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Music intent statement


music progression skills

Skill Focus
Year 3
Year 4
Year 5
Year 6
Key Stage 2
National Curriculum
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.
Progression of skills
Listening and applying knowledge and understanding.
•I listen carefully and recall short rhythmic and melodic patterns.
•I use my knowledge of dynamics, timbre and pitch to organize my music.
•I know how sounds can be made and changed to suit a situation.
•I know how many beats in a minim, crotchet and semibreve and recognize their symbols.
•I know that music can be played or listened to for a variety of purposes. (including throughout history and in different cultures)
•I recognise how musical elements can be used together to compose music.
•I recognise the correct symbol for a minim, crotchet and semibreve and use them in compositions.
•I know the symbol for a rest in music, and use silence for effect in my music.
•I describe the different purposes of music throughout history and in other cultures.
•I know that music can be played or listened to for a variety of purposes. (including throughout history and in different cultures)
•I can read the musical stave, including the time signature.
•I can draw a treble clef at the correct position on the stave.
•I know that music can be played or listened to for a variety of purposes. (including throughout history and in different cultures).
•I can begin to discuss how music has been changed over time.
•I know and use standard musical notation to both perform and record my music.
•I use my musical vocabulary to help me understand how best to combine musical elements.
•I understand the different cultural meanings and purposes of music, including contemporary cultural
• I know that music can be played or listened to for a variety of purposes. (including throughout history and in different cultures)
Progression of skills
 •I can identify the beat in music.
•I recognise changes in timbre, dynamics and pitch.
•I can recognise the build up of layers in music.
•I can suggest ways to increase layers of sound to improve performance.
To comment on the effectiveness of own work, identifying and making improvements.
•I can listen to and evaluate a wide range of live and recorded music, including from different times and cultures.
•I describe music using words such as duration, timbre, pitch beat, tempo, and texture.
•I use these words to identify where my music works well and how it can be improved.
•I listen to several layers of sound and talk about the effect on the mood and feelings.
•I have a range of words to help me describe music. (e.g. pitch, duration, dynamics, tempo, timbre, texture, and silence)
-I can describe my music using musical words and I use this to identify strengths and weaknesses in my music.
•I understand how lyrics reflect the cultural context and have social meaning.
•I use this knowledge to enhance my own compositions.
•I appreciate harmonies and work out how drones and melodic ostinati are used to accompany singing.
•I can vary and maintain rhythms to fit style e.g. blues, waltz, African etc.
•I can evaluate the success of own and others work, suggesting specific improvements based on intended outcomes and comment on how this could be achieved.
Progression of skills
•I take part in singing songs, following the tune (melody) well, with accurate pitch and using expression.
•I use my voice to maintain a simple part.
•I perform with others’, singing in unison and taking instructions from the leader.
•I can vary dynamics with my voice and instruments when working alone or with others
•I sing in unison and in tune with expression and sense of phrase, showing control in my voice.
•I use my voice or an instrument to maintain a simple part.
•I understand the importance of pronouncing the words in a song well.
•I play notes on instruments with care so they sound clear.
•I perform with control and awareness of what others in the group are singing or playing.
• I sing in tune and show control, breathing well and using clear diction.
•I perform songs with an awareness of the meaning of the words.
I perform songs in a way that reflects their meaning and the occasion.
•I can sustain a drone or melodic ostinato to accompany singing.
•I can improvise within a group.
•I sing or play from memory with confidence, expression and in tune.
•I perform alone and in a group, with clear diction, controlled pitch and sense of phrase.
•I take turns to lead a group.
•I hold my part in a round.
•I am confident in singing or playing solo.
•I sing a harmony part confidently and accurately.
•I maintain my own part with an awareness of what others are playing or singing
Progression of skills
-I can compose and perform melodic songs.
-I can choose sounds to create an effect.
-I can create short, musical patterns.
-I can compose and perform melodic songs.
-I can create repeated patterns with a range of instruments.
-I can create songs with verses and a chorus.
-I can choose order, combine and control sounds to create effect.
-I can create songs with verses and a chorus.
-I can combine a variety of musical devices including melody, rhythm and chords.
I can convey the relationship between the rhythm and the melody.
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