Calendar Dates
- Parents Evening phone calls, Reception and Year 6 3.30-6.00om 20th October 2020
- Parents evening phone calls, Year 1, Year 4, SL1 and SL2 3.30-6.00pm 21st October 2020
- Y5 back today 22nd October 2020
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MUSIC |
Subject content PLAN |
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Voices |
Instruments |
Listen |
Experiment with sound And appreciate recorded music |
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Y1 |
Learning through percussion instruments and songs |
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AUT
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Songs taken from Singing Connections, Sing up, year 1 singing Express, Singing Sherlock books Children learn how their vocal instrument works (good posture and awareness of their own sound through listening) and how to produce a good sound using their diaphragm (good breathing techniques) through warm ups, rounds, call and response songs. |
Instrumental pieces taken from Charanga, or song phrases from the song they are learning. Children learn the names of the instruments on the percussion trolley and how to play them with self control using short rhythms with awareness of duration, tempo, texture, silence and dynamics
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Children start to learn the importance of ensemble techniques (whole class rehearsal and performances) and good listening skills.
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The children listen to various styles of music using the charanga scheme for year 1. They comment on what they like or feel about the song (including the mood created) and any musical elements including what instruments they hear.
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SPR |
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The children start to learn through question and answer phrase how to play the djembe in class groups and paired groups ready for compositional tasks. They add djembe rhythms to some of the songs that they have learnt (2 Part playing). |
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Consolidation using different songs, instrumental pieces and composing techniques using more challenging songs and pieces
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SUM |
Consolidation using different songs, instrumental pieces and composing techniques using more challenging songs and pieces. Songs taken from Singing Connections, Sing up, year 1 singing Express, Singing Sherlock books. Children continue to learn how their vocal instrument works and how to produce a good sound using their diaphragm through warm ups, rounds, call and response songs. |
The children continue to learn how to play the Djembe using some notation: Quavers, Crotchets, minims and semibreves using the rhythm words. They also learn auditory using rhythms and phrases from the songs they are learning. They are continuing to learn how to be aware of other parts around them and how to play with self control. |
They also learn auditory using rhythms and phrases from the songs they are learning. They are continuing to learn how to be aware of other parts around them and how to play with self control. The children listen to various styles of music using the charanga scheme for year 1and BBC ten pieces trailblazers. They comment on what they like or feel about the song (including the mood created) and any musical elements including what instruments they hear |
Consolidation using different songs, instrumental pieces and composing techniques using more challenging songs and pieces.
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Learning through percussion, instrument, recorder and songs |
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Y2 AUT
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Songs taken from Singing Connections, Sing up, year 2 singing Express, Singing Sherlock books Children continue to learn how their vocal instrument works (good posture and awareness of their own sound through listening) and how to produce a good sound using their diaphragm (good breathing techniques) through warm ups, rounds, call and response songs and other songs for their year group.
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Instrumental pieces taken from Charanga recorder scheme. The children start to read music using the pieces from Charanga: Treble clef, stave, how notes look on the music as crotchets, minims and quavers for the notes B and A. The children continue to learn how to play with self control with the correct fingers and posture with awareness of rhythm words to help them to create the correct rhythm. They continue to develop their knowledge of pitch, duration, tempo, texture, silence and dynamics |
Children continue to learn the importance of ensemble techniques (whole class rehearsal and performances) and good listening skills.
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They Start to perform in small groups and comment on their performances (likes and dislikes using musical comments: accuracy of pitch, rhythm, fluency, tempo, confidence, sense of the beat etc.
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SPR |
Consolidation from Autumn 1 using different pieces and songs. Children start to experiment more with complex rhythms through compositional techniques: Word phrases, Short questions and answers. |
Children are able to play short melodies using B,A,G on the recorder using dotted minims, minims, crotchets, quavers.
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SUM |
Songs, call and responses, rounds and warm up games are taken from Singing Connections, Sing up, Singing Sherlock books and Charanga. Children continue to learn how their vocal instrument works, starting to sing in phrases.,
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Instrumental pieces are taken from Charanga recorder scheme and other tutor recorder books. The children continue to read music: Treble clef, stave, crotchets, minims and quavers for the notes B and A, G, F, E, D and C. The children continue to learn how to play with self-control with the correct fingers and posture with awareness of rhythm words to help them to create the correct rhythm. They continue to develop their knowledge of pitch, duration, tempo, texture, silence and dynamics, to learn the importance of ensemble techniques and good listening skills, to rehearse and perform in small groups and comment on each others performances: likes and dislikes using musical comments: accuracy of pitch, rhythm, fluency, tempo, confidence, sense of the beat etc. |
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During this term I will use more challenging pieces and songs and the children will start to experiment more with complex rhythms through compositional techniques: Word phrases, Short questions and answers.
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learning through percussion instruments, recorder and song |
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Y3 AUT
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Songs, rounds and warm up games are taken from Singing Connections, Sing up, Singing Sherlock books and Charanga. Children continue to learn how their vocal instrument works (good posture and awareness of their own sound through listening) and how to produce a good sound using their diaphragm (good breathing techniques), starting to sing in phrases (musical sentences), remembering melodies through warm ups, rounds, call and response songs and other songs for their year group.
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Instrumental pieces are taken from Charanga recorder scheme and other tutor recorder books. The children start to read music using the pieces from Charanga: Treble clef, stave, how notes look on the music as crotchets, minims and quavers for the notes B and A, G, F, E, D and C. The children continue to learn how to play with self-control with the correct fingers and posture with awareness of rhythm words to help them to create the correct rhythm. They continue to develop their knowledge of pitch, duration, tempo, texture, silence and dynamics |
Children continue to learn the importance of ensemble techniques (whole class rehearsal and performances) and good listening skills.
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They Start to rehearse and perform in small groups and comment on each others performances (likes and dislikes using musical comments: accuracy of pitch, rhythm, fluency, tempo, confidence, sense of the beat etc.
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SPR |
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Consolidation using different songs, instrumental pieces and composing techniques. |
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SUM |
Songs, rounds and warm up games are taken from Singing Connections, Sing up, Singing Sherlock books and Charanga. Children continue to learn how their vocal instrument works and how to produce a good sound using their diaphragm, to sing in phrases, remembering melodies through warm ups, rounds, call and response songs and other songs for their year group.
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Instrumental pieces are taken from Charanga recorder scheme and other tutor recorder books. The children continue to read music using the pieces from Charanga: Treble clef, stave, how notes look on the music as crotchets, minims and quavers for the notes B and A, G, F, E, D and C. The children continue to learn how to play with self-control with the correct fingers and posture with awareness of rhythm words to help them to create the correct rhythm. They continue to develop their knowledge of pitch, duration, tempo, texture, silence and dynamics |
Children continue to learn the importance of ensemble techniques (whole class rehearsal and performances) and good listening skills.
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They continue to rehearse and perform and compose in small groups and comment on each others performances: likes and dislikes using musical comments: accuracy of pitch, rhythm, fluency, tempo, confidence, sense of the beat etc.
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Learning through Percussion, Yukelele, keyboard and songs |
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Y4 AUT |
Songs, rounds and warm up games are taken from Singing Connections, Sing up, Singing Sherlock books and Charanga. Children continue to learn how their vocal instrument works (good posture and awareness of their own sound through listening) and how to produce a good sound using their diaphragm (good breathing techniques), starting to sing in phrases (musical sentences), remembering melodies through warm ups, rounds, call and response songs and other songs for their year group including drones and bass lines in order to start to create harmony.
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Instrumental pieces are taken from Charanga yukelele scheme and other tutor yukelele books plus play along yukelele videos from Youtube. The children start to read tab music and chords using the pieces from Charanga: Treble clef, stave, how notes look on the music as crotchets, minims, dotted minims, semibreves and quavers for the chords C and F and possibly G. The children continue to learn how to play with self-control with the correct fingers and posture with awareness of rhythm words to help them to create the correct rhythm. They continue to develop their knowledge of pitch, duration, tempo, texture, silence and dynamics |
Children continue to learn the importance of ensemble techniques (whole class rehearsal and performances) and good listening skills.
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They Start to rehearse and perform in small groups and comment on each others performances (likes and dislikes using musical comments: accuracy of pitch, rhythm, fluency, tempo, confidence, sense of the beat etc.
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SPR |
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Introduction to Keyboard melodies using the right hand only. Consolidation using different songs, instrumental pieces and composing techniques. |
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SUM |
Consolidation using different songs, instrumental pieces and composing techniques. Songs, rounds and warm up games are taken from Singing Connections, Sing up, Singing Sherlock books and Charanga. Children continue to learn how their vocal instrument works and how to produce a good sound using their diaphragm, starting to sing in phrases, remembering melodies through warm ups, rounds, call and response songs and other songs for their year group. They will start to create harmony using rounds or short echo techniques.
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Instrumental pieces are taken from Charanga yukelele scheme and other tutor yukelele books plus play along yukelele videos from Youtube. The children start to read tab music and chords using the pieces from Charanga: Treble clef, stave, how notes look on the music as crotchets, minims, dotted minims, semibreves and quavers for the chords C and F and Am and G and possibly D. The children continue to learn how to play with self-control with the correct fingers and posture with awareness of rhythm words to help them to create the correct rhythm. They continue to develop their knowledge of pitch, duration, tempo, texture, silence and dynamics |
Children continue to learn the importance of ensemble techniques (whole class rehearsal and small group compositional tasks with performances) and good listening skills. |
They continue to comment on each others performances (likes and dislikes using musical comments: accuracy of pitch, rhythm, fluency, tempo, confidence, sense of the beat etc.
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learning through percussion, Keyboard and songs |
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Y5 AUT
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Songs, rounds and warm up games are taken from Singing Connections, Sing up, Singing Sherlock books and Charanga. Children continue to learn how their vocal instrument works (good posture and awareness of their own sound through listening) and how to produce a good sound using their diaphragm (good breathing techniques), singing in phrases (musical sentences), Good Diction, remembering melodies through warm ups, rounds, call and response songs and other songs for their year group including drones and bass lines in order to start to sing harmony.
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Instrumental pieces are taken from Various Keyboard tutor books or resources on line or created by Mrs Sands. The children continue to read treble clef using the pieces in 5 finger positions: Treble clef, stave, how notes look on the music as crotchets, minims, dotted minims, semibreves and quavers C, D, E, F, G. The children continue to learn how to play with self-control with the correct fingers and posture with awareness of rhythm words to help them to create the correct rhythm. They continue to develop their knowledge of pitch, duration, tempo, texture, silence and dynamics They work with a partner (mixed ability pairs) who will constantly assess and help them to play fluently and accurately in notation and rhythm. |
Children continue to learn the importance of ensemble techniques (paired work and also class performances) and good listening skills.
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They rehearse and perform either in pairs or individually and comment on each others performances (likes and dislikes using musical comments: accuracy of pitch, rhythm, fluency, tempo, confidence, sense of the beat etc.
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SPR |
repeat |
repeat |
repeat |
repeat |
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SUM |
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Consolidation using different songs, instrumental pieces and composing techniques for all four classes (2 classes in summer 1 and 2 during summer 2) |
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Y6 AUT Learning through Percussion, Keyboard and songs |
Songs, rounds and warm up games are taken from Singing Connections, Sing up, Singing Sherlock books and Charanga. Children continue to learn how their vocal instrument works (good posture and awareness of their own sound through listening) and how to produce a good sound using their diaphragm (good breathing techniques), singing in phrases (musical sentences), Good Diction, remembering melodies through warm ups, rounds, call and response songs and other songs for their year group including drones and bass lines in order to start to sing harmony.
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Instrumental pieces are taken from Various Keyboard tutor books or resources on line or created by Mrs Sands. The children continue to read treble clef and also the bass clef. The pieces will have more challenging rhythms and some movement in the treble clef whilst the bass part will be playing chords either block or broken or vamped. : Treble clef, bass clef, stave, chords, how notes look on the music as crotchets, minims, dotted minims, semibreves and quavers C, D, E, F, G, A, B, C. in the right hand but with the left hand playing chord patterns (usually 4 chord patterns). The children continue to learn how to play with self-control with the correct fingers and posture with awareness of rhythm words to help them to create the correct rhythm. They continue to develop their knowledge of pitch, duration, tempo, texture, silence and dynamics |
They work with a partner (mixed ability pairs) who will constantly assess and help them to play fluently and accurately in notation and rhythm. Children continue to learn the importance of ensemble techniques (paired work and also class performances) and good listening skills.
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They rehearse and perform either in pairs or individually and comment on each others performances (likes and dislikes using musical comments: accuracy of pitch, rhythm, fluency, tempo, confidence, sense of the beat etc.
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SPR |
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Consolidation using different songs, instrumental pieces and composing techniques. |
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SUM |
Consolidation using different songs, instrumental pieces and composing techniques.
Songs, rounds and warm up games using the topic of film or special events in the calender year are taken from, Sing up, Singing Sherlock books and Charanga. Children continue to learn how their vocal instrument works (good posture and awareness of their own sound through listening) and how to produce a good sound using their diaphragm (good breathing techniques), singing in phrases (musical sentences), Good Diction, remembering melodies through warm ups, rounds, call and response songs and other songs including drones and bass lines to sing harmony.
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Instrumental pieces are taken from Various Keyboard tutor books or resources on line or created by Mrs Sands to do with the topic film. The children continue to read treble clef and also the bass clef using chord shapes. The pieces will have more challenging rhythms and some movement in the treble clef whilst the bass part will be playing chords either block or broken or vamped.Treble clef, bass clef, stave, chords, how notes look on the music as crotchets, minims, dotted minims, semibreves and quavers C, D, E, F, G, A, B, C with added sharps and flats in the right hand but with the left hand playing chord patterns (usually 4 chord patterns). The children continue to learn how to play with self-control with the correct fingers and posture with awareness of rhythm words to help them to create the correct rhythm. They continue to develop their knowledge of pitch, duration, tempo, texture, silence and dynamics They work with a partner (mixed ability pairs) who will constantly assess and help them to play fluently and accurately in notation and rhythm. |
Children continue to learn the importance of ensemble techniques (paired work and also class performances) and good listening skills.
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They rehearse and perform either in pairs or individually and continue to comment on each others performances (likes and dislikes using musical comments: accuracy of pitch, rhythm, fluency, tempo, confidence, sense of the beat etc).
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