Progress across the Primary curriculum at Lydiate Primary School. Nursery (F1) Reception (F2) Year 1 Year 2

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1 Performance use their voices expressively by singing songs and speaking chants and rhymes play tuned and un-tuned rehearse and perform with others (starting and finishing together, keeping a steady pulse) MUSICALLY to listen with concentration and to internalise and recalls sounds with increasing aural memory how the interrelated dimensions of music - pitch, duration, dynamics, tempo, timbre, texture and silence, can be organised and used expressively with simple structures explore and express their ideas and feelings about music make improvements to their own work how sound can be made in different ways (e.g. vocalising) and described using given signs and symbols Nursery (F1) Reception (F2) Year 1 Year 2 Can distinguish talking, whispering and singing voices Has sung individually in a call and response song Can sing a range of traditional/ nursery rhymes and new songs can explore ways of creating a sound on tuned and un-tuned Can hold a range of suitable accurately can perform with a partner keeping together Is beginning to consider the correct instrument for effect and make changes to instrument choice can copy back simple melodies e.g. s-m songs and nursery rhymes with some Has developed the ability to pitch match with sung phrases Has sung solo a complete verse of a known song Can sing range of songs such as hymns, rhymes etc. with an awareness of pitch direction can tap the pulse as a steady beat with known songs, using body sounds and a percussion instrument Can improvise simple rhythms within a given range e.g. 4 counts can explore the best way to create the intended sound on an instrument Can perform with peers with an awareness of togetherness and audience can respond with Use different voices and find their singing voice Can sing with good posture and breathing Can sing simple songs in rounds can perform the rhythm of known songs on percussion Can keep a steady beat on an instrument to accompany songs Can demonstrate the difference between beat (pulse) and rhythm Can name some Can combine the sounds of different for effect Can create long or short sounds in response to symbols and notations Can sequence long and short sounds using symbols as a graphic Takes part in singing accurately following the melody Can change vocal performance by using 2 or 3 opposites (faster/slower, louder/quieter, higher/lower) Can use their voices expressively through songs, chants and rhymes Can distinguish between high and low from ever decreasing interval Imitates changes in pitch Can correctly play holding the instrument and beater (if appropriate) accurately can perform simple ostinato to accompany a song can accompany a song using a range of (selecting

2 how music is used for particular purposes accuracy can distinguish between high/low, fast/slow & loud/soft increased accuracy to call and respond songs Can sing familiar/traditional songs with accuracy of pitch can identify when the music changes with: tempo/ pitch / dynamics can include silences in performances, singing and compositions representation can rehearse and perform with peers starting and ending together Is beginning to be aware that performance doesn t have to mean starting and ending together Is aware of the role of a conductor can respond accurately to simple call and respond songs Shows melodic awareness when singing rhymes and familiar songs instrument for suitability) can change tempo and dynamics when performing on Can take on the role of conductor and is aware that group members don t have to start and finish together for effect. Can rehearse performances and refine ready for performance Understands the role of conductor and takes this role on in performances uses musical vocabulary pitch, tempo and dynamics Can identify difference between fast/slow, loud/soft high/low without confusion Is able to include silences for effect Can copy back simple phrases of up to 8 beats accurately Can sing back call and response songs and s- m-d songs Can listen carefully to new songs and copy back the phrases with increased accuracy Recognises the

3 Composing & Improvisation play tuned and un-tuned create musical patterns explore, choose and organise sounds and musical ideas make improvements to their own work Make and combine the interrelated aspects of music - pitch, duration, dynamics, tempo, timbre, texture and silence- can be organised and used expressively with simple structures how sounds can be made in different ways (e.g. vocalising, clapping, by musical, in the environment, ICT) and described using given and invented signs and symbols begin to use staff notation to listen with concentration and to internalise and recall sounds with increasing aural memory can explore a range of has moved rhythmically to the pulse of the music explores and invents/ experiments own music on and vocally Has explored a range of independently and in groups has moved rhythmically to the pulse of the music is able to keep a steady pulse when accompanying songs and other music explores and invents/ experiments own music on and vocally in small groups and as a class experiments with combining different timbres (sounds) of to create effect Improvises own creative ideas Can compose and improvise short Experiments and refines ways of making sounds on Can hold a beater correctly to create range of sounds on an instrument Can make sounds and recognise how they can give a message Can copy rhythmic patterns with increased accuracy identifying the difference between the duration (length) of notes Can create own rhythmic phrases to perform with or without symbols/graphic notation Can use a given structure to create own musical patterns Can experiment with elements of pitch, duration, dynamics and tempo Can hold a beater correctly to create range of sounds on an instrument Can suggest range of ways of creating a sound on Can create musical patterns using ta and te-te notation (from Kodaly) Can improvise 2 and 4 bar phrases using Can improvise 2 and 4 bar phrases vocally e.g. s-m songs Can copy accurately 2 and 4 bar phrases vocally and on unturned Can create simple notation to represent their own musical ideas Begins to use staff notation notes and

4 rehearse and perform with others. patterns using pitch, dynamics and duration Can compose and improvise with a partner musical patterns to combine 2 or more musical phrases Can create musical phrases from a given stimulus Can create phrases for effects e.g. representing Goldilocks and the three bears Can evaluate the performance of others and give a simple reason Is beginning to make adjustments to their own work after performing Can combine the musical elements of pitch, duration, dynamics, tempo and silence in their own work Can use simple structures e.g. ABA or ABACAD in their own music 4c) Can create their music in different ways Can use given rhythm (Stave House) Can create musical phrases for a purpose selecting most appropriate Can create short melodic phrases Can create short compositions using different layers Can evaluate own and others work and suggest improvements Work with others to create sequences of long and short sounds Can make changes to tempo, dynamics, pitch to improve work Begins to use drones and ostinato to provide accompaniment to performance and composition Is aware of pitch, duration, dynamics, tempo and silence in their compositions Can use a range of

5 symbols/notation to create their musical ideas Is beginning to create own symbols to represent their musical ideas simple structures to compose pieces from and for a stimulus Identify and control changes in pitch and use them expressively Can recognise and use changes in timbre, tempo, pitch and dynamics Listening (describe) Listen with concentration and understanding to a range of high-quality live and recorded music. Listen to a wide genre of musical extracts Begin to move to the beats and rhythms of the music heard Listen to a wide range of musical extracts Begin to identify the heard Begin to show their preferences Listen to a wide range of musical genres and begin to learn the styles i.e. pop, jazz, classical Tap the pulse along with musical extracts Make and control long and short sounds using voices and Can choose and order sounds to achieve on effect/image Can show physical control when playing musical and responding to music Can follow simple notation and begins to follow stave notation Identify the beat and rhythm of a tune Recognise changes in timbre, dynamics and pitch Begin to recognise some of the composers heard

6 Begin to be aware of a range of musical genres Progress across the Primary curriculum at Lydiate Primary School Use musical pencil to show the outlines of the melody Describe the music using dynamics and names of heard (texture & timbre) throughout the year. Begin to use the interrelated dimensions of music to help describe music Key Stage 1 Lower Key Stage 2 Upper Key Stage 2 Pitch High/low Steps Leaps Pentatonic Patterns Major & minor Duration Dynamics Long/short Steady beat Loud/quiet Rhythmic patterns Graduation Crescendo/ diminuendo Strong beats Weak beats Musical vocabulary Metre Crotchets Quavers Strong contrasts 2, 3, 4 5, 6, 9 Dotted and swung rhythms Accents & articulation Tempo Fast/slow Graduation (for effect/mood) Comparing tempi Tempo for mood effects Timbre Exploring Wood, metal, strings Orchestral family timbres Electronic sounds Texture One sound Several sounds Layers Melody Accompaniment Composing devices Weaving Parts Chords Structure Beginnings Endings Simple repeated patterns Question & answer Ostinato Rounds Ternary Forms

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