Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Years 1 and 2

Fire, fire!

Take part in singing accurately following the melody.

Follow instructions on how and when to sing.

Sing London’s Burning as a round.

accelerando, pulse, rhythm, beat, pitch, melody, perform

Our Town (Local adventure)

Choose sounds to create an effect.

Sequence sounds to create an overall effect.

Create a soundscape of the local area e.g. Cannock Chase.

accelerando, pulse, rhythm, beat, compose, perform

Into the Woods!

Identify what they like and dislike about a piece of music.

Listen to different instrumental pieces of music based in a forest and identify what they like and dislike.

rhythm, pulse, beat, listen, share, imagine, instruments

Study of National Fairy Tales (National adventure)

Create short rhythmic phrases.

Clap rhythms.

Listen carefully and recall short rhythmic and melodic patterns.

Listen to and create a piece of music to retell a traditional story.

perform, rhythm, pulse, beat, compose, pattern

All about Orang-utan’s/Rainforests

Use symbols to represent a composition and use them to help with a performance.

Transcribe a graphic score and use this to perform jungle sounds.

compose, transcribe, perform, graphic score

Here we are (Global adventure)

Identify the beat of a tune.

Recognise changes in timbre, dynamics and pitch.

Listen to and compare music from around the world and different cultures.

beat, tune, rhythm, pulse, beat, timbre, dynamics, pitch, listen

Years 3 and 4

The Terrible Tudors

Recall simple rhythmic patterns.

Listen to and make a comparison between different types of music.

Make observations about music through creative responses such as visual art or movement.

Use music from the Tudor era.

Rhythm, rhythmic patterns, interpretation

Our local library (Local adventure)

Understand layers of sounds and discuss their effect on mood and feeling.

Use Four Seasons by Vivaldi.

Sing from memory with accurate pitch.

Christmas carols

Pitch, melody, sound, interpretation

The Stone Age

Use the terms: duration, timbre, pitch, beat, tempo, texture and use of silence to describe music.

Evaluate music using musical vocabulary to identify areas of likes and dislikes.

Create a soundscape to tell the story of The Stone Age Boy.

Duration, timbre, pitch, beat, tempo, texture, silence, soundscape

Town is by the sea (National adventure)

Compose repeated patterns with a range of instruments.

Devise non-standard symbols to indicate when to play and rest.

Create a graphic score to help play music from.

Compose, repeat, instruments, graphic score

Blue Abyss

Use sound to create abstract effects.

Choose order, combine and control sounds to create an effect.

Create a piece of music to represent the blue abyss.

Sounds, control, abstract, combine

Clean Water and Sanitation (Global adventure)

Compose and perform melodic songs.

Maintain a simple part within a group.

Pronounce words within a song clearly.

Create and perform a song to promote clean water and sanitisation.

compose, perform, melody, sing, group, parts

Years 5 and 6

Romans

Convey the relationship between the lyrics and the melody.

Perform solos or as part of an ensemble.

Describe how lyrics often reflect the cultural context of music and have social meaning.

Rehearse, sing and play music from across a range of styles.

Listen to and perform songs based on Roman period.

Lyrics, melody, perform, solo, ensemble, rehearse

Rugeley Miners (Local adventure)

Sing or play from memory with confidence.

Sing or play expressively and in tune.

Sing songs from memory with clear expression, accurate tuning and controlled breathing.

Christmas carols

Tune, sing, expression, tuning, control

Mexico

Listen with increased concentration to a range of music, both live and recorded.

Respond with the mood and effects of the music.

Listen to Mexican mariachi music.

Listen, concentration, interpretation, imagination, musical language

Sports Relief (National adventure)

Use the standard musical notation of crotchet, minim and semibreve to indicate how many beats to play.

Read and create notes on the musical stave.

Crotchet, minim, semibreve, beat, musical cues, musical stave, note

Inventions

Choose from a wide range of musical vocabulary to accurately describe and appraise music including:

• pitch

• dynamics

• tempo

• timbre

• texture

• lyrics and melody

• sense of occasion

• expressive

• solo

• rounds

• harmonies

• accompaniments

• drones

• cyclic patterns

• combination of musical elements

• cultural context

Explore Debussy, compare and describe his music compared to other composers of his time.

Pitch, dynamics, tempo, timbre, texture, lyrics, melody, occasion, expressive, solo, rounds, harmonies, accompaniments, drones, cyclic patterns, musical elements, cultural context

Deforestation (Global adventure)

Create songs with verses and a chorus.

Thoughtfully select elements for a piece in order to gain a defined effect.

Create a song to raise awareness of deforestation.

Songs, verses, chorus, perform, compose, transcribe

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Years 1 and 2

The Victorians

Taking part in singing accurately following a melody.

Follow instructions on how and when to sing.

Harvest

accelerando, pulse, rhythm, beat, pitch, melody, perform, group, solo

Our School (Local adventure)

Taking part in singing accurately following a melody.

Follow instructions on how and when to sing.

Christmas carols

accelerando, pulse, rhythm, beat, pitch, melody, perform, group, solo

All About Chocolate!

Imitate changes in pitch.

Listen for different types of sounds in music responding with the mood of the music.

Use songs from Charlie and the Chocolate Factory.

accelerando, pulse, rhythm, beat, pitch, melody, listen

Bright Lights, Big Cities (National adventure)

Identify the pulse in music.

Begin to recognise the different instruments used.

Listen to the National Anthems of the four countries in the UK.

Pulse, beat, rhythm, accelerando, instruments

Growing Up

Describe what they like and dislike about a piece of music.

Listen to a piece of music from a different era and compare to modern day, identifying likes and dislikes.

Listen, evaluate, describe

At the seaside, beach pollution (Global adventure)

Make and control long and short sounds using voice and instruments.

Create short musical patterns.

Create a sequence of long and short sounds.

Create a mixture of different sounds.

Create a soundscape of the different sounds at the seaside.

Long sounds, short sounds, instruments, voice, musical patterns, sequence

Years 3 and 4

Egyptians

Sing songs from memory with accurate pitch.

Sing in tune.

Show control of voice.

Harvest festival songs

Sing, songs, pitch, control, tune, voice

Our School (Local adventure)

Recognise the notes EGBDF and FACE on the musical stave.

Play notes on an instrument with care so that they are clear.

Prepare and perform a piece of music to tell a part of the Nativity story.

Notes, musical stave, instruments, compose, perform

All About Chocolate!

Recognise the symbols for a minim, crochet and semi-breve and say how many beats they represent.

Listen to European music to support this objective.

Symbol, minim, crochet, semi-breve, beat

Bright Lights, Big Cities (National adventure)

Create repeated patterns with a range of instruments.

Create a graphic score to record a range of instruments and perform from this.

Pattern, repeat, instruments, graphic score, perform

Growing Up

Create accompaniments for tunes.

Use drones as accompaniments.

Use digital technology to compose pieces of music.

Create a digital piece of music about a journey on a mountain.

Compose, accompaniments, drones

At the seaside, beach pollution (Global adventure)

Perform with control and awareness of others.

Write a song about climate control and perform to an audience.

Perform, control, compose, transcribe, audience

Years 5 and 6

Battles of Britain

Thoughtfully select elements for a piece in order to gain a defined effect.

Perform with controlled breathing (voice) and skillful playing (instrument).

Focus on one battle and create a piece of music to reflect this.

Music elements, effect, control, perform, voice, instruments, compose

The use of Cannock Chase during WW1(Local adventure)

Understand the purpose of the treble and bass clefs and use them in transcribing compositions.

Understand and use the # (sharp) and ? (flat) symbols.

Use and understand simple time signatures.

Study a traditional piece of Christmas music

treble, bass clefs, transcribe, composition, sharp, flat, symbol, time signatures

The Ancient Greeks

Choose from a wide range of musical vocabulary to accurately describe and appraise music including:

• pitch

• dynamics

• tempo

• timbre

• texture

• lyrics and melody

• sense of occasion

• expressive

• solo

• rounds

• harmonies

• accompaniments

• drones

• cyclic patterns

• combination of musical elements

• cultural context.

Share opinions about music and be able to justify these.

Use music from the Greek era.

Describe, appraise, pitch, dynamics, tempo, timbre, texture, lyrics and melody, sense of occasion, expressive, solo, rounds, harmonies, accompaniments, drones, cyclic patterns, combination of musical elements, cultural context.

Shakespeare Week

(National adventure)

Create rhythmic patterns with an awareness of timbre and duration.

Combine a variety of musical devices, including melody, rhythm and chords

Hold a part within a round.

Sing a harmony part confidently and accurately.

Sustain a drone or a melodic ostinato to accompany singing.

Create a song to tell the story of a Shakespeare play.

Rhythmic patterns, timbre, duration, melody, rhythm, chords, part, round, harmony, drone, melodic ostinato

Forces of Nature

Listen with increased concentration to a range of music, both live and recorded.

Respond with the mood and effects of the music.

Listen to a variety of instrumental music that reflects the natural world.

Listen, concentration, respond, interpretation, appraise

Sustainability and Recycling (Global adventure)

Use drones and melodic ostinati (based on the pentatonic scale).

Use digital technologies to compose, edit and refine pieces of music.

Create a piece of music to raise awareness of importance of recycling and sustainability.

Drones, melodic ostinato, compose, edit, refine