Music

Music Key Skills Acquisition

Development matters EYFS	Reception	NC music – pupils should be taught	Year 1	Year 2
Children sing songs, make music and dance and experiment with ways of changing them.	Build a repertoire of songs and dances	Use their voices expressively and creatively by singing songs and speaking chants and rhymes	Explore the use of the voice in different ways such as speaking, singing and chanting. Discover how the voice can produce rhythm and pulse, high and low (pitch) to create different effects. Find out how to sing with expression, confidence and creativity to an audience.	Sing with a sense of the shape of a melody. Represent sounds with symbols Improvise in making sounds with the voice. Perform songs using creativity and expression and create dramatic effect
	Explores the different sounds of instruments	Play tuned and untuned instruments musically	Play instruments showing an awareness of others. Repeat and investigate simple beats and rhythms. Learn to play sounds linking with symbols. Understand how to play an instrument with care and attention.	Perform simple patterns and accompaniments keeping to a steady pulse. Recognise and explore how sounds can be organised Respond to starting points that have been given. Understand how to control playing a musical instrument so that they sound as they should.
		Listen with concentration and understanding to a range of high quality live and recorded music	Choose sounds to represent different things (ideas, thoughts, feelings, moods etc.) Reflect on music and say how it makes people feel, act and move. Respond to different composers and discuss different genres of music. Have opportunities to meet and work with professional musicians	Notice how music can be used to create different moods and effects and to communicate ideas. Listen and understand how to improve own composition. Sort composers into different genres and instruments into different types. Have opportunities to meet and work with professional musicians.
		Experiment with, create, select and combine sounds using the inter-related dimensions of music.	Create a sequence of long and short sounds with help, including clapping longer rhythms. Investigate making sounds that are very different (loud and quiet. High and low etc.) Explore own ideas and change as desired	Choose carefully and order sounds in a beginning, middle and end. Use sounds to achieve an effect (including use of ICT). Create short musical patterns Investigate long and short sounds. Explore changes in pitch to communicate an idea

Knowledge, skills and understanding

Performing Year 1	Composing (incl. notation) Year 1	Appraising Year 1
Can they use their voices to speak/sing/chant? Do they join in with singing? Can they use instruments to perform? Do they look at their audience when they are performing? Can they clap short rhythmic patterns? Can they copy sounds?	Can they make different sounds with their voice? Can they make different sounds with instruments? Can they identify changes in sounds? Can they change the sound? Can they repeat (short rhythmic and melodic) patterns? Can they make a sequence of sounds? Can they show sounds by using pictures?	Can they respond to different moods in music? Can they say how a piece of music makes them feel? Can they say whether they like or dislike a piece of music? Can they choose sounds to represent different things? Can they recognise repeated patterns? Can they follow instructions about when to play or sing?
Performing Year 2	Composing (incl. notation) Year 2	Appraising Year 2
Do they sing and follow the melody (tune)? Do they sing accurately at a given pitch? Can they perform simple patterns and accompaniments keeping a steady pulse? Can they perform with others? Can they play simple rhythmic patterns on an instrument? Can they sing/clap a pulse increasing or decreasing in tempo?	Can they order sounds to create a beginning, middle and an end? Can they create music in response to (different starting points)? Can they choose sounds which create an effect? Can they use symbols to represent sounds can they make connections between notations and musical sounds?	Can they improve their own work? Can they listen out for particular things when listening to music?
Challenging Year 1	Challenging Year 1	Challenging Year 1
Can they make loud and quiet sounds? Do they know that the chorus keeps being repeated?	Can they tell the difference between long and short sounds? Can they tell the difference between high and low sounds? Can they give a reason for choosing an instrument?	Can they tell the difference between a fast and slow tempo? Can they tell the difference between loud and quiet sounds? Can they identify two types of sound happening at the same time?
Challenging Year 2	Challenging Year 2	Challenging Year 2
Can they sing/play rhythmic patterns in contrasting tempo: keeping to the pulse?	Can they use simple structures in a piece of music? Do they know that end of phrases are where we breathe in a song?	Do they recognise sounds that move by steps and by leaps?

What we are doing this year...

MUSIC

Reception

Me!

My Stories

Everyone!

Our World

Big Bear Funk

Reflect, Rewind, Replay

Year 1

Hey You!

Rhythm In The Way We Walk and Banana Rap

In The Grove

Round and Round

Your Imagination

Reflect, Rewind, Replay

Year 2

Hands, Feet, Heart

Ho Ho Ho

I Wanna Play In A Band

Zootime

Friendship Song

Reflect, Rewind, Replay

Music Key Skills Acquisition

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