Music

If you require any additional information regarding the curriculum other than that stated below, Skills Booklets are available from the school office which show all the objectives that children will be taught in all year groups for each subject. These booklets will be sent out at the start of each academic year.

 Additionally, you can find the National Curriculum at https://www.gov.uk/national-curriculum/overview or ask for a copy from the school office.

 

All children will develop:
  • the widest possible experience of music through a variety of activities, both formal and informal
  • enjoyment and understanding of music through their involvement in performing, composing and listening
  • the ability and confidence to express their ideas, feelings and thoughts about music
  • their awareness and appreciation of organised sounds and sound patterns
  • a wide musical vocabulary

All the children learn to sing and are taught to play percussion instruments. Children are taught about the work and lives of famous composers and about different musical instruments.  They listen to both live and pre-recorded music and are given opportunities to compose and perform their own music. Lessons in flute, drums, piano and clarinet are available in small group or individual sessions, at a reasonable charge.  Further details of costs are available from the school office.

 

Music Objectives 2016/`17

Year 1

I can choose sounds to represent different things         

I can clap short rhythmic patterns      

I can follow instructions about when to play and sing        

I can make a sequence of sounds        

I can make different sounds with my voice and with instruments

I can repeat short rhythmic and melodic patterns       

I can respond to different moods in music         

I can say whether I like or dislike a piece of music      

I can use instruments to perform        

I can use my voice to speak, sing and chant

 

Year 2

I can choose sounds which create an effect         

I can create music in response to different starting points    

I can improve my own work        

I can listen out for particular things when listening to music

I can make connections between notations and musical sounds

I can order sounds to create a beginning, middle and an end

I can perform simple patterns and accompaniments keeping a steady pulse        

I can play simple rhythmic patterns on an instrument  

I can sing and follow a melody          

I can sing or clap increasing and decreasing tempo     

I can use symbols to represent sounds

 

Year 3

I can combine different sounds to create a specific mood or feeling

I can compose melodies and songs        

I can create accompaniments for tunes        

I can create repeated patterns with different instruments

I can improve my work; explaining how it has been improved

I can play clear notes on instruments         

I can recognise the work of at least one famous composer

I can sing a tune with expression        

I can use different elements in my composition     

I can use musical words to describe a piece of music and compositions        

I can use musical words to describe what I like and do not like about a piece of music

 

Year 4

I can change sounds or organise them differently to change the effect

I can choose the most appropriate tempo for a piece of music

I can compose music which meets specific criteria
I can contrast the work of a famous composer and explain my preferences
I can describe, compare and evaluate music using musical vocabulary
I can explain why I think music is successful or unsuccessful
I can improvise within a group using melodic and rhythmic phrases
I can maintain my part whilst others are preforming their part
I can suggest improvement to my own work and that of others
I can use my music diary to record aspects of the composition process

I can use notation to record groups of pitches (chords)

 

Year 5

I can change sounds or organise them differently to change the effect

I can choose the most appropriate tempo for a piece of music

I can compose music which meets specific criteria
I can contrast the work of a famous composer and explain my preferences
I can describe, compare and evaluate music using musical vocabulary
I can explain why I think music is successful or unsuccessful
I can improvise within a group using melodic and rhythmic phrases
I can maintain my part whilst others are preforming their part
I can suggest improvement to my own work and that of others
I can use my music diary to record aspects of the composition process

I can use notation to record groups of pitches (chords)

 

Year 6

I can analyse features within different pieces of music        

I can compare and contrast the impact that different composers from different times have had on people of that time        

I can evaluate how the venue, occasion and purpose affects the way a piece of music is created         

I can perform parts from memory      

I can sing in harmony confidently and accurately      

I can take the lead in a performance         

I can use a variety of different musical devices in my composition (including melody, rhythms and chords)

 

  • Christian value for September - Creation and Stewardship. The respect for Creation has faltered in the face of technological advances. What should we be doing now?

Strong Foundations
&High Expections