Corpus Christi Catholic Primary School

Year group

Singing

Playing

Improvising /Composing

Listening

Year 6

Maintain an independent harmony in a group when singing and recognise/self-correct when out of time.

Demonstrate increasing confidence, expression, skill and level of musicality through taking different roles in performance and rehearsal.

Compose and notate  music using western notation  which demonstrates understanding of more complex structures and discuss the choices made.(e.g. 12 bar blues)

Listen and evaluate a range of live and recorded music from different traditions, genres, styles and times, responding appropriately to the context.

Year 5

Sing confidently in two or three parts whilst maintaining an appropriate pulse.

More confidently identify, recognise and respond to some western notation for pitch and rhythm.

Follow performance directions when playing, including stopping and starting, dynamics and tempo (following notation or a conductor).

Create music which demonstrates understanding of more traditional musical structure (e.g. ABA), discuss and justify choices made.

Create music which demonstrates understanding of musical elements(tempo, pitch, dynamics,

timbre, texture, rhythm, pulse) and use appropriate symbols, including some western notation to record choices.

Communicate personal thoughts through creative responses to music such as visual arts, dance and creative writing and begin to explore responses using knowledge of musical elements.

Year 4

Sing confidently whilst maintaining an appropriate pulse and singing in rounds.

Follow and maintain an independent part in a small group using western notation for pitch and rhythm.

Begin to identify, recognise and play western notation for pitch and rhythm.

 Follow simple performance directions when playing, including starting, stopping, dynamics and tempo using classroom percussion. (using graphic notation or following a conductor)

Create music which demonstrates understanding of more traditional musical structure (e.g. ABA) and discuss the choices made

Create music which demonstrates understanding of musical elements(tempo, pitch, dynamics,

timbre, texture, rhythm, pulse)

e.g creating a sound story for a train journey.

Create music which demonstrates understanding of simple structure and use appropriate symbols to notate music

with graphic or traditional notation

Listen with increased concentration, responding appropriately to a variety of live and recorded music, making note of musical features such as instrumentation, pitch, tempo and dynamics.

E.g. music to fit an occasion-WW2

Year 3

Sing in tune with a wider pitch range (within an octave C-C) with a good sense of pulse and rhythm and internalise confidently.

Keep the pulse and play simple rhythms using body percussion and classroom percussion instruments with some accuracy and begin to play a tuned instrument (recorder) and recognise graphic notation (picture and symbols) and some more formal notation.

Create sounds using voice, body percussion and classroom percussion in a given context (e.g. flight of a bird) utilising elements such as pitch, dynamics, tempo.

Musically demonstrate increased understanding of basic musical features, be able to describe the quality of sounds heard, how they are made and names of common musical instruments.

Year 2

Singing broadly in tune with a limited pitch range and perform with some sense of pulse and rhythm, internalising parts of a song or rhyme.

Keep the pulse and play simple rhythms using body percussion and classroom percussion instruments with some accuracy and begin to play a tuned instrument (recorder) and recognise graphic notation.(picture and symbols)

Create sounds using voice, body percussion and classroom percussion in a given context (e.g. sounds of a thunderstorm,)

Comment and respond to live and recorded sounds, classroom sounds and musical instruments.

Year 1

Singing broadly in tune with a limited pitch range and beginning to use my thinking voice (internalise) in parts of a song or chant.

Keeping the pulse using body percussion, movement and classroom percussion instruments

(untuned instruments).

Experimenting and exploring different sounds using body percussion, voice and classroom percussion instruments.

(Rainstorm Music)

Respond to live and recorded music

(e.g. Carnival of the Animals by 

Saint- Saens) and make appropriate physical movements that represent sounds.

EYFS

Singing broadly in tune with a limited pitch range.

Using body percussion, movement and classroom percussion (untuned instruments) instruments to make sounds, beginning to keep a rhythm.

Experimenting and exploring different noises using body percussion, voice and classroom percussion instruments.

Respond to live and recorded music through movement and repetition.

Year group

Embedded Knowledge

(End Points)

Teaching and Learning Sequence

Additional Notes

Year 6

Maintain an independent harmony in a group when singing and recognise when out of time.

WCET Tin Whistle

Half-term Workshops with K.Vinti on performing and understanding a variety of songs.

(Summer)

Year 5

Sing confidently in two or three parts whilst maintaining an appropriate pulse.

 Half-term Workshops with K.Vinti on performing and understanding a variety of songs.

(Spring 1)

Year 4

Sing confidently whilst maintaining an appropriate pulse and singing in rounds.

WCET: Brass

Sing, (and perform to an audience), a variety of songs with confidence, at the same time as maintaining  structure on the instrument.  Maintain the blow pattern, be it rhythmic, or on the pulse, whilst singing.

WCET: Brass

Insert songs

 (Other songs depend upon progression of the class)

Year 3

Sing in tune with a wider pitch range (within an octave C-C) with a good sense of pulse and rhythm and internalise confidently.

Sing a variety of  songs, using the full octave range. Sing songs in unison and as a round. Have the opportunity to take a solo role if desired.

Half-term Workshops with K.Vinti on performing and understanding a variety of songs.

(Summer 1)

Insert songs

Year 2

Singing broadly in tune with a limited pitch range and perform with some sense of pulse and rhythm, internalising parts of a song or rhyme.

WCET: recorder

All instrumental work is supported by singing.  Pupils sing and trace, (pitchometer), the stepwise and leaping movement of the melody line using their voices and hands and relating it to the given western notation. Singing is incorporated into their final instrumental performance.

Half-term Workshops with K.Vinti on performing and understanding a variety of songs.

(Spring 2)

WCET: Recorder

Insert songs

Year 1

Singing broadly in tune with a limited pitch range and beginning to use my thinking voice (internalise) in parts of a song or chant.

WCET: Glockenspiel

All instrumental work is supported by singing.Pupils sing and trace, (pitchometer), the stepwise and leaping movement of the melody line using their voices and hands.

Half-term Workshops with K.Vinti on performing and understanding a variety of songs.

(Spring 1)

WCET: Glockenspiel

Insert songs

EYFS

Singing broadly in tune with a limited pitch range.

Half-term Workshops with K.Vinti on performing and understanding a variety of songs.

(Spring 21)

Year group

Embedded Knowledge

(End Points)

Teaching and Learning Sequence

Additional Notes

Year 6

Demonstrate increasing confidence, expression, skill and level of musicality through taking different roles in performance and rehearsal.

Follow and maintain an independent part in a small group using western notation for pitch and rhythm.

WCET tin whistle: Get Katy to amend

• Perform a range of both picked (walking fingers) and strummed pieces, maintaining good posture and strumming/picking technique.
• Sing a variety of songs whilst performing using chord shapes and simple strumming patterns as part of a whole class ensemble.

Pick simple to progressively more complex pieces using ukulele TAB over all 4 strings with an increasing range of frets.

WCET Tin whistle: Get katy to amend

Chord symbols and Ukulele TAB are used throughout this project, enabling pupils to access ukulele music independently during and beyond the project. Thereby encouraging a live long love of music and music performance and extending their knowledge of notation types.

Picking Piece: progressively use 4 strings, 1^st,2^nd,3^rd and 5^th frets.

Chords: C, Am, F, G7, extending where appropriate to D, Em.

Year 5

.

WCET Elective musicf

Year 4

Follow simple performance directions when playing, including starting, stopping, dynamics and tempo using classroom percussion. (using graphic notation or following a conductor)

Begin to identify, recognise and play western notation for pitch and rhythm.

WCET : Brass

• Through simple rhythm games, performances and composition/improvisation activities, pupils copy/create rhythmic patterns, ostinatos and polyrhythms, on the Brass instruments, using good posture, 2 given notes and a strong sense of pulse. Present performances as a whole class and in small groups.
• Emphasis is given to maintaining/developing a strong sense of pulse whilst performing rhythmic patterns of increasing complexity learning through listening, internalising and using the musical thinking voice, rather than notation. This is traditionally music taught through aural tradition.

WCET: Brass

Pupils copy and improvise their own simple 4 beat rhythm patterns performing solo as part of a whole class ensemble.

Maintain in small groups, their own given rhythmic ostinato as part of a more complex whole class polyrhythmic piece.

Follow given directions whilst performing in order to stop, start, change dynamics, and move to contrasting sections, whilst maintaining a steady pulse as part of a whole ensemble.

Present their own performances, controlling tempo/pulse, starting and stopping independently.

Year 3

Year 2

Keep the pulse and play simple rhythms using body percussion and classroom percussion instruments with some accuracy and begin to recognise graphic notation.(picture and symbols)

WCET : recorders

• Repeat through call and response, simple melodic and rhythmic phrases with an increasing range of stepwise and leaping movement.
• Through singing, visualising with simple western notations and use of body actions, perform a variety of pieces, increasing in length, range of notes and rhythmic development, with awareness of pulse and pitch movement.
• Perform to an audience with a sense of occasion. 

WCET:Recorders  Askt Carol to advise

“Frere Jacque”: performed as a round, pupils maintaining own part within whole class performance.

“Glockenspiel Blues”:  Note range of over an octave, set in an extended A,B,A,C,A structure.

• , A,B,A structure

“Twinkle Twinkle little star”, Use of leaps and taught through call and response as well as notation.

• Addition of Syncopation

Identify 1,2,4 beat notes, 1 beat rest, C,D,E and A on the western stave, and be able to count the bars in a piece.

Year 1

Keeping the pulse using body percussion, movement and classroom percussion instruments

WCET: Glockenspiel project

• Follow given directions to start, stop and change sounds on the glockenspiel.
• Repeat, through call and response, rhythmic and simple 3 note melodic phrases on the glockenspiel with a strong sense of pulse.
• Use visual symbols related to western notation, singing and body actions as embedding and internalising tools.
• Perform simple repetitive 8 bar melodies as part of a whole class ensemble, with awareness of pulse and pitch stepwise movement up and down.
• Perform to an audience with a sense of occasion.  

WCET :Glockenspiel project

Beater hold, bounce and point of contact with instrument to make a good quality sound when starting and stopping, changing tempo and dynamics.

“Pitchometer”, used consistently when singing, and relate to stepwise movement up and down the glockenspiel.

“Yr 1 wiggle” using notes C D E, 1 and 2 beat notes.

 “Bossa Nova” using notes G A B, 1 and 4 beat notes

 “Rocking Rhythms” using notes C D and introducing ½ beat notes.

 “I spied a spy”, using E leaping to A and B, introduction of 1 beat rests.

Or similar pieces using the same progressive skills.

Year group

Embedded Knowledge

(End Points)

Teaching and Learning Sequence

Additional Notes

Year 6

Compose and notate  music using western notation  which demonstrates understanding of more complex structures and discuss the choices made.(e.g. 12 bar blues)

Year 5

Year 4

Create music which demonstrates understanding of musical elements(tempo, pitch, dynamics,

timbre, texture, rhythm, pulse)

e.g creating a sound story for a train journey. Create music which demonstrates understanding of more traditional musical structure (e.g. ABA) and discuss the choices made

Create music which demonstrates understanding of simple structure and use appropriate symbols to notate music with graphic or traditional notation.

Music service advice

WCET: Brass

In small groups, using the structural tools studied as part of whole class performance activities, create and perform to a given audience their own Brass pieces.

Music service advice

WCET: Brass

Pupils create their own Brass pieces combining their own 4 beat ostinato rhythms (taken from thematically sourced rhythmic word patterns), into polyrhythmic textured compositions which are structured with a call and response introduction, middle section and an ending. They record their ideas in an appropriate manner, (not necessarily through western notation due to the complexity of the rhythms used), in order to aid memory when performing.

Year 3

Year 2

Lizzy link to NC KS! And Recorders

Carol to advise

Carol to advise

Year 1

Experimenting and exploring different sounds using body percussion, voice and classroom percussion instruments.

WCET: Glockenspiel project

Pupils start, stop, and change dynamics and tempo in response to visual directions. Exploring the effects these changes make upon the sound produced. (Creating fairy dust).

Cath Vinit to advise

Year group

Embedded Knowledge

(End Points)

Teaching and Learning Sequence

Additional Notes

Year 6

Listen and evaluate a range of live and recorded music from different traditions, genres, styles and times, responding appropriately to the context.

Year 5

Communicate personal thoughts through creative responses such as visual arts, dance and creative writing and begin to explore responses using knowledge of musical elements.

Year 4

Listen with increased concentration, responding appropriately to a variety of live and recorded music, through creative responses such as  movement, sound-based and other creative responses

E.g. music to fit an occasion-WW2

WCET Brass

Listen / watch, contrasting  Brass  music performances, identifying the use of structural features used within class performance work, use of traditional and modern instruments and how they personally feel listening to the music.

WCET Brass

Brass band li ve performance: identifying polyrhythms, call and response, ostinato, use of different sounds on the instruments.

Year 3

Musically demonstrate increased understanding of basic musical features , be able to describe the quality of sounds heard ,how they are made and names of common musical instruments.

Year 2

Comment and respond to live and recorded sounds, classroom sounds and musical instruments.

WCET:Recorder   relate to recorder below was written for glockenspiel

• Listen with adequate background knowledge to recorded Blues music over time. Consider instruments, the emotions conveyed and which they prefer and why.

WCET recorder relate to recorder below was written for glockenspiel

Robert Johnson

Bessie Smith

BB King and Eric Clapton

Year 1

Respond to live and recorded music

(e.g. Carnival of the Animals by 

Saint- Saens) and make appropriate physical movements that represent sounds.

WCET: Glockenspiel project

• Listen to the other instruments within the pitched percussion family: vibraphone, xylophone, glockenspiel and marimba.

• Explore how the interrelated dimensions and chosen orchestral instruments can affect how you react / move to music.
•  

WCET: Glockenspiel

John Williams: Hedwig them,  performed by Maikel Van Den, Relating the interrelated dimensions Dynamics Tempo and Pitch, (already explored on the Glockenspiel) to the motion of an owl, if space allows, copy the tempo and dynamics physically.

Mussorgsky’s “Night on  Bald Mountain”, Listen first and then watch “Ten pieces performance”.

Year group

Singing

Playing

Improvising /Composing

Listening

Year 6

Maintain an independent harmony in a group when singing and recognise when out of time.

(I can maintain a harmony part in a group e.g.Souelle)

Demonstrate increasing confidence, expression, skill and level of musicality through taking different roles in performance and rehearsal.

( I can perform confidently and enthusiastically using a wide range of musical skills)

Compose and notate  music using western notation  which demonstrates understanding of more complex structures and discuss the choices made.(e.g. 12 bar blues)

(I can perform my composition using western notation)

Listen and evaluate a range of live and recorded music from different traditions, genres, styles and times, responding appropriately to the context.

( I can share opinions about own and others’ music and be willing to justify these)

Year 5

Sing confidently in two or three parts whilst maintaining an appropriate pulse.

( I can maintain my part when singing a 2 or 3 part song e.g. SwingLow, When the saints and I’m gonna sing, sing sing)

Follow and maintain an independent part in a small group using western notation for pitch and rhythm.

e.g. ostinato , drone, riff and melody

(I can successfully play simple rhythms and melodies using western notation for pitch and rhythm)

Create music which demonstrates understanding of more traditional musical structure (e.g. ABA) and discuss the choices made.

(I can successfully create two contrasting sections of music in a given context)

(I can decide how to organise the structure of my piece)

Communicate personal thoughts through creative responses such as visual arts, dance and creative writing and begin to explore responses using knowledge of musical elements.

(I can respond to a piece of music and give the reasons musically for my choices)

.

Year 4

Sing confidently whilst maintaining an appropriate pulse and singing in rounds.

( I can sing songs like London’s Burning with others in unison and in tune keeping in time)

Begin to identify, recognise and play western notation for pitch and rhythm.

(I can read and play and name simple rhythms using a combination of quavers, crotchets,mimins and semibreves  and rests for these values)

Create music which demonstrates understanding of musical elements(tempo,pitch,dynamics,

timbre,texture, rhythm, pulse)

e.g creating a sound story for a train journey.

(I can create and structure sounds to represent a train journey)

Listen with increased concentration, responding appropriately to a variety of live and recorded music, through creative responses such as  movement, sound-based and other creative responses

E.g. music to fit an occasion-WW2

(I can identify music that you can march too)

Year 3

Sing in tune with a wider pitch range (within an octave C-C) with a good sense of pulse and rhythm and internalise confidently.

(I can sing Frere Jacques with others in unison and in tune keeping in time)

Follow simple performance directions when playing, including starting, stopping, dynamics and tempo using classroom percussion. (using graphic notation or following a conductor)

(I can successfully play an ostinato to Frere Jacques knowing when to start, stop, get louder and quieter)

Create music which demonstrates understanding of simple structure and use appropriate symbols to notate music

with graphic or traditional notation.

( I can record and follow  my ideas using pictures or symbols)

Musically demonstrate increased understandingof basic musical features ,be able to describe the quality of sounds heard ,how they are made and names of common musical instruments.

(I can hear the difference between a man and woman singing)

(I can hear the difference between a trumpet and a cello)

Year group

Singing

Playing

Improvising /Composing

Listening

Year 2

Singing broadly in tune with a limited pitch range and perform with some sense of pulse and rhythm, internalising parts of a song or rhyme.

(I can sing The penguin song and keep a beat using parts of my body)

Keep the pulse and play simple rhythms using body percussion and classroom percussion instruments with some accuracy and begin to recognise graphic notation.(picture and symbols)

(I can repeat the rhythm of the word lem-on-ade four times on my drum starting and stopping with my group)

( I can follow a simple graphic score with pictures and symbols)

Create sounds using voice, body percussion and classroom percussion in a given context(e.g. sounds of a thunderstorm)

(I can create a stormy soundon an instrument of my choice)

Comment and respond to live and recorded sounds, classroom sounds and musical instruments.

(e.g. I can hear the sounds of a thunderstorm)

Year 1

Singing broadly in tune with a limited pitch range and beginning to use my thinking voice (internalise) in parts of a song or chant.

Keeping the pulse using body percussion, movement and classroom percussion instruments

Experimenting and exploring different sounds using body percussion, voice and classroom percussion instruments.

(I can find 3 different ways to make a sound on my drum)

Respond to live and recorded music

(e.g. Carnival of the Animals by

Saint- Saens) and make appropriate physical movements that represent sounds.

(I can move slowly like an elephant to music which is low in pitch  and slow)