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Music

At Highfield Hall we use Charanga to support our music teaching. This is an online music scheme which provides lots of visual aids and interactive resources to ensure children continually develop their skills and knowledge. Children use tuned and untuned instruments and engage in practical music lessons. Children are taught about the interrelated dimensions of music from the beginning of the scheme, ensuring they are able to use a variety of skills and are provided with the correct musical terminology. This builds as the children make progress and by the end of the scheme children are able to use this vocabulary confidently.

 

Interrelated dimensions of music:

  • Pulse – the steady beat of a piece of music
  • Pitch – the melody and the way the notes change from low to high and vice versa
  • Rhythm – (or duration) is the pattern of long and short sounds in a piece of music
  • Dynamics – whether a note, phrase or piece is loud or soft
  • Tempo – fast or slow
  • Timbre – the type of sound ie whisper/hum/sing/talk or twinkly/hard/soft
  • Texture – layers of sound which are combined (a number of instruments or voices playing together)
  • Structure – the way music is arranged ie verse, chorus, verse
 

 

 

Year 1

Knowledge of music

Progression of Skills

Core and British Values

Additional Cultural Capital Experiences

CONTROLLING SOUNDS THROUGH SINGING AND PLAYING (PERFORMING)

Be familiar with tuned and un-tuned instruments.

 

I take part in performing and practising songs, chats and rhymes.

I can play tuned and untuned instruments with control.

I follow instructions on how and when to sing or play an instrument.

I can make and control long and short sounds, using voices and instruments.

I can imitate changes in pitch.

I take notice of others when I am performing.

Mutual Respect

Individual Liberty

 

 

Respect

 

Experience music lessons

 

Sing in the choir at the Christmas Performance

 

Learn Nursery Rhymes

CREATING AND DEVELOPING MUSICAL IDEAS (COMPOSING)

Understand musical patterns.

Explore, choose and organize sounds and musical ideas.

I can create musical patterns

I can copy a simple pattern of long and short sounds. I can make a sequence of long and short sounds with help. I can use invented or real symbols to invent and record simple rhythm patterns. I can choose sounds to represent different things (ideas, thoughts, feelings, moods etc). I can make sounds that are very different (loud and quiet, high and low etc).

Creativity

Mental well-being

 

 

Experience music lessons

 

RESPONDING AND REVIEWING (APPRAISING)

Explore ideas and feelings about music using movement, dance and musical language.

Understand how to make improvements to their own work

I can show that I can hear different moods in music.

I can recognize fast, medium and slow tempos.

I can recognise that sections of music can sound the same or different.

Mental Well-being

See an orchestra live

 

Go to the theatre and notice the band/orchestra

 

 

LISTENING, AND APPLYING KNOWLEDGE AND UNDERSTANDING

Know how the combined musical elements of pitch, duration, dynamics, tempo, timbre, texture and silence can be organized and used. Know that sounds can be made in different ways and described using given and invented signs and symbols.

I understand the purposes of music.

With help, I can make sounds with a slight difference.

I can use my voice in different ways to create different effects.

I can explore different sound materials such as skin, wood, metal and clay.

I can explore different ways to play instruments such as shaking, hitting, plucking and scraping.

I can listen out for different types of sounds.

Individual Liberty

 

Creativity

Curiosity

Experience music lessons

 

Year 2

Knowledge of music

Progression of Skills

Core and British Values

Additional Cultural Capital Experiences

CONTROLLING SOUNDS THROUGH SINGING AND PLAYING (PERFORMING)

Be familiar with tuned and untuned instruments. 

Know how to rehearse and perform with others.

I take part in singing songs, following the tune (melody) well.

I can take part in rhymes and chants, keeping the beat and rhythm.

Play tuned and untuned instruments.

I use my voice to good effect.

I perform with others’, taking instructions from the leader.

I can use my voice and instruments to make loud and quiet sounds (dynamics).

Mutual Respect

Individual Liberty

 

 

Respect

Resilience

Experience instrument lessons

 

Learn traditional Christmas Carols

 

Sing in the choir at the Christmas Performance

 

CREATING AND DEVELOPING MUSICAL IDEAS (COMPOSING)

Understand musical patterns.

Explore, choose and organize sounds and musical ideas.

I can copy a simple pattern of long and short sounds.

I can make a sequence of long and short sounds with help.

I can use invented or real symbols to invent and record simple rhythm patterns.

I can choose sounds to represent different things (ideas, thoughts, feelings, moods etc).

I can make sounds that are very different (loud and quiet, high and low etc).

Creativity

Mental well-being

Resilience

Curiosity

Experience instrument lessons

RESPONDING AND REVIEWING (APPRAISING)

Explore ideas and feelings about music using movement, dance and musical language.

Understand how to make improvements to their own work.

I can show that I can hear different moods in music.

I can recognize fast and slow tempos.

I can listen carefully to music, recognising the build-up of layers, such as the different instruments.

I can recognise that songs may be verse, chorus, verse, or beginning, middle, end etc.

Mental Well-being

See an orchestra live

 

Go to the theatre and notice the band/orchestra

 

LISTENING, AND APPLYING KNOWLEDGE AND UNDERSTANDING

Internalise and recall sounds.

Know how the combined musical elements of pitch, duration, dynamics, tempo, timbre, texture and silence can be organized and used. Know that sounds can be made in different ways and described using given and invented signs and symbols.

Understand the purposes of music.

With help, I can make sounds with a slight difference.

I can use my voice in different ways to create different effects.

I can explore different sound materials such as skin, wood, metal and clay.

I can explore different ways to play instruments such as shaking, hitting, plucking and scraping.

I can make and use different sounds to create an effect.

I can listen out for different types of sounds.

Individual Liberty

 

Creativity

Curiosity

Experience instrument lessons

 

Year 3

Knowledge of music

Progression of Skills

Core and British Values

Additional Cultural Capital Experiences

CONTROLLING SOUNDS THROUGH SINGING AND PLAYING (PERFORMING)

Be familiar with tuned and untuned instruments. 

Know how to rehearse and perform with others.

I take part in singing songs, following the tune (melody) well, with accurate pitch and using expression.

I can take part in rhymes and chants, keeping the beat and rhythm.

I use my voice to maintain a simple part.

I perform with others’, taking instructions from the leader.

I can vary dynamics with my voice and instruments when working alone or with others.

Mutual Respect

Individual Liberty

 

 

Respect

Resilience

Experience instrument lessons

 

Learn traditional Christmas Carols

 

Perform in choir as part of LKS2 performance at Easter

 

CREATING AND DEVELOPING MUSICAL IDEAS (COMPOSING)

Understand musical patterns.

Explore, choose and organize sounds and musical ideas.

I carefully choose sounds and order them to achieve an effect. (including use of ICT)

I create short rhythmic phrases and record these using real or invented symbols.

I can create short musical patterns.

I show control when playing musical instruments so that they sound, as they should.

I use changes in pitch to communicate an idea.

Creativity

Mental well-being

Resilience

Curiosity

Experience instrument lessons

 

Experience playing a wider variety of instruments

 

 

RESPONDING AND REVIEWING (APPRAISING)

Explore ideas and feelings about music using movement, dance and musical language.

Understand how to make improvements to their own work.

I can identify the beat in music.

I recognise changes in timbre, dynamics and pitch.

I can recognise the build-up of layers in music.

I can suggest ways to increase layers of sound to improve performance.

Mental Well-being

Creativity

Resilience

Critical thinking

See an orchestra play live

 

See live music from different cultures and genres

 

Go to the theatre and notice the band/orchestra – could visit the lyceum eg and see the band pit/talk to musicians and listen to/watch a show. (CCL English?)

 

 

 

LISTENING, AND APPLYING KNOWLEDGE AND UNDERSTANDING

Internalise and recall sounds.

Know how the combined musical elements of pitch, duration, dynamics, tempo, timbre, texture and silence can be organized and used. Know that sounds can be made in different ways and described using given and invented signs and symbols.

I know how sounds can be made and changed to suit a situation.

I know how many beats in a minim, crotchet and semibreve and recognize their symbols.

Understand the purposes of music.

I know that music can be played or listened to for a variety of purposes. (including throughout history and in different cultures)

I listen carefully and recall short rhythmic and melodic patterns.

I use my knowledge of dynamics, timbre and pitch to organize my music.

I make my own signs and symbols to make, record my music.

 

 

Individual Liberty

 

Creativity

Curiosity

Experience instrument lessons

 

Year 4

Knowledge of music

Progression of Skills

Core and British Values

Additional Cultural Capital Experiences

CONTROLLING SOUNDS THROUGH SINGING AND PLAYING (PERFORMING)

Be familiar with tuned and untuned instruments. 

Know how to rehearse and perform with others.

I sing in tune with expression and sense of phrase, showing control in my voice.

I can take part in rhymes and chants, keeping the beat and rhythm.

I use my voice or an instrument to maintain a simple part.

I understand the importance of pronouncing the words in a song well.

I play notes on instruments with care so they sound clear.

I perform with control and awareness of what others in the group are singing or playing.

Mutual Respect

Individual Liberty

 

 

Respect

Resilience

Experience instrument lessons

 

Learn traditional Christmas Carols

 

Perform in choir as part of LKS2 performance at Easter

 

Join the Jr Choir

 

Perform at Young Voices

CREATING AND DEVELOPING MUSICAL IDEAS (COMPOSING)

Understand musical patterns.

Explore, choose and organize sounds and musical ideas.

I compose and perform melodies and songs, using simple repeated patterns. (Including using ICT.)

I use sound to create abstract effects.

I recognise and create repeated patterns with a range of instruments. I create accompaniments for my tunes using drones or melodic ostinati (based on a pentatonic scale).

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

Creativity

Mental well-being

Resilience

Curiosity

Experience instrument lessons

 

Experience playing a wider variety of instruments

 

RESPONDING AND REVIEWING (APPRAISING)

Explore ideas and feelings about music using movement, dance and musical language.

Understand how to make improvements to their own work.

I describe music using words such as duration, timbre, pitch beat, tempo, and texture.

 

I can listen to and evaluate a wide range of live and recorded music, including from different times and cultures.

I use these words to identify where my music works well and how it can be improved.

I listen to several layers of sound and talk about the effect on the mood and feelings.

Mental Well-being

Creativity

Resilience

Critical thinking

See an orchestra play live

 

See live music from different cultures and genres

 

Go to the theatre and notice the band/orchestra – could visit the lyceum eg and see the band pit/talk to musicians and listen to/watch a show. (CCL English?)

 

LISTENING, AND APPLYING KNOWLEDGE AND UNDERSTANDING

Internalise and recall sounds.

Know how the combined musical elements of pitch, duration, dynamics, tempo, timbre, texture and silence can be organized and used.

Know that sounds can be made in different ways and described using given and invented signs and symbols.

I recognise how musical elements can be used together to compose music.

I recognize the correct symbol for a minim, crotchet and semibreve.

I know the symbol for a rest in music.

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

I know that the sense of occasion affects the performance.

I know that music can be played or listened to for a variety of purposes. (including throughout history and in different cultures)

Understand the purposes of music.

I listen carefully and recall short rhythmic and melodic patterns.

I use my knowledge of dynamics, timbre and pitch to organize my music.

I make my own signs and symbols to make, record my music.

I can use the correct symbols for a minim, crotchet and semibreve in compositions.

I can use the symbol for a rest and use silence for effect in my music.

 

Individual Liberty

 

Creativity

Curiosity

Compassion

Experience instrument lessons

 

Reflect on LKS2 performance – did the sense of occasion during the performance affect how the music/singing felt? How?

 

Year 5

Knowledge of music

Progression of Skills

Core and British Values

Additional Cultural Capital Experiences

CONTROLLING SOUNDS THROUGH SINGING AND PLAYING (PERFORMING)

Be familiar with tuned and untuned instruments. 

Know how to rehearse and perform with others.

I sing in tune and show control, breathing well and using clear diction.

I can take part in rhymes and chants, keeping the beat and rhythm.

I perform songs with an awareness of the meaning of the words.

I hold my part in a round.

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

I can sustain a drone or melodic ostinato to accompany singing.

I can play an accompaniment on an instrument (e.g. glockenspiel, bass drum or cymbal).

I can improvise within a group.

Mutual Respect

Individual Liberty

 

 

Respect

Resilience

Experience instrument lessons

 

Learn traditional Christmas Carols

 

Perform in choir as part of UKS2 performance at Easter

 

Join the Jr Choir

 

Perform at Young Voices

CREATING AND DEVELOPING MUSICAL IDEAS (COMPOSING)

Understand musical patterns.

Explore, choose and organize sounds and musical ideas.

I know how to make creative use of the way sounds can be changed, organised and controlled (including ICT).

 

I create my own songs showing understanding of the link between music and lyrics.

I can create rhythmic patterns with an awareness of timbre and duration.

I create music, which reflects given intentions and uses notations as a support for performance.

I identify where to place emphasis and accents in a song to create effects.

I can vary and maintain rhythms to fit style e.g. blues, waltz, African etc.

Creativity

Mental well-being

Resilience

Curiosity

Experience instrument lessons

 

Experience playing a wider variety of instruments

 

RESPONDING AND REVIEWING (APPRAISING)

I have a range of words to help me describe music. (e.g. pitch, duration, dynamics, tempo, timbre, texture, and silence)

I can describe my music using musical words and I use this to identify strengths and weaknesses in my music.

Understand how to make improvements to their own work.

 

I can evaluate how music is affected by venue, occasion, purpose and performer.

Explore ideas and feelings about music using movement, dance and musical language.

 

Mental Well-being

Creativity

Resilience

Critical thinking

See an orchestra play live -BBC Proms?

 

See live music from different cultures and genres

 

Go to the theatre and notice the band/orchestra – could visit the lyceum eg and see the band pit/talk to musicians and listen to/watch a show. (CCL English?)

 

LISTENING, AND APPLYING KNOWLEDGE AND UNDERSTANDING

Internalise and recall sounds.

Know how the combined musical elements of pitch, duration, dynamics, tempo, timbre, texture and silence can be organized and used.

Know that sounds can be made in different ways and described using given and invented signs and symbols.

Understand the purposes of music.

I know that music can be played or listened to for a variety of purposes. (including throughout history and in different cultures)

 

I can read the musical stave, including the time signature and can work out the notes, EGBDF and FACE.

I can draw a treble clef at the correct position on the stave.

I use the venue and sense of occasion to create performances that are well appreciated by the audience.

 

Individual Liberty

 

Creativity

Curiosity

Compassion

Experience instrument lessons

 

 

 

Year 6

Knowledge of music

Progression of Skills

Core and British Values

Additional Cultural Capital Experiences

CONTROLLING SOUNDS THROUGH SINGING AND PLAYING (PERFORMING)

Be familiar with tuned and untuned instruments. 

Know how to rehearse and perform with others.

I sing or play from memory with confidence, expression and in tune.

I perform alone and in a group, displaying a variety of techniques.

I can take part in rhymes and chants, keeping the beat and rhythm.

I take turns to lead a group.

I hold my part in a round.

I am confident in singing or playing solo.

I sing a harmony part confidently and accurately.

I maintain my own part with an awareness of what others are playing or singing.

Mutual Respect

Individual Liberty

 

 

Respect

Resilience

Experience instrument lessons

 

Learn traditional Christmas Carols

 

Perform in choir as part of UKS2 performance at Easter

 

Join the Jr Choir

 

Perform at Young Voices

CREATING AND DEVELOPING MUSICAL IDEAS (COMPOSING)

Understand musical patterns.

Explore, choose and organize sounds and musical ideas.

I demonstrate imagination and confidence in the use of sound.

I use ICT to organize my musical ideas.

I show thoughtfulness in selecting sounds and structures to convey an idea.

I use a variety of different musical devices including melody, rhythms, and chords.

Creativity

Mental well-being

Resilience

Curiosity

Experience instrument lessons

 

Experience playing a wider variety of instruments

 

RESPONDING AND REVIEWING (APPRAISING)

Explore ideas and feelings about music using movement, dance and musical language.

Understand how to make improvements to their own work.

I understand how lyrics reflect the cultural context and have social meaning.

 

I use this knowledge to enhance my own compositions.

I appreciate harmonies and work out how drones and melodic ostinati are used to accompany singing.

I refine and improve my work.

I can vary and maintain rhythms to fit style e.g. blues, waltz, African etc.

Mental Well-being

Creativity

Resilience

Critical thinking

See an orchestra play live -BBC Proms?

 

See live music from different cultures and genres

 

Go to the theatre and notice the band/orchestra – could visit the lyceum eg and see the band pit/talk to musicians and listen to/watch a show. (CCL English?)

 

Visit a music festival.

 

Listen to a wider range of live and recorded music ie folk music/Spanish music. Consider how the music impacts on dance and movement.

LISTENING, AND APPLYING KNOWLEDGE AND UNDERSTANDING

Internalise and recall sounds.

Know how the combined musical elements of pitch, duration, dynamics, tempo, timbre, texture and silence can be organized and used.

Know that sounds can be made in different ways and described using given and invented signs and symbols.

Understand the purposes of music.

I know that music can be played or listened to for a variety of purposes. (including throughout history and in different cultures)

I understand the different cultural meanings and purposes of music, including contemporary cultural.

 

I know and use standard musical notation to both perform and record my music.

I use my musical vocabulary to help me understand how best to combine musical elements.

I can quickly read notes and know how many beats they represent.

Use different venues and occasions to vary my performances.

 

Individual Liberty

 

Creativity

Curiosity

Compassion

Experience instrument lessons

 

 

Year 1 - Learning how harps work, changing the pitch from high to low and low to high and listening to live music

Year 2 Music - singing

Still image for this video

Year 2 instrument lesson, reading musical notation

Still image for this video

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