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Years 1 and 2
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Years 3 and 4
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Years 5 and 6
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Singing songs with control and using the voice expressively.
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- To find their singing voice and use their voices confidently.
- Sing a melody accurately at their own pitch.
- Sing with a sense of awareness of pulse and control of rhythm.
- Recognise phrase lengths and know when to breathe.
- Sing songs expressively.
- Follow pitch movements with their hands and use high, low and middle voices.
- Begin to sing with control of pitch (e.g. following the shape of the melody).
- Sing with an awareness of other performers.
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- Sing with confidence using a wider vocal range.
- Sing in tune.
- Sing with awareness of pulse and control of rhythm.
- Recognise simple structures. (Phrases).
- Sing expressively with awareness and control at the expressive elements. E.g. timbre, tempo, dynamics.
- Sing songs and create different vocal effects.
- Understand how mouth shapes can affect voice sounds.
- Internalise sounds by singing parts of a song ‘in their heads.’
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- Sing songs with increasing control of breathing, posture and sound projection.
- Sing songs in tune and with an awareness of other parts.
- Identify phrases through breathing in appropriate places.
- Sing with expression and rehearse with others.
- Sing a round in two parts and identify the melodic phrases and how they fit together.
- Sing confidently as a class, in small groups and alone, and begin to have an awareness of improvisation with the voice.
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Year 1
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Year 2
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Year 3
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Year 4
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Year 5
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Year 6
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- Speak and chant in a group;
- Sing songs in different styles conveying different moods and with increasing control (dynamics, clear words etc)
- Coordinate actions to go with songs
- Sing a variety of songs
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- Have more control over their breathing, dynamics and diction
- Have more accuracy in their pitching
- Identify when pitch is getting higher/lower and use their voice to recreate a note of the same pitch
- Follow a leader and signals such as start/stop
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- Sing songs in a variety of styles with increasing confidence including some from memory
- Show an increasing awareness of pitch and the ‘shape’ of a melody
- Understand the importance of correct posture and breathing
- Chant or sing in a round in two parts
- Recognise basic musical structures in songs (verse/chorus/ call/response/echo etc
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- Sing songs with an increasing awareness of the ‘shape’ of the melody and of musical expression (dynamics. Breathing control, tempo changes, mood, feeling
- Sing two and three round parts with increasing confidence and accuracy
- Sing confidently in small groups or individually
- Copy short phrases accurately and sing up and down in steps independently
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- Sing songs across a variety of styles with accuracy and confidence
- Sing the second part of a two-part song with increasing confidence and accuracy
- Comment on the history, purpose, meaning, message and mood of a song
- Sing independently with increasing accuracy and confidence
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- Use expression to communicate the mood and meaning of a song
- Maintain their own part in a round and in two-part songs
- Perform a variety of songs from memory with musicality (attention to phrasing, breathing, dynamics and pitch)
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Years 1 and 2
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Years 3 and 4
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Years 5 and 6
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Listening, memory and movement
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- Recall and remember short songs and sequences and patterns of sounds.
- Respond physically when performing, composing and appraising music.
- Identify different sound sources.
- Identify well-defined musical features.
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- Identify melodic phrases and play them by ear.
- Create sequences of movements in response to sounds.
- Explore and chose different movements to describe animals.
- Demonstrate the ability to recognise the use of structure and expressive elements through dance.
- Identify phrases that could be used as an introduction, interlude and ending.
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- Internalise short melodies and play these on pitched percussion (play by ear).
- Create dances that reflect musical features.
- Identify different moods and textures.
- Identify how a mood is created by music and lyrics.
- Listen to longer pieces of music and identify features.
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Year 1
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Year 2
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Year 3
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Year 4
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Year 5
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Year 6
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- Move in time to a steady beat
- Respond through movement to different characteristics and mood of music
- Recognise the sounds of classroom percussion instruments and name them
- Begin to use musical terms (quiet, loud, high, low, fast slow etc)
- Begin to articulate how changes in speed, pitch and dynamics convey and effect mood
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- Listen with increased concentration
- Recognise difference in pitch that can be heard
- Recognise how sounds are made (tapping, scraping, hitting etc)
- Recognise changes in tempo, dynamics and pitch
- Begin to use musical terminology to describe mood (The mood is sad because the music is very slow etc.)
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- Listen with concentration to longer pieces/extracts of music
- Listen to live and recorded music commenting on beat (steady or not steady), specific patterns in tune or rhythm, tempo, dynamics and mood using appropriate musical terminology
- Recognise familiar instrumental sounds in music (guitar, violin drums etc)
- Identify repetition in music or song
- Aurally recognise wooden, metal and skin percussion instruments and begin to name them
- Use musical terminology to describe what is happening in their own musical compositions.
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- Aurally recognise and name a range of orchestral and school percussion instruments
- Recognise and talk about contrasting styles of music in brad terms, using such language as tempo, dynamics, timbre
- Recognise music from different times and cultures identifying key features
- Identify rhythmic or melodic ostinato in live and recorded music
- Identify the structure of a song (chorus, verse, call, response etc)
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- Aurally recognise the range of instruments taught in school
- Recognise and talk confidently about specific styles with growing awareness of musical differences and similarities
- Recognise chords, the relationship between melody and lyrics and features of expression, phrasing, dynamics, different tempo)
- Talk about music they hear/like/dislike in musical terms
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- Distinguish between different timbre and texture in pieces of music and different instruments
- Identify and discuss ‘what happens when’ within simple musical structures
- Compare two pieces of music from different styles/times and discuss their similarities and differences
- Use a wide range of musical vocabulary accurately and appropriately
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Years 1 and 2
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Years 3 and 4
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Years 5 and 6
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Controlling pulse and rhythm
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- Identify the pulse in different pieces of music.
- Identify the pulse and join in getting faster and slower together.
- Identify long and short sounds in music.
- Perform a rhythm to a given pulse.
- Begin to internalise and create rhythmic patterns.
- Accompany a chant or song by clapping or playing the pulse or rhythm.
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- Recognise rhythmic patterns.
- Perform a repeated pattern to a steady pulse.
- Identify and recall rhythmic and melodic patterns.
- Identify repeated patterns used in a variety of music. (Ostinato).
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- Identify different speeds of pulse (tempo) by clapping and moving.
- Improvise rhythm patterns.
- Perform an independent part keeping to a steady beat.
- Identify the metre of different songs through recognising the pattern of strong and weak beats.
- Subdivide the pulse while keeping to a steady beat.
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Year 1
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Year 2
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Year 3
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Year 4
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Year 5
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Year 6
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Texture
- Perform simple accompaniments to a melody
Duration
- Keep a steady pulse and play at different speeds
- Clap back a simple rhythm
- Use a rhythmic ostinato to accompany a song
Pitch
- Control changes in pitch with their voice and instruments – higher/lower
- Create and perform simple melodies using two tones on a tuned instrument
Tempo
- Control changes in tempo with their voice and instruments, e.g. faster/slower
Dynamics
- Control changes in dynamics with their voice and instruments, e.g. louder/quieter
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Texture
- Perform simple accompaniments to a melody
Duration
- Keep a steady pulse and play at different speeds
- Clap back a simple rhythm
- Use a rhythmic ostinato to accompany a song
- Differentiate between pulse and rhythm
- Differentiate between long and short sounds and use them when composing
Pitch
- Control changes in pitch with their voice and instruments – higher/lower
- Create and perform simple melodies using two tones on a tuned instrument
- Differentiate between high and low sounds
- Show changes in pitch using tuned percussion e.g. steps, slides, jumps
Tempo
- Control changes in tempo with their voice and instruments, e.g. faster/slower
Dynamics
- Control changes in dynamics with my voice and instruments, e.g. louder/quieter
- Choose appropriate dynamics for songs and accompaniment
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Texture
- Create their own ostinato and riffs (rhythmic and melodic) and play them in time with others
Duration
- Create and perform simple rhythmic patterns
- Improvise a rhythm over a steady pulse Keep a steady pulse and play at different speeds
Pitch
- Explore and create melodies that use steps and leaps and a wider range of notes
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Texture
- Create their own ostinato and riffs (rhythmic and melodic) and play them in time with others
Duration
- Create and perform simple rhythmic patterns
- Improvise a rhythm over a steady pulse Keep a steady pulse and play at different speeds
Pitch
- Explore and create melodies that use steps and leaps and a wider range of notes
- Show an understanding of scales in their compositions and performances, e.g. pentatonic, blues etc
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Duration
- Understand the music is given character by the use of metre and rhythm patterns, and select them as appropriate in their compositions
Pitch
- Use an octave to compose and improvise melodies
- Understand the concept of, and use, the ‘home note’ when composing.
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Duration
- Understand the music is given character by the use of metre and rhythm patterns, and select them as appropriate in their compositions
- Create and perform more complicated rhythms (semiquavers, syncopation), aurally and from notations
- Tap a pulse in different metres (2, 3, 4, 5)
Pitch
- Use an octave to compose and improvise melodies
- Understand the concept of, and use, the ‘home note’ when composing.
- Understand that particular sets of notes give music its characteristic sound – e.g. minor chords for sad music
- Understand and use chords in sequences
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Years 1 and 2
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Years 3 and 4
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Years 5 and 6
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Exploring sounds, melody and accompaniment
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- To explore different sound sources.
- Make sounds and recognise how they can give a message.
- Identify and name classroom instruments.
- Create and chose sounds in response to a given stimulus.
- Identify how sounds can be changed.
- Change sounds to reflect different stimuli.
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- Identify ways sounds are used to accompany a song.
- Analyse and comment on how sounds are used to create different moods.
- Explore and perform different types of accompaniment.
- Explore and select different melodic patterns.
- Recognise and explore different combinations of pitch sounds
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- Skills development for this element are to be found within ‘Control of instruments’ and ‘Composition’.
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Year 1
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Year 2
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Year 3
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Year 4
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Year 5
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Year 6
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- Make different sounds using their bodies, found objects, voices and conventional instruments
- Make different sounds such as high/low (pitch), long/short (duration), loud/quiet (dynamics)fast/slow (tempo)
- Begin to understand that different sounds can convey mood/feeling
- Add chosen sounds to appropriate moments in a narrative
- Sort and name different sounds according to a given or own criteria
- Create a sequence of different sounds in response to a musical stimuli
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- Make different sounds using their voice and hands
- Make different sounds such as high/low (pitch), long/short (duration), loud/quiet (dynamics)fast/slow (tempo)
- Explore shapes of melodies and rhythmic patterns
- Choose musical sound effects to follow a story or match a picture
- Use graphics/symbols to represent the sounds they have made
- Use these symbols to make a simple score of the music
- Compose and perform their own composition
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- Understand how different sounds are made (tapping, blowing, scraping etc)
- Copy the rhythmic pattern of spoken phrases and sentences
- Understand how different sounds can be manipulated to convey different moods and feelings
- Compose short melodic phrases which represent feelings/pictures/ words etc
- Compose a piece of music with a clear beginning, middle and end
- Compose music with a variety of sound duration, tempo or dynamics in a small group
- Compose music that conveys different feelings and moods
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- Explore sounds to create different effects and convey different moods and feelings
- Explore rhythmic patterns from different times and places
- Understand a pentatonic scale
- Use pitched instruments to create short melodies
- Incorporate effective moments of silence (rests) into compositions
- Compose simple rhythmic accompaniments to songs using ostinato or drone
- Compose music with a recognisable structure
- Arrange perform their own versions of songs using accompaniments
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Years 1 and 2
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Years 3 and 4
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Years 5 and 6
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Control of instruments
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- Play instruments in different ways and create sound effects.
- Handle and play instruments with control.
- Identify different groups of instruments.
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- Identify melodic phrases and play them by ear.
- Select instruments to describe visual images.
- Choose instruments on the basis of internalised sounds.
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- Identify and control different ways percussion instruments make sounds.
- Play accompaniments with control and accuracy.
- Create different effects using combinations of pitched sounds.
- Use ICT to change and manipulate sounds.
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Year 1
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Year 2
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Year 3
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Year 4
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Year 5
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Year 6
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- Choose sounds to represent ideas (e.g. shakers for leaves falling off a tree)
- Play instruments in any way that makes a sound (scraping, tapping, shaking etc)
- Play in time to a steady beat using instruments or body sounds
- Play loudly, quietly, fast or slow
- Imitate a simple rhythm or pattern on an instrument
- Play a repeated rhythm (ostinato) to accompany a song
- Play a singe pitched note (drone) to accompany a song
- Play, with support, the rhythm of a spoken sentence or short phrase
- Follow simple hand signals for stop/start, loud/quiet
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- Choose sounds to represent ideas (e.g. shakers for leaves falling off a tree)
- Accompany songs with thought to the meaning/mood
- Show control in maintaining a steady beat, changing tempo and dynamics
- Perform a repeated two note ostinato to accompany a song
- Perform a rhythmic accompaniment to a song
- Perform a sequence of sounds using a graphic score
- Follow a leader to start and stop together
- Demonstrate a growing confidence in performing individually or as part of a small group
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- Select a sound or instrument to achieve an effect, e.g. quiet playing on chime bars to create something peaceful
- Keep a steady beat individually or in a group
- Maintain a rhythmic or melodic ostinato at the same time as a different one
- Copy a short melodic pattern by ear on a pitched instrument
- Play using symbols including graphic and traditional notation
- Follow simple hand directions from a leader
- Perform with an awareness of others
- Combine musical sounds with movement and narrative
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- Select a sound or instrument to achieve an effect, e.g. quiet playing on chime bars to create something peaceful
- Identify families of instruments and world instruments, e.g. wind, brass, African drums
- Play music that involves rests
- Play by ear, experimenting to find known tunes or phrases
- Play music in a metre pf two and three (waltz) time
- Follow a leader starting/stopping, changing dynamics and tempo accordingly
- Perform to an audience in small groups or as a solo player
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- Select appropriate sounds to achieve an effect for a purpose, e.g. strong beat on drum for dance music.
- Play a range of percussion and instrumental instruments with increasing confidence and ability
- Play and improvise as part of a group and as a solo performer
- Maintain their own part in a small instrumental group
- Perform with a sense of pulse in a variety of metres
- Perform a piece of music using notation (graphic or conventional)
- Play by ear to copy or find simple tunes or phrases
- Maintain a rhythmic or melodic ostinato or drone to accompany others
- Perform pieces with increasing expression and musicality
- Perform a variety of styles to an audience, both as a group or solo player
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- Select appropriate sounds to achieve an effect for a purpose, e.g. strong beat on drum for dance music.
- Create music that uses appropriate sounds to achieve an intention, e.g. creating a sea soundscape
- Perform in mixed groups on a range of instruments with confidence and accuracy
- Lead/conduct a group of instrumental performers
- Maintain own part on a pitched instrument when playing as an ensemble
- Maintain a rhythmic or melodic accompaniment to other performers
- Confidently perform their own compositions
- Record their work
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Years 1 and 2
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Years 3 and 4
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Years 5 and 6
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Composition
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- Contribute to the creation of a class composition.
- Basic skills developments for composition in KS1 are to be found within ‘Exploring sounds’.
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- Create textures by combining sounds in different ways.
- Create music that describes contrasting moods/emotions.
- Improvise simple tunes based on the pentatonic scale.
- Compose music in pairs and make improvements to their own work.
- Create an accompaniment to a known song.
- Create descriptive music in pairs or small groups.
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- Identify different starting points or composing music.
- Explore, select combine and exploit a range of different sounds to compose a soundscape.
- Write lyrics to a known song.
- Compose a short song to own lyrics based on everyday phrases.
- Compose music individually or in pairs using a range of stimuli and developing their musical ideas into a completed composition.
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Year 1
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Year 2
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Year 3
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Year 4
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Year 5
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Year 6
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- Choose and order sounds and patterns
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- Choose and order sounds and patterns
- Compose in a small group with other children
- Compose and perform their own composition
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- Share ideas and listen to others when working on a composition
- Compose short melodic phrases which represent feelings/pictures/ words etc
- Compose a piece of music with a clear beginning, middle and end
- Compose music with a variety of sound duration, tempo or dynamics in a small group
- Compose music that conveys different feelings and moods
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- Share ideas and listen to others when working on a composition
- Be in charge of a group and take directions when working on a composition
- Incorporate effective moments of silence (rests) into compositions
- Compose simple rhythmic accompaniments to songs using ostinato or drone
- Compose music with a recognisable structure
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- Bear in mind the purpose of a piece and the ability of the players
- Plan a composition, alone or in a group, and monitor its development
- Explore sounds made on different orchestral instruments
- Use conventional and graphic notation to record rhythmic or melodic compositions
- Layer rhythmic and melodic compositions and play music with syncopation
- Improvise over a drone using given notes
- Play chords
- Compose music for a special occasion (a fanfare for example)
- Write lyrics to match a melody
- Use repetition, drone, ostinato etc for effect in a composition
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- Bear in mind the purpose of a piece and the ability of the players
- Plan a composition, alone or in a group, and monitor its development
- Use the inter-related dimensions to improve the quality of their compositions
- Recognise characteristics of styles of music (blues, folk, gospel, rap etc)
- Improvise in a range of styles
- Use different scales appropriately for a piece of music (pentatonic, blues etc)
- Compose music in a variety of styles
- Arrange a song for a class performance with appropriate pitched and unpitched accompaniment
- Refine own compositions after discussion
- Use a range of conventional and traditional symbols to record compositions
- Confidently perform their own compositions
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Years 1 and 2
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Years 3 and 4
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Years 5 and 6
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Reading and writing notation
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- Perform long and short sounds in response to symbols.
- Create long and short sounds on instruments.
- Play and sing phrase from dot notation.
- Record their own ideas.
- Make their own symbols as part of a class score.
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- Perform using notation as a support.
- Sing songs with staff notation as support.
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Year 1
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Year 2
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Year 3
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Year 4
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Year 5
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Year 6
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- Use pictures (fly, spider etc) to represent and organise sounds
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- Use pictures (fly, spider etc) to represent and organise sounds
- Write / draw patterns to represent long and short sounds
- Use words / pictures to create rhythm patterns
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- Perform sounds (including pitch and rhythm) from a simple graphic score, (1 or 2 line)
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- Perform sounds (including pitch and rhythm) from a simple graphic score, (1 or 2 line)
- Recognise crotchets, crotchet rests, quavers, minims, semibreves and use them to compose and perform rhythms
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- Use a graphic score with a more complex texture
- Use a variety of note values to compose, notate and perform.
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- Use a graphic score with a more complex texture
- Use a variety of note values to compose, notate and perform.
- Recognise and use simple staff notation.
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Years 1 and 2
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Years 3 and 4
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Years 5 and 6
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Performance skills
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- Perform together and follow instructions that combine the musical elements.
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- Perform in different ways, exploring the way the performers are a musical resource.
- Perform with awareness of different parts.
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- Present performances effectively with awareness of audience, venue and occasion.
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Year 1
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Year 2
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Year 3
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Year 4
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Year 5
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Year 6
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- Sit silently with an instrument
- Perform to people they don’t know
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- Sit silently with an instrument
- Perform to people they don’t know
- Practice and refine performances in groups and as a class
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- Perform as part of a team
- Carry on if they make a mistake in a performance
- Practice and refine performances in groups and as a class
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- Perform as part of a team
- Carry on if they make a mistake in a performance
- Practice and refine performances in groups and as a class
- Perform by ear and by using forms of notation
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- Play confidently to a variety of audiences
- Lead a group by counting in, beating time etc
- Recover from mistakes in a performance
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- Play confidently to a variety of audiences
- Lead a group by counting in, beating time etc
- Recover from mistakes in a performance
- Play in an ensemble, taking an individual part and showing an awareness of balance
- Use the inter-related dimensions to improve the quality of their performances
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Years 1 and 2
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Years 3 and 4
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Years 5 and 6
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Evaluating and appraising
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- Choose sounds and instruments carefully and make improvements to their own and others’ work.
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- Recognise how music can reflect different intentions.
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- Improve their work through analysis, evaluation and comparison.
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Year 1
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Year 2
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Year 3
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Year 4
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Year 5
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Year 6
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- Use non-verbal methods to show their opinion e.g. thumbs up or down
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- Use non-verbal methods to show their opinion e.g. thumbs up or down
- Suggest changes to performances by using the opposites (faster/slower, louder/quieter, higher/lower)
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- Improve their own work, stating how it has been improved using musical vocabulary
- Use an extended musical vocabulary to express personal taste
- Recognise ensembles – orchestra, choir, etc
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- Improve their own work, stating how it has been improved using musical vocabulary
- Use an extended musical vocabulary to express personal taste
- Recognise ensembles – orchestra, choir, etc
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- Suggest and implement improvements to compositions and performances, saying whether the changes have worked in achieving the intended effect and why/not
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- Suggest and implement improvements to compositions and performances, saying whether the changes have worked in achieving the intended effect and why/not
- Refine own compositions after discussion
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