Key Stage 1

Lower Key Stage 2

Upper Key Stage 2

Singing and Voice

• To sing confidently;
• Sing a melody accurately at their own pitch;
• Sing with a sense of awareness of pulse and control of rhythm;
• Recognise phrase lengths and know when to breathe;
• Sing songs expressively;
• Follow pitch movements with their hands and use high, low and middle voices;
• Begin to sing with control of pitch (e.g. following the shape of the melody);
• Sing with an awareness of other performers.

• Sing with confidence using a wider vocal range;
• Sing in tune;
• Sing with awareness of pulse and control of rhythm;
• Recognise simple structures (phrases);
• Sing expressively with awareness and control at the expressive elements. E.g. timbre, tempo, dynamics;
• Sing songs and create different vocal effects;
• Understand how mouth shapes can affect voice sounds;
• Internalise sounds by singing parts of a song ‘in their heads’.

• Sing songs with increasing control of breathing, posture and sound projection;
• Sing songs in tune and with an awareness of other parts;
• Identify phrases through breathing in appropriate places;
• Sing with expression and rehearse with others;
• Sing a round in two parts and identify the melodic phrases and how they fit together;
• Sing confidently as a class, in small groups and alone, and begin to have an awareness of improvisation with the voice.

Listening, Memory and Movement

• Recall and remember short songs and sequences and patterns of sounds;
• Respond physically when performing, composing and appraising music;
• Identify different sound sources;
• Identify well-defined musical features.

• Identify melodic phrases and play them by ear;
• Create sequences of movements in response to sounds;
• Explore and choose different movements e.g. to describe animals;
• Demonstrate the ability to recognise the use of structure and expressive elements through dance;
• Identify phrases that could be used as an introduction, interlude and ending.

• Internalise short melodies and play these on pitched percussion (play by ear);
• Create dances that reflect musical features;
• Identify different moods and textures;
• Identify how a mood is created by music and lyrics;
• Listen to longer pieces of music and identify features.

Rhythm

• Identify the pulse in different pieces of music;
• Identify the pulse and join in getting faster and slower together;
• Identify long and short sounds in music;
• Perform a rhythm to a given pulse;
• Begin to internalise and create rhythmic patterns;
• Accompany a chant or song by clapping or playing the pulse or rhythm.

• Recognise rhythmic patterns;
• Perform a repeated pattern to a steady pulse;
• Identify and recall rhythmic and melodic patterns;
• Identify repeated patterns used in a variety of music (ostinato).

• Identify different speeds of pulse (tempo)by clapping and moving;
• Improvise rhythm patterns;
• Perform an independent part keeping to a steady beat;
• Identify the metre of different songs through recognising the pattern of strong and weak beats;
• Subdivide the pulse while keeping to a steady beat.

Sounds and Melody

• Explore different sound sources;
• Make sounds and recognise how they can give a message;
• Identify and name classroom instruments;
• Create and chose sounds in response to a given stimulus;
• Identify how sounds can be changed;
• Change sounds to reflect different stimuli.

• Identify ways sounds are used to accompany a song;
• Analyse and comment on how sounds are used to create different moods;
• Explore and perform different types of accompaniment;
• Explore and select different melodic patterns;
• Recognise and explore different combinations of pitch sounds.

• Skills development for this element are to be found within ‘Instruments’ and ‘Composition’.

Instruments

• Play instruments in different ways and create sound effects;
• Handle and play instruments with control;
• Identify different groups of instruments.

• Identify melodic phrases and play them by ear;
• Select instruments to describe visual images;
• Choose instruments on the basis of internalised sounds.

• Identify and control different ways percussion instruments make sounds;
• Play accompaniments with control and accuracy;
• Create different effects using combinations of pitched sounds;
• Use IT to change and manipulate sounds.