Mereside CE

Music

 

 

EYFS

KS1

YEAR 3/4

YEAR 5/6

PITCH

Introduce high/low. Explore movement between the two.

Use of voice or instrument to explore high and low.

Pitch matching single notes.

Extend pitch matching to 5 notes max. 

Place shapes on different levels, i.e.

Recognise where tunes go up & down by step, jump or stay the same.

Draw pitch patterns in the air.

Imitate melody patterns.

Pitch match over an accompaniment or other part.

Place rhythms on different levels e.g.

♫         ♫

      ♫

Sight sing using 2 line stave.

Use letter names.

Sight sing short note patterns using two line stave, letter names.

Pitch match more difficult tunes, e.g. chromatic/syncopated

Sing accurately in two parts.

Improvise a melody

DURATION

Extremes of long & short steady beat.

Respond to sounds of different duration.

Copy simple patterns

Copy rhythmic patterns.

Recognise rhythmic patterns.

Identify similarities between rhythmic patterns

Indicate a steady beat by movement.  Grouping beats in 2’s & 4’s.

Use instruments to keep a steady beat.

Hold a beat against another part.

Extend to grouping beats in 3s.

Use ostinato.

Create rhythm patterns inc. silences and notate.

Recognise whether 2, 3, 4 in a bar.

Bar lines.

Indicate strong and weak beats

Recognise a change in beat

TEMPO

Recognise fast & slow

Developing control of extremes of fast & slow.

Recognise gradation of fast & slow (getting faster & slower).

Developing control of gradual change.    

TIMBRE

Recognise environmental sounds & play using tuned & untuned percussion.

Match sounds with a selected picture source

Recognise & name tuned & untuned percussion played in combination with one another.

Identify an instrument that might represent a particular type of sound eg. water, thunder, surprise

Explore different use of voice – singing, speaking, whispering

Recognise & name familiar instruments eg violin, guitar, flute, trumpet.

Compare instrumental tone colour.

Identify families of instruments e.g. brass band, string quartet.

Combinations of orchestral instruments.

Recognise the instruments heard in a piece of music

Identify other standard groupings e.g. rock band, jazz trio, wind quintet, folk band. Identify ensembles from other cultures e.g. Samba band, Indian gamelan, Taiko drumming, Steel band.

TEXTURE

Recognise single sounds & several simultaneous sounds.

Use several simultaneous sounds to compose a piece.

Recognise the difference between thick and thin textures.

Recognise changes in texture.

 

Recognise the difference between unison and harmony.

Understand how a round works.

Understand how texture might vary in a song or piece of music.

DYNAMICS

Recognise loud and quiet sounds inc silence

Develop control of extremes of loud & quiet.

Recognise crescendo and diminuendo.

Develop the use of crescendo and diminuendo in performance.

Assess the appropriateness of dynamic choices such as accents or sudden louds (sforzando) etc.

STRUCTURE

Call and response songs.

Repetitive songs

Understand cumulative songs eg There was an old lady

Understand that sections of music sound the same or different.

Recognise and compose using

  • AB patterns. (binary form)
  • verse and chorus.
  • ABA patterns (ternary form)

Recognise and compose using rondo form (ABACADA).

Recognise coda endings.