMuddy Waters

Rock – We are the Champions by Queen (Sing Up)

different styles.Musicals style.

Topic Intro Topic quiz Topic quizHistory of Hip Hop

Topic quizTurntable quiz

Topic quiz Topic quiz What is a musical? quiz

Knowledge, skills & Knowledge of Black Turntables Turntables Aleatoric (chance) Bugle/trumpet


understanding History and the times of slavery and the effect of this on music, from the cotton fields to Blues bands using electric guitars and drum kits

MCRapHip HopDJ – Dee-jayingGraffitiRhymeHalf rhyme

Tone armPlatterSlip matNeedle/stylusVinyl/recordCrossfaderBaby scratch

musicDuration – all previously learnt note lengths. Rests – silenceOstinatoRepetition

Bugle callsFanfareOrchestraDictionDramatic singingMelodyHarmony


etcConnecting learning creating lyrics for a blues song from knowledge of Victorian schooling/times,

RhythmBeatBlock party – impromptu party on the streetGhetto (Disadvantaged

Release scratchTurntable Transcription Method (TTM)RestsPrevious topics vocabulary

ToneSong structure – verse, chorus bridge…Breathing controlExpression


using the AAB lyrical structure12-bar blues, blue notes, flattened 7th chords (4-note chords), pentatonic scales with flattened

residential area)Flow – rap with good sense of rhythm and flowing styleHooksSamplesBeat boxing


3rdsSong structure – intro, verse, chorus, bridge/middle 8, outroLinking Blues knowledge to the


development of other styles such as country, rock n roll and rock.4/4 time signature (simple time)

Sequence of learning Pupils will recap Pupils will learn Pupils will build on the Pupils will learn Links with French and


learning about The Blues from Year 2 Food Glorious Food topic.Pupils will revise the 12-bar blues, the chords, structure and

about the history of Hip Hop and compare this to what they know of Hip Hop/Rap. They will listen to a piece of early rap and

skills learnt in year 5 by recapping the different scratches, creating paired compositions and learning new scratches. G&T pupils

about aleatoric music through listening to music by a variety of composers for music and also for technology. Very

PE topics – the Olympics and Athletics.Pupils will learn about music used in the Olympics – ‘Olympic fanfare and theme’ by


history of the Blues through listening activities. They will build on their ability to answer in sentences and to describe the music

compare it to a later piece, talking about similarities and differences, using key words.Pupils will choose a context within which

will be able to take part in the primary schools turntablism competition in the summer term.The pupils will be able to translate TTM into

different to what the pupils are used to, let them listen and then talk about their thoughts. Do they consider this ‘music’? What IS

John Williams. They will link the use of fanfare with war time bugle calls (linking to class topic ‘Over the Top). Pupils will compare the sound of


using key music vocabulary and the inter-related dimensions of music.The pupils will create a class/small group Blues song based on

they will write lyrics for their own raps. They can choose to use the Vile Victorians as their stimulus or, they can draw on their own

notation using crotchets, quavers, minims and semibreves and relevant rests.

OR

music? Discuss.Using the keyboard note rows and their colour coding as a basis, the pupils will compose their own ‘chance’ pieces using

a bugle call with the Olympics piece. They will use key vocabulary to describe the music and will be able to recall sounds.


the Victorian way of school life, using the traditional AAB lyrical structure.They will use the 12-bar blues sequence and chords to

experiences (with teacher support).Pupils will use their knowledge of chords and writing accompaniments to create an

Pupils will create their own pieces to accompany their lyrics from the previous topic, and perform these together (in

artwork by Loretta Grayson (art topic) and dice. They will throw dice onto the artwork, and whichever colour their die/dice land

Taking the theme of celebration and achievement, the pupils will learn the song ‘We are the Champions’ by Queen.Pupils will learn to use


compose and perform a melody and accompaniment. They will develop their compositions by using the major or minor pentatonic scale,

accompaniment for their rap – either with instruments or beatboxing.

pairs). This could also incorporate the beatboxing or instrumental backing chosen, with the pupils working on creating all of these

on, this will be the note pitch they will play. They will need to decide on their colour palate, which colours will represent the sharps

their voices safely to reach the range of pitches required for this song. They will learn harmony parts and sing with appropriate dynamic


incorporating ‘blue’ flattened 3rd notes and flattened 7ths in their chords. C7, F7 and G7. They will also experiment with the ‘bottleneck slide’.

into a structure. Pairs of pupils may also join with another pair to fuse their pieces into one performance.

and flat notes on the keyboard.The pupils will create systems to decide on high or low pitch and the duration of their notes, or they can

control.The pupils will create a performance, using dramatic singing, and expression, that they can perform at their leavers


They will develop their singing styles to depict the lyrics of the song and to perform with expression.Pupils will perform on the guitar and

choose these freely.The pupils will choose different instrument sounds on the keyboards to then put together their piece.

performances/assemblies.


keyboards. Any drummers may use the drum kit to compose a suitable beat. Additional suitable instruments may be added e.g. if a

They could use elements from music listened to such as repetition of lines, clashes of notes (it doesn’t all have to sound nice).


pupils is having lessons in or out of school.The pupils will perform their songs in class/assembly/to partner class or to

They can add additional instruments and change the sound of the keyboard instrument as they see fit.


parents/carers. They will create a staff notation score, or graphic score to record their music. They will need to think about the structure to create


their piece within – this can be one they have learnt about before.NB – although ‘random’ pieces of music, their pieces


shouldn’t be just noise. Thought needs to be put into what they are composing! Could combine technology with instruments


also.

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