Subject Progression Map for Music

Autumn 1

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Topic Title

Using our Voice

Using our Voice

Listening and Recall Sounds

Listening and Recall Sounds

Listening and Recall Sounds

Listening and Recall Sounds

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.

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 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, 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 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 sing a song and follow a melody.

I can use symbols to represent sounds.

I can perform songs with awareness of expression.

I can listen to a range of music with concentration.

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

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

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

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 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

Rhythm, pulse, pitch, expression, audience.

Melody, symbols, improvise, perform, dramatic effect.

Combine, composers, musicians.

Technique, analyse, combine.

Intentions, reflect, relationship between sounds.

Musical devices, comment, compare.

Autumn 2

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Topic Title

Listening and Responding

Listening and Responding

Play and Perform

Play and Perform

Play and Perform

Play and Perform

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.  

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.

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.

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.

Play notes on instruments with care so they sound clear.

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.

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

Refine and improve my own work.

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

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 listen carefully.

I can say how music makes me feel. 

I know how to respond to different moods in music.

I can sort instruments.

I can sort composers into different genres.

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

I know how to listen out for particular features when listening to music.

I can improve my own work.  

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 sing in tune as part of a group.

I can perform a simple part rhythmically 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 carefully and clearly play notes on instruments.

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

I can maintain my part whilst others are performing their part.

I can compose music which meets specific criteria.

I can perform songs using expression and meaning.

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

Listen, respond, genre, reflect.

Compose, composer, composition, genre, instruments.

Perform, melodic, rhythmic, improvise, control.

Pitch, improvise, notes, instruments, in tune, memory.

Lyrics, melody, notations, round,

drone, melodic ostinato, accompaniment.

Refine, improve, expressively, techniques, harmony.

Spring 1

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Topic Title

Exploring Untuned Instruments

Exploring Untuned Instruments

Appreciate and Understand Live and Recorded Music

Appreciate and Understand Live and Recorded Music

Appreciate and Understand Live and Recorded Music

Appreciate and Understand Live and Recorded Music

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.

 

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 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.

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 make different sounds with untuned instruments.

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

I can use symbols to represent sounds.

 

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

 

 

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 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 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

Untuned instrument, beat, sound, repeat, investigate, rhythms.

Symbols, accompaniments, pulse, instruments.

Recognise, identify, musical elements, compose, instruments.

Instruments, compare, musical elements, compose.

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

Analyse, compare, musical features, explain, evaluate, styles, compose.

Spring 2

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Topic Title

Exploring Tuned Instruments

Exploring Tuned Instruments

History of Music

History of Music

History of Music

History of Music

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 showing 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 linking with representative symbols.

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

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

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

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 make different sounds with tuned instruments.

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

I know how to make connections between notations and musical sounds.

 

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

I can show control when playing an instrument.

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

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

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

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

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

Tuned instrument, pitch, rhythmic pattern, melodic pattern.

Pitch, symbols, musical notations.

Purpose, cultures.

Purposes, cultural meanings, historic.

Contemporary culture, purpose, historic.

Explore, evaluate, reflect, purpose, contemporary culture.

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

Improvise and Compose Music

Improvise and Compose Music

Improvise and Compose Music

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.

Carefully choose sounds to achieve an effect.

Order sounds to help create an effect.

Compose and perform melodies and songs, including 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.

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.

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, rhythm and chords.

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 and clapping.

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

I can choose sounds to create an effect.

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

I can order sounds to create an effect.  

I can compose and perform melodies and songs using some ICT.

I can create abstract effects using different sounds.

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

I can put sounds together to create a chosen effect.  

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 improvise within a given musical structure.

I can carefully choose sounds and structures to show an idea.

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.

Effect, order, improvise, repeated patterns.

Compose, melodies, abstract effects, improvise, combine.

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

Improvise, structures, musical patterns, musical devices, rhythm, melody, chords.

Summer 2

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Topic Title

Experiment, Create and Combine Sounds

Experiment, Create and Combine Sounds

Improvise and Compose 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)

Create a sequence of long and short sounds with help, including clapping longer rhythms.

Explore own ideas and change as desired.

Use sounds to achieve an effect, including the use of ICT.

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

Create short musical patterns with sequences and rhythmic phrases.

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 at the correct position on the stave.

Fluently read notes and know how many beats they represent.

Use a variety of notation when performing and composing.

 

KPIs

I can use long and short sounds to make a sequence.

I can change and improve my work.

I can use ICT to create different effects with sounds.

I can use different sounds to communicate ideas.

I can create a short musical pattern using sequences and rhythmic phrases.

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 quickly read notes and know how many beats they represent.

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

Core Vocabulary

Sequence, rhythm, pitch, dynamics, change.

Pitch, dynamics, order, tempo.

Musical patterns, sequences. rhythmic phrases.

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.