Subject Learning Map for Music

Autumn 1

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Topic Title

Listening and Responding

Using our Voice

Listening and Recall Sounds

Listening and Recall Sounds

Listening and Recall Sounds

History of Music

Key Content (Skills/

knowledge)

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.  

Sing with a sense of the shape of a melody.

Improvise in making sounds with the voice.

Perform songs using creativity and expression and create a dramatic effect.

To notice and explore the way sounds can be combined and used expressively.

Listen to different types of composers and musicians.

Notice, analyse and explore the way sounds can be combined and used expressively.

Comment on musicians' use of technique to create effect.

Notice and explore the relationship between sounds.

Notice and explore how music reflects different intentions.

Notice and explore how music reflects time, place and culture.

Understand and express opinions on the different cultural meanings and purposes of music, including contemporary culture.  

KPIs

I can listen carefully.

I can say how music makes me feel. 

I know how to respond to different moods in music.

I can sing a song and follow a melody.

I can perform songs with awareness of expression.

I can listen to a range of music with concentration.

I can recognise some musical instruments in a piece of music.

I can notice how sounds can be used to create feelings.

I can talk about how instruments and techniques can be used to create different effects.

I can talk about  and record how sounds can be used to create feeling and explain why.  

I can sort pieces into different categories and explain why I have chosen to sort them that way.

I can listen with attention to detail.

I can discuss the purpose of a piece of music and explain why I think this.

I can explore and evaluate how music reflects time, place and culture.

I can express my own opinions on the different cultural meanings and purposes of music, including contemporary culture.

Core Vocabulary

Listen, respond, genre, reflect, voice, body percussion, composition, order.

Pitch, dynamics, tempo, duration, melody, voice, perform.

Composers, musicians, dynamics, pitch, tempo.

Technique, effect, explain, sound, instruments, temp, dynamics, pitch, composers, musicians, category.

Intentions, reflect, relationship between sounds.

Explore, evaluate, reflect, purpose, contemporary culture.

Autumn 2

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Topic Title

Using Our Voice

Listening and Responding

Compose Music

Improvise and Compose Music

History of Music

Appreciate and Understand Live and Recorded Music

Key Content

(Skills/knowledge)

Explore the use of 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.

Notice how music can be used to create different moods and effects and to communicate ideas.

Sort composers into different genres and instruments into different types.

Carefully choose sounds to achieve an effect.

Order sounds to help create an effect.

Compose and perform melodies and songs, including the use of ICT.

Use sound to create abstract effects.

Improvise repeated patterns growing in sophistication.

Carefully choose, order, combine and control sounds with awareness of their combined effect.

Understand the different cultural meanings and purposes of music, including contemporary culture.

Analyse and compare musical features choosing appropriate musical vocabulary.

Analyse and evaluate how musical elements, features and styles can be used together to compose music.

KPIs

I can use my voice to speak, sing and chant.

I can keep a steady pulse.

I can copy a rhythmic pattern.

I can use my voice expressively.

I can sort instruments.

I can sort composers into different genres.

I can talk about how music can make different moods and effects.

I can choose different sounds to create an effect and talk about my choices.

I can order sounds to create an effect.  

I can carefully and clearly play notes on instruments.

I can compose and perform a melody using some ICT.

I can improvise a repeated pattern using a range of different techniques.

I can put sounds together to create a chosen effect.  

I can talk about the purposes and meanings of different historic and cultural music, including contemporary culture.

I can use musical vocabulary to analyse and compare features within different pieces of music.

I can use musical words to analyse and evaluate a piece of music and composition.

I can compare and contrast the impact that different composers from different times have had on people of that time.

Core Vocabulary

Rhythm, pulse, pitch, expression, audience.

Genre, instrument, listen, composer, musician, effect, emotion.

Effect, order, improvise, repeated patterns.

Compose, melodies,improvise, combine, control, rhythm, repeated pattern.

Contemporary culture, purpose, historic.

Analyse, compare, musical features, explain, evaluate, styles, genre, impact, influence.

Spring 1

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Topic Title

Exploring Untuned Instruments

Exploring Untuned Instruments

Play and Perform

Appreciate and Understand Live and Recorded Music

Appreciate and Understand Live and Recorded Music

Sing and Perform

Key Content (Skills/knowledge)

Understand how to hold and use an untuned instrument with care.

Play untuned instruments to a steady beat.

Choose an instrument to create a specific sound.

Repeat and investigate different beats and rhythms.

To play beats linking with representative symbols.

Perform simple patterns and accompaniments, keeping a steady pulse.

Use symbols to represent sounds.

 

Sing in tune.

Perform simple melodic and rhythmic parts.

Begin to understand the importance of pronouncing the words in a song clearly.

Start to show control in voice.

Perform with confidence.  

Begin to recognise and identify instruments and numbers of instruments and voices being played.

Compare music and express growing tastes in music.

Explain how musical elements can be used together to compose music.

Compare and evaluate different kinds of music using appropriate musical vocabulary.

Explain and evaluate how musical elements, features and styles can be used together to compose music.

Sing or play from memory with confidence, expressively and in tune.

Perform significant parts from memory and from notations with awareness of my own contribution.

Refine and improve my own work.

Perform alone and in a group, displaying a variety of techniques.

Take turns to lead a group.

Sing a harmony part confidently and accurately.

KPIs

I can make different sounds with untuned instruments.

I can repeat a short rhythmic pattern or beat using an untuned instrument.

I can hold and use instruments with care.

I can choose sounds to represent different ideas.

I can use symbols to represent sounds.

 

I can perform simple patterns and accompaniments keeping a steady pulse.

 

 

I can sing in tune.

I can show some control in my voice.

I am beginning to understand why it is important to pronounce the words in a song clearly.

 

I can recognise different instruments and voices in a piece of music.

I can recognise differences between pieces of music, explaining my preferences.

I can use musical words to describe a piece of music and composition.

I can recognise the work of at least one famous composer.

I can use musical words to compare and evaluate different pieces of music.

I can use musical words to explain and evaluate a piece of music and composition.

I can contrast the work of a famous composer with another, and explain my preferences.

I can perform parts from memory and notations.

I know how to take the lead in a performance.

I can sing in harmony confidently and accurately.

I can improve my own work.

I can perform alone and as part of a group using a variety of techniques.

Core Vocabulary

Soundscape, untuned instrument, beat, sound, repeat, investigate, rhythms.

Soundscape, untuned instrument, beat, sound, repeat, investigate, rhythms, symbols, accompaniments.

Perform, melodic, rhythmic, improvise, control.

Instruments, compare, musical elements, compose.

Compare, evaluate, musical elements, features, styles, compose.

Refine, improve, expressively, techniques, harmony.

Spring 2

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Topic Title

Exploring Tuned Instruments

Exploring Tuned Instruments

Appreciate and Understand Live and Recorded Music

History of Music

Improvise and Compose Music

Listening and Recall Sounds

Key Content

(Skills/knowledge)

Understand how to handle and use a tuned instrument with care.

Understand that instruments can be used to create sounds of different pitch, and show how to create these sounds.

Recognise and explore how sounds can be organised.

Understand how to control playing an instrument so that they sound as they should.

To play notes of different pitches.

Begin to recognise and identify instruments being played.

Comment on likes and dislikes.

Recognise how musical elements can be used together to compose music.

Begin to understand the different cultural meanings and purposes of music from different time periods.

Use different venues and occasions to vary performances.

Compose by developing ideas within musical structures.

Improvise melodic and rhythmic phrases as part of a group performance.

Notice, comment on and compare the use of musical devices.

Notice, comment on and compare the relationship between sounds.

Notice, comment on, compare and explore how music reflects different intentions.

KPIs

I can make different sounds with tuned instruments.

I can repeat a short rhythmic and melodic pattern using a tuned instrument.

I can play a tuned instrument.

 

I can understand how sounds are ordered to create a beginning, middle and end.

I can show control when playing an instrument.

I can recognise different features in a piece of music.

I can use musical words to describe what I like and do not like about a piece of music.

I can begin to identify the style of work of at least one famous composer.

I can talk about the purposes and meanings of different historic and cultural music.

I can vary my performances for different venues or occasions.

I can compose within a musical structure.

I can improvise within a group performance.

I can identify different musical devices.

I can talk about and compare different musical devices.

I can discuss and compare the purposes of two or more pieces of music.  

Core Vocabulary

Tuned instrument, pitch, high, low, rhythmic pattern, melodic pattern, glockenspiel, beater.

Tuned instrument, pitch, rhythmic pattern, melodic pattern, glockenspiel, beater, control.

Recognise, identify, musical elements, compose, instruments.

Purposes, cultural meanings, historic.

Venue, compose, musical structures, improvise, melodic phrases, rhythmic phrases.

Musical devices, comment, compare.

Summer 1

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Topic Title

Experiment, Create and Combine Sounds

Experiment, Create and Combine Sounds

 History of Music

Sing and Perform

Play and Perform

Improvise and Compose Music

Key Content (Skills/knowledge)

Investigate making sounds that are very different (loud and quiet, high and low).

Investigate long and short sounds.

Choose carefully and order sounds in a beginning, middle and end.

Use sounds to achieve an effect.

Investigate long and short sounds, exploring changes in pitch to communicate ideas.

Describe the different purposes of music throughout history and in other cultures.

Sing in tune with an awareness of others.

Perform simple melodic and rhythmic parts with awareness of others.

Sing songs from memory with accurate pitch.

Maintain a simple part within a group.

Understand the importance of pronouncing the words in a song clearly.

Show control of voice.

Create songs with an understanding of the relationship between lyrics and melody.

Whilst performing by ear and from notations, maintain part with awareness of how the different parts fit together and the need to achieve an overall effect.

Breath well and pronounce words, change pitch and show control in singing.

Perform songs with an awareness of the meaning of the words.

Hold a part in a round.

Perform songs in a way that reflects their meaning and the occasion.

Sustain a drone or melodic ostinato to accompany singing.

Play an accompaniment on an instrument.

Improvise melodic and rhythmic material within given structures.

Show thoughtfulness in selecting sounds and structures to convey an idea.  

Create my own musical patterns.

Use a variety of different musical devices, including melody and rhythm.

KPIs

I can make loud and quiet sounds with instruments.

I can make high and low sounds with instruments.

I can make long and short sounds using instruments.

I can put sounds together to create and perform a ‘call and response’ song.

I can order sounds to create a beginning, middle and end.

I can choose sounds to create an effect.

I can talk about the purposes of different music throughout history.

I can talk about the purposes of music in different cultures.

 

I can sing in tune as part of a group.

I can sing songs from memory with accurate pitch.

I understand why it is important to pronounce the words in a song clearly.

I can show control in my voice.

I can perform simple melodic and rhythmic parts with others.

I know how to breathe in the correct place when singing.

I can maintain my part whilst others are performing their part, including in a round.  

I can perform songs using expression and meaning.

I can carefully choose sounds and structures to show an idea, and improvise around these.

I can create my own musical patterns using a variety of different musical devices.

Core Vocabulary

Sequence, rhythm, pitch, dynamics, change.  

Pitch, dynamics, order, tempo.

Purpose, cultures.

Sing, perform, control, voice, pitch, melody, harmony, techniques, pronounce, clear. 

Lyrics, melody, notations, round,

drone, melodic ostinato, accompaniment.

Improvise, pitch, structure, timbre, tempo, duration, silence, musical patterns, musical devices, rhythm, melody.

Summer 2

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Topic Title

Play and Perform

Sing and Perform

Improvise Music

Use and Understand Stave and Musical Notation

Use and Understand Stave and Musical Notation

Use and Understand Stave and Musical Notation

Key Content

(Skills/knowledge)

Compose a short piece of music using long and short sounds and different pitches.

Explore own ideas and change as desired.

Perform to a small audience.

Sing songs and rhymes expressively and creatively.

Understand what lyrics are and experiment with creating own lyrics.

Perform with increasing confidence.

Talk about own performance.

Understand improvisation in music.

Improvise repeated patterns.

Know how many beats are in a minim, crotchet and semibreve, and recognise their symbols.

Know the symbol for a rest in music, and use silence for effect.

Know and use standard musical notation of crochet, minim and semibreve, to indicate how many beats to play.

Read the musical stave and work out the notes, E, G, B, D, F and F, A, C, E.

Draw a treble clef in the correct position on a stave.

Fluently read notes and know how many beats they represent.

Use a variety of notation when performing and composing.

 

KPIs

I can create a short piece of music to represent an idea.

I can change and improve my work.

I can perform my work to others.

I can sing songs and rhymes creatively and using expression.

I can have a go at creating my own lyrics.

I can perform to an audience.

I can talk about my performance.

I can improvise within a group.

I can add my own ideas to a repeated pattern.

I know how many beats are in a minim, crotchet and semibreve.

I can recognise the symbol for a minim, crotchet and semibreve.

I know the symbol for a rest in music and can use them for effect.

I can use musical notation to show how many beats to play.

I can read the musical stave and work out the notes, E, G, B, D, F and F, A, C, E.

I can draw a treble clef correctly on the stave.

I can read notes and know how many beats they represent with increasing fluency.  

I can use a range musical notation when performing and composing.

I can compose a piece of music for a desired effect.

Core Vocabulary

Sequence, rhythm, pitch, dynamics, change.

Sing, perform, lyrics, improve, performance.

Improvise, repeated patterns.

Beats, minim, crotchet, semibreve, symbols.

Beats, minim, crotchet, semibreve, symbols, musical notation, musical stave, treble clef.

Beats, minim, crotchet, semibreve, symbols, musical notation, musical stave, treble clef.