Key stage 1

Pupils should be taught to:

• use their voices expressively and creatively by singing songs and speaking chants and rhymes
• play tuned and untuned instruments musically
• listen with concentration and understanding to a range of high-quality live and recorded music
• experiment with, create, select and combine sounds using the inter-related dimensions of music.
• Key stage 2
• Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory. Pupils should be taught to:
• play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
• improvise and compose music for a range of purposes using the inter-related dimensions of music
• listen with attention to detail and recall sounds with increasing aural memory
• use and understand staff and other musical notations
• appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
• develop an understanding of the history of music.

Year 1 

Choose a song they have learnt from the Scheme and perform it.

They can add their ideas to the performance.

Record the performance and say how they were feeling about it.

Year 2

Choose a song they have learnt from the Scheme and perform it.

They can add their ideas to the performance.

Record the performance and say how they were feeling about it using simple musical vocabulary.

Year 3 

To choose what to perform.

To communicate the meaning of the words and clearly articulate them.

To talk about the best place to be when performing and how to stand or sit.

To record the performance and say how they were feeling, what they were pleased with what they would change.

Year 4 

To choose what to perform and begin to create a programme.

Present a musical performance designed to capture the audience.

To communicate the meaning of the words and clearly articulate them.

To talk about the best place to be when performing and how to stand or sit and why.

To record the performance and say how they were feeling, what they were pleased with what they would change and why.

Year 5 

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

Begin to explain the keynote or home note and the structure of the melody.

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

Record the composition in any way appropriate that recognises the connection between sound and symbol (e.g. graphic/pictorial notation).

Year 6 

To choose what to perform and begin to create a programme.

Present a musical performance designed to capture the audience.

To communicate the meaning of the words and clearly articulate them.

To talk about the best place to be when performing and how to stand or sit and why.

To record the performance and say how they were feeling, what they were pleased with what they would change and why.