2021 music curriculum

2021

Music Curriculum Whittle Le Woods CE Primary School

I have come that they may have life and have it to the full’ John 10:10

Music Overview

Implementation

We use the Charanga scheme of work from Nursery to Year 6 taught in class along with Musical development matters in

Nursery.

Nursery plans cover 5 terms as pupils spend between 3 and 5 terms in the setting depending on their birth date

We add our own music and songs each half term in class that are cross curricular.

We have wider opportunities such as Samba in year 5 and ukulele in year 6 taught by specialist teachers.

We give the children the opportunity to learn the glockenspiel in Year 2 and year 4 in class

We have a range of peripatetic teachers who offer private lessons for Woodwind, Guitar, Brass and Keyboard.

We offer an After school Choir for Year 2- 6 with a choir teacher from Lancashire Music.

We look at a History timeline of music through the ages as a school during worship.

We use the Music and schemas for the Foundation Stage children and children with SEN.

Intent

To enable our children to……

Foster a lifelong love of music and ignite a passion by exposing our children to diverse musical experiences.

Develop their interest and curiosity in a range of musical styles and traditions.

Flourish creatively and develop self -expression.

Find their voice as singers, performers and composers

Have the opportunity to connect with others and learn how to play a variety of musical instruments.

Music Overview

Nursery

Topic Learning outcome Music

Matters

Learning

outcome

EYFS

Activity Resources/extended learning Key

teaching

vocab 1a. All about me Nursery Term 1

HL-Musical preferences are further developed; often has firm favourites (live & recorded) and is able to express this (16-26mths)

HL-Many influences may encourage children to associate music with “types” of people and places, eg stereotypes such as rock music with bikers. They may feel pressure to like and dislike certain genres of music, eg children may associate music as “music for boys”, “music for girls”(30-50mths)

L/C 0-3- Enjoy

songs and

rhymes,

tuning in

and

paying

attention.

Join in

with songs

and

rhymes,

copying

sounds,

rhythms,

tunes and

tempo.

Say some

of the

words in

songs and

rhymes.

Sing songs

and say

rhymes

Look at favourite music and talk about why they like this song. Can they sing along to/from memory parts of the song. Look at a range of different genres and talk about who might like such music. Have pictures of different people i.e. bikers, ballet dancer, girl, boy etc. Is it okay to like different music? Do we all have to like the same music? Does the biker have to like rock music? What instruments can you hear? Encourage the children to physically represent the instruments they can hear. Encourage children to listen to a wide range of music so that music is not limited to music for “types” of people.

Cd’s, charanga- Name song on old scheme. Season-Winter Listen to a song/piece of music per week that is played once a day. Encourage the children to listen to the music and talk about how it makes them feel/likes/dislikes. This will help widen the range of music the children listen to and develop a greater knowledge of genres. Invent a singing puppet that sings; invite children to be the puppet’s singing voice. Include children’s favourite songs within singing times, whether this be songs from home or songs learnt at the setting. Create song stories with children, eg offer them a first line of a song and ask them to continue the song. Invite children to suggest songs to sing in groups and

Instrument Names of instruments i.e. claves, guitar, drum, bells, shakers Genre Beat/pulse Rhythm Syllables Feelings

Music Overview

VS-Has strong preferences for songs he or she likes to sing and/or listen to (30-50mths)

Describes music, eg “scary music, angry music, happy music” (22-36 mths)

MD-Physically interprets different genres of music - children often move and express themselves differently to different genres (16-26mths)

MD- Physically imitates the actions of musicians, eg pretends to play the trumpet, piano, guitar (30-50mths)

independe

ntly, for

example,

singing

whilst

playing.

EAD/BIE 0-3 Show

attention

to sounds

and music.

Join in

with songs

and

rhymes,

making

some

sounds.

EAD/BIE 3-4 Listen with

increased

attention to

sounds.

Respond

to what

they have

heard,

expressing

their

thoughts

and

feelings.

Listen with children to a variety of sounds, talking about favourite sounds, songs and music. Talk about feelings while listening to a range of different types of music- How different songs can make you feel i.e. happy, sad, scared, sleepy. Talking drums- This can be with drums, pans and spoons, hands on table, upturned trays etc. Two children sit either side of the drumming object. The drumming can be free and emphasis turn taking. The game can be developed to include defined rhythms or processes such as playing the syllables of words or through asking questions i.e. how are you? And making replies i.e. I am hungry. The game could involve copy cat rhythms. As an extension to the activity you could invite observing children to comment on the

value their ideas, whether this be nursery rhymes, pop songs, songs from home or their own creations. Add a microphone and a stage area in nursery provision areas (outdoor/indoor) for the children to express themselves.

Music Overview

Remember

and sing

entire

songs.

PSED-MS 0-3 Are talking

about their

feelings in

more

elaborated

ways: “I’m sad

because...” or “I

love it when ...”.

PSED-BR 3-4

Talk about

their

feelings

using

words like

‘happy’,

‘sad’,

‘angry’ or

‘worried’

drum conversation- ask questions such as was it angry, playful, friendly?

b. my family Nursery Term 1

VS-Can often sing an entire song; songs could be nursery rhymes, pop songs, songs from TV programmes, songs

CL-LAU 3-4 Use a

wider

range of

vocabulary

.

CL-S 0-3

Look at songs children sing at home and may sing with parents/siblings. What kind of songs could we sing for a birthday, a new baby? Learn rock-aby-

Look at videos of families singing together i.e. a mum/dad singing to her baby. Learn songs that reflect routines i.e. welcome songs/goodbye songs/dinner time songs.

Celebrate Routine Pulse Band Genre

Music Overview

from home (30-50mths)

VS-Sings to and with toys, props, resources.

VS-Sings in their dramatic role play, eg singing phrases such as “dinner’s ready” or “let’s go” (22-36mths)

MD-Claps or taps to the pulse of the music he or she is listening to (30-50mths)

MD- Physically interprets different genres of music - children often move and express themselves differently to different genres (16-26mths)

MD- May enjoy dancing to music (16-26mths)

Develop

pretend

play:

‘putting

the baby

to sleep’

or ‘driving

the car to

the shops’.

Enjoy

singing CL-S 3-4 Sing a

large

repertoire

of songs.

Know

many

rhymes L-C 0-3 Enjoy

songs and

rhymes,

tuning in

and

paying

attention.

Join in

with songs

and

rhymes,

copying

baby/twinkle twinkle on charanga (old scheme) In the homecorner, use songs as part of play. Act out with a baby- getting baby to sleep, celebrating someone’s birthday, sing songs such as dinner’s ready. Learn the song ‘this is the way we….’ Incorporating family life i.e. brushing teeth, walk to school etc. Listen to ‘our house’ by madness (Charanga old scheme topic me!). Lead the children in finding the pulse in whatever way you choose, perhaps be an animal like a monkey or a tiger finding the pulse, you could march like a soldier. Let the children move to the music with movements of their choice, using their imagination. Guide those that feel uncomfortable. After listening, ask the children some simple questions. Tell them who

Send a home link- finding out what families like to listen to. Find clips of the music to play to the children.

Music Overview

sounds,

rhythms,

tunes and

tempo.

Say some

of the

words in

songs and

rhymes.

Sing songs

and say

rhymes

independe

ntly, for

example,

singing

whilst

playing.

EAD-BIE 0-3 Show

attention

to sounds

and music.

Anticipate

phrases

and

actions in

rhymes

and songs,

like

‘Peepo’.

the band were and what the song was called. Do they know the song? What was the song about? Ask them about their feelings towards the piece of music. Did the music make you feel happy, sad, excited, worried, like dancing, like an animal, grumpy etc. Did any pictures or colours pop into your head as you were listening? What instruments could you hear? Did you hear voices? Male or female?

Music Overview

Join in

with songs

and

rhymes,

making

some

sounds.

Enjoy and

take part

in action

songs,

such as

‘Twinkle,

Twinkle

Little Star

Move and

dance to

music.

EAD-BIE 3-4

Listen with

increased

attention

to sounds.

Respond

to what

they have

heard,

expressing

their

thoughts

Music Overview

and

feelings.

Remember

and sing

entire

songs.

Sing the

pitch of a

tone sung

by another

person

(pitch

match)

UW-PP 0-3

Make

connection

s between

the

features of

their

family and

other

families.

UW-PP 3-4

Begin to

make

sense of

their own

life-story

and their

families

history.

Music Overview

M-NP 3-4 Begin to

describe a

sequence of

events, real or

fictional, using

words such as

first, then.

c. my school Nursery Term 1

HL-Can identify specific sounds in the environment eg sounds of cars, running water (22-36mths)

MD-Moves in response to rhythms heard played on instruments eg a drum (22-36mths)

MD- May enjoy dancing to music 16-26mths)

VS-Joins in with action songs by singing some words and creating some or all actions (16-26mths)

EAD-BIE 0-3 Move and

dance to

music.

EAD-BIE 3-4 Listen with

increased

attention

to sounds.

Have a walk around school to listen for sounds in the environment. What sounds can you hear? Use a checklist to help identify specific sounds i.e. Cars outside, voices. Explore the hall. Explore how big spaces can change sounds. What happens when we run around, tiptoe, whisper, drop an object. Repeat the activity outside, do the noises sound the same? Explore the hall, adult to play a drum. Children to move in response to the rhythm played. Explore outdoors. Using the music system, play music outdoors. Can the children

Checklist to be sent home for the children to listen for particular sounds at home. Take some of the children up during school worship to listen to, and join in, with hymns.

Rhythm Pitch Echo Hymn

Music Overview

MD- Claps or taps to the pulse of the song he or she is singing (30-50mths)

move/dance to the music. This can also be used to represent the season- pretend to be a snowflake/snow storm/ an ice skater. Listen to hymns sung during worship. Learn a simple hymn with actions i.e. it’s me that build community

d. nursery rhymes Nursery Term 1

VS-Anticipates & sings certain words in songs (16-26mths)

VS-Repeats phrases of songs (30-50mths)

VS- May sing an entire song (30-50mths)

EP- Listens and responds to others in pair/group music making (30-50mths)

EP- Shows control to hold and play instruments to produce a musical sound, eg holding a triangle in the air by

CL-S 0-3 Enjoy

singing,

music and

toys that

make

sounds.

CL-S 3-4 Sing a

large

repertoire

of songs.

Know

many

rhymes PSED-MS 0-3

Talk about and sing favourite nursery rhymes. Can the children fill in missing words to familiar rhymes, are they able to sing with support or completely from memory. Use a cd player to listen to favourite nursery rhymes. Children to explore the cd player and encouraged to operate. Prompt through questions such as can you turn it on? How do we turn the volume up/down? How do we change to a different song? Etc.

Make a display of children’s favourite nursery rhymes. Set up a music station and include laminate copies of nursery rhymes. Include nursery rhyme books in the book area. During carpet times, choose a favourite to sing. Talk about who likes the song using the display to help. New season- Spring

Rhyme Operate Perform Instruments

Music Overview

the string with one hand and playing it with a beater with the other (30-50mths)

EP-Operates equipment such as CD players, MP3 players, handheld devices, keyboards (22-36mths)

VS-Sings and chants with and to others (22-36mths)

VS- Vocalises and sings whilst playing with instruments (16-26mths)

Thrive as they

develop self-

assurance PSED-MS 3-4 Show

more

confidence

in new

social

situations.

Enjoy

songs and

rhymes,

tuning in

and

paying

attention.

L-C 0-3 Join in

with songs

and

rhymes,

copying

sounds,

rhythms,

tunes and

tempo.

Say some

of the

words in

Look at charanga- each group to choose a different nursery rhyme to learn- groups then perform for each other. Add in musical instruments for the children to play whilst singing. Performances could be filmed on an ipad, which can then be used for the children to watch back their performance. Look at old nursery rhymes and talk about who might have sang these i.e. grandparents/great grandparents. Learn traditional ones such as oranges and lemons, London bridge, ring-a-roses.

Music Overview

songs and

rhymes.

Sing songs

and say

rhymes

independe

ntly, for

example,

singing

whilst

playing.

UW-PP 0-3 Make

connections

between the

features of their

family and

other families.

UW-PP 3-4 Begin to make

sense of their

own life-story

and their

families history.

EAD-BIE 0-3 Explore a

range of

sound-

makers

and

instrument

s and play

Music Overview

them in

different

ways.

EAD-BIE 3-4 Sing the

melodic

shape

(moving

melody,

such as up

and down,

down and

up) of

familiar

songs.

Create

their own

songs or

improvise

a song

around

one they

know.

Play

instrument

s with

increasing

control to

express

their

feelings

and ideas.

Music Overview

EAD-BIE 4-5 Explore and

engage in

music making

and dance,

performing solo

or in groups.

2a. Favourite stories (traditional) Nursery Term 2

MD-Physically interprets the sound of instruments, eg tiptoes to the sound of a xylophone (30-50mths)

EP- Uses instruments in a range of ways, eg tapping, rubbing, sweeping, uses either ends of beaters, strikes instruments both vertically and horizontally (16-26mths)

EP-Experiments with ways of

EAD-BIE 0-3 Make

rhythmical

and repetitive

sounds.

Explore a

range of

sound-

makers and

instruments

and play

them in

different

ways.

EAD-BIE 3-4 Play instruments

with increasing

control to express

their feelings and

ideas.

L-C 0-3 Have

favourite

Have range of instruments to explore. Children to independently explore the instruments and choose their favourite. Can they talk about the sounds they make i.e. scratchy, loud, soft etc. Using the same instruments can they physically interpret the sounds by moving in different ways i.e. tiptoe to xylophone. Read the story of the bear hunt. Using a story map remember parts from the story. Look at the instruments, which instruments could we use for the different parts? i.e. xylophone for tiptoe into cave. Read the story again

Watch the story of the bear hunt. Discuss the music- what kind of sounds can you hear? Is it a loud/quiet noise? Provide instruments in different areas for the children to explore independently. Children’s music making is not only influenced by type, shape and size of instruments but also where and how instruments are offered, eg the music that children make whilst sitting on the floor to play a xylophone may be different to the music they make whilst standing due to the nature of movement involved. Vary your musical environments i.e. outside, in a den, carpet area, at a table.

Instruments (names of) Describe

Music Overview

playing instruments, eg volume (dynamics), speed (tempo), character of sounds such as tapping a tambourine/shaking a tambourine (timbre) (22-36mths)

EP-Shows control in holding and playing instruments, eg use a guiro by holding the guiro in one hand and scraping it using the other hand with a beater (22-36mths)

EP-Adds sound effects to stories using instruments (30-50mths)

HL-Describes the sound of instruments eg scratchy sound,

books and

seeks them

out, to share

with an adult,

with another

child, or to

look at alone.

Repeat words

and phrases

from familiar

stories.

Ask questions

about the

book.

Makes

comments

and shares

their own

ideas.

Develop play

around favourite

stories using

props.

L-WR 0-3 Enjoy sharing

books with

an adult.

Pay attention

and responds

to the

pictures or

the words.

using the instruments to help retell the story. Use other traditional stories to explore sounds of musical instruments i.e. gingerbread man, three pigs etc.

Music Overview

soft sound (30-50mths)

L-WR 3-4 Engage in

extended

conversations

about stories,

learning new

vocabulary.

CL-S 3-4 Know many

rhymes, be

able to talk

about familiar

books and be

able to tell a

long story.

CL-LAU- 0-3 Listen to

simple stories

and

understand

what is

happening,

with the help

of the

pictures.

CL-LAU 3-4 Enjoy

listening to

longer stories

and can

remember

Music Overview

much of what

happens.

Use a wider

range of

vocabulary.

b. farm Nursery Term 2

VS-Creates sound effects for toys in their pretend play, eg creates the sounds of a train, car, animals (16-26mths)

VS-Reproduces songs in individual ways (22-36mths)

VS-Creates his or her own songs, often with a real sense of structure, eg a beginning and an end (30-50mths)

VS-Merges elements of familiar songs with improvised singing (30-50mths)

CL-S 0-3 Enjoy

singing,

music and

toys that

make

sounds.

CL-S 3-4 Sing a large

repertoire of

songs.

L-C 0-3 Enjoy

songs and

rhymes,

tuning in

and

paying

attention.

Join in

with songs

and

rhymes,

Use Charanga old scheme ‘our world’. Learn songs Baa Baa black sheep and old McDonald. Create a music basket for old Mcdonald and Baa Baa black sheep with puppets, small world animals and a range of musical instruments. Encourage the children to play with the baskets. Can they make the different animal noises?. Think of other songs they could sing for the animals- may include other animals that are not present in the basket, change the song i.e. Baa Baa pink sheep. Have cue cards with pictures of different animals, colours, patterns, objects.

Charanga Basket, puppets, variety of musical instruments. Cue cards Children could perform songs in front of others- stage area added as an additional area within nursery provision (outdoor/indoor). New season- Summer

Music Overview

VS-Changes some or all of the words of a song (30-50mths)

VS-Plays with familiar songs, often piecing together parts of different songs (22-36mths)

copying

sounds,

rhythms,

tunes and

tempo.

Say some

of the

words in

songs and

rhymes.

Sing songs

and say

rhymes

independe

ntly, for

example,

singing

whilst

playing.

EAD-BIE 0-3 Anticipate

phrases and

actions in

rhymes and

songs, like

‘Peepo’

EAD-BIE 3-4 Create

their own

songs or

improvise

a song

Sing to the tune of Baa Baa i.e. moo moo yellow cow have you any milk…… Adult to demonstrate first and give support where needed.

Music Overview

around

one they

know.

Play

instrument

s with

increasing

control to

express

their

feelings

and ideas.

c. Growing plants Nursery Term 2

VS-Vocalises in a free-flowing way within their play, eg whilst painting or playing with clay (22-36mths)

VS-Vocalises and sings whilst playing with instruments (16-26mths)

Plays with both hands simultaneously and alternately whilst using beaters.

EP-Plays instruments rhythmically and

EAD- BIE 0-3 Move and

dance to

music.

Explore a

range of

sound-

makers

and

instrument

s and play

them in

different

ways.

EAD- BIE 3-4

Learn the song ‘Parts of a plant’. Use musical instruments/clapping/tapping to keep a steady beat i.e. claves. Learn the song Mary, Mary how does your garden grow’. Create own ‘garden display’, painting, drawing, clay. Listen to different genres of music whilst being creative i.e. classical music. Create a dance representation of a growing flower to music.

Listen to a variety of music genres. Talk about how some people feel music makes plants grow better. Can the children decide from a sample of different music which they feel would make plants grow and why? Children to plants own seeds to music.

Beat Genre Claves

Music Overview

repetitively (16-26mths)


Draw with

increasing

complexity

Play

instrument

s with

increasing

control to

express

their

feelings

and ideas. EAD-CM 0-3 Manipulat

e and play

with

different

materials.

UW-NW 3-4 Talk about

what they see,

using a wide

vocabulary.

Explore

how

things

work.

Plant

seeds and

care for

Music Overview

growing

plants.

Understan

d the key

features of

the life

cycle of a

plant and

animal.

PD-FM 0-3 Develop

manipulati

on and

control.

Explore

different

materials

and tools.

PD-FM 3-4 Use a

comfortable

grip with good

control when

holding pens

and pencils

3a. Doctors Nursery Term 3

VS-Vocalises whilst moving, sings phrases of songs

PD-FM 3-4 Be

increasingl

y

independe

Sing the song ‘miss Polly’. Introduce the actions to the song. Listen for the rhyming

Watch ‘get well soon’ from Cbeebies. Talk about the different songs.

Traditional Versions

Music Overview

whilst moving (16-26mths)

VS-Repeats phrases of songs (22-36mths)

VS-May sing an entire song (22-36mths)

nt in

meeting

their own

care

needs, for

example,

brushing

teeth,

using the

toilet,

washing

and drying

their

hands

thoroughly

.

CL-S 0-3 Enjoy singing

CL-S 3-4 Sing a large

repertoire of

songs

words, can the children identify these. Learn the very old traditional nursery rhyme ‘Doctor Foster’. Explain to the children that this is a very old nursery rhyme that grandparents may have sung when they were little. Look at you tube for different versions of the song. Watch and listen to the ‘hand wash song’ on cbeebies (get well soon). Encourage the children to join in with parts that they know. Learn song or find simple hand washing song to learn.

Put up hand washing song in nursery bathroom, also send a copy home so that the children can sing with family when washing their hands. New season- Autumn.

b. healthy lifestyles- food and sleep Nursery Term 3

EP-Plays instruments with control to play loud/ quiet, (dynamics), fast/slow (tempo) (30-50mths)

HL-Creates visual representation of sounds, instruments and pieces of music,

CL-LAU 3-4 Use a

wider

range of

vocabulary

.

CL- S 3-4 Sing a

large

Listen to calming/relaxing music. Discuss with the children how it makes them feel? Use music such as rainforest sounds/beach/storm. What can they hear? Do they like it/why?

Link to Harvest festival time- learn/listen to harvest songs used in worship etc. Bonfire celebrations- listen to classical music i.e. Stravinsky. Splatter painting/doodle sticks to represent fireworks.

Composer

Music Overview

eg mark making to specific sounds or pieces of music (30-50mths)

repertoire

of songs.

PSED-MS 0-3 Are talking

about their

feelings in

more

elaborated

ways: “I’m sad

because...” or “I

love it when ...”.

L-WR 3-4 - Count or

clap

syllables in

a word

PD-FM 3-4 Be

increasingl

y

independe

nt in

meeting

their own

care

needs, for

example,

brushing

teeth,

using the

toilet,

Explore a range of instruments. Children to lie down and close their eyes. Listen to the sounds that are being played. Talk about what makes a relaxing sound- slow/quiet steady beat. What happens if the instruments are played louder and quicker- is this relaxing? Get the children to explore the instruments and play them with control- quiet/loud, fast/slow. Pretend to get beat baby to sleep- How can we get beat baby to sleep? Listen to different types of music and children to decide which one is best. Children to think of own songs from experience that we could sing to beat baby i.e. twinkle twinkle. Include musical instruments that could be used alongside the song i.e. triangle, xylophone- encouraging the children to play slow, steady and quietly.

Music Overview

washing

and drying

their

hands

thoroughly

.

Make healthy

choices about

food, drink,

activity and

tooth brushing.

EAD-BIE 3-4 Play

instruments

with increasing

control to

express their

feelings and

ideas.

Ask the children to choose their favourite food, i.e. Fish and chips (3 even syllables) Pizza (2 slow syllables) tomato soup (2 fast syllables one slow). The rhythms can be spoken, sung, played or clapped. The game can start by each rhythm being taught by the ‘composer’ to the rest of the group.

c. exercise Nursery Term 3

HL-Anticipates changes in familiar music eg recognises and remembers when music is going to get louder, quieter or stop (16-26mths)

PD-GM 0-3 Clap and

stamp to

music.

PD-GM 3-4 Continue to

develop their

movement

Skip, hop,

stand on

one leg

Talk about different forms of exercise. Listen to different genres of music i.e. classical, rock, pop. Which do we think would be best to exercise to? Using the hall/outdoor space put on some music for the children to exercise to. Use music that changes tempo i.e.in

Wake up and shake up type activities to music during carpet times. This can also be used during a get up and go phonics session i.e. actions and sounds to letters learnt to music (jolly phonic actions).

Genres- pop, rock, classical etc Tempo

Music Overview


and hold

and pose

for a game

like

musical

statues.

Are

increasingl

y able to

use and

remember

sequences

and

patterns of

movement

which are

related to

music and

rhythm.

Match

their

developing

physical

skills to

tasks and

activities

in the

setting.

the hall of the mountain king. Start of with tiptoe and gradually increase to jog then run. Can do the same with jumping- start of small then increase the movement. Create a simple dance to familiar/well known song i.e. frozen. This could be tied in with the season- for example fallen leaves. Children to become a leader- create their own representation, others to copy.

d. Minibeasts Nursery

HL-Can identify specific sounds in the environment eg

L-C 0-3 Enjoy

songs and

Incy wincy spider- learn the song and actions. Include rain sticks within the song-

Include the rainsticks in nursery provision by setting up a sound station. Children can play with the

Rhyme/ Rhyming Celebration

Music Overview

Term 3 sounds of cars, running water (22-36mths)

rhymes,

tuning in

and

paying

attention.

Join in

with songs

and

rhymes,

copying

sounds,

rhythms,

tunes and

tempo.

Say some

of the

words in

songs and

rhymes.

Sing songs

and say

rhymes

independe

ntly, for

example,

singing

whilst

playing.

L-C 3-4 Develop

their

phonologi

can the children think of a good place in the song where we can use the rain sticks? Children to make their own rain sticks using plastic bottles, containers, tubes. Investigate using different media and materials- which sounds best? i.e. pasta, rice etc. Listen to a range of minibeast sounds- bee, grass hopper, fly, frog. Think of minibeasts that don’t make a sound. Introduce the song ‘There’s a worm at the bottom of my garden’. Can the children hear the words that rhyme? Encourage them to join in with the rhyming words. Look at the powerpoint ‘5 little woodlice’ (twinkl).

rain sticks and listen to the different sounds they make. Include empty containers/ tubes, bottles and a range of media for children to explore independently. Include drainpipes/jugs/guttering outside in the water area with pretend spider to act out the rhyme Incy Wincy. Christmas- use Christmas fireplace music at certain parts of the day i.e. on arrival, calm times, home time. Learn nativity songs and actions.

Christmas

Music Overview

cal

awareness

so that

they can:

- Spot and

suggest

rhymes

4a. pets Nursery Term 4

Can identify and match an instrumental sound, eg hear a shaker and indicate that they understand it is a shaker.

HL-Can identify specific sounds in the environment eg sounds of cars, running water (22-36mths)

VS-Reproduces songs in individual ways (22-36mths)

VS-Merges elements of familiar songs with improvised singing (30-50mths)

CL-S 3-4 Sing a

large

repertoire

of songs.

EAD- BIE 3-4 Play

instruments

with increasing

control to

express their

feelings and

ideas.

Play a sound match game using clips of animal noises and pictures i.e. cat, dog, mouse, Guinea pigs, bird/parrot. Children to imitate the sounds heard and match the sound to correct animal. Using the same concept as before: Explore a variety of instruments with the children i.e. claves, bells, tambourine, triangle, xylophone- talk about instrument names, how to play them and the type of sound they make. Can the children make the sounds of the instruments vocally? Play an instrument out of sight of the children, can the children successfully match

Provide instruments the children have explored in a designated music area. Provide a screen/bag for the children to imitate/repeat activity with peers.

Instrument names Vocally

Music Overview

VS-Creates sounds in vocal sound games (30-50mths)

the noise to the correct instrument? Sing songs such as pussy cat, pussy cat, how much is that doggy in the window? Do the children know any other songs that are about animals? As a group try and make up own song to the tune of the wheels on the bus i.e. the dog in street goes woof, woof, woof, the cat up the tree goes meow….. Use visuals to help give the children ideas for example different animal pictures and places.

b. jungle Nursery Term 4

VS-Creates sounds in vocal sound games(30-50mths)

EP-Adds sound effects to stories using instruments (30-50mths)

EP-Leads or is led by other children in their music making,

EAD- BIE 3-4 Play

instruments

with increasing

control to

express their

feelings and

ideas.

CL- LAU 3-5 Enjoy

listening

Read the story ‘rumble in the jungle’. Encourage the children to join in with different animal sounds. Have a range of musical instruments for the children to explore i.e. scraper, castanet, tambourine, claves etc . Which instruments could we play

https://www.booktrust.org.uk/books-and-reading/have-some-fun/storybooks-and-games/rumble-in-the-jungle/ https://www.twinkl.co.uk/resource/t-t-2546001-the-noisy-animals-in-the-jungle-song-powerpoint

Pitch Dynamics

https://www.booktrust.org.uk/books-and-reading/have-some-fun/storybooks-and-games/rumble-in-the-jungle/




https://www.twinkl.co.uk/resource/t-t-2546001-the-noisy-animals-in-the-jungle-song-powerpoint



Music Overview

ie being a conductor (30-50mths)

to longer

stories and

can

remember

much of

what

happens.

L-C 0-3 Ask

questions

about the

book.

Makes

comments

and shares

their own

ideas.

CL-S 3-4 Be able to

express a point

of view

for the animals, do we need to play them loud or quiet? Use the twinkl resource the noisy animals in the jungle song. Learn the song together in small groups. Encourage the children to keep a beat- this could be through clapping, using claves, patting. Encourage the children to take turns being the ‘conductor’ and keeping a beat. Children to think of own ways to do this. Listen to jungle inspired music. Discuss what can be heard, if they like/dislike the music, how it makes them feel/what it makes them think about.

c.Transport /journey d. holidays Nursery Term 4

HL- Anticipates changes in familiar music eg recognises and remembers when music is going to get louder, quieter or stop (16-26mths)

CL-LAU Use a wider

range of

vocabulary

EAD-BIE 0-3 Make

rhythmical

and

Using clips of different sounds from vehicles such as car, racing car, stream train, city train, plane, boat- children to identify and name. Can they make these sounds vocally? Which is the

I’m a little motor car- first notes. Once you have established understanding of ‘tempo’ through the activities using well known tunes, encourage the children to develop a character who makes a journey that is slow, medium and fast.

Tempo

Music Overview

HL- Can identify specific sounds in the environment eg sounds of cars (22-36mths)

HL- Matches music to pictures/visual resources (30-50mths)

repetitive

sounds.

EAD-BIE 3-4 Sing the

melodic

shape

(moving

melody,

such as up

and down,

down and

up) of

familiar

songs.

M-N 0-3 Take part

in finger

rhymes

with

numbers.

noisiest/quietest? Fast/slowest noise? Explain the term tempo, using music examples i.e. Stravinsky. Talk about tempo in terms of everyday activities i.e. a car starting of slowly and then gradually speeding up. Get the children to use their voices to imitate the sound. Gather the children into a long line as if they are motor cars. Get the children to start off slowly, they are driving in the town, very carefully. Then they get to the open roads and pick up speed…. Finally’ they are on a race track going as fast as they can! Once the tempo is established the following song from ‘first notes’ app is added- I’m a little motor car Sing row, row, row your boat to familiarise with the tune. Using the tune sing the song Verse 1: tap, tap, tap your hands (use two fingers to

Music Overview

tap on the palm of hands) tap them just like me, tap, tap, tap your hands, count along with me. Verse2: 1,2,3,4 ssh, ssh, ssh! 1,2,3,4 ssh, ssh, ssh! Use the song to include fast and slow playing. When it comes to verse 2 change tempo by singing very slowly, adjust words to 1,2,3,4 tap them slowly…. Or change the tempo to singing it quickly i.e 1,2,3,4 tap them very fast! Listen to music from around the world, showing the children on a map where such music comes from. Using pictures, see if the children can match the music to the correct places i.e. Spanish dancers to music from Spain, Indian dancers to Indian music, country dancers to country music etc. Explore musical instruments from around the world.

Music Overview

5a. dinosaurs Nursery Term 5

MD- Moves in response to rhythms heard played on instruments eg a drum (22-36mths)

EP- Experiments with ways of playing instruments, eg volume (dynamics), speed (tempo), character of sounds such as tapping a tambourine/shaking a tambourine (timbre) (22-36mths)

EP- Leads or is led by other children in their music making, ie being a conductor (30-50mths)


MD- Moves whilst playing instruments (16--26mths)

EAD-BIE 0-3 Respond

to what

they have

heard,

expressing

their

thoughts

and

feelings.

Show

attention

to sounds

and music.

Respond

emotionall

y and

physically

to music

when it

changes.

Move and

dance to

music.

EAD-BIE 3-4 Listen with

increased

attention

to sounds.

Explain to the children that we are going to do a dinosaur stomp. Have a range of pots, pans, spoons etc and ask the children to choose which one they would like to use. Talk to the children about dynamics (volume), how can we represent the noise for a big/small dinosaur- have visuals so the children can see what the dinosaurs look like. Encourage the children to keep a steady ‘beat’ whilst walking around pretending to be a dinosaur. Explore a range of different dinosaur species to encourage the children to make quieter/louder sounds. Children can take in turns to be the leader, playing a beat/tempo for the others to copy. Dinosaur boogie- cbeebies you tube. Learn song and actions to song over a few sessions. Incorporate claves to keep a steady beat. Use

Once activity is complete, have the resources available to the children through outdoor provision to encourage the children to explore independently. Cbeebies- you tube dinosaur boogie Claves Ipad/recording device. Include instruments/pots/pans etc in small world dinosaur area for the children to experiment with noises to represent the dinosaurs. Listen to different dinosaur noises- talk about the pitch of the noise made i.e. high/low. Can the children imitate the noises vocally.

Dynamics Volume Tempo Beat/pulse

Music Overview

an Ipad/recording device to record performance so the children can watch back.

b. hot/cold Nursery Term 5

UW-NW 3-4 Explore

and talk

about

different

forces they

can feel.

Talk about the

differences

between

materials and

changes they

notice

Hot and cold opposite rhymes on Twinkl. Children to learn new songs.

Explore temperatures through water. Provide a bucket of cold water and a bucket of warm water. Encourage the children to talk about the difference. Prompt through questions such as which one would be better to drink? Which would be nice to have a bath in? Which one would cool you down on a hot day/warm you up on a cold day? Explore Ice. Children to be involved in the process to understand changes.

Temperature Rhyme

c. colour Nursery Term 5

EP- Creates own patterns in music making (22-36mths)

EP- Leads or is led by other children in their music making, ie being a conductor (30-50mths)


EAD-BIE 0-3 Join in

with songs

and

rhymes,

making

some

sounds.

Make

rhythmical

and

repetitive

sounds.

Use the colour coded bells to produce music. Explore together within a group, taking turns to play the different bells working cooperatively as a team. This can be practiced over a few sessions, learning different songs each time. Using a few coloured bells, encourage the children to come up with their own ‘mini’ music pattern i.e.

Bell station to be set up in nursery. Provide music cue cards for the children to try and copy to play different tunes. Children to create their own cue cards for other children to use.

Music Overview

Explore a

range of

sound-

makers

and

instrument

s and play

them in

different

ways.

EAD- BIE 3-4 Listen with

increased

attention

to sounds.

Play

instruments

with increasing

control to

express their

feelings and

ideas.

blue, red, yellow. Children to listen to and try and copy the patterns. This activity can be repeated with other instruments that have been colour coded, or can use xylophone.

d. pirates/under the sea Nursery Term 5

VS-Joins in with action songs by singing some words and creating some or

EAD- BIE 0-3 Show

attention to

sounds and

music.

Respond

emotionally

Listen to the song ‘beyond the sea’ by Robbie Williams. Children to discuss if they like/dislike the song. Ask questions such as what instruments

Beyond the sea- Robbie Williams on Charanga. Make a pirate ship outside using large crates etc. Use music outside to enhance play further i.e pirates life for me, under the sea (Disney)

Instrument names Volume

Music Overview

all actions (16-26mths)

VS- Repeats phrases of songs (22-36mths)

VS- May sing an entire song (22-36mths)

VS- Can often sing an entire song; songs could be nursery rhymes, pop songs, songs from TV programmes, songs from home (30-50mths)

and

physically to

music when

it changes.

EAD-BIE 3-4 Respond to

what they

have heard,

expressing

their

thoughts and

feelings.

can you hear, can the children imitate these instruments i.e. trumpet, drums. Is it sung by a man/lady? Listen to the different sounds throughout the song- volume- loud/quieter sounds. Encourage the children to move to the music. Talk about the genre of music- swing music. Baby shark- Learn song and actions. Different amounts of water in cups. Water could be coloured to make it easier to teach patterns. Children to explore and investigate the different sounds the cups make when they have more/less water in them. Learn the song ‘I’m a pirate’ from twinkl. Children to think of actions, musical instruments to play.

Sharks added into water play- mummy, daddy, baby etc. Children to act out and sing the baby shark song. Musical instruments in water tray such as a triangle and beater, listen to how the sounds change when played in and out of water. Look at Aqua Sonic underwater orchestra on you tube.

Music Overview

Vocabulary that children will know at the end of

nursery

Names of instruments: claves, guitar, drum, bells, shakers Christmas, echo, hymn, celebrate

Autumn Unit name Listen and Respond Explore and Create (Musical Activities) Sing

Key teaching Vocabulary

Visitor / trip /perform and share opportunities

Link to previous units

Rec

3-4 yrs Remember and

sing entire songs. Sing the pitch of a tone sung by another person (‘pitch match’).

Sing the melodic shape (moving

melody, such as up

Me

Learn to sing nursery rhymes and action songs:

Pat-a-cake

1, 2, 3, 4, 5, Once I Caught a Fish Alive

This Old Man

Five Little Ducks

Name Song

Musical learning focus

Pulse Rhythm High/low (pitch) Names of classroom instruments voice

. Share and perform the learning that has taken place with each other and another class

Nursery rhyme challenge, charanga and using different untuned instruments to play along.

Music Overview

and down, down and up) of

familiar songs. and down, down

and up) of familiar songs.

Play instruments with increasing

control to express their feelings and

ideas.

Rec Listen

attentively, move to and talk about music, expressing their feelings and

responses.

Listening and responding to different styles of music

Embedding foundations of the interrelated dimensions of music

Learning to sing or sing along with nursery rhymes and action songs

Improvising leading to playing classroom instruments

Autumn2 3-4 yrs

Remember and sing entire songs. Sing the pitch of a tone sung by another person

My stories Learn to sing nursery rhymes and action songs:

I’m A Little Teapot

The Grand Old Duke Of York

Ring O’ Roses

Pulse Rhythm High/low (pitch) Names of classroom instruments Voice perform

Share and perform the learning that has taken place with each other and another class

Music Overview

(‘pitch match’). Sing the melodic shape (moving

melody, such as up



and up) of familiar songs


familiar songs. Create their own

songs, or improvise a song around one they

know. Play instruments with increasing


ideas.

Rec Listen

attentively, move to and talk about

Hickory Dickory Dock

Not Too Difficult

The ABC Song






Music Overview

music, expressing their feelings and

responses.

Spring 1 3-4 yrs

Remember and sing entire songs. Sing the pitch of a tone sung by another person (‘pitch match’).


melody, such as up






ideas.

Everyone

learn to sing nursery rhymes and action songs:

Wind The Bobbin Up

Rock-a-bye Baby

Five Little Monkeys Jumping On The Bed

Twinkle Twinkle

If You're Happy And You Know It

Head, Shoulders, Knees and Toes





Pulse Rhythm High/low (pitch) Names of classroom instruments Voice compose

. Share and perform the learning that has taken place with each other and another class

Nursery rhymes

Music Overview

Rec

Listen attentively, move to and talk about music, expressing their feelings and

responses.

Singing and learning to play instruments within a song

Share and perform the learning that has taken place

Spring 2 3-4 yrs



melody, such as up




Our World


Wind The Bobbin Up

Rock-a-bye Baby

Five Little Monkeys Jumping On The Bed

Twinkle Twinkle

If You're Happy And You Know It

Head, Shoulders, Knees and Toes




Pulse Rhythm High/low (pitch) Names of classroom instruments Voice Compose Perform

Share and perform the learning that has taken place with each other and parents

Music Overview



ideas.

Rec Listen


responses. Sing in a group or

on their own, increasingly

matching the pitch and

following the melody. Play

pitch-matching games, humming or singing short p





Old Macdonald

Incy Wincy Spider

Baa Baa Black Sheep

Row, Row, Row Your Boat

The Wheels On The Bus

The Hokey Cokey





Music Overview



Summer1 Spring 1 3-4 yrs



melody, such as up





control to express their

Big Bear Funk

Musical learning focus:

Listening and appraising Funk music

Embedding foundations of the interrelated dimensions of music using voices and instruments

Learning to sing Big Bear Funk and revisiting other nursery rhymes and action songs

Playing instruments within the song

Improvisation using voices and instruments

Riff-based composition


Pulse Rhythm High/low (pitch) Names of classroom instruments Voice Perform

Share and perform the learning that has taken place with each other and another class/Buddies

Music Overview

feelings and ideas.

Rec Listen


responses. Sing in a group or




pitch-matching games, humming

or singing Explore and

engage in music making

performing solo or in groups.

Summer 2 3-4 yrs

Remember and sing entire songs. Sing the pitch of

Reflect, rewind and replay

This unit of Work consolidates the learning that has occurred during the year. All the learning is focused around revisiting chosen nursery

Pulse Rhythm High/low (pitch) Names of classroom instruments

Share and perform the learning that has taken place with

Music Overview

a tone sung by another person (‘pitch match’).


melody, such as up






ideas. Sing in a group or




pitch-matching games, humming

or singing

rhymes and/or songs, a context for the History of Music and the very beginnings of the Language of Music

Voice Perform Melody Orchestra Classical music

each other and another class

Music Overview

Explore and engage in music

making performing solo

or in groups.

Other opportunities

Daily routine songs, rhyme time, topic linked songs, phonic songs, number, space/shape songs, music & movement, PSHE feelings music, ClassicFM, massage, relaxation music, music area in class & outdoor, stomp band, action hand rhymes, listening station, rhymes and music from different cultures & times to be played throughout the year. ‘Spotlight time’, rhyme time bag & puppets, record songs on ipads, creative home assessment, making own instruments in workshop, music display, compose simple pieces using familiar nursery rhymes, movement box, move to music for pulse & pattern. Seasonal songs, Christmas singalong, graduation songs, hymns. Claves, bells & glockenspiels.

Links to previous units throughout the year:

Nursery Rhyme time Keeping a steady beat Names of classroom instruments and how they are played High/low, fast/slow, loud/quiet

Vocabulary children will know by the end of Reception

High/low (pitch) Names of classroom instruments: maraca, tambourine, glockenspiel, voice Rhythm, perform, Plus all vocabulary from previous years

Unit Name Knowledge and skills Key Vocabulary Visitor / trip /performance opportunities

Link to other units

Music Overview

Year 1

Autumn Hey You! - How pulse, rhythm and pitch work together. (Old school Hip-Hop)

Rhythm in the way we walk and banana rap - Pulse, rhythm and pitch, rapping, dancing and singing. (Reggae)

Listening: Find the pulse as you are listening to the music: Can you dance, get funky or find the groove? Instruments/voices you can hear: Male vocal, bass guitar, drums, decks. Can you recognise any of these instruments in the other songs? Musical Activities: Find the pulse! Playing instruments using one or two notes March in time with the pulse. Be an animal that finds the pulse. C or C + G. Improvise using the notes C + G: Clapping Rhythms. Play and Improvise. Make up your own rhythm Singing: Rap and sing Hey You! in groups Compose a simple melody using simple rhythms, choosing from the notes C + D or C, D + E. Which notes did you use? Listening: Rhythm In The Way We Walk & Banana Rap. Find the pulse as you are listening to the music: Can you dance, get funky of find the groove? Instruments/voices you can hear: Singers, keyboard, bass, guitar, percussion, trumpets and saxophones. Can you recognise any of these instruments in the other songs? Musical Activities: Find the pulse! March and find the pulse.

Pulse, rhythm, pitch, rap, improvise, compose, melody, bass guitar, drums, perform. Pulse, rhythm, pitch, rap, melody, singers, keyboard, bass, guitar, percussion, trumpets, saxophones, perform.

A class performance of Hey You! — with rapping, singing and playing. Introduce your performance to your audience. Can you include some funky moves? Have a fantastic time; enjoy it! Talk about it together afterwards. How did it make you feel? Will you record it? A class performance — with rapping, singing and playing. Introduce your performance to your audience. Can you include some funky moves? Have a fantastic time; enjoy

Ee-Oh! by Benjamin Britten - KS2 (see Freestyle) Zootime - KS1 (Scheme Year 2) Three Little Birds - KS2 (Scheme Year 3) Hey You! - KS1 (Scheme Year 1) The Ee-Oh! - Benjamin Britten (see Freestyle)

Music Overview

Clapping Rhythms: Copy and clap back rhythms. Clap the rhythm of your name. Clap the rhythm of your favourite colour. Make up your own rhythm. Pitch is high and low sounds. Singing: Rap and sing the songs.

it! Talk about it together afterwards. How did it make you feel?

Spring In the Groove - How to be in the groove with different styles of music. (Blues, Baroque, Latin, Bhangra, Folk, Funk)

Round and round - Pulse, rhythm and pitch in different styles of

Listening: In The Groove You will listen to 6 different musical styles in this unit! song Blues, Baroque, Latin, Irish Folk, Funk. Can you dance to all of these styles or move to the pulse? What about the other songs? Are you “in the groove” Where is the groove? It’s inside of you! Musical Activities Find the pulse! Playing instruments using one or two notes What animal can you be finding the pulse? C or C + D. Clapping Rhythms Improvise using the notes C + D Copy and clap back rhythms. Make up your own rhythms. Sing, Play and Improvise Compose a simple melody using simple rhythms. Singing in all the different styles! Choosing from the notes C + D or C, D + E. Listening: Round and Round

Blues, Baroque, Latin, Irish Folk, Funk, pulse, rhythm, pitch, compose, improvise, perform, groove. Keyboard, bass, guitar, percussion, trumpets, saxophones, pulse, rhythm, pitch,

A class performance of In The Groove — with singing and playing. Introduce your performance to your audience. Can you include some funky moves? Have a fantastic time; enjoy it! Talk about it together afterwards. How did it make you feel? Will you record it?

Tragic Story - Britten - KS2 ( see Freestyle) Baroque - History of music (see Reflect, Rewind and Replay units) I Mun Be Married - Britten KS2 (see Freestyle) Begone Dull Care! - Britten KS2 (see Freestyle) In The Groove - Year 1 - KS1 (Year 1)

Music Overview

music. (Bossa Nova)

Find the pulse as you are listening to the music: Can you dance, get funky of find the groove? Instruments/voices you can hear: singers, keyboard, bass, guitar, percussion, trumpets and saxaphones. Musical Activities. Use your imagination to find the pulse. Clapping rhythms. Playing instruments up to 3 notes D F C. Clap and improvise.

improvise, compose, perform, audience.

A class performance of Round and Round — with singing and playing. Introduce your performance to your audience.

Benjamin Britten – KS2 (see Freestyle) Classroom Jazz 1 and 2 –

Summer Your Imagination - Using your imagination. (Pop)

Reflect, Rewind and Replay - The history of music, look back and consolidate your learning, learn

Listening: Your Imagination. Use your imagination as you move. What did you see when you listened? What instruments can you hear: keyboard, drums, bass, female singer. Can you recognise these in other songs? Be a pop star and find the pulse as you are listening to the music Clapping rhythms. Playing instruments C or C and G. Improvise using notes C and G. Compose a simple melody using notes C and D or C, D and E. Revision of objectives already covered this year.

Keyboard, drums, bass, pulse, rhythm, pitch, improvise, compose, perform, audience, imagination. All vocabulary covered in Year 1

A class performance of Your Imagination — with singing and playing. Introduce your performance to your audience. Perform one of the unit’s songs to an audience eg another class or parents.

Dragon Song (Scheme Year 3) All Year 1 Units

Music Overview

some of the language of music. (Classical)

NC links

use their voices expressively and creatively by singing songs and speaking chants and rhymes play untuned instruments musically listen

with concentration and understanding to a range of high-quality live and recorded music experiment with, create, select and combine sounds using the inter-related dimensions of music.

Other opportunities

Year 1 and 2 learn songs and perform them to an audience for the Nativity performance near Christmas. Songs and used throughout the year as ways of consolidating learning in other subjects e.g. the 7 continents and 5 oceans are learned through song. Daily routine

songs and seasonal songs.

Vocabulary children will know by the end of Year 1

pitch, rap, melody, singers, keyboard, percussion, trumpets, saxophones, compose, improvise, audience

Year 2

Autumn Autumn 1: Hands, Feet, Heart (Afropop, South African music)

Listening: Hands, Feet, Heart Find the pulse as you are listening to the music: Can you dance, get funky or find the groove? Musical Activities Find the pulse! ● What animal can you be finding the pulse? Clapping Rhythms ● Copy and clap back rhythms ● Clap the rhythm of your name ● Make up your own rhythm Singing ● Sing Hands, Feet, Heart in groups ● Have fun! Playing instruments using up to three notes – G or G, A + C. Which part did you play? Improvise using the notes C + D: ● Challenge 1 Clap and Improvise ● Challenge 2 Sing, Play and Improvise ● Challenge 3 Improvise Which challenge did you get to?

Keyboard, drums, bass, electric guitars, saxophone, trumpet, pulse, rhythm, pitch, improvise, compose, perform, audience, question and answer, melody, dynamics, tempo

A class performance of Hands, Feet, Heart. Introduce your performance to your audience. Can you include some funky moves? Have a fantastic time; enjoy it! Talk about it together afterwards. How did it make you feel? Will you record it?

Fishing Song- Britten- KS2

Music Overview

Autumn 2: Ho, Ho, Ho (A song with rapping and improvising for Christmas)

Compose a simple melody using simple rhythms, choosing from the notes C + D or C, D + E. Which notes did you use? Listening: Ho Ho Ho (A fun song about Christmas) Find the pulse as you are listening to the music: Move to the music and feel the groove. Musical Activities Find the pulse! ● You can march and find the pulse ● You can be rapper and find the pulse Clapping Rhythms ● Copy and clap back rhythms ● Clap the rhythm of your name ● Clap the rhythm of your favourite colour ● Make up your own rhythm Pitch is high and low sounds. We add pitch to the pulse and rhythm when we sing and play an instrument. Playing instruments using up to three notes – G or G, A and B. Which part did you play? Singing: Rap and sing Ho Ho Ho. Have fun! Improvise using words

Keyboard, bass, guitar, percussion, trumpets, saxophones, pulse, rhythm, pitch, perform, audience, rap, improvise, dynamics, tempo

A class performance. Introduce your performance to your audience. Can you include some funky moves? Have a fantastic time; enjoy it! Talk about it together afterwards. How did it make you feel? Will you record it?

Christmas units

Spring Spring 1: I Wanna Play in a Band (Rock)

Listening: I Wanna Play In A Band Find the pulse as you are listening to the music: You can be a rock star and play air guitar, or just dance, clap hands and stamp your feet! Musical Activities Find the pulse! ● You decide what you will be. Clapping Rhythms ● Copy and clap back rhythms ● Clap the rhythm of your name ● Clap the

Keyboard, drums, bass, electric guitar, rock, pulse, rhythm, pitch, improvise, compose, perform, audience, melody, dynamics, tempo

A class performance of I Wanna Play In A Band. Introduce your performance to your audience. Can you include some funky moves? Have a fantastic time;

Don’t Stop Believin’- KS2 (see Freestyles)

Music Overview

Spring 2: Zoo time (Reggae)

rhythm of your favourite food ● Make up your own rhythms Singing in all the different styles! Playing instruments using up to three notes – F or D and C. Which part did you play? Improvise using the notes F + G: ● Challenge 1 Clap and Improvise ● Challenge 2 Sing, Play and Improvise ● Challenge 3 Improvise Which challenge did you get to? Compose a simple melody using simple rhythms, choosing from the notes F + G or F, G + A. Listening: Zoo time Find the pulse as you are listening to the music: Dance, wiggle, march, clap. Musical Activities Find the pulse! ● Be an animal of your choice Clapping Rhythms ● Copy and clap back rhythms ● Clap the rhythm of your name ● Clap the rhythm of your favourite animal ● Make up your own rhythms Pitch is high and low sounds. We add pitch to the pulse and rhythm when we sing and play an instrument. Singing and dancing and having fun! Playing instruments using up to two notes – C or C + D. Which part did you play? Improvise using the notes C + D: ● Challenge 1 Clap and Improvise ● Challenge 2 Sing, Play and Improvise ● Challenge 3 Improvise Which challenge did you get to? Compose a simple melody using simple rhythms choosing from the notes C + D or C, D + E.

Keyboard, drums, bass, electric guitar, reggae, pulse, rhythm, pitch, improvise, compose, perform, audience, melody, dynamics, tempo

enjoy it! Talk about it together afterwards. How did it make you feel? Will you record it? A class performance of Zoo time. Introduce your performance to your audience. Can you include some funky moves? Have a fantastic time; enjoy it! Talk about it together afterwards. How did it make you feel? Will you record it?

Three Little Birds- KS2 (Scheme Year 3)

Summer Summer 1: Friendship Song (Pop)

Listening: Friendship Song Find the pulse as you are listening to the music: Dance, move, sway with your friends Musical Activities

Keyboard, drums, bass, glockenspiel, pulse, rhythm, pitch, improvise, compose,

A class performance of Friendship Song. Introduce your performance to your

Bringing Us Together (Scheme Year 3)

Music Overview

Summer 2: Reflect, Rewind & Replay (Classical)

Find the pulse! ● You can decide how to find the pulse! Clapping Rhythms ● Clap the rhythm of your name ● Clap the rhythm of your favourite colour ● Make up your own rhythms Singing in two-parts Playing instruments using up to three notes – C or E and G. Which part did you play? Improvise using the notes C + D ● Challenge 1 Clap and Improvise ● Challenge 2 Sing, Play and Improvise ● Challenge 3 Improvise Which challenge did you get to? Compose a simple melody using simple rhythms, choosing from the notes C + D or C, D or E. Which notes did you use? Revision of objectives already covered this year.

perform, audience, melody, dynamics, tempo All vocabulary covered in Y2.

audience. Can you include some funky moves? Have a fantastic time; enjoy it! Talk about it together afterwards. How did it make you feel? Will you record it? Perform one of the unit’s songs to an audience eg another class or parents.

All Year 2 Units

NC links Use their

Use their voices expressively and creatively by singing songs and speaking chants and rhymes and play tunes and untuned instruments musically and listen with concentration and understanding to a range of high quality live and recorded music and experiment with , create, selectand combine sounds using the inter- related dimensions of music.

Other opportunities

Phonics, Actiphons, Christmas production, topic related songs, children to learn the Glokenspiel in small groups.

Vocabulary children

Keyboard, drums, bass, electric guitars, saxophone, trumpet, pulse, improvise, melody, tempo, Beater, tuned, untuned, chant

Music Overview

will know by the end of Year 2

Year 3

Autumn Let your spirit fly. R&B, Western Classical, Musicals, Motown, Soul

Listen & Appraise: Let Your Spirit Fly (RnB) Structure: Introduction, verse, chorus. Instruments/voices you can hear: Male and female voices, bass, drums, guitar, keyboard, synthesizer. Find the pulse as you are listening: Dance, clap, sway, march, be an animal or a pop star. Musical Activities using glocks Warm-up games play and copy back using up to 2 notes – C + D. Bronze: no notes Silver: C, sometimes D Gold: C + D challenge. Which challenge did you get to? Singing in 2 parts. Play instrumental parts with the song by ear and/or from notation using the easy or medium part. You will be using up to 3 notes – C, D + E. Which part did you play? Improvise using up to 3 notes – C, D + E. Bronze: C Silver: C, sometimes D Gold: C, D + E challenge.

Structure, introduction, verse, chorus, improvise, compose, pulse, rhythm, pitch, tempo, dynamics bass, drums, guitar, keyboard, synthesizer, hook, melody

Add some funky dance moves? Tell your audience how you learnt this song and why. Record the performance and talk about it afterwards. The performance will include one or more of the following: Improvisations Instrumental performances Compositions

There Was A Monkey - Britten - KS2 (see Freestyle),

Music Overview

Glockenspiel Stage 1 Learning basic instrumental skills by playing tunes in varying styles

Which challenge did you get to? Compose a simple melody using simple rhythms choosing from the notes C, D + E or C, D, E, F + G. Learn to play and read the notes C, D, E + F. Learn to play these tunes:

Easy E

Strictly D

Play Your Music

Drive

Dee Cee’s Blues

What’s Up

D-E-F-initely

Roundabout

March of the Golden Guards

Portsmouth Improvise with Dee Cee’s Blues using the notes C + D. Compose using the notes C, D, E + F.

Improvise, compose, pulse, rhythm, pitch, tempo, dynamics, texture structure, melody

Tell your audience about how you learnt the music and why. Record the performance and talk about it afterwards. The performance will include one or more of the following: Improvisations Instrumental performances Compositions

Glockenspiel Stage 2 - KS2 (Scheme Year 4). Using scores/notation in the units.

Spring Three little birds Reggae

Listen & Appraise: Three Little Birds (Reggae) Structure: Introduction, chorus, verse, chorus, verse, chorus, chorus, chorus. Instruments/voices you can hear: Bass, drums, electric guitar, keyboard, organ, male and backing vocals.

Introduction, verse, chorus, bass, drums, electric guitar, keyboard, organ, backing vocals, pulse, rhythm, pitch, tempo, dynamics, texture structure, compose,

Let the children add some choreography? Tell your audience how you learnt this song and why. Record the performance and talk about it afterwards. The

Zootime - KS1 (Scheme Year 2). Britten -There Was A Man Of Newington - KS2 (see Freestyle).

Music Overview

The Dragon Song Music from around the world

Find the pulse as you are listening: Dance, clap, sway, march, be an animal or a pop star. Musical Activities using glocks and/or recorders Warm-up games play and copy back using up to 2 notes – C + D.

Bronze: no notes

Silver: C, sometimes D

Gold: C + D challenge. Which challenge did you get to? Singing in unison. Play instrumental parts with the song by ear and/or from notation using the easy or medium part. You will be using up to 3 notes – C, D + E. Which part did you play?

Improvise using up to 3 notes – C, D + E.

Bronze: C

Silver: C + D

Gold: C, D + E challenge. Which challenge did you get to? Compose a simple melody using simple rhythms choosing from the notes C, D + E or C, D, E, F + G. Listen and Appraise: The Dragon Song Themes: Kindness, respect, friendship, acceptance and happiness. Instruments/voices you can hear: Keyboard, drums, bass, a female singer. Do the words

improvise, hook, riff, melody, reggae Keyboard, drums, bass, pentatonic scale, pulse, rhythm, pitch, tempo, dynamics, texture structure, compose, improvise, hook, melody

performance will include one or more of the following: Improvisations Instrumental performances Compositions Decide how you going to perform this song. It tells an important story. Tell your audience how

Friendship Song (Scheme Year 2). Bringing Us Together (Scheme Year 3).

Music Overview

of the song tell a story? Does the music create a story in your imagination? What story? Musical Activities using glocks and/or recorders Warm-up games play and copy back using up to 3 notes – G + A.

Bronze: no notes

Silver: G, sometimes A

Gold: G + A challenge. Which challenge did you get to? Singing in 2 parts. Play instrumental parts with the song by ear and/or from notation using the easy or medium part. You will be using up to 3 notes – G, A + B. Which part did you play? Improvise using up to 3 notes – G, A + B.

Bronze: G

Silver: G + A

Gold: G, A + B challenge. Which challenge did you get to? Compose a simple melody using simple rhythms choosing from the notes G, A + B or D, E, G, A + B. (Pentatonic scale)

you learnt this song and why. Record the performance and talk about it afterwards. The performance will include one or more of the following: Improvisations Instrumental Performances Compositions

Summer Bringing us together Disco/Anthem

Listen and Appraise: Bringing Us Together (Disco) Find the pulse as you are listening: Dance, clap, sway, march, be an animal or a pop star. Instruments/voices you can hear:

Keyboard, drums, bass, imagination, improvise, compose, disco, pentatonic

Decide how you going to perform this song. It tells an important story. Tell

Friendship Song (Scheme Year 2).

Music Overview

Keyboard, drums, bass, a female singer. Do the words of the song tell a story? Does the music create a story in your imagination? What story? Musical Activities using glocks and/or recorders Warm-up games play and copy back using up to 3 notes – C + A.

Bronze: no notes

Silver: C + A

Gold: C + A Challenge. Which challenge did you get to? Singing in 2 parts. Play instrumental parts with the song by ear and/or from notation using the easy or medium part. You will be using up to 3 notes – C, A + G. Which part did you play? Improvise using up to 2 notes – C + A.

Bronze: C

Silver: C, and sometimes A

Gold: C + A challenge. Which challenge did you get to? Compose a simple melody using simple rhythms choosing from the notes C, A + G or C, D, E, G + A. ( Pentatonic scale)

scale, pulse, rhythm, pitch, tempo, dynamics, texture structure, hook, riff, melody

your audience how you learnt this song and why. Record the performance and talk about it afterwards. The performance will include one or more of the following: Improvisations Instrumental Performances Compositions

NC links Other

opportunities

Year 3 and 4 perform a musical representation of the Easter story to the school and parents. Songs relating to different topics and themes across the curriculum. All Year 3 children will be starting to play the Ocarina. Introducing the notes on the ocarina one at a time. To use the notes B D’ G A

Music Overview

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

control and expression improvise and compose music for a range of purposes using the inter-related dimensions of music listen with

attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and

musicians develop an understanding of the history of music.

Vocabulary children will know by the end

of Year 3

Structure, introduction, verse, chorus, pulse, pitch, tempo, dynamics bass, synthesizer, melody Introduction, electric guitar, keyboard, organ, backing vocals, riff, reggae, scale, ocarina, notation, crotchet, minim, rest, stave, ensemble

Year 4

Autumn 1

Autumn 2

Mama Mia

listen with attention to detail and recall sounds with increasing aural memory.

Listen & Appraise: Mamma Mia (Pop) Structure: Intro, verse, bridge, chorus, introduction, verse, bridge, chorus. Instruments/voices you can hear: Keyboard sounds imitating strings, a glockenspiel playing as a keyboard, electric guitar, bass, drums. Find the pulse as you are listening.

Keyboard, electric guitar, bass, drums. Improvise, compose, melody, pulse, rhythm, pitch, tempo, dynamics, texture structure, compose, improvise, hook, riff, melody, solo, pentatonic scale, unison. Rhythm patterns, compose, melody, pulse, rhythm, pitch, tempo, dynamics, texture structure,

The performance will include one or more of the following: Improvisations Instrumental performances Compositions

Other units that relate to the 80s Using scores / notation in all units.

Music Overview

Glockenspiel - exploring and developing playing skills.

Learn more complex rhythm patterns. Revise, play and read the notes C, D, E, F + G. Exploring and developing playing skills using the glockenspiel. Learn to play these tunes: ● Mardi Gras Groovin’ ● Two-Way Radio ● Flea Fly ● Rigadoon ● Mamma Mia Revisit these tunes from Stage 1: ● Portsmouth ● Strictly D ● Play Your Music ● Drive Compose using the notes C, D, E, F + G.

Instrumental performance to audience.

Spring 1

Stop! - writing lyrics linked to a theme.

Structure: Intro and 6 rapped verses, each with a sung chorus. Instruments/voices you can hear: Digital/electronic sounds, turntables, synthesisers, drums. Can you find the pulse as you are listening? Dance, clap, sway, march, be an animal or a pop star. Play instrumental parts with the song by ear and/or from notation using the easy or medium part. You will be using up to 4 notes – C, E, F + G. Which part did you play? Improvise using up to 3 notes – F, G + A. Bronze: F | Silver: F + G | Gold: F, G + A challenge. Which challenge did you get to? Compose a simple melody using simple rhythms choosing from the notes F, G + A or D, E, F, G + A.

Musical style, rapping, lyrics, choreography, digital/electronic sounds, turntables, synthesisers, drums, unison, pulse, rhythm, pitch, tempo, dynamics, texture structure, compose, improvise, hook, riff, melody, solo Unison, by ear, notation, improvise, melody, pitch,

Decide how your class will introduce the performance. Perhaps add some choreography? Tell your audience how you learnt this song and why. Record the performance and talk about it afterwards. The performance will include one or more of the following: Improvisations • Compositions •

Music Overview

Sping 2

Lean On Me

Listen & Appraise: Lean On Me (Soul/Gospel) Structure: Intro, verse 1, chorus, verse 2, bridge, chorus, bridge, verse 3, outro. Instruments/voices you can hear: Male vocal, backing vocal, piano, bass, drums, organ. Can you find the pulse as you are listening? Dance, clap, sway, march, be an animal or a pop star. Knowledge Organiser – Lean On Me – Year 4, Unit 4 2 – Musical Activities using glocks and/or recorders Warm-up games play and copy back using up to 2 notes – F + G. Bronze: no notes | Silver: F, sometimes G | Gold: F + G challenge. Which challenge did you get to? Singing in unison. Play instrumental parts with the song by ear and/or from notation using the easy or medium part. You will be using up to 4 notes – C, E, F + G. Which part did you play?

rhythm, pulse, composition, backing vocal, piano, bass, drums, organ, pulse, rhythm, tempo, dynamics, texture structure, compose, improvise, hook, riff, melody, solo

Rapped lyrics that you composed Decide how your class will introduce the performance. Tell your audience how you learnt this song and why. Record the performance and talk about it afterwards. The performance will include one or more of the following: Improvisations • Instrumental performances • Compositions Other Opportunities – Listen to, rehearse and perform songs as part of the Y3/Y4 Easter production.

Reflect, Rewind and Replay - History of Music.

Summer 1 Blackbird

Listen & Appraise: Blackbird (Pop) Themes: Equality, civil rights. Instruments/voices you

Acoustic guitar,

percussion, birdsong,

Decide how you going

to perform this song.

Music Overview

Reflect, rewind & replay

can hear: Solo male vocals in the verses, another male vocal in the choruses, acoustic guitar, percussion, birdsong. Do the words of the song tell a story? Does the music create a story in your imagination? What story? 2 – Musical Activities using glocks and/or recorders Warm-up games play and copy back using 2 notes – C + D. Bronze: no notes | Silver: C | Gold: C, sometimes D challenge. Which challenge did you get to? Singing in unison. Play instrumental parts with the song by ear and/or from notation using the easy or medium part. You will be using up to 3 notes – C, D + E. Which part did you play?

Listen and Appraise Classical music

Continue to embed the foundations of the interrelated dimensions of music using voices and instruments

Singing

Play instruments within the song

Improvisation using voices and instruments

Composition


civil rights, racism,

equality, pentatonic

scale, unison, pulse,

rhythm, pitch, tempo,

dynamics, texture

structure, compose,

improvise, hook, riff, 3 –

Perform & Share

melody, solo

It tells an important

story. Tell your

audience how you

learnt this song and

why. Record the

performance and talk

about it afterwards.

The performance will

include one or more

of the following:

Improvisations •

Instrumental

performances •

Compositions

All Year 4 units.

Music Overview

NC links Other

opportunities

Begin to use and understand musical notations Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy,

fluency, control and expression listen with attention to detail and recall sounds with increasing aural memory develop an understanding of the history of music.

Year 3 and 4 perform a musical representation of the Easter story to the school and parents. Access to Lancashire Music Service


of Year 4

Musical style, rapping, lyrics, choreography, digital/electronic sounds, turntables, synthesisers, drums, unison, pulse, rhythm, pitch, tempo, dynamics, crescendo, diminuendo, melody, solo, pentatonic scale, sharp, flat

Year 5

Autumn Samba 1- Understanding how Samba fits into Brazilian culture and the role it plays. 2- All students to know the names of all the instruments we are using and their role within the Samba. 3- What the difference between rhythm and pulse is. 4- What basic rhythmic notation looks like written down. 5- How to make up their own rhythms using simple words and phrases. 6- A basic Samba using multiple rhythms and calls.

7- Improve listening skills and dexterity within a musical environment.

Tamborins, Snare Drums Surdos, repeniques, agogo bells imagination, improvise, compose, pulse, rhythm, pitch, tempo, dynamics, notation, crochet, quaver, semi breve, minim

Percussion

Instruments

Spring Samba 1- New techniques associated with Samba- e.g. Call and Response. 2- More in-depth notation knowledge- How many beats each type of note is worth- How to know how

Tamborins, Snare Drums Surdos, repeniques, agogo bells imagination,

Percussion

Instruments

Invite Y4 to watch

Music Overview

may beats should be in the phrase. - More complicated rhythms by mixing up the note values. 3- Be confident in creating their own rhythms and calls that suit the instrument they are on. 4- Learn a more complex Samba using more rhythms and harder techniques on the instruments. 5- Use singing and Body Percussion to show how much you can do without any instruments at all. This helps the students to feel the rhythms better as there isn’t a barrier- such as a stick or beater. 6- For all students to feel confident with musical words such as- Rhythm, Pulse, Dynamics, Tempo, Pitch and all the words and phrases associated with these.

improvise, compose, pulse, rhythm, pitch, tempo, dynamics, call and response, notation, body percussion crochet, beats, quaver, semi breve, minim

Summer Samba 1- The students to write their own Samba. This would include the pupils writing all of their own rhythms and calls. They would choose which extended techniques and how the layout of their Samba would work. This would be done first in Small groups and then as the whole class. 2- The students should be confident on all of the different Instruments by Term 3 and feel comfortable wherever they are placed. 3- Learn Brazilian songs relating to Samba to improve both language skills and all-round musicality. 4- To do a performance- either in an Assembly or at break time for the students to show what they have learnt and feel the satisfaction of a performance opportunity.

Tamborins, Snare Drums Surdos, repeniques, agogo bells imagination, improvise, compose, pulse, rhythm, pitch, tempo, dynamics, call and response, notation, body percussion crochet, quaver, semi breve, minim

Performance

Invite parents in to

tutor them on

instruments

NC links

Other opportunities Children play at school fairs. Perform to parents

Music Overview

Year 6

Autumn

Listen & Appraise

Children will explore different genres and experiences of music to further their understanding, as well as, inferring and deducing the

Listen with attention to detail and recall sounds with increasing aural memory Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions, composers and musicians

LO: To listen and appreciate songs in popular culture LO: To understand meanings and emotions from melodies and songs LO: To explore artist’s intent through lyrics

• Pitch

• Tempo

• Rhythm

By ear

dynamics

Melody

structure

Motown

Blues

Jazz

Neo Soul

Urban Gospel

Style indicators

Trip to Blackburn

Thwaites Theatre

to see how musical

performances are

produced.

Other opportuniti

es

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

control and expression improvise and compose music for a range of purposes using the inter-related dimensions of music listen with

attention to detail and recall sounds with increasing aural memory use and understand musical notations appreciate and understand a

wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history and culture of music.


of Year 5

Tambourins, Snare Drums, Surdos, repiniques, agogo bells, imagination, pulse, tempo, dynamics, call and response, notation, body percussion (crochet Y3), quaver, beats, (rest y3), duration, bars

Music Overview

meanings of artist’s lyrics.

LO: To appraise and compare music from great composers and current artists

Spring Composition Chn will compose a piece of music with a pre-determined feeling or emotion incorporated. Chn will read notes to recognise a melody. Chn will be able to write music using correct notations.

Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression. Improvise and compose music for a range of purposes using the inter-related dimensions of music. Use and understand staff and other musical notations LO: To read notes on a music sheet LO:To compose a 1-bar melody LO:To compose a 12-bar piece of music LO:To write a music sheet with accurate notation LO:To perform a piece of music.

• Melody

• Pulse

compose

• Composition

Improvisation

Crotchet

Minim

Semi-Breve

Quaver

Improvise

/improvisation

solo

phrases

unison

producer

• Quaver

Invite parents or

another class in at

the end of the unit

to listen to

children’s

composition.

Summer

Music – Telling stories Music – History of music & the influence of musicians

Appreciate & understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians Develop an understanding of the history of music. From the end of WW2 to modern day – how has music shaped political and social understanding of key events to enable change.

dynamics

timbre

texture

dimensions of music

groove

Hook

Riff

Ostinato

Crescendo

staccato

civil rights

Performances of

composed music to

peers to critically

evaluate

Children will share

their knowledge

with parents &

grandparents

Music Overview

gender equality,

social inequality

NC links

Other opportunities

End of year performance which features a range of songs – some with harmonies, different parts, backing singers.

Theme days from 1950s to present day where children are immersed in the music from that decade and discuss the social context that each

range of music developed from. The gender inequalities were exposed through some artists sharing their musical talents. Political unrest also

featured in musicians’ work helping to promote change.

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

control and expression improvise and compose music for a range of purposes using the inter-related dimensions of music listen

with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great

composers and musicians develop an understanding of the history of music.

Vocabulary children will know by the end of Year 6

By ear dynamics Melody, Motown Blues Jazz Neo Soul Urban Gospel

Pulse Composition Improvisation phrases unison producer Quaver Hook Riff Ostinato Crescendo, staccato , chord, harmony, timbre

texture (crochet Y3/5), quaver, semibreve, (minim Y3), beats, (rest y3)

Impact

Children will achieve age related expectations in music at the end of their cohort year. Children will retain knowledge that is pertinent to music Children will have the opportunity to foster their instrumental flare and use this as a form of expression. Children will participate in wider musical activities. Opportunities for improved well -being and confidence will be increased. Children will gain wider audience performance experience. Children will have heightened awareness of musical opportunities available in and outside of school in the hope that access will be increased.

Music Overview

2021 music curriculum

Documents