Music
Music
Intent
At Sayes Court School, we believe that high-quality Music lessons will inspire children to show an appreciation of all genres of music as well as developing their own skills through composition and performance.
Our Music is fully-inclusive, enabling a universal language to be spoken by all our pupils. We provide a music education that empowers individuals to partake in one of the highest art forms, that promotes self-confidence, self-esteem and gives all pupils a sense of achievement.
We do this through providing opportunities for appreciation, composition and singing alongside new opportunities and chances to showcase talents within and beyond our school community. We are committed to inspiring children to develop a life-long love of music, develop creativity, imagination and fostering talents.
Implementation
Teachers are supported to plan an inspiring curriculum which allows our children to be confident in developing their skills into becoming enthusiastic musicians. As part of the planning process teachers will plan for
- Knowledge and vocabulary that the children will need to master.
- A cycle of lessons for each subject, which carefully plans for progression and depth through Rock Steady Music School and Charanga.
- Challenge questions for pupils to apply their learning in a philosophical/open manner;
- Trips and visiting experts who will enhance the learning experience;
- Focus Music teaching with specialist teachers delivering music lesson from Year 2 onwards.
What this looks like in practice:
- All year groups in the school, including EYFS, have a music session.
- The length of the lesson is of 45 minutes for KS2.
- The length of the lesson is of 30-minutes from Nursery to Year 2.
- Vocabulary from previous sessions is revised and built upon to ensure that pupils are developing a bank of vocabulary.
- There are regular opportunities for pupils to practise their singing abilities, music theory, rhythm and composers.
- We use talk for learning in our lessons to guarantee that all students practice their speaking, reading and listening skills.
Schemes, programmes and resources used to support Music:
- Rock Steady Music School
- Charanga
Impact
Our Music Curriculum is high quality, well thought out and is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods:
- A reflection on standards achieved against the planned outcomes;
- A celebration of learning for each term which demonstrates progression across the school;
- Pupil discussions about their learning; which includes discussion of their thoughts, ideas, processing and evaluations of work.
Progression of Skills and Knowledge
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Nursery |
Reception |
Year 1 |
Year 2 |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
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Musicianship |
I can explore how to make sounds using body percussion and percussion instruments.
I am beginning to name a few familiar instruments, e.g., drum, keyboard or guitar. |
I can sing a range of well-known nursery rhymes and songs.
I can perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time with music. |
Use body percussion, instruments and voices.
Find and keep a steady beat together.
Copy back simple rhythmic patterns using long and short.
Copy back simple melodic patterns using high and low.
Complete vocal warm-ups with a copy back option to use Solfa. |
Use body percussion, instruments and voices.
Find and keep a steady beat.
Copy back simple rhythmic patterns using long and short.
Copy back simple melodic patterns using high and low.
Complete vocal warm-ups with a copy back option to use Solfa.
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Use body percussion, instruments and voices.
In the time signatures of: 2/4, 3/4 and 4/4.
Find and keep a steady beat.
Copy back and improvise simple rhythmic patterns using minims, crotchets, quavers and their rests.
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Use body percussion, instruments and voices.
In the key centres of: C major, F major, G major and A minor.
In the time signatures of: 2/4, 3/4 and 4/4.
Find and keep a steady beat.
Listen and copy rhythmic patterns made of semibreves, minims, dotted crotchets, crotchets, quavers, semiquavers and their rests, by ear or from notation.
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Use body percussion, instruments and voices.
In the key centres of: C major, G major, D major, F major and A minor.
In the time signatures of: 2/4, 3/4 and 4/4.
Find and keep a steady beat.
Listen and copy rhythmic patterns made of dotted minims, minims, dotted crotchets, crotchets, dotted quavers, triplet quavers, quavers, semiquavers and their rests, by ear or from notation.
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Use body percussion, instruments and voices.
In the key centres of: C major, G major, D major, A minor and D minor.
In the time signatures of: 2/4, 3/4 and 4/4.
Find and keep a steady beat.
Listen and copy rhythmic patterns made of minims, dotted crotchets, crotchets, dotted quavers, triplet quavers, quavers, semiquavers and their rests, by ear or from notation. |
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Listening |
I enjoy listening to music. |
I can sing a range of well-known nursery rhymes and songs.
I can perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time with music. |
Move and dance with the music.
Find the steady beat.
Talk about feelings created by the music.
Recognise some band and orchestral instruments.
Describe tempo as fast or slow.
Describe dynamics as loud and quiet.
Join in sections of the song, eg chorus.
Begin to understand where the music fits in the world.
Begin to understand about different styles of music.
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Mark the beat of a listening piece (eg Boléro 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.
Identify the beat groupings in the music you sing and listen, eg 2-time, 3-time etc.
Move and dance with the music confidently.
Talk about how the music makes you feel.
Find different steady beats.
Describe tempo as fast or slow.
Describe dynamics as loud or quiet.
Join in sections of the song, eg call and response.
Start to talk about the style of a piece of music.
Recognise some band and orchestral instruments.
Start to talk about where music might fit into the world.
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Share your thoughts and feelings about the music together.
Find the beat or groove of the music.
Walk, move or clap a steady beat with others, changing the speed of the beat as the tempo of the music changes.
Invent different actions to move in time with the music.
Talk about what the song or piece of music means.
Identify some instruments you can hear playing.
Identify if it’s a male or female voice singing the song.
Talk about the style of the music.
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Talk about the words of a song.
Think about why the song or piece of music was written.
Find and demonstrate the steady beat.
Identify 2/4, 3/4, and 4/4 metre.
Identify the tempo as fast, slow or steady.
Recognise the style of music you are listening to.
Discuss the structures of songs.
Identify:
Explain what a main theme is and identify when it is repeated.
Know and understand what a musical introduction is and its purpose.
Recall by ear memorable phrases heard in the music.
Identify major and minor tonality.
Recognise the sound and notes of the pentatonic scale by ear and from notation.
Describe legato and staccato.
Recognise the following styles and any important musical features that distinguish the style: 20th and 21st Century Orchestral, Reggae, Soul, R&B, Pop, Folk, Jazz, Disco, Musicals, Classical, Rock, Gospel, Romantic, Choral, Funk and Electronic Dance Music.
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Talk about feelings created by the music.
Justify a personal opinion with reference to Musical Elements.
Find and demonstrate the steady beat.
Identify 2/4, 3/4, 6/8 and 5/4 metre.
Identify the musical style of a song or piece of music.
Identify instruments by ear and through a range of media.
Discuss the structure of the music with reference to verse, chorus, bridge, repeat signs, chorus and final chorus, improvisation, call and response, and AB form.
Explain a bridge passage and its position in a song.
Recall by ear memorable phrases heard in the music.
Identify major and minor tonality.
Recognise the sound and notes of the pentatonic and Blues scales, by ear and from notation.
Explain the role of a main theme in musical structure.
Know and understand what a musical introduction is and its purpose.
Explain rapping.
Recognise the following styles and any key musical features that distinguish the style: 20th and 21st Century Orchestral, Gospel, Pop, Minimalism, Rock n' Roll, South African, Contemporary Jazz, Reggae, Film Music, Hip Hop, Funk, Romantic and Musicals.
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Talk about feelings created by the music.
Justify a personal opinion with reference to Musical Elements.
Identify 2/4, 4/4, 3/4, 6/8 and 5/4.
Identify the musical style of a song using some musical vocabulary to discuss its Musical Elements.
Identify the following instruments by ear and through a range of media: bass guitar, electric guitar, percussion, sections of the orchestra such as brass, woodwind and strings, electric organ, congas, pianos and synthesizers, and vocal techniques such as scat singing.
Discuss the structure of the music with reference to verse, chorus, bridge and an instrumental break.
Explain a bridge passage and its position in a song.
Recall by ear memorable phrases heard in the music.
Identify major and minor tonality, chord triads I, IV and V, and intervals within a major scale.
Explain the role of a main theme in musical structure.
Know and understand what a musical introduction and outro is, and its purpose.
Identify the sound of a Gospel choir and soloist, Rock band, symphony orchestra and A Cappella groups.
Recognise the following styles and any key musical features that distinguish the style: 20th and 21st Century Orchestral, Soul, Pop, Hip Hop, Jazz: Swing, Rock, Disco, Romantic, Zimbabwean Pop, R&B, Folk, Gospel, Salsa, Reggae, Musicals and Film Music. |
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Singing |
I can use my voice for whispering, speaking, singing, and shouting. |
I can sing a range of well-known nursery rhymes and songs.
I can perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time with music. |
Sing, rap, rhyme, chant and use spoken word.
Demonstrate good singing posture.
Sing songs from memory.
Copy back intervals of an octave and fifth (high, low).
Sing in unison.
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Sing as part of a choir.
Demonstrate good singing posture.
Sing songs from memory and/or from notation.
Sing to communicate the meaning of the words.
Sing in unison and sometimes in parts, and with more pitching accuracy.
Understand and follow the leader or conductor.
Add actions to a song.
Move confidently to a steady beat.
Talk about feelings created by the music/song.
Recognise some band and orchestral instruments.
Describe tempo as fast or slow.
Join in sections of the song, eg chorus.
Begin to understand where the music fits in the world.
Begin to talk about and understand the style of the music.
Know the meaning of dynamics (loud/quiet) and tempo (fast/slow), and be able to demonstrate these when singing by responding to (a) the leader's directions and
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Sing as part of a choir.
Sing a widening range of unison songs, of varying styles and structures.
Demonstrate good singing posture.
Perform actions confidently and in time to a range of action songs.
Sing songs from memory and/or from notation.
Sing with awareness of following the beat.
Sing with attention to clear diction.
Sing expressively, with attention to the meaning of the words.
Sing in unison.
Understand and follow the leader or conductor.
Copy back simple melodic phrases using the voice.
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Rehearse and learn songs from memory and/or with notation.
Sing in different time signatures: 2/4, 3/4 and 4/4.
Sing as part of a choir with awareness of size: the larger, the thicker and richer the musical texture.
Demonstrate good singing posture.
Demonstrate vowel sounds, blended sounds and consonants.
Sing ‘on pitch' and 'in time'.
Sing expressively, with attention to breathing and phrasing.
Sing expressively, with attention to staccato and legato.
Talk about the different styles of singing used for different styles of song.
Talk about how the songs and their styles connect to the world.
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Rehearse and learn songs from memory and/or with notation.
Sing in 2/4, 3/4, 4/4 and 6/8 time.
Sing in unison and parts, and as part of a smaller group.
Sing ‘on pitch' and 'in time'.
Sing a second part in a song.
Self-correct if lost or out of time.
Sing expressively, with attention to breathing and phrasing.
Sing expressively, with attention to dynamics and articulation.
Develop confidence as a soloist.
Talk about the different styles of singing used for different styles of song.
Talk confidently about how connected you feel to the music and how it connects in the world.
Respond to a leader or conductor.
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Rehearse and learn songs from memory and/or with notation.
Sing a broad range of songs as part of a choir, including those that involve syncopated rhythms, with a good sense of ensemble and performance. This should include observing rhythm, phrasing, accurate pitching and appropriate style.
Continue to sing in parts where appropriate.
Sing in 2/4, 4/4, 3/4, 5/4 and 6/8.
Sing with and without an accompaniment.
Sing syncopated melodic patterns.
Demonstrate and maintain good posture and breath control whilst singing.
Sing expressively, with attention to breathing and phrasing.
Sing expressively, with attention to dynamics and articulation.
Lead a singing rehearsal.
Talk about the different styles of singing used for the different styles of songs sung in this year.
Discuss with others how connected you are to the music and songs, and how the songs and styles are connected to the world.
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Notation |
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Explore ways of representing high and low sounds, and long and short sounds, using symbols and any appropriate means of notation.
If appropriate: explore standard notation, using crotchets, quavers and minims, and simple combinations of: C,D,E,F,G
F,G,A
G,B,D
D, E, Fâ¯, G, A
D,A,C
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Explore ways of representing high and low sounds, and long and short sounds, using symbols and any appropriate means of notation.
Explore standard notation, using crotchets, quavers, minims and semibreves, and simple combinations of: C,D,E,F,G,A,B G, A, B, C, D, E, Fâ¯
F, G, A, Bâ, C, D, E
A,B,C,D,E
Identify hand signals as notation, and recognise music notation on a stave of five lines.
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Explore ways of representing high and low sounds, and long and short sounds, using symbols and any appropriate means of notation.
Explore standard notation, using minims,
semibreves, dotted crotchets, crotchets,
quavers and semiquavers, and simple
combinations of:
C,D,E,F,G,A,B
F, G, A, Bâ, C
G,A,B,C,D,E
E, Fâ¯, Gâ¯, A, B
Read and respond to semibreves, minims, crotchets and paired quavers.
Identify:
Identify and understand the differences between crotchets and paired quavers.
Apply spoken word to rhythms, understanding how to link each syllable to one musical note.
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Explore ways of representing high and low sounds, and long and short sounds, using symbols and any appropriate means of notation.
Explore standard notation, using semibreves, minims, dotted crotchets, crotchets, quavers and semiquavers, and simple combinations of: C,D,E,F,G,A,B
F, G, A, Bâ, C
G, A, B, C, D, E, Fâ¯
D, E, Fâ¯, G, A, B, C
Read and respond to semibreves, minims, dotted crotchets, crotchets, quavers and semiquavers.
Identify:
Identify and understand the differences between minims, crotchets, paired quavers and rests.
Read and perform pitch notation within a range.
Follow and perform simple rhythmic scores to a steady beat: maintain individual parts accurately within the rhythmic texture, achieving a sense of ensemble.
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Explore ways of representing high and low sounds, and long and short sounds, using symbols and any appropriate means of notation.
Explore standard notation, using minims, dotted crotchets, crotchets, quavers and semiquavers, and simple combinations of: C,D,E,F,G,A,B
F, G, A, Bâ, C, D, E
G, A, B, C, D, E, Fâ¯
C, G, Aâ, Bâ
G, Gâ¯, A, Bâ, C
D,E,F,G,A,B,C
Eâ, F, G, Aâ, Bâ, C, Dâ
Identify:
Read and respond to minims, crotchets, quavers, dotted quavers and semiquavers.
Recognise how notes are grouped when notated.
Identify the stave and symbols on the stave (such as the treble clef), the name of the notes on lines and in spaces, barlines, a flat sign and a sharp sign.
Further understand the differences between semibreves, minims, crotchets and crotchet rests, paired quavers and semiquavers.
Understand the differences between 2/4, 3/4 and 4/4 time signatures.
Read and perform pitch notation within an octave (eg C–C′/do–do). |
Explore ways of representing high and low sounds, and long and short sounds, using symbols and any appropriate means of notation.
Explore standard notation, using dotted semibreves, dotted minims, minims, triplet crotchets, dotted crotchets, crotchets, dotted quavers, quavers and semiquavers, and simple combinations of: C,D,E,F,G,A,B
F, G, A, Bâ, C, D, E
F, G, Aâ, Bâ, C, D, Eâ
G, A, Bâ, C, D, E, F
G, A, B, C, D, E, Fâ¯
D,E,F,G,A
D, E, Fâ¯, A, B, Câ¯
E, Fâ¯, G, Gâ¯, A, B, C, Câ¯
Eâ, F, G, Aâ, Bâ, C, D
Identify:
Read and respond to minims, crotchets, quavers, dotted quavers and semiquavers.
Recognise how notes are grouped when notated.
Identify the stave and symbols on the stave (such as the treble clef), the name of the notes on lines and in spaces, barlines, a flat sign and a sharp sign.
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Playing Instruments |
I can explore how to make sounds using body percussion and percussion instruments. I am beginning to name a few familiar instruments, e.g., drum, keyboard or guitar. |
I can sing a range of well-known nursery rhymes and songs.
I can perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time with music. |
Rehearse and learn to play a simple melodic instrumental part by ear or from simple notation, in C major, F major, D major and D minor.
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Rehearse and learn to play a simple melodic instrumental part by ear or from notation, in C major, F major and G major.
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Rehearse and learn to play a simple melodic instrumental part by ear or from notation, in C major, F major, G major and E major.
Develop facility in playing tuned percussion or a melodic instrument, such as a violin or recorder. |
Rehearse and learn to play a simple melodic instrumental part by ear or from notation, in C major, F major, G major and D major.
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Rehearse and learn to play a simple melodic instrumental part by ear or from notation, in C major, F major, G major, Eâ major, C minor and D minor.
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. This should initially be done as a whole class, with greater independence gained each lesson through smaller group performance. |
Rehearse and learn to play one of four differentiated instrumental parts by ear or from notation, in the tonal centres of C major, F major, G major, D major, E major, A major, Eâ major, D minor and F minor.
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 (fortissimo), very quiet (pianissimo), moderately loud (mezzo forte) and moderately quiet (mezzo piano). |
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Music Topics by Year Group
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Year group |
Nursery |
Reception |
Year 1 |
Year 2 |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
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Autumn 1 |
Music Canon
Early Years Staffroom Planning
Musical-Development-Matters-ONLINE.pdf (early-education.org.uk)
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Me! |
Hey You! |
Specialist Teacher
Guitars |
Specialist Teacher
Guitars |
Specialist Teacher
Guitars |
Specialist Teacher
Guitars |
Specialist Teacher
Guitars |
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Autumn 2 |
Nativity Production |
Rhythm In the Way we Walk and Banana Rap |
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Spring 1 |
My Stories |
In the Groove |
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Spring 2 |
Everyone! |
Round and Round |
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Summer 1 |
Our World |
Instrumental Term Recorders |
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Summer 2 |
Big Bear Funk |
