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Progression Map

Progression Map: Music

Perform (Voice)

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Use the voice in different ways such as speaking, singing and chanting. Perform simple rhythms, poems, rhymes and songs by copying and call and response.

Use voice expressively to experiment with sound patterns (high, low to investigate pitch, quiet, loud for dynamics, long short for duration).

 

Perform as a group for an audience.

Sing songs following a melody.

Change voice for pitch, dynamics and duration.

 

 

 

Perform as a group for an audience.

Perform songs following a melody. Change voice for pitch, dynamics and duration from memory.

Sing with an awareness of being ‘in tune.’

To have an awareness of the pulse internally when singing.

 

Perform as a group or individual for an audience.

Sing in unison and simple two-parts.

Understand ostinato is a repeated pattern in singing.

To follow a leader when singing.

To listen to the group when singing.

 

Perform as a group or individual for an audience.

Evaluate their own singing and make suggested improvements.

 

Sing a separate part in a group performance, keeping in time with the group, e.g. play a part in a round.

 

Explore singing in a range of musical styles (e.g. gospel, rock band, pop group, musical theatre)

Sing in different roles in a group performance (solo, backing vocals, accompaniment, ensemble, directing, round/split groups)

 

 

 

Maintain a harmony (singing higher or lower than the main melody) in a song.

Perform (Instrumental)

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Use a range of percussion instruments to accompany well known rhymes with a steady pulse.

 

Select their own instrument.

 

Invent a pattern to go with a song using one note.

Make and control long and short sounds (duration).

Investigate pitch by using glockenspiels, copying high and low notes.

Learn the names of the notes in their instrumental part from memory or when written down.

Follow instructions on how and when to play an instrument.

Play the part in time with the steady pulse.

Develop awareness of pitch by identifying higher and lower notes.

Know the names of untuned percussion instruments played in class.

Play notes on instruments clearly and including steps/ leaps in pitch.

Improvise (including call and response) within a group using 1 or 2 notes.

 

Perform with control and awareness of what others are playing.

Improvise (including call and response) within a group using 3 or 4 notes.

Perform in solo and ensemble contexts using a variety of techniques, confidently, expressively and in tune.

Lead a call and response pattern involving 3 notes.

The notes C, D, E, F, G, A, B + C on a tuned instrument.

Maintain own part in a round/ sing a harmony/ play accurately with awareness of what others are playing.

 

Play more complex instrumental parts.

 

Improvise using 5 notes of the pentatonic scale.

Improvise and Compose

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Adapt well known action songs with own sounds e.g. ’Old Macdonald had a farm’.

Suggest new actions/sounds for a well -known song or rhyme.

 

Invent a pattern to go with a song using one note.

Use a starting note to explore melodic patterns using one or two notes.

Create a sequence of long and short sounds with help (duration). Clap longer rhythms with help.

Make different sounds (high and low– pitch; loud and quiet– dynamics; fast and slow-tempo; quality of the sound- smooth, crisp, scratchy, rattling, tinkling etc.– timbre).

Help to create a simple melody using one, two or three notes.

 Learn how the notes of the composition can be written down and changed if necessary.

 

 

Carefully choose sounds to achieve an effect.

 

Create short musical patterns. Create sequences of long and short sounds- rhythmic patterns (duration).

 

Help create three simple melodies using one, three or five different notes.

 

Improvise using instruments in the context of a song they are learning to perform.

Create/ improvise repeated patterns (ostinati) with a range of instruments.

 

Effectively choose, order, combine and control sounds (texture/ structure).

 

Listen to and reflect upon the developing composition and make musical decisions about pulse, rhythm, pitch, dynamics and tempo.

 

Talk about how their composition was created.

 

Plan and create a section of music that can be performed within the context of a song.

Record own compositions.

 

Create own songs (raps- structure).

 

Identify where to place emphasis and accents in a song to create effects (duration).

 

Create simple melodies using up to five different notes and simple rhythms that work musically with the style of the song.

Listen to and reflect upon the developing composition and make musical decisions about how the melody connects with the song.

Show confidence, thoughtfulness and imagination in selecting sounds and structures to convey an idea.

Create music reflecting given intentions and record using standard notation.

Listen and Appraise

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

 To know twenty nursery rhymes off by heart.

 To know the stories of some of the nursery rhymes.

To learn that music can touch your feelings.

To enjoy moving to music by dancing, marching, being animals or Pop stars.

 

Hear, listen and respond to the pulse in music.

Identify when a pulse is faster or slower.

To know 5 songs off by heart.

To know what the songs are about.

To know and recognise the sound and names of some of the instruments they use.

 

Identify texture– one sound or several sounds?

To learn how songs can tell a story or describe an idea.

 

To know some songs have a chorus or a response/answer part.

 

To know that songs have a musical style.

 

Recognise changes in timbre (sound quality, smooth, crisp, scratchy, rattling, tinkling etc.), dynamics (loud and quiet), tempo (fast and slow) and pitch (high and low).

To choose one song and be able to talk about: Its lyrics: what the song is about, any musical dimensions featured in the song, and where they are used (texture, dynamics, tempo, rhythm and pitch), identify the main sections of the song (introduction, verse, chorus etc), name some of the instruments they heard in the song

To think about the message of songs.

 

To compare two songs in the same style, talking about what stands out musically in each of them, their similarities and differences.

 

To know five songs from memory, who sang or wrote them, when they were written and, if possible, why?

 

Describe different purposes of music in history/ other cultures.

Talk about the music and how it makes you feel, using musical language to describe the music.

 

Identify orchestral family timbres.

Refine and improve own/ others’ work.

Learning the Language

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

To know that music has a steady pulse, like a heartbeat.

 

To know that we can create rhythms from words, our names, favourite food, colours and animals.

To know the difference between rhythm and pulse.

Make own sounds and symbols to make and record music.

To know and understanding the following: timbre, dynamics, tempo, pitch

Know number of beats in a minim, crotchet, quaver and semibreve and recognise symbols (duration).

Play with a sound then symbol approach.

Use silence for effect and know symbol for a rest (duration).

Read notes and know how many beats they represent (minim, crotchet, semibreve, quaver, dotted crotchet, rests).

Different ways of writing music down – e.g. staff notation, symbols

The notes C, D, E, F, G, A, B + C on the treble stave

Notation: recognise the connection between sound and symbol

Read/ work out the musical stave (notes as Year 4).

  • Relationships
  • Respect
  • Resourcefulness
  • Reflection
  • Resilience
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