Music Schemes Of Work


 

 

Music Scheme Of Work PDF available to download below 

Music Scheme Of Work PDF

music pic2

 

Year One

Autumn

Spring

Summer

v  To recognise music from a historical era/cultural context (e.g. Fire of London).

v  To recognise and identify pitch, duration, tempo.

v  To use sequence musical sounds using a simple structure e.g. A B A  (A=old, B= new)

v  To recognise and explore a variety of sound sources (e.g. using body) and instruments.

v  To listen to and discuss musical effects.

v  To choose sounds for effect.

v  To use symbols to record compositions and use for performance.

v  To be able to recognise the difference between beat and rhythm.

v  To identify a beat within a tune.

v  To be able to recall and perform rhythmic patterns to a steady beat.

v  To be able to identify high and low notes on a pitched instrument.

v  To be able to compose and perform.

v  To be able to change pitch in singing for an intended effect.

v  To be able to create rhythmic patterns within a steady beat.

v  To be able to identify dynamics within music.

v  To be able to explain the effect of dynamics.

v  To be able to identify the duration of sounds.

v  To sequence long and short sounds (duration).

v  To be able to compose and perform to another audience.

 

Year Two

Autumn

Spring

Summer

v  To recognise the steady beat in a tune.

v  To identify changes in timbre, dynamics and pitch in music.

v  Create long and short sounds (duration).

v  To create visual symbols to represent sounds and structure (beginning, middle and end) of Egyptian Journey.

v  Perform from pictures using tempo, dynamics, timbre and texture (focus on tempo and duration) to create effect.

v  To be able to perform simple patterns and accompaniments keeping to a steady pulse.

v  To use a variety of untuned instruments and voice to create texture.

v  To use different musical elements to create mood and effects, especially timbre.

v  To be able to compose and perform own music.

v  To use non-standard symbols to record compositions and use to perform.

v  To be able to recognise and perform simple rhythmic patterns.

v  To be able to identify high and low sounds.

v  To be able to respond to signals.

v  To control changes in pitch and use them expressively.

v  To compose and perform.

 

Year Three

Autumn

Spring

Summer

v  To be able to describe the quality of sounds created through layers (to listen to and describe musical effects).

v  To recognise music from a historical era/cultural context (e.g. Vikings – percussion war music)

v  To be able to use a variety of sound sources.

v  To be able to repeat a rhythmic pattern.

v  To be able to join several layers of sounds.

v  To be able to recognise and use pitch to create intended effect.

v  To recognise and play pentatonic scales.

v  To be able to create simple accompaniments to their tunes.

v  To be able to compose and perform with a group.

v  To be able to evaluate and improve their work.

v  To be able to improvise rhythmic patterns.

v  To be able to recognise how tempo can affect the mood of music.

v  To be able to use tempo to create different moods.

v   To be able to record their music using symbols.

v  To be able to perform their compositions.

 

Year Four

Autumn

Spring

Summer

v  To evaluate music, describing likes and dislikes using musical vocabulary.

v  To recognise music from a historical era/cultural context (e.g. Tudors – green sleeves, ring a ring a roses)

v  To be able to join several layers of sound and understand the effect.

v  To be able to keep a steady pulse and rhythmic patterns, responding to signals.

v  To be able to create mood using different types of sound.

v  To be able to compose, then evaluate and improve their compositions.

v  To recognise music from a historical era/cultural context (e.g. composer Gustav Holst - planets)

v  To be able to create several rhythmic patterns, whilst keeping to a steady beat.

v  To be able to recognise and use a range of notes (pitch) for effect.

v  To recognise notes CDEFGABC on a stave.

v  To be able to understand how tempo creates different effects, and apply it to own work.

v  To compose and perform.

v  To be able make a rhythm pattern within a steady pulse.

v  To be able to recognise and use dynamics for effect.

v  To be able to lead and follow changes to dynamics.

v  To use non-standard symbols to record compositions.

v  To be able to make improvements their compositions and comment on the effect.

v  To be able to perform compositions.

 

Year Five

Autumn

Spring

Summer

v  To recognise music from a historical era/cultural context (e.g. Victorians – music/composers)

v  To be able to use identify and respond to rhythmic and melodic patterns.

v  To be able to understand how sounds fit together to create an overall effect.

v  To use notation: crotchet, minim, semibreve to indicate number of beats to play.

v  To use symbols to represent different parts.

v  To compose and perform using symbols to represent sounds.

v  To recognise music from a historical era/cultural context (e.g. Caribbean – music/composer)

v  To be able to combine layers of sound and rhythmic patterns.

v  To use dynamics to create a particular effect.

v  To be able to write song lyrics and the accompaniment.

v  To perform and evaluate compositions.

v  To improve compositions.

v  To be able to improvise melodic and rhythmic patterns.

v  To use a range of sounds to create mood.

v  To be able to vary pitch.

v  To use notation: crotchet, minim, semibreve to indicate number of beats to play.

v  To be able to sequence metre into a structure.

v  To recognise and use time signatures.

v  To improve their compositions.

v  To perform their compositions.

 

Year Six

Autumn

Spring

Summer

v  To recognise music from a historical era/cultural context (e.g. WWII – white cliffs of dover etc.)

v  To be able to identify and use rhythmic patterns to accompany a steady pulse.

v  To identify and explore relationships between sounds (including use of ICT).

v  To create cyclic patterns.

v  To identify and explain how pitch and tempo create mood.

v  To compose, perform and evaluate.

 

v  To be able to improvise melodic and rhythmic patterns.

v  To recognise how different musical elements can be combined to create an effect (especially timbre and dynamics.)

v  Can record their compositions in a way that can be understood and read by others.

v  To be able to improve compositions.

v  To be able to perform compositions.