Music

 ‘Music is a universal language that embodies one of the highest forms of creativity. A highquality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.’  
(National Curriculum 2014)

 

The National Curriculum for Music aims to ensure that all pupils:
  • perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
  • learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
  • understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

 


 

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

 

EYFS

Early Learning Goal:
  • children sing songs, make music and dance, and experiment with ways of changing them.
 

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.

 


 
At St George's we follow different schemes of work that support the children and teachers with their learning of Music; we use Music Express for EYFS and KS1 and Charanga for KS2. As the National Curriculum states, the children will also learn a musical instrument in KS2 - the recorder.
                          
 

St George's Whole School Curriculum Map 

 
Key skills can be seen in the year group breakdowns below.
 

EYFS

Music Units
 
Special People
Going Places
Moving Patterns
Working World
Growth and Change
Our Sense
Foundation Stage Areas of learning focus
Personal Social and Emotional Development
Communication, Language and Literacy
Mathematical Development
Knowledge and Understanding of the World
Physical Development
Creative Development
Music focus
Beat and Tempo
High and low
Structure
Texture
Loud and Quiet
Timbre
Early Learning Goals
 
 
Early Learning Goals
  • Play cooperatively taking turns with others
  • Takes accounts of another’s ideas about how to organise their activity
  • Explains their knowledge and understanding and asks appropriate questions
Early Learning Goal (EXC)
  • Confidently speaks to a class group
  • Listens to others suggestions and plans how to achieve an outcome without adult help
  • Plays group games with rules
Early Learning Goals
  • Listens attentively in a range of situations
  • Listens to and responds to ideas expressed by others in a conversation
  • Extends vocabulary
  • Demonstrates two-channelled attention
 
Early Learning Goals (EXC)
  • Listens attentively with sustained concentration
  • Listens in a larger group
  • Shows some awareness of the listener by making changes to language and non-verbal features
Early Learning Goals
  • Recognises creates and describes patterns
  • Order sequences
  • Explores characteristics of everyday objects and shapes and uses mathematical language to describe them
  • Counts an irregular arrangement of up to ten objects
  • Counts reliably with numbers 1-20 and places them in order
Early Learning Goals (EXC)
  • Estimates a number of objects and checks them by counting
Early Learning Goals
  • Knows about similarities and differences between themselves and others
  • Talks about the features of their own environment and how environments vary from one another
  • Make observations of animals and plants and explain why some things occur
  • Recognises a range of technology that is used in places like school and home
Early Learning Goals (EXC)
  • Knows that the environment and livings things are influenced by human activity
  • Describes some actions which people in the community do that help to maintain the area that they live in
Early Learning Goals
  • Experiments with different ways of moving
  • Uses a pencil and holds it effectively – holding beaters
  • Shows increasing control over an object
  • Begins to use anti-clockwise movement
  • Shows good control and co-ordination in large and small movements
  • Moves confidently in a range of ways, negotiating space
Early Learning Goals (EXC)
  • Hops and skips confidently in time to music
  • Able to use correct pencil grip – holding beaters
 
Early Learning Goals
  • Is beginning to build a repertoire of songs and dances
  • Explores the sounds of different instruments
  • Manipulates materials to achieve a planned effect
  • Sings songs and makes music and dance and experiments with ways of changing them
  • Create simples representations of events peoples and objects
  • Represents their own ideas, thoughts and feelings through music and dance
Early Learning Goals (EXC)
  • Talks about the ideas and processes that had led them to make music
  • Talk about the features of their own and others work recognising differences and strengths of others

 

Year 1

Music Units
 
Sounds Interesting
 
Nativity
Feel The Pulse
Taking Off
What’s The Score?
Rain Rain Go Away
Curriculum link
This unit develops children’s ability to identify different sounds and to change and use sounds expressively in response to a stimulus.
 
This unit develops children’s ability to recognise the difference between pulse and rhythm and to perform with a sense of pulse.
This unit develops children’s ability to discriminate between higher and lower sounds and to create simple melodic patterns.
This unit develops children’s ability to recognise different ways sounds are made and changed and to name, and know how to play a variety of classroom instruments.
This unit develops children’s ability to recognise how sounds and instruments can be used expressively and combined to create music in response to a stimulus.
‘I can’ Statements
  • Recognise different instruments
  • Understand how tempo describes how fast or slow a sound is
  • Follow the conductor or band leader
  • Listen to, copy and repeat a simple rhythm or melody
  • Perform rhymes, raps or songs
  • Understand how to sing musically after warming up sitting or standing well so that I can project the sounds confidently
 
 
 
  • Listen to music with sustained concentration
  • Listen to, copy and repeat a simple rhythm or melody
  • Perform rhymes, raps or songs
  • Follow the conductor or band leader
  • Understand how to sing musically after warming up sitting or standing well so that I can project the sounds confidently
 
  • Find the pulse whilst listening to music and using movement
  • Begin to understand the rhythm is a mixture of long and short sounds that happen over the pulse
  • Perform rhymes, raps or songs
  • Follow the conductor or band leader
  • Use the correct musical language to describe a piece of music
  • Understand how to sing musically after warming up sitting or standing well so that I can project the sounds confidently
 
 
 
  • Listen to music with sustained concentration
  • Understand how dynamics are how loud or quiet the music is
  • Understand that pitch describes how high and low a sound is
  • Listen to, copy and repeat a simple rhythm or melody
  • Recognise different instruments
  • Perform rhymes, raps or songs
  • Follow the conductor or band leader
  • Use the correct musical language to describe a piece of music
  • Understand how to sing musically after warming up sitting or standing well so that I can project the sounds confidently
  • Listen to music with sustained concentration
  • Find the pulse whilst listening to music and using movement
  • Use the correct musical language to describe a piece of music
  • Recognise different instruments
  • Perform rhymes, raps or songs
  • Follow the conductor or band leader
  • Understand how to sing musically after warming up sitting or standing well so that I can project the sounds confidently
 
 
  • Listen to music with sustained concentration
  • Use the correct musical language to describe a piece of music
  • Recognise different instruments
  • Discuss feelings and emotions linked to different pieces of music
  • Understand that pitch describes how high and low a sound is
  • Understand how tempo describes how fast or slow a sound is
  • Understand how dynamics are how loud or quiet the music is
 
 
 
 
 

Year 2

Music Units
 
Taking off
Nativity
Sounds Interesting
Feel the Pulse
Classical
(Music Through History)
What’s the Score
Curriculum link
This unit develops children’s ability to discriminate between higher and lower sounds and to create simple melodic patterns.
 
This unit develops children’s ability to identify different sounds and to change and use sounds expressively in response to a stimulus.
This unit develops children’s ability to recognise the difference between pulse and rhythm and to perform with a sense of pulse.
This unit develops children’s knowledge of a musical period in history and how its musical notation and style developed throughout that time.
This unit develops children’s ability to recognise different ways sounds are made and changed and to name, and know how to play a variety of classroom instruments.
‘I can’ Statements
  • Improvise a simple rhythm using different instruments including my voice
  • Confidently perform rhymes, raps and songs
  • Use tuned and unturned instruments classroom percussion to play accompaniment and tunes
  • Use tuned and unturned instruments classroom percussion to improvise and compose
  • Play instruments using the correct techniques with respect
 
  • Confidently perform rhymes, raps and songs
  • Understand the words in a song can affect its melody
  • Sing a song in two parts
  • Practise, rehearse and perform music to an audience with confidence
 
  • Experiment with, create, select and combine sounds using the interrelated dimensions of music
  • Use tuned and unturned instruments classroom percussion to play accompaniment and tunes
  • Use tuned and unturned instruments classroom percussion to improvise and compose
  • Play instruments using the correct techniques with respect
 
  • Find the pulse and internalise it in my head
  • Understand the words in a song can affect its melody
  • Play instruments using the correct techniques with respect
 
  • Understand and listen to high quality live and recorded music
  • Find the pulse and internalise it in my head
  • Understand that timbre describes the quality or character of a sound
  • Understand that texture describes the layers in the music
  • Structure describes how different sections of music are ordered
  • Describe a piece of music using musical language
  • Play instruments using the correct techniques with respect
 
  • Sing a song in two parts
  • Use tuned and unturned instruments classroom percussion to play accompaniment and tunes
  • Use tuned and unturned instruments classroom percussion to improvise and compose
  • Play instruments using the correct techniques with respect
 
 

 

Year 3

Music Units
 
Let your Spirit Fly
Glockenspiel Stage One
Three Little Birds
Dragon Scales
(Music Express 3)
Painting with Sound
(Music Express 3)
The Class Orchestra (Music Express 3)
Curriculum link
This unit develops children’s ability to listen to different genres of music and continue to develop their understanding of pitch, tone rhythm and pulse.
This unit develops children’s knowledge of different musical instruments. They will also begin to understand musical notation and what they mean.
This unit will develop children’s listening skills alongside their ability to recognise instruments. They will also improvise and compose their own pieces to perform.
This unit develops children’s ability to recognise and use pentatonic scales and create short melodies and accompaniments.
This unit develops children’s ability to create, perform and analyse expressive compositions and extend their sound vocabulary.
This unit develops children’s ability to create, combine and perform rhythmic and melodic material as part of a class performance of a song.
‘I can’ Statements
  • Listen with direction to a range of high quality music
  • Find the pulse in songs/music with confidence
  • Understand that composition is when a composed writes down and records a musical idea
  • Sing songs with multiple parts with increasing confidence
  • Play and perform in a solo or ensemble with confidence
  • Begin to listen to and recall sounds with increasing aural memory
 
  • Confidence recognise a range of musical instruments
  • Understand that improvisation is when a composer makes up a tune within boundaries
  • Understand some formal, written notation which includes crochets and rests
  • Begin to listen to and recall sounds with increasing aural memory
 
  • Listen with direction to a range of high quality music
  • Find the pulse in songs/music with confidence
  • Understand that composition is when a composed writes down and records a musical idea
  • Understand that improvisation is when a composer makes up a tune within boundaries
 
  • Confidence recognise a range of musical instruments
  • Understand some formal, written notation which includes crochets and rests
  • Begin to listen to and recall sounds with increasing aural memory
 
  • Listen with direction to a range of high quality music
  • Find the pulse in songs/music with confidence
  • Understand that improvisation is when a composer makes up a tune within boundaries
  • Begin to listen to and recall sounds with increasing aural memory
 
  • Understand that composition is when a composed writes down and records a musical idea
  • Understand that improvisation is when a composer makes up a tune within boundaries
  • Begin to listen to and recall sounds with increasing aural memory
 
 
 
 

Year 4

Music Units
 
Medieval
(Music Through History)
Glockenspiel Stage Two
Lean On Me
 
Romantic
(Music Through History)
Blackbird
Recorder
Curriculum link
This unit develops children’s knowledge of a musical period in history and how it musical notation and style developed throughout that time.
This unit will continue to develop the children’s knowledge of musical notation as well as working together as part of an ensemble.
This unit develops children’s knowledge of different musical genres, including expanding their understanding of rhythm and pulse.
This unit develops children’s knowledge of a musical period in history and how it musical notation and style developed throughout that time.
This unit develops children’s knowledge of different musical genres, including expanding their understanding of rhythm and pulse.
This unit will develop the children’s knowledge of a musical instrument as they learn to play it independently and with confidence.
‘I can’ Statements
  • Confidently recognise a range of musical instruments and the different sounds they make
  • Confident recognise and explore a range of musical styles and traditions and know their basic style indicators
  • Use musical language to appraise a piece of style of music
  • Play and perform in solo or ensemble contexts with increasing confidence
  • Develop an understand of formal, written notation which includes minims and quavers
  • Listen to and recall sounds with increasing aural memory
  • Play and perform in solo or ensemble contexts with increasing confidence
  • Develop an understand of formal, written notation which includes minims and quavers
  • Listen to and recall sounds with increasing aural memory
  • Copy increasingly challenging rhythms using body percussion an untuned instruments where appropriate
  • Sing as part of an ensemble with confidence and precision
  • Confidently recognise a range of musical instruments and the different sounds they make
  • Use musical language to appraise a piece of style of music
 
 
  • Confidently recognise a range of musical instruments and the different sounds they make
  • Confident recognise and explore a range of musical styles and traditions and know their basic style indicators
  • Use musical language to appraise a piece of style of music
  • Play and perform in solo or ensemble contexts with increasing confidence
  • Develop an understand of formal, written notation which includes minims and quavers
  • Listen to and recall sounds with increasing aural memory
  • Confidently recognise a range of musical instruments and the different sounds they make
  • Confident recognise and explore a range of musical styles and traditions and know their basic style indicators
  • Use musical language to appraise a piece of style of music
  • Sing as part of an ensemble with confidence and precision
  • Play and perform in solo or ensemble contexts with increasing confidence
 
  • Play and perform in solo or ensemble contexts with increasing confidence
  • Develop an understand of formal, written notation which includes minims and quavers
  • Listen to and recall sounds with increasing aural memory
 
 
 

Year 5

Music Units
 
Make You Feel My Love
Classroom Jazz 1
Renaissance
(Music Through History)
Jazz Project
Fresh Prince of Bel Air
Recorder
Curriculum link
This unit develops children’s knowledge of musical genres as well as singing together as an ensemble.
This unit will continue to develop the children’s knowledge of musical notation as well as working together as part of an ensemble.
This unit develops children’s knowledge of a musical period in history and how it musical notation and style developed throughout that time.
This unit develops children’s composition and improvisation skills as they work together to create their own songs.
This unit develops children’s knowledge of different musical genres, including expanding their understanding of rhythm and pulse.
This unit will develop the children’s knowledge of a musical instrument as they learn to play it independently and with confidence.
‘I can’ Statements
  • Sing as part of an ensemble with increasing confidence and precision
  • Play and perform in solo or ensemble contexts with some accuracy, control, fluency and expression
  • Improvise with increasing confidence using own voice, rhythms and carried pitch
  • Listen with attention to detail and recall sounds with increasing aural memory
  • Use and develop an understand of formal, written notation which includes staff, semibreves and dotted crochets
  • Compose complex rhythms from an increasing aural memory
  • Play and perform in solo or ensemble contexts with some accuracy, control, fluency and expression
  • Use and develop an understand of formal, written notation which includes staff, semibreves and dotted crochets
  • Listen with attention to detail and recall sounds with increasing aural memory
 
  • Listen with attention to detail and recall sounds with increasing aural memory
  • Compose complex rhythms from an increasing aural memory
  • Develop and increasing understanding of the history and context of music
  • Use and develop an understand of formal, written notation which includes staff, semibreves
 
  • Sing as part of an ensemble with increasing confidence and precision
  • Play and perform in solo or ensemble contexts with some accuracy, control, fluency and expression
  • Improvise with increasing confidence using own voice, rhythms and carried pitch
  • Listen with attention to detail and recall sounds with increasing aural memory
  • Compose complex rhythms from an increasing aural memory
 
 
  • Compose complex rhythms from an increasing aural memory
  • Understand how pulse, rhythm and pitch work together
  • Improvise with increasing confidence using own voice, rhythms and carried pitch
  • Develop and increasing understanding of the history and context of music
 
  • Compose complex rhythms from an increasing aural memory
  • Play and perform in solo or ensemble contexts with some accuracy, control, fluency and expression
  • Use and develop an understand of formal, written notation which includes staff, semibreves and dotted crochets
  • Compose complex rhythms from an increasing aural memory
 
 

Year 6

Music Units
 
Happy
Benjamin Britten
SATs
SATs
Classroom Jazz 2
End of year Production
Curriculum link
This unit will develop children’s ability to sing along with well known songs as well as improving their composition and improvisation skills.
This unit will include children learning about different genres of music as well as well known composers and musicians.
This unit will develop the children’s performance abilities, alongside introducing more complex written music for the children to compose and improvise around.
 
‘I can’ Statements
  • Play and perform in solo or ensemble contexts with increasing accuracy, control, fluency and expression
  • Create a simple composition and record using formal notation
  • Listen with attention to detail and recall sounds with increasing aural memory and accuracy
  • Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great musicians
  • Deepen an understanding and use of formal, written notation which include staff, semibreves and dotted crotchets
  • Improvise and compose music for a range of purposes using the inter-related dimensions of music
  • Sing as part of ensemble with full confidence and precision
  • Play and perform in solo or ensemble contexts with increasing accuracy, control, fluency and expression
  • Develop a deeper understanding of the history and context of music
  • Appropriately discuss the dimensions of music and recognise them in music heard
  • Listen with attention to detail and recall sounds with increasing aural memory and accuracy
  • Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
  • Appropriately discuss the dimensions of music and recognise them in music heard
  • Listen with attention to detail and recall sounds with increasing aural memory and accuracy
  • Deepen an understanding and use of formal, written notation which include staff, semibreves and dotted crotchets
  • Improvise and compose music for a range of purposes using the inter-related dimensions of music
  • Create a simple composition and record using formal notation
 
 
  • Sing as part of ensemble with full confidence and precision
  • Play and perform in solo or ensemble contexts with increasing accuracy, control, fluency and expression
  • Listen with attention to detail and recall sounds with increasing aural memory and accuracy
 
 
 
 
 
 
 

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St George's Church of England Primary School

Coleman Road, Camberwell, London SE57TF

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