Science
| |
Thomas Bullock Church of England
Primary Academy
Music
Curriculum
|Art and Design |
|Art and Design Units by Key Stage and Year Group |
|Key Stage One |
|Year 1 |Year 2 |
|Exploring and Developing Ideas |
|Evaluating and Developing work |
|Drawing |
|Year 3 |Year 4 |
|Exploring and Developing Ideas |
|Evaluating and Developing work |
|Drawing |
|Year 5 |Year 6 |
|Exploring and Developing Ideas |
|Evaluating and Developing work |
|Drawing |
|During years 1 and 2, pupils should be taught the following skills through the teaching of the programme of study content: |
|Singing: |Improvising: |
|Sing in tune in tune within a limited pitch range, (m s l d ) |Enjoy making, playing, changing and combining sounds; experiment with different ways of producing sounds with voice,|
|Chants and rhymes |musical instruments, ‘body sounds’ (tapping, clicking, marching, stamping etc.). |
|Perform with a good sense of pulse and rhythm. |Use the inter-related dimensions of music (elements such as high/low, loud/quiet fast/slow |
| | |
|Playing |Composing |
|Using untuned, tuned percussion , boom whackers and recorders |Begin to use shapes to represent duration, and pitch |
|Play simple rhythmic patterns and tunes in 2, 4 simple time | |
| |Listening: |
|Singing and Playing |Listen with increased concentration, responding appropriately to a variety of live and recorded music, making |
|Follow and lead simple performance directions |statements and observations about the music and through movement, sound-based and other creative responses |
|Pupils suggest and try out their own ideas. | |
| | |
|Reading Notation | |
|Begin to recognise rhythmic patterns using rhythmic sounds, stick notation and indicating high and low pitch with | |
|hand movement | |
|Year One Program of Study |
|Sound Detectives |Christmas |Hands Feet Heart |Spring Chicken |Creative time |Mini beasts |
| |Singing and chanting |Singing and chanting |Singing | |Singing |
|Singing and chanting | |Playing boom whackers |Listening |Listening |Listening |
|We’re Dedectives, |Listening |Listening |Baba Yoga |The Sorcerer’s Apprentice |Flight of the Bumble Bee |
|Listening |Dance of the Sugar Plum Fairy |Peter and The Wolf |Playing boom whackers and untuned |Performing |Improvising using timbres to represent|
|The Swan and Aquarium |Playing untuned percussion | |percussion |Add dynamics forte/piano |transport sounds |
|The Grasshopper Dance |Clapping and using untuned percussion |Using stick notation and recognizing |Using stick notation and recognizing | |use dynamics and add tempo changes |
|Using rhythmic sounds |to play simple rhythm patterns be ear |high and low pitch |high and low pitch | |\using graphics to represent the |
|Clapping and using untuned percussion |Using rhythmic sounds and introduce |Learning the difference between pulse |Introduce sm hand signs | |sounds |
|to play simple rhythm patterns be ear |stick notation |and rhythm | | | |
|Music |
|Key Stage One |
|During years 1 and 2, pupils should be taught the following skills through the teaching of the programme of study content: |
|Singing: |Improvising: |
|Sing in tune in tune within a limited pitch range, (m s l d r) |Enjoy making, playing, changing and combining sounds; experiment with different ways of producing sounds with voice,|
|Chants and rhymes |musical instruments, ‘body sounds’ (tapping, clicking, marching, stamping etc.). |
|Perform with a good sense of pulse and rhythm. |Use the inter-related dimensions of music (elements such as high/low, loud/quiet fast/slow |
| | |
|Playing |Composing |
|Using untuned, tuned percussion, boom whackers, and chime bars |Begin to use shapes to represent duration, and pitch |
|Play simple rhythmic patterns and tunes crotchets, quavers, and crotchet rests, and in a 2, 4 simple time signatures| |
| |Listening: |
| |Listen with increased concentration, responding appropriately to a variety of live and recorded music, making |
|Singing and Playing |statements and observations about the music and through movement, sound-based and other creative responses |
|Follow and lead simple performance directions | |
|Pupils suggest and try out their own ideas. | |
| | |
|Reading Notation | |
|Begin to recognise rhythmic patterns using rhythmic sounds, stick notation and using 2 lines to recognize pitch, | |
|using hands solfa hand signs | |
|Year Two Program of Study |
|The Dragon Song |Ticking Clocks and Christmas |Cinderella |Spring Parade |The Lark Ascending |Punch and Judy |
|Music |
|Lower Key Stage Two |
|During years 3 and 4, pupils should be taught the following skills through the teaching of the programme of study content: |
|Singing: |Improvising: |
|Sing and play confidently and fluently, with in an increased pitch range sometimes adding a 2nd part in echo |Use voice, sounds and instrument in a creative way. |
|Playing |Communicate ideas and feelings |
|Learning to play djembes, tom-toms and Ukuleles | |
|Sing and play confidently and fluently, with in an increased pitch range sometimes adding a 2nd part in echo |Composing |
| |Create simple rhythmic patterns, melodies |
|Singing and Playing | |
|Suggest, follow and lead simple performance directions | |
|Maintain an independent part in a small group when playing or singing (e.g rhythm, ostinato, drone,). |Listening: |
|Reading Notation |Listen to each other’s work and offer comments and ways to improve, accept feedback. |
|Aurally identify, recognize and use basic symbols (standard or invented) including rhythms from standard Western |Listen to a variety of recorded music from the past. present and different cultures African and Jamaican |
|notation (crotchets, quavers, minims add semiquaver sounds) | |
|Year Three Program of Study |
|African Music | Christmas Bells |Ukulele Strumming |Ukulele/Easter |Creative time |One Chord Songs |
|Singing, including call and response, |Singing |Singing |Singing | |Singing |
|and chanting African Songs |We will Remember, It’s a Magical |Frere Jacques |Spring Time |Listening |Ukulele playing |
|Juba,Senwa dedenda, kye kye kule, |Christmas Time, It’s Raining, it’s |Finger Number Rumba |A Minor Miracle |Hook |Reading tab notation adding fingers |
|jambo bwana |pouring, Star Light Star Bright, Frere|Shortnin’ bread |Land of The Sliver Birch |Improvising and creating |Calypso and reggae rhythm patterns |
|Listening to African music and to each|Jacques |Row Row Row Your Boat | |Improvising experimenting with sound |(2018 learn C and Am chords on the |
|other |Skills: solfa pitch sml, ukulele basic| |Ukulele playing |timbre and combining sounds |ukulele) |
|Playing djembes, shakers, ago bells, |banjo style fingering and strumming |Listening |add the Am chord |Add dynamics add crescendo and | |
|xylophones |techniques using the open strings |Bolero |Knowledge |diminuendo | |
|Skills: Reading rhythm patterns, echo |Knowledge: Reading rhythm patterns | |Reading tab notation | | |
|singing, |solfa names and hand signs |Ukulele playing |Recall rhythmic stick notation | | |
|Knowledge | |C Chord | | | |
|:rhythm sounding names for a crotchet,| |Knowledge | | | |
|crotchet rest, quaver and pair of | |Add a piece in 3 beats to a bar | | | |
|quavers, minims | |Start to read tab notation on open | | | |
| | |strings | | | |
|Music |
|Lower Key Stage Two |
|During years 3 and 4, pupils should be taught the following skills through the teaching of the programme of study content: |
|Singing: |Improvising: |
|Sing and play confidently and fluently, with in an increased pitch range sometimes adding a 2nd part in echo or call|Use voice, sounds and instrument in a creative way. |
|and response |Communicate ideas and feelings |
|Playing | |
|Learning to play Ukuleles |Composing |
|Sing and play confidently and fluently, with in an increased pitch range sometimes adding a 2nd part in echo or |Create simple rhythmic patterns, melodies and accompaniments |
|simple harmony | |
| |Listening: |
|Singing and Playing |Listen to each other’s work and offer comments and ways to improve, accept feedback. |
|Suggest, follow and lead simple performance directions |Listen to a variety of recorded music from the past. present and different cultures African South American |
|Maintain an independent part in a small group when playing or singing (e.g rhythm, ostinato, drone,). | |
| | |
|Reading Notation | |
|Aurally identify, recognize and use basic symbols (standard or invented) including rhythms from standard Western | |
|notation (crotchets, quavers, minims) | |
|Year Four Program of Study |
|Ukulele Magic/Autumn | Marching /Baboushka |Latin America Dance Rythms |A Gospel Easter |Creative Time | The Blues |
| | | | |The little train of the caipira | |
|Music |
|Upper Key Stage Two |
|During years 5 and 6, pupils should be taught the following skills through the teaching of the programme of study content: |
|Singing: |Improvising: |
|Maintain an independent part in a group when singing or playing. |Experiment with voice, sounds, technology and instruments in creative ways and to explore new techniques. |
| | |
|Playing |Composing |
|Learning to play keyboards |Create music using a variety if musical devises, timbres, textures, techniques and discuss the choices made. |
|Play by ear and notation tunes and accompaniments in a variety of keys and with 2 3 4 simple and compound time | |
|signatures |Listening: |
| |Critique own and others’ work, offering specific comments and justifying these. |
|Singing and Playing |Listen to a variety of recorded music compare different styles |
|Maintain an independent part in a group when singing or/ and playing | |
| | |
|Reading Notation | |
|Follow basic shapes of music (including staff and other forms of notation) | |
|Year Five Program of Study |
|Hoffman Academy |Hoffman Academy |Hoffman Academy |Hoffmand Academy | Creative time |Jazz Classroom |
|Repertoire: Sung and Played |Repertoire: Sung and Played |Repertoire: Sung and played |Repertoire Sung and Played |Listening |Singing |
|Hot Cross Buns |Chocolate |Mouse in the House |Who’s that? |L’Apres Midi d’un faune |Listening to jazz music |
|C Boogie |Listen to the Bells |Rain Come Wet Me |Chasing the Squirrel |Improvise and compose music |Learning how to find and play notes on|
|5 Woodpeckers |Jingle Bells | | |Play and perform in solo and ensemble |the keyboard |
|Fog in the Middle | |Skills |Skills |contexts, |Playing a three note bossa nova |
| |Skills |Reading from the grand staff |Playing major and minor pentacales | | |
|Skills |Rhythm dictation |Rhythmic dictation | | | |
|Keyboard posture |Composing Rhythms |Composing a jingle |Knowledge | | |
|C and D major penta scales |Improvisation |Improvisation |Know the difference between Major and | | |
|Transposing |Knowledge | |minor scales | | |
|Rhythm dictation |Quarter notes and rest, eighth and |Knowledge |C and D | | |
|Composing Rhythms |half notes |Musical form AABA | | | |
| |Finger numbers |How to draw the treble clef and bass | | | |
|Knowledge |Steps.leaps,repeat,high,low |clef | | | |
|Solfeg di re mi fa so |F# | | | | |
|Musical alphabet |transpose | | | | |
|Names of white keys | | | | | |
|Rhythms tah and tah rest tah titi | | | | | |
| | | | | | |
|Music |
|Upper Key Stage Two |
|During years 5 and 6, pupils should be taught the following skills through the teaching of the programme of study content: |
|Singing: |Improvising: |
|Maintain an independent part in a group when singing or playing. |Experiment with voice, sounds, technology and instruments in creative ways and to explore new techniques. |
| | |
|Playing |Composing |
|Learning to play keyboards |Create music using a variety if musical devises, timbres, textures, techniques and discuss the choices made. |
|Play by ear and notation tunes and accompaniments in a variety of keys and with 2 3 4 simple and compound time | |
|signatures |Listening: |
| |Critique own and others’ work, offering specific comments and justifying these. |
|Singing and Playing |Listen to a variety of recorded music compare different styles |
|Maintain an independent part in a group when singing or/ and playing | |
| | |
|Reading Notation | |
|Follow basic shapes of music (including staff and other forms of notation) | |
|Year Six Program of Study |
|Wild Horses |Carol Of The Bells |Love Somebody | |Creative time |Everything is Awesome |
|Repertoire: Sung and played |Repertoire: Sung and Played |Repertoire: Sung and played |Repertoire Sung and Played | | Singing |
| |Carol of The Bells |Love Somebody | |Listening |Everything is Awesome |
|Wild Horses |Skills | | |Rhapsody In Blue | |
| |New pentascales G minor and C minor |Skills |Skills | |Skill |
|Skills |Changing hand position |E major and E minor pentascale |Sight reading simple melodies in the |Improvise and compose music |F major pentascale |
| | | |treble and bass clef | | |
|Pentascale Dminor |Knowledge |Knowledge |Wring a song be ear onto the staff |Play and perform in solo and ensemble | |
|Playing melody in the left hand and |Ostinato |Time signature | |contexts, |Knowledge |
|chords in the right | |Bars and bar lines |Knowledge | |Dotted minim |
|Improvising and composing | | |Half steps sharps and flats | |Ties |
| | | | | |Minim rest |
|Knowledge | | | | |Quaver rest |
| | | | | | |
|Ternary form | | | | | |
|Improvisation and composing skills | | | | | |
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