Music
Upon completing Step Two pupils:
- know single words, gestures, signs, objects, pictures or symbols to name familiar instruments.
- know of cause and effect in familiar musical events.
- know single words, gestures, signs, objects, pictures or symbols to communicate about familiar musical activities.
- can listen and attend to familiar musical activities, with support.
- can follow and join in familiar musical routines, with support.
- can begin to look for an instrument or noise made out of sight.
- can repeat copy and imitate actions in songs and musical performances.
- can repeat copy and imitate sounds or words in songs and musical performances.
- can take part in simple musical performances.
- can pick out a specific instrument when asked.
- can listen to, and imitate distinctive sounds played on a particular instrument.
Upon completing Step Three pupils:
- know the range of effects that can be made by an instrument or sound maker.
- know how to play groups of sounds indicated by a simple picture or symbol-based score.
- can respond to other pupils in music sessions.
- can join and take turns in songs.
- can play instruments with others.
- can begin to play, sing and move expressively in response to the music or the meanings of words in a song.
- can copy simple rhythms and musical patterns and phrases.
- can listen to music and describe it in simple terms.
- can follow simple graphic scores with symbols or pictures.
- can play simple music patterns or sequences of music.
- can listen and contribute to sound stories.
- can take part in simple improvisation and make basic choices about the sound and instruments used.
- can make simple compositions.
Upon completing Step Four pupils:
- know a growing musical vocabulary to describe what they play and hear (fast, slow, low, high etc.)
- can create their own simple composition and carefully select the sounds used.
- can create simple graphic scores using pictures or symbols.
- can make and communicate choices when performing, playing, composing, listening and appraising.
- can listen carefully to music.
Upon completing Step Five pupils:
- know how sounds can be made and changed.
- can use their voice in different ways (speaking, singing and chanting) and perform with an awareness of an audience.
- can repeat short rhythmic and melodic patterns.
Upon completing Step Six pupils:
- know how sounds can be organised.
- can perform simple patterns and accompaniments keeping to a steady pulse.
Upon completing Stage One pupils:
- know the ways sounds can be combined and used expressively.
- know how different musical elements are combined and used expressively.
- can sing in tune with expression.
- can perform simple melodic and rhythmic parts.
- can improvise repeated patterns and combine several layers of sound with an awareness of the combined effect.
- can make improvements to their own work and comment on the intended effect.
Upon completing Stage Two pupils:
- know appropriate musical vocabulary and can use it to describe, compare and evaluate different kinds of music.
- know how the relationship between sounds and how music reflects different intentions.
- can maintain their own part and are aware of how the different parts all fit together in order to achieve an overall effect.
- can improvise melodic and rhythmic phrases as part of a group performance.
- can compose by developing ideas within musical structures.
- can suggest improvements to their own and others work and comment on how intentions have been achieved.
Upon completing Stage Three pupils:
- know a variety of notations and compose music for different occasions using appropriate musical devices.
- know how venue, occasion and purpose affect the way music is created, performed and heard.
- know how musical devices and how music reflects time, place and culture.
- can perform significant parts from memory and from notations.
- am aware of their own contribution, such as leading others, taking a solo part or providing rhythmic support.
- can improvise melodic and rhythmic material within given structures.
- can analyse and compare musical features.
- can refine and improve their work.
Upon completing Stage Four pupils:
- know the effects musical elements have in pieces of music.
- can improve the accuracy of their performance through practice.
- can add expression to their performance.
- can play an instrument with accuracy.
- can compose a short musical piece using percussion instruments.
- can compose a part for a whole class composition.
- can identify different types of music which they have listened to.
- can give their opinion and explain their feelings about a piece of music they have listened to.
Upon completing Stage Five pupils:
- know that different music belongs to a range of traditions.
- know that different pieces of music were written at different times in history.
- can improve the accuracy of their performance through practice and rehearsal.
- can suggest ways a class performance can be improved.
- can perform with others.
- can appreciate that there are different ways to perform the same piece of music.
- can compose a part for a whole class composition to express a feeling or emotion.
- can identify different features of music they have heard.
Upon completing Stage Six pupils:
- know some great composers and their place in history.
- know some musical styles of the great composers.
- can develop and perform a solo or small group presentation for an audience.
- can perform with others to an audience.
- can compose rhythms using musical notations.
- can compose a part for a whole class composition using musical notations.
- can record a composition for others to play.
