Pitch

Beat

Percussion

Tempo

Rhythm

Lyrics

Wellbeing

Expertise

Individuality

Innovation

Communication

Western Classical Tradition and Film

Schubert - Military March

Sergei Prokofiev - Peter and the Wolf

Auckland Symphony Orchestra - Pirates of the Caribbean

Mozart – Piano Sonata No. 11

Mozart - Symphony No. 40

Beethoven - Symphony No. 5

Beethoven – Fur Elise

Vivaldi – The Four Seasons

Bach - Toccata and Fugue in D minor

Bach - Fugue in G minor

Bach - Brandenburg Concertos

Nursery Rhymes

Jean-Philippe Rameau - Frère Jacques

The animals went in two by two

Twinkle Twinkle, Little Star

Incey Wincey Spider

Musical Traditions

Beautiful Ram Bhajan - Spiritual India

Jalikunda - African Drums

Ella Jenkins - Toom-Bah-Ee-Lero

Popular Music

James Pierpoint - Jingle Bells

Arthur Warrell - We Wish You a Merry Christmas

Nanette Regan - When Santa Got Stuck Up the Chimney

The Kiboomers - The Reindeer Cokey

Justin Timberlake - Can’t Stop the Feeling

American Authors - Best Day of My Life

John Denver - Annie’s Song

John Walter Bratton - Teddy Bear’s Picnic

The Laurie Berkner Band - We Are The Dinosaurs

Knowledge

• To sing or rap nursery rhymes and simple songs from memory.
• To know songs have sections
• To know the stories of some of the nursery rhymes.

Skills

• Begins to build a repertoire of songs, rhymes, poems and dances
• Using their voices to join in with well-known songs rhymes and poems from memory
• To sing along with a pre-recorded song and add actions.
• To sing along with the backing track.
• Sing the pitch of a tone sung by another person.
• Sings to self. Creates their own songs, or improvise a song around one they know.
• Sing the melodic shape (moving melody, such as up and down, down and up) of familiar songs.
• Play instruments with increasing control to express their feelings and ideas.

Knowledge

• To know that we can move with the pulse of the music.
• To know that the words of songs can tell stories and paint pictures.
• To know that music can touch your feelings.
• To know that different instruments make different sounds and group them accordingly

Skills

• Listen to a range of high-quality live and recorded music
• Listen with increased attention to sounds
• Enjoy moving to music by dancing, marching, being animals…
• Respond to music through movement, altering movement to reflect the tempo, dynamics or pitch of the music
• Expressing their response to different music and lyrics
• Exploring the story behind the lyrics or music and exploring lyrics by suggesting appropriate actions
• Find the beat by clapping, moving, walking…
• Listening to and following a beat using body percussion and instruments
• Considering whether a piece of music has a fast, moderate or slow tempo
• Copy basic rhythm patterns of single words
• Beginning to listen to sounds and match them to the object or instrument
• Beginning to listen to sounds and identify high and low pitch
• Listen to and repeat a simple rhythm

Knowledge

• To know that a performance is sharing music.
• To know that you can create your own music
• To know that you can experiment with sound
• To know that different objects and instruments make different sounds

Skills

• Creates their own songs, or improvise a song around one they know.
• Explore high and low using voices and sounds of characters in the songs.
• Invent a pattern using one pitched note, keep the pulse throughout with a single note and begin to create simple 2-note patterns
• Playing un-tuned percussion ‘in time’ with a piece of music
• Selecting classroom objects to use as instruments
• Experimenting with body percussion and vocal sounds to respond to music
• Selecting appropriate instruments to represent action and mood
• Experimenting with playing instruments in different ways
• Take turns conducting

Question and answer

Sequences

Pulse

Ostinati

Genre

Pitch

Tempo

Pulse

Rhythm

Wellbeing

Expertise

Individuality

Innovation

Communication

Western Classical Tradition and Film

Mozart - Rondo alla Turca

Holst - Mars from The Planets

Vivaldi – Storm

Beethoven – Moonlight Sonata

Holst – Venus, ‘The Planets’

Sergei Prokofiev – Dance of the Knights

Rimsky Korsakov – Flight of the Bumblebee

Camille Saint-Saëns – Carnival of the Animals

Musical Traditions

Sérgio Mendes/Carlinhos Brown – Fanfarra (Cubua-Le-Le)

Popular Music

Kate Bush - Wild Man

Ma Rainey – Runaway Blues

Bruno Mars – Count on Me

Pharrell Williams – Happy

Knowledge

• To know they can sing notes of different pitches with their voices.
• To confidently sing or rap five songs from memory and in unison

Skills

• Sing simple songs, chants and rhymes from memory, collectively and at the same pitch responding to visual directions.
• Learn to sing pentatonic
• Sing a wide range on call and response songs controlling vocal pitch and matching the pitch they hear with accuracy.  

Knowledge

• To know the stories, origins, traditions, history and social context of the music they are listening, singing and playing to.
• To know and recognise the sound of some of the instruments used in songs.
• To know and recognise 5 songs.
• To know that different types of sounds are called timbres.

Skills

• Respond to music through movement, altering movement to reflect the tempo, dynamics or pitch of the music.

Listening to a range of high-quality live and recorded music

• Discuss how a song makes them feel
• Compare different songs and genres.
• Recognise basic tempo, dynamic and pitch changes (faster/slower, louder/quieter and higher/lower).
• Describe the character, mood, or ‘story’ of music they listen to, both verbally and through movement.
• Describe the differences between two pieces of music
• Express a basic opinion about music (like/dislike)

Listen with attention to detail and recall sounds with increasing aural memory

• Listen and respond to other performers by playing as part of a group.

Knowledge

• To know the difference between creating a rhythm pattern and a pitch pattern
• To know that improvising is to make up a tune that has never been heard before and isn’t written down.
• To know that composing is like writing a story with music.

Skills

• Create sounds and music using the interrelated dimensions of music
• Improvise, retain and recall simple vocal chants and clapping patterns, using question and answer phrases
• Create simple melodies on instruments using one or two notes.
• Choose dynamics, tempo and timbre for a piece of music.
• Create musical sound effects and short sequences of sounds in response to stimuli (rainstorm, train journey)
• Select and create short sequences of sound with voices or instruments to represent a given idea or character; Combining instrumental and vocal sounds within a given structure.
• Combine short sequences (melodies) to make a story, choosing and playing classroom instruments using 1, 2 or 3 notes
• Recognise how graphic notation can represent created sounds. Explore and invent own symbols, for example:

• Create a simple graphic score to represent a composition. Begin to make improvements to their work as suggested by the teacher.

Musicianship

Knowledge

• To know that music has a steady pulse
• To know that we can create rhythms from words
• To know what a performance is 

Skills

Pulse/Beat

• Walk, move or clap a steady beat with others, changing the speed of the beat as the tempo of the music changes.
• Use body percussion, (e.g. clapping, tapping, walking) and classroom percussion (shakers, sticks and blocks, etc.), playing repeated rhythm patterns (ostinati) and short, pitched patterns on tuned instruments (e.g. glockenspiels or chime bars) to maintain a steady beat.
• Respond to the pulse in recorded/live music through movement and dance, e.g. Stepping (e.g. Mattachins from Capriol Suite by Warlock), Jumping (e.g. Trepak from The Nutcracker by Tchaikovsky) Walking on tiptoes (e.g. Scherzo from The Firebird Suite by Stravinsky)

Rhythm

• Perform short copycat rhythm patterns accurately, led by the teacher.
• Perform short repeating rhythm patterns (ostinati) while keeping in time with a steady beat.
• Perform word-pattern chants (e.g. ca-ter-pil-lar crawl, fish and chips); create, retain and perform their own rhythm patterns

Pitch

• Listen to sounds in the local school environment, comparing high and low sounds.
• Sing familiar songs in both low and high voices and talk about the difference in sound.
• Explore percussion sounds to enhance storytelling, e.g. o ascending xylophone notes to suggest Jack climbing the beanstalk, o quiet sounds created on a rainstick/shakers to depict a shower, o regular strong beats played on a drum to replicate menacing footsteps. Follow pictures and symbols to guide singing and playing, e.g. 4 dots = 4 taps on the drum.

Performing

• Use voices expressively to speak and chant.
• Singing short songs from memory, maintaining the overall shape of the melody and keeping in time.
• Maintain the pulse (play on the beat) using hands, and tuned and un-tuned instruments.
• Copy back short rhythmic and melodic phrases on percussion instruments.
• Responding to simple musical instructions such as tempo and dynamic changes as part of a class performance.
• Perform from graphic notation
• Perform short pieces and respond both individually and as a class in unison using voice, percussion and glockenspiels
  

Dynamics

Crescendo

Decrescendo

Pause

Notation

Crotchets

Quavers

Crotchet rests

Timbre

Wellbeing

Expertise

Individuality

Innovation

Communication

Western Classical Tradition and Film

Anna Clyne – Night Ferry

Ravel - Bolero

J.S.Bach - Sleeper's Awake (Wachet auf)

Robert Lopez - Do You Want to Build a Snowman from Frozen

Gustav Holst - Mars, The Bringer of War (The Planets)

John Williams - Main theme from Star Wars

Beethoven - 5th Symphony in C Minor

Musical Traditions

Gong Kebyar of Peliatan

Che Che Kule - Traditional Ghanian Children's song

Once a Man Fell in a Well

My Bonnie Lies Over the Ocean

St George - Traditional English folk song

Zilzen - Zidjian Performance

Popular Music

Elvis Presley – Hound Dog

The Beatles – With a Little Help From My Friends

Knowledge

• To confidently know and sing five songs from memory.
• To know that unison is everyone singing at the same time.
• To know songs include other ways of using the voice e.g. rapping (spoken word).
• To know why we need to warm up our voices.

Skills

• Sing songs regularly with a pitch range of do-so with increasing vocal control.
• Sing songs with a small pitch range (e.g. Rain, Rain Go Away), pitching accurately.
• Learn that they can make different types of sounds with their voices – you can rap (spoken word with rhythm)
• Learn to find a comfortable singing position.
• Learn to start and stop singing when following a leader.

Knowledge

• To know five songs off by heart.
• To know some songs have a chorus or a response/answer part.
• To know that songs have a musical style. To know and recognise 5 songs.
• To know how songs can tell a story or describe an idea.

Skills

Listening to a range of live and recorded music

• To learn how they can enjoy moving to music by dancing, marching, being animals or pop stars.
• Recognising timbre changes in music they listen to
• Recognising structural features in music they listen to.
• Listening to and recognising instrumentation.
• Begin to use musical vocabulary to describe music.
• Identify melodies that move in steps.

Listening with attention to detail and recall sounds with increasing aural memory

• Listening to and repeating a short, simple melody by ear.
• Suggesting improvements to their own and others’ work.
• Share knowledge and understanding of the stories, origins, traditions, history and social context of the music they are listening to, singing and playing.

Knowledge

• To know improvisation is making up your own tunes on the spot.
• To know when someone improvises, they make up their own tune that has never been heard before. It is not written down and belongs to them.
• To know everyone can improvise, and you can use one or two notes.
• To know that composing is like writing a story with music and that everyone can compose.
• To know how the notes of a composition can be written down and changed if necessary.

Skills

• Use voices and instruments (un-tuned and tuned) to create music in response to a non-musical stimulus (e.g. a storm, a car race, or a rocket launch) using 1 or 2 notes
• Work with a partner to improvise simple question and answer phrases, to be sung and played on untuned percussion and glockenspiels, creating a musical conversation.
• Create three simple melodies using one, three or five different notes.
• Selecting and creating longer sequences of appropriate sounds with voices or instruments to represent a given idea or character.
• Successfully combining and layering several instrumental and vocal patterns within a given structure.
• Choosing appropriate dynamics, tempo and timbre for a
• Using letter name and graphic symbols, (ie. dot notation and stick notation) as appropriate, to keep a record of composed pieces.
• Beginning to suggest improvements to their own work.

Musicianship

Knowledge

• To know that music has a steady pulse
• To know that we can create rhythms from words
• To know rhythms are different from the steady pulse.
• To know we add high and low sounds, pitch, when we sing and play our instruments.
• To know that a performance is sharing music with an audience.
• To know the meaning of dynamics (loud/quiet) and tempo (fast/slow)

Skills

Pulse/Beat

• Understand that the speed of the beat can change, creating a faster or slower pace (tempo).
• Mark the beat of a listening piece (e.g. Bolero by Ravel) by tapping or clapping and recognising tempo as well as changes in tempo.
• Walk in time to the beat of a piece of music or song (e.g. La Mourisque by Susato).
• Know the difference between left and right to support coordination and shared movement with others.
• Begin to group beats in twos and threes by tapping knees on the first (strongest) beat and clapping the remaining beats.
• Identify the beat groupings in familiar music that they sing regularly and listen to

Rhythm

• Play copycat rhythms, copying a leader, and invent rhythms for others to copy on untuned percussion.
• Create rhythms using word phrases as a starting point (e.g. Hel-lo Si-mon or Can you come and play?).
• Read and respond to chanted rhythm patterns, and represent them with stick notation including crotchets, quavers and crotchets rests.
• Create and perform their own chanted rhythm patterns with the same stick notation.

Pitch

• Play a range of singing games based on the cuckoo interval (so-mi, e.g. Little Sally Saucer) matching voices accurately, supported by a leader playing the melody. The melody could be played on a piano, acoustic instrument or backing track.
• Sing short phrases independently within a singing game or short song.
• Respond independently to pitch changes heard in short melodic phrases, indicating with actions (e.g. stand up/sit down, hands high/hands low).
• Recognise dot notation and match it to 3-note tunes played on tuned percussion, for example:

Performing

• Using voices expressively when singing, including the use of basic dynamics (loud and quiet).
• Demonstrate dynamics and tempo when singing or playing by responding to (a) the leader's directions and (b) visual symbols (e.g. crescendo, decrescendo, pause)
• Singing short songs from memory, with melodic and rhythmic accuracy.
• Copying longer rhythmic patterns on un-tuned percussion instruments, keeping a steady pulse.
• Performing expressively using dynamics and timbre to alter sounds as appropriate.
• Singing back short melodic patterns by ear and playing short melodic patterns from letter notation.
• Performing and responding individually and in unison as part of a group or class.

Melody

Time Signature

Allegro (fast)

Adagio (Slow)

Forte (Loud)

Piano (Quiet)

Crotchet rests

Minims

Stave

Lines and spaces

Treble Cleft

Rest

Unison

Bar

Wellbeing

Expertise

Individuality

Innovation

Communication

Western Classical Tradition and Film

Hallelujah from Messiah – Handel

Night on a Bare Mountain – Mussorgsky

Jai Ho from Slumdog Millionaire - A. R. Rahman

On my Own (from Les Misérables)

Mussorgsky - Night on the Bare Mountain

Mozart - Horn Concerto No 4 In E flat Major (Rondo)

Udit Narayan - Mubarak Ho Tumko Ye Shaadi

Musical Traditions

Gong Kebyar of Peliatan

Che Che Kule - Traditional Ghanian Children's song

Once a Man Fell in a Well

My Bonnie Lies Over the Ocean

St George - Traditional English folk song

Zilzen - Zidjian Performance

Jazz

Ella Fitzgerald - Scat Singing

Hugh Laurie & Stephen Fry - Minnie the Moocher

Cab Calloway - Minnie the Moocher

The New Orleans Jazz Band - When the Saints Go Marching in

Terry Gilkyson - The Bare Necessities

Benny Goodman - Sing Sing Sing

Popular Music

Got You (I Feel Good) - James Brown

Le Freak – Chic

David Bowie - Space Oddity

The Righteous Brothers - Unchained Melody

Bryan Adams - Everything I Do

Whitney Houston - I Will Always Love You

Sam Smith - Writing on The Wall

Leona Lewis - Run

The Scorpions - Winds of Change

Eiffel 65 - Blue (Da Ba Dee)

Adele - Hello

Knowledge

• To know how to be part of a choir
• To know that songs can make you feel different thins
• To know the role of a conductor
• To know why you must warm up your voice

Skills

• Sing a widening range of songs of varying styles and structures with a pitch range of do–so, tunefully and with expression.
• Perform forte and piano, loud and soft.
• To sing in unison and in simple two-parts.
• To demonstrate a good singing posture.
• To follow a leader when singing.
• To enjoy exploring singing solo.
• To sing with awareness of being ‘in tune’.
• To have an awareness of the pulse internally when singing.
• Singing songs in a variety of musical styles with accuracy and control, demonstrating developing vocal technique.
• Perform actions confidently and in time to a range of action songs
• Walk, move or clap a steady beat with others, changing the speed of the beat as the tempo of the music changes. Perform as a choir in school assemblies.
• Singing longer songs in a variety of musical styles from memory, with accuracy, control, fluency and a developing sense of expression including control of subtle dynamic changes.

Playing Instruments

Knowledge

• To know and talk about the instruments used in class (recorder, percussion, glockenspiels)

Skills

• Treat instruments carefully and with respect.
• Play any one, or all of four, differentiated parts on a tuned instrument – a one-note, simple or medium part or the melody of the song) from memory or using notation.
• To rehearse and perform their part within a song
• To listen to and follow musical instructions from a leader.

Knowledge

• To know five songs from memory and talk about their style, musical dimensions and instruments, what they are about and who sang them or wrote them.
• To know the stories, origins, traditions, history and social context of the music they are listening to, singing and playing.
• To know that music from different parts of the world, and different times, have different features.
• To know and explain the changes within a piece of music using musical vocabulary.

Skills

Listening to a range of live and recorded music

• Discussing the stylistic features of different genres, styles and traditions of music using musical vocabulary (Indian, classical, Chinese, Battle Songs, Ballads, Jazz).
• Describing the timbre, dynamic, and textural details of a piece of music, both verbally, and through movement.
• Beginning to show an awareness of metre.
• Recognising and beginning to discuss changes within a piece of music.
• To confidently identify and move to the pulse.
• To take it in turn to discuss how the song makes them feel.
• Listen carefully and respectfully to other people’s thoughts about the music.

Listening with attention to detail and recall sounds with increasing aural memory

• Beginning to use musical vocabulary (related to the inter-related dimensions of music) when discussing improvements to their own and others’ work.
• To think about what the words of a song mean.

Knowledge

• To know and be able to talk about improvisation
• To know improvisation is making up your own tunes on the spot
• To know when someone improvises, they make up their own tune that has never been heard before. It is not written down and belongs to them
• To know that using one or two notes confidently is better than using five To know that if you improvise using the notes you are given, you cannot make a mistake
• To know and be able to talk about a composition: music that is created by you and kept in some way. It’s like writing a story. It can be played or performed again to your friends.
• To know and talk about different ways of recording compositions (letter names, symbols, audio etc.

Skills

Improvise

• Become more skilled in improvising (using voices, tuned and un-tuned percussion and instruments played in whole-class/group/individual/instrumental teaching), inventing short ‘on-the-spot’ responses using a limited note-range.

Compose

• Compose a piece of music in a given style with voices and instruments
• Combine known rhythmic notation with letter names to create rising and falling phrases using just three notes (do, re and mi).
• Compose song accompaniments on un-tuned percussion using known rhythms and note values.
• Combining melodies and rhythms to compose a multi-layered composition in a given style (pentatonic).
• Using letter name and rhythmic notation (graphic or staff), and key musical vocabulary to label and record their compositions.
• Suggesting and implementing improvements to their own work, using musical vocabulary.

Performing and Reading Notation

Knowledge

Performing

• To know performing is sharing music with other people, an audience
• To know that a performance needs to be planned, practiced and prepared for
• To know you must sing or rap the words clearly and play with confidence
• To know a performance can be a special occasion and involve an audience including of people you don’t know
• To know a performance involves communicating feelings, thoughts and ideas about the song/music

Reading Notation

• To know the value of Whole notes, Half notes, Quarter Notes and Eighth Notes.
• To know the stave, lines and spaces, and clef
• To know the differences between crotchets and paired quavers.

Skills

Performing

Develop facility in playing tuned percussion or a melodic instrument such as violin or recorder. Play and perform melodies following staff notation using a small range (e.g. Middle C–E/do–mi) as a whole class or in small groups (e.g. trios and quartets). • Use listening skills to correctly order phrases using dot notation, showing different arrangements of notes C-D-E/do-re-mi (see illustration)

• Singing and playing in time with peers, with some degree of accuracy and awareness of their part in the group performance.
• Performing from basic staff notation, incorporating rhythm and pitch and be able to identify these symbols using musical terminology.
• To choose what to perform and create a programme.
• Communicate the meaning of the words and clearly articulate them.
• Talk about the best place to be when performing and how to stand or sit.
• Record the performance and say how they were feeling, what they were pleased with what they would change and why
• Play in time with the beat and musicians around them

Reading Notation

• Begin to read notation in the treble cleft, successfully playing B, A, G on the recorder and 3 notes on the Glockenspiel
• Use dot notation to show higher or lower pitch.
• Apply word chants to rhythms, understanding how to link each syllable to one musical note.

Pentatonic scale

Metre

Accompaniment

Accelerando Rallentando

Structure & Form

Legato

Staccato

Semibreve

Wellbeing

Expertise

Individuality

Innovation

Communication

Western Classical Tradition and Film

Symphony No. 5 - Beethoven

O Euchari - Hildegard

For the Beauty of the Earth – Rutter

Smetana - Ma Vlast – Moldau

May Kay Yau - The Last Bloom, Demise of the Cherry Blossoms

George Butterworth - Loveliest of Trees from 'A Shropshire Lad'

John Barry - Main theme from James Bond

Musical Traditions

Bhabiye Akh Larr Gayee - Bhujhangy Group

Tropical Bird - Trinidad Steel Band

Line Halstad & Hallgeir Bjerke - The River is Flowing

Rock and Roll

Jim Jacobs, Warren Casey - Born to Hand Jive

Elvis Presley - Blue Suede Shoes

Buddy Holly - Oh Boy!

Bill Haley & His Comets - Rock Around the Clock

Popular Music

Take the ‘A’ Train - Billy Strayhorn/Duke Ellington Orchestra

Wonderwall – Oasis

David Paich, Jeff Porcaro Perpetuum Jazzile – Africa

Sam Tsui, Alex G, Kina Grannis, Kurt Schneider - When I’m Gone’

Ben E King - Stand by Me

KT Tunstall - Black Horse and The Cherry Tree

Knowledge

• To know that singing in a group can be called a choir
• To know the role of a Leader or conductor
• To know that songs can make you feel different things e.g. happy, energetic or sad
• To know that singing as part of an ensemble or large group is fun, but that you must listen to each other
• To know what texture is and how to create it within a choir; How a solo singer makes a thinner texture than a large group
• To know why you must warm up your voice

Skills

• Continue to sing a broad range of unison songs with the range of an octave (do–do) pitching the voice accurately and following directions for getting louder (crescendo) and quieter (decrescendo).
• Singing longer songs in a variety of musical styles from memory, with accuracy, control, fluency and a developing sense of expression including control of subtle dynamic changes
• Sing rounds and partner songs in different time signatures (2, 3 and 4 time) and begin to sing repertoire with small and large leaps as well as a simple second part to introduce vocal harmony
• Sing in unison and in simple two-parts.
• Demonstrate a good singing posture.
• Follow a leader when singing.
• Enjoy exploring singing solo.
• Sing with awareness of being ‘in tune’.
• Re-join the song if lost.
• Listen to the group when singing.

Playing Instruments

Knowledge

• To know and be able to talk about the instruments used in class (a glockenspiel, xylophone, ukulele, Djembe Drum).
• To know about other instruments they might play or be played in a band or orchestra

Skills

• To treat instruments carefully and with respect.
• Play any one, or all four, differentiated parts on a tuned instrument – a one-note, simple or medium part or the melody of the song from memory or using notation.
• To rehearse and perform their part within the context of the Unit song.
• To listen to and follow musical instructions from a leader.
• To experience leading the playing by making sure everyone plays in the playing section of the song.
• Develop facility in the basic skills of the ukulele over a sustained learning period.
• Play and perform melodies following staff notation using a small range (e.g. Middle C–G/do–so) as a whole-class or in small groups.
• Copy short melodic phrases including those using the pentatonic scale (e.g. C, D, E, G, A)
• Play chords on the ukulele in time to a backing track

Knowledge

• To know five songs from memory and be able to talk about the musical style and characteristics, the lyrics and meaning, the musical dimensions (texture, dynamics, tempo, rhythm and pitch). and how they are used, who sang them or wrote them.
• To know the main sections of songs listen to (introduction, verse, chorus etc).
• To know some of the instruments they heard in songs listened to.
• To know how pulse, rhythm and pitch work together
• To know the difference between pulse and rhythm
• To know the term pitch (high and low sounds that create melodies)

Skills

Listening to a range of live and recorded music

• Recognising the use and development of motifs in music.
• Identifying gradual dynamic and tempo changes within a piece of music
• Recognising and discussing the stylistic features of different genres, styles and traditions of music using musical vocabulary (Samba, Rock and Roll, Blues).
• Identifying common features between different genres, styles and traditions of music.
• Recognising, naming and explaining the effect of the interrelated dimensions of music.
• Identifying scaled dynamics (crescendo/decrescendo) within a piece of music.
• Using musical vocabulary to discuss the purpose of a piece of music.
• To confidently identify and move to the pulse.
• To talk about the musical dimensions working together in the Unit songs eg if the song gets louder in the chorus (dynamics). Talk about the music and how it makes them feel.
• Listen carefully and respectfully to other people’s thoughts about the music.
• When you talk try to use musical words.

Listening with attention to detail and recall sounds with increasing aural memory

• Using musical vocabulary (related to the inter-related dimensions of music) when discussing improvements to their own and others’ work.
• Creating musical ideas for the group to copy or respond to

Knowledge

Improvisation

• To know that improvisation is making up your own tunes on the spot - it is not written down and belongs to them.
• To know that using one or two notes confidently is better than using five
• To know that if you improvise using the notes you are given, you cannot make a mistake

Composition

• To know a composition is music that is created by you and kept in some way. It’s like writing a story. It can be played or performed again to your friends.
• To know there are different ways of recording compositions (letter names, symbols, audio etc.)

Skills

Improvise

• Beginning to improvise musically within a given style (Blues).
• Listen and copy back using instruments and one or two different notes.
• Improvise using up to three different notes.

Compose

• Composing a coherent piece of music in a given style with voices, bodies and instruments.
• Developing melodies using rhythmic variation, transposition, inversion, and looping.
• Creating a piece of music with at least four different layers and a clear structure.
• Using letter name, graphic and rhythmic notation and key musical vocabulary to label and record their compositions.
• Suggesting improvements to others work, using musical vocabulary
• Help create at least one simple melody using one, three or all five different notes.
• Plan and create a section of music that can be performed within the context of the unit song.
• Talk about how it was created.
• Listen to and reflect upon the developing composition and make musical decisions about pulse, rhythm, pitch, dynamics and tempo.
• Record the composition in any way appropriate that recognises the connection between sound and symbol (e.g. graphic/pictorial notation).

Performing and Reading Notation

Knowledge

Performing

• To know performing is sharing music with other people, an audience
• To know a performance has to be planned, prepared and practiced for
• To know you must sing or rap the words clearly and play with confidence
• To know a performance involves communicating feelings, thoughts and ideas about the song/music
• To know how to keep an internal pulse

Reading Notation

• To know the differences between minims, crotchets, paired quavers and rests

Skills

Performing

• Perform in two or more parts (e.g. melody and accompaniment or a duet) from simple notation using instruments played in whole class teaching. Identify static and moving parts.
• Singing and playing in time with peers, with accuracy and awareness of their part in the group performance.
• Playing melody parts on tuned instruments with accuracy and control and developing instrumental technique.
• Playing syncopated rhythms with accuracy, control and fluency.
• Playing simple chord sequences (12 bar blues)
• Performing from basic staff notation, incorporating rhythm and pitch and identifying these symbols using musical terminology
• To choose what to perform
• Present a musical performance
• To communicate the meaning of the words and clearly articulate them.
• To talk about the best place to be when performing and how to stand or sit.
• To record the performance and say how they were feeling, what they were pleased with what they would change and why.

Reading Notation

• Read and perform pitch notation within a defined range (e.g. C–G/do–so).
• Follow and perform simple rhythmic scores to a steady beat: maintain individual parts accurately within the rhythmic texture, achieving a sense of ensemble
  

Diatonic scale

Syncopation

Major and minor tonality

Mezzo forte 

Mezzo piano

Paired quavers Semiquavers

Semibreve rest

Dotted note

Wellbeing

Expertise

Individuality

Innovation

Communication

Western Classical Tradition and Film

Henry Purcell - Queen Mary Funeral March

Bwazan - This is us

Edvard Grieg - Morning from the Peer Gynt Suite

Felix Mendelssohn - Movement 4  (Saltarello/Tarantella) from the Italian Symphony

Bedrich Smetena - Vltava/Die Moldau from Má vlast (My Fatherland)

Beethoven - 5th Symphony in C Minor

Coleridge-Taylor - Symphonic Variations on an African Air

Musical Theatre

The Pirates of Penzance - I am a Pirate King

Guys and Dolls - Luck be a Lady

Aileen Quinn, Ann Reinking - I Think I'm Gonna Like It Here

Les Miserables - On My Own

Wizard of Oz - Follow The Yellow Brick Road

Elton John (remix by Meta Roos) - The Circle of LIfe - The Lion King (remix)

Musical Traditions

Ndebele folk song-  Shosholoza

Drakensberg Boys Choir - Shosholoza

Vandana Bhardwaj -  Aaj Biraj Mein Holi Re Rasiya

Vaughan Williams - English Folk Song Suite

Babatunde Olatunj - Jin-Go-La-Ba (Drums of Passion)

Ladysmith Black Mambazo - Inkanyezi Nezazi

Blues

Billie Holiday - Keeps on Rainin'

Muddy Waters ft. Ernest Crawford - Rolling Stone

Chuck Brown and the Chuckleberries - Time Out Blues

BB King - One Shoe Blues

Marcia Ball - So Many Rivers

Swiss Dutchman - Piano Blues Improvisation

Popular Music

The Bangles - Walk Like an Egyptian

Alex Foster & Michel LaRue - Hush, Somebody's Calling My Name

Miriam Makeba - Click Song (Qongqothwane

ABBA - Dancing Queen

Nicholas Bethencourt - Where is Love?

Rusted Root - Send Me On My Way

The Proclaimers - I'm Gonna Be (500 Miles)

Walter Murphy & The Big Apple Band - A Fifth of Beethoven

Israel "IZ" Kamakawiwo?ole - Somewhere Over the Rainbow

Björk -Play Dead

Bronski Beat - Smalltown Boy

Knowledge

• To know and confidently sing five songs and their parts from memory, and to sing them with a strong internal pulse.
• To choose a song and be able to talk about its main features, the way it is sung and its lyrics and what they are about.
• To know and explain the importance of warming up your voice and good posture

Skills

• Sing a broad range of songs from an extended repertoire with a sense of ensemble and performance. This should include observing phrasing, accurate pitching and appropriate style.
• Singing songs in two or more parts, in a variety of musical styles from memory, with accuracy, fluency, control and expression.
• Sing three-part rounds, partner songs, and songs with a verse and a chorus.
• Singing songs in two or more parts, in a variety of musical styles from memory, with accuracy, fluency, control and expression.
• Sing in unison and to sing backing vocals.
• Enjoy exploring singing solo and listen to the group when singing.
• Demonstrates a good singing posture.
• Follow a leader when singing.
• Experience rapping and solo singing.
• Listen to each other and be aware of how you fit into the group.
• Sing with awareness of being ‘in tune’

Playing Instruments

Knowledge

• To know about different ways of writing music down – e.g. staff notation, symbols
• To know the notes C, D, E, F, G, A, B + C on the treble stave
• To know and talk about the instruments they might play or be played in a band or orchestra

Skills

• Play a musical instrument with the correct technique within the context of a song.
• Select and learn an instrumental part that matches the musical style,
• Play a one-note, simple or medium part or the melody of the song from memory or using notation.
• Rehearse and perform their part of a piece.
• Listen to and follow musical instructions from a leader.
• Play melodies on tuned percussion, melodic instruments or keyboards, following staff notation written on one stave and using notes within the Middle C–C′/do–do range.
• Understand how triads are formed, and play them on tuned percussion, melodic instruments or keyboards.
• Perform simple, chordal accompaniments to familiar songs

Knowledge

• To know the stories, origins, traditions, history and social context of the music they are listening to, singing and playing.
• To know five songs from memory, who sang or wrote them, when they were written and why
• To know some of the instruments they heard in the songs
• To know and talk about historical context of songs. What else was going on at this time?
• To know the main sections of the songs (intro, verse, chorus etc.)
• To know about the musical dimensions featured in the songs and where they are used (texture, dynamics, tempo, rhythm and pitch)
• To know the style indicators of the songs listened to

Skills

Listening to a range of live and recorded music

• Recognising and confidently discussing the stylistic features of different genres, styles and traditions of music using musical vocabulary, and explaining how these have developed over time (South African, West African, Musical Theatre, Dance Remix, and Classical).
• Represent the features of a piece of music using graphic notation, and colours, justifying their choices with reference to musical vocabulary.
• Comparing, discussing and evaluating music using detailed musical vocabulary.
• To identify and move to the pulse with ease.
• Using appropriate musical language
• Talk about the music and how it makes you feel

Listening with attention to detail and recall sounds with increasing aural memory

• Developing confidence in using detailed musical vocabulary (related to the inter-related dimensions of music) to discuss and evaluate their own and others’ work.
• To think about the message of songs.
• To compare two songs in the same style, talking about what stands out musically in each of them, their similarities and differences.
• Listen carefully and respectfully to other people’s thoughts about the music
• To talk about the musical dimensions working together in the songs studied

Knowledge

Improvisation

• To know that improvisation is making up your own tunes on the spot and is not written down
• To know that if you improvise using the notes you are given, you cannot make a mistake
• To know three well-known improvising musicians

Composition

• To know a composition is music that is created by you and kept in some way. It’s like writing a story.
• To know that a composition has pulse, rhythm and pitch that work together and are shaped by tempo, dynamics, texture and structure
• To know the connection between sound and symbol

Skills

Improvise

• Improvising coherently within a given style.
• Improvise freely over a drone, developing sense of shape and character, using tuned percussion and melodic instruments.
• Improvise over a simple groove, responding to the beat, creating a satisfying melodic shape; experiment with using a wider range of dynamics, including very loud (fortissimo), very quiet (pianissimo), moderately loud (mezzo forte), and moderately quiet (mezzo piano). Continue this process in the composition tasks below

Compose

• Composing a detailed piece of music from a given stimulus with voices, bodies and instruments (Remix, Colours, Stories, Drama).
• Compose melodies made from pairs of phrases in either C major or A minor or a key suitable for the instrument chosen.
• Combing rhythmic patterns (ostinato) into a multi-layered composition using all the inter-related dimensions of music to add musical interest.
• Use chords to compose music to evoke a specific atmosphere, mood or environment
• Using staff notation to record rhythms and melodies.
• Selecting, discussing and refining musical choices both alone and with others, using musical vocabulary with confidence.
• Suggesting and demonstrating improvements to own and others’ work.

Performing and Reading Notation

Knowledge

Performing

• To know performing is sharing music with other people, an audience
• To know that performances must be planned and learned
• To know that when singing the words should be sung or rapped clearly and performed with confidence
• To know that a performance involves communicating ideas, thoughts and feelings about the song/music

Reading Notation

• To know the differences between 2/4, 3/4 and 4/4 time signatures.
• To know the differences between semibreves, minims, crotchets and crotchet rests, paired quavers and semiquavers

Skills

Performing

• Choose what to perform
• Communicate the meaning of the words and clearly articulate them.
• Record the performance and compare it to a previous performance.
• Discuss and talk musically about it – “What went well?” and “It would have been even better if...?”
• Work as a group to perform a piece of music, adjusting dynamics and pitch according to a graphic score, keeping in time with others and communicating with the group.
• Performing with accuracy and fluency from graphic and simple staff notation.
• Playing a simple chord progression with accuracy and fluency.
• Perform a range of repertoire pieces and arrangements combining acoustic instruments to form mixed ensembles
• Develop the skill of playing by ear on tuned instruments, copying longer phrases and familiar melodies

Reading Notation

• Read and perform pitch notation within an octave (e.g. C–C′/do–do).
• Read and play short rhythmic phrases at sight from prepared cards, using conventional symbols for known rhythms and note durations.

Fortissimo

pianissimo

Pizzicato

Staccato

Ternary

Midi

Loops

Chord progression

Beats per Minute

Wellbeing

Expertise

Individuality

Innovation

Communication

Western Classical Tradition and Film

Tchaikovsky - 1812 Overture

Anna Meredith - Connect It

Felix Mendelssohn - Hebrides Overture (Fingal's Cave)

Julie Andrews - "Do-Re-Mi

Elgar - Pomp and Circumstance Military March

Benjamin Britten - The Young Person’s Guide to the Orchestra

Hans Zimmer

Musical Traditions

Reem Kelani - Sprinting Gazelle

Sea Shanties

Chopin - Mazurkas Op. 24

Piazzolla – Libertango

Popular Music

Destiny’s Child -Say My Name

Felix Powell & Sarah Frecknall - Pack Up Your Troubles

Hughie Charles and Ross Parker & Sarah Frecknall - We’ll Meet Again

Walter Kent, Nat Burton, Sarah Frecknall -The White Cliffs of Dover

Take That - Never Forget

Randy Newman - You've Got a Friend In Me (from Toy Story)

The Beatles - With A Little Help From My Friends

Lukas Graham – Seven

S Club 7 - Reach

Axis of Awesome – Clean

Imagine Dragons - Radioactive

Knowledge

• To know and confidently sing five songs and their parts from memory, and to sing them with a strong internal pulse.
• To know about the style of the songs so you can represent the feeling and context to your audience
• To choose a song and be able to talk about its main features, the way it is sung and its lyrics and what they are about.
• To know and explain the importance of warming up your voice and good posture

Skills

• Sing a broad range of songs from memory, including those that involve syncopated rhythms, as part of a choir, with a sense of ensemble and performance. Observing rhythm, fluency, phrasing, accurate pitching, control, expression and appropriate style.
• Continue to sing three- and four-part rounds or partner songs
• Perform a range of songs as a choir in school assemblies, school performance opportunities and to a wider audience.
• Sing in unison and to sing backing vocals.
• Demonstrate a good singing posture.
• Follow a leader when singing.
• Experience rapping and solo singing.
• Listen to each other and be aware of how they fit into the group.
• Sing with awareness of being ‘in tune’.

Playing Instruments

Knowledge

• To know different ways of writing music down – e.g. staff notation, symbols
• To know and identify notes C, D, E, F, G, A, B + C on the treble stave
• To know the instruments they might play or be played in a band or orchestra

Skills

• Play a musical instrument with the correct technique within the context of songs looked at
• Select and learn an instrumental part
• Play a one-note, simple or medium part or the melody of the song from memory or using notation.
• Rehearse and perform their part.
• Listen to and follow musical instructions from a leader.
• Lead a rehearsal session.
• Play a melody following staff notation written on one stave and using notes within an octave range (do–do); make decisions about dynamic range, including very loud (ff), very quiet (pp), moderately loud (mf) and moderately quiet (mp).
• Accompany melodies using block chords or a bass line (keyboards, tuned percussion or tablets)
• Use musical technology to trigger midi sounds and layer to create a cover piece as well as a piece in response to a stimulus.
• Layer appropriate loops to create a piece in response to a stimuli.

Knowledge

• To share knowledge and understanding of the stories, origins, traditions, history and social context of the music they are listening to, singing and playing.
• To know more than 5 songs from memory, who sang or wrote them, when they were written and why
• To know some of the instruments they heard in the songs
• To know the structure of the songs
• To know and talk about historical context of songs. What else was going on at this time?
• To know the main sections of the songs (intro, verse, chorus etc.)
• To know and talk about that fact that we each have a musical identity
• To know about the musical dimensions featured in the songs and where they are used (texture, dynamics, tempo, rhythm and pitch)
• To know that the style indicators of the songs listened to

Skills

Listening to a range of live and recorded music

• Discussing musical eras in content, identifying how they have influenced each other, and discussing the impact of different composers on the development of musical styles.
• Recognising and confidently discussing the stylistic features of music and relating it to other aspects of the Arts (pop art, film music).
• Representing changes in pitch, dynamics and texture using graphic notation, justifying their choices with reference to musical vocabulary.
• Identifying the way that features of a song can complement one another to create a coherent overall effect.
• Use musical vocabulary correctly when describing and evaluating the features of a piece of music.
• Evaluating how the venue, occasion and purpose affects the way a piece of music sounds
• To identify and move to the pulse with ease
• Listen carefully and respectfully to other people’s thoughts about the music.
• Use musical words when talking about the songs.
• Talk about the music and how it makes you feel, using musical language to describe the music.

Listening with attention to detail and recall sounds with increasing aural memory

• Confidently using detailed musical vocabulary (related to the inter-related dimensions of music) to discuss and evaluate their own and others work.
• To think about the message of songs.
• Compare two songs in the same style, talking about what stands out musically in each of them, their similarities and differences.
• Talk about the musical dimensions working together in multiple songs

Knowledge

Improvisation

• To know that improvisation is making up your own tunes on the spot
• To know that using one, two or three notes confidently is better than using five
• To know that if you improvise using the notes you are given, you cannot make a mistake
• To know three well-known improvising musicians

Composition

• To know that composition is music that is created by you and kept in some way. It’s like writing a story.
• To know that composition has pulse, rhythm and pitch that work together and are shaped by tempo, dynamics, texture and structure 
• To know the connection between sound and symbol
• To know how loops work

Skills

Improvise

• Improvise with a feeling for the style of Swing using the notes D, E, G, A + B (pentatonic scale/a five-note pattern)
• Improvising coherently and creatively within a given style, incorporating given features
• Create music with multiple sections that include repetition and contrast.
• Use chord changes as part of an improvised sequence.
• Extend improvised melodies beyond 8 beats over a fixed groove, creating a satisfying melodic shape

Compose

• Plan and compose an 8- or 16-beat melodic phrase using the pentatonic scale (e.g. C, D, E, G, A) and incorporate rhythmic variety and interest on available tuned percussion. Notate this melody.
• Compose melodies made from pairs of phrases in either G major or E minor or a key suitable for the instrument chosen.
• Compose a ternary, multi-layered piece of music from a given stimulus with voices, bodies and instruments using music software (Bandlab, Garage Band). Use midi sounds to play melody and chords
• Explain the keynote or home note and the structure of the melody.
• Listen to and reflect upon the developing composition and make musical decisions about how the melody connects with the song.
• Record the composition in any way appropriate that recognises the connection between sound and symbol (e.g. graphic/pictorial notation).
• Composing an original song, incorporating lyric writing, melody writing and the composition of accompanying features, within a given structure.
• Compose an original piece using loops on given music software (BandLab, Garage Band)
• Developing melodies using rhythmic variation, transposition and changes in dynamics, pitch and texture.
• Constructively critique their own and others’ work, using musical vocabulary

Performing and Reading Notation

Knowledge

Performing

• To know that performing is sharing music with an audience with belief
• To know that everything that will be performed must be planned and learned
• To know that when performing words must be sung or rapped clearly and perform with confidence
• To know that performance involves communicating ideas, thoughts and feelings about the song/music

Reading Notation

• To know the differences between semibreves, minims, crotchets, quavers and semiquavers, and their equivalent rests.
• Further develop the skills to read and perform pitch notation within an octave (e.g. C–C/ do–do).
  

Skills

Performing

• Engage with others through ensemble playing with pupils taking on melody or accompaniment roles.
• Communicate the meaning of the words and clearly articulate them
• Record the performance and compare it to a previous performance.
• Discuss and talk musically about it – “What went well?” and “It would have been even better if...?”

Reading Notation

• Read and play confidently from rhythm notation cards and rhythmic scores in up to 4 parts that contain known rhythms and note durations.
• Read and play from notation a four-bar phrase, confidently identifying note names and durations.