Music

Skills Map for STEAM (Science, Technology, Engineering, Art & Music)

Music

‘We perform, we compose, we appraise in order to live life in all its fullness.’

Early Years

Performing

Composing

Appraising

To use their voice to speak, sing, chant.

To join in with singing.

To clap short rhythmic patterns.

To experiment with creating sounds with different instruments.

To make a range of sounds with their voice.

To make a range of sounds with instruments.

To represent sounds pictorially.

To begin to sequence sounds to create a rhythm or beat.

To say if they like or dislike a piece of music.

To identify and distinguish environmental sounds.

To begin to describe the sounds (loud, soft, high, low, fast, slow)

To begin to express how music makes them feel.

Greater Depth

Performing

Composing

Appraising

Perform a rhythm.

Repeat (short rhythmic and melodic) patterns.

Begin to read pictorial representations of music (e.g.colour -coded bells, music story maps).

Identify reasons why they like some music more than others.

Year 1

Performing

Composing

Appraising

To use their voice to speak, sing, chant.

To join in with singing.

To clap short rhythmic patterns.

To use instruments to perform a simple piece.

To respond to musical indications about when to play or sing.

To respond musically with increasing accuracy to a call (high/low, loud/soft, fast/slow) and keep a steady pulse.

To make a range of sounds with their voice.

To make a range of sounds with instruments.

To identify changes in sounds.

To tell the difference between long and short sounds.

To repeat (short rhythmic and melodic) patterns.

To represent sounds pictorially.

To make a sequence of sounds for a purpose.

To form an opinion to express how they feel about a piece of music.

To identify what different sounds could represent and give a reason why.

To recognise repeated patterns.

To tell the difference between a fast and slow tempo, loud and quiet, and high and low sounds.

To be able to hear the pulse in a piece of music.

To be able to tell the difference between loud and quiet sounds.

To describe how sounds are made and changed.

To respond to different moods in music and say how a piece of music makes them feel.

Greater Depth

Performing

Composing

Appraising

Perform a rhythm to a steady pulse.

Give a reason for choosing an instrument.

Identify texture – listening for whether there is more than one sound at the same time.

Identify musical structure in a piece of music (verse, chorus, etc)

Year 2

Performing

Composing

Appraising

To understand the importance of a warm up.

To follow the melody using their voice or an instrument.

To be able to sing songs as an ensemble following the tune (melody) well.

To perform in an ensemble with instructions from the leader (e.g. hand signals to indicate pitch and duration of notes.)

To play simple rhythmic patterns on an instrument.

To sing/clap a pulse increasing or decreasing in tempo.

To have control when playing instruments.

To perform musical patterns keeping a steady pulse.

To order sounds to create a beginning, middle and end.

To represent sounds pictorially with increasing relevance.

To choose sounds to achieve an effect (including the use of technology)

To begin to compose short melodic patterns using two or three notes (tuned instruments/voice)

To create short, rhythmic patterns – sequences of long and short sounds.

To be selective in the control used on an instrument in order to create an intended effect.

To create their own symbols to represent sounds.

To choose sounds to create an effect on the listener.

To identify particular features when listening to music.

To begin to associate sounds they hear with instruments.

To independently identify the pulse in a piece of music and tap along.

To listen carefully to recall short rhythmic patterns.

To begin to recognise and name different instruments by sight.

To evaluate and improve their own work and give reasons.

Greater Depth

Performing

Composing

Appraising

Sing/play rhythmic patterns in contrasting dynamics; keeping to the pulse.

Use simple structures e.g. repetition and order in a piece of music?

Know what phrases are where we breathe in a song.

Tell whether a change (e.g. pitch, tempo, dynamic, texture and timbre) is gradual or sudden and describe its effect.

Year 3

Performing

Composing

Appraising

To sing songs from memory with increasing expression, accuracy and fluency.

To maintain a simple part within an ensemble

To modulate and control their voice when singing and pronounce the words clearly.

To play notes on tuned and untuned instruments with increasing clarity and accuracy.

To improvise (including call and response) within a group using the voice?

To collaborate to create a piece of music.

To create repeated patterns using a range of instruments.

To create accompaniments for melodies.

To combine different sounds to create a specific mood or feeling.

To understand how the use of tempo can provide contrast within a piece of music.

To begin to read and write musical notation.

To choose, order, combine and control effectively sounds to create different textures.

To use silent beats for effect (rests)

To combine different musical elements (fast/slow, high/low, loud/soft) in their composition.

To use musical words (pitch, duration, dynamics, tempo) to describe and give their opinion on a piece of music.

To evaluate and improve their work, explaining how it has improved using success criteria.

To recognise the work of at least one famous composer.

To know that music can be played or listened to for a variety of purposes (including different cultures and periods in history).

To recognise a range of instruments by ear.

To internalise the pulse in a piece of music.

To recognise the symbol for crochet and crotchet rests.

To identify the features within a piece of music.

Greater Depth

Performing

Composing

Appraising

Sing/play rhythmic patterns in contrasting dynamics; keeping to the pulse.

Compose a simple piece of music that they can recall to use again.

Understand metre in 4 beats; then 3 beats.

Recognise changes in sounds that move incrementally and more dramatically.

Compare repetition, contrast and variation within a piece of music.

Year 4

Performing

Composing

Appraising

To perform a simple part of an ensemble rhythmically.

To sing songs from memory with increasing expression, accuracy and fluency.

To improvise using repeated patterns with increasing accuracy and fluency.

To use notations to record and interpret sequences of pitches.

To use standard notation.

To use notations to record compositions in a small group or on their own.

To use notation in a performance.

To explain why silence is used in a piece of music and say what effect it has.

To start to identify the character of a piece of music.

To describe and identify the different purposes of music.

To begin to identify with the style of work of established composers. (Beethoven, Mozart, Elgar etc)

To use musical words (pitch, duration, timbre, dynamics, tempo) to describe a piece of music and composition.

Greater Depth

Performing

Composing

Appraising

Use selected pitches simultaneously to produce simple harmony.

Explore and use sets of pitches, e.g. 4 or 5 note scales.

Show how they can use dynamics to provide contrast.

Identify how a change in timbre can change the effect of a piece of music.

Year 5

Performing

Composing

Appraising

To sing and use their understanding of meaning to add expression.

To perform ‘by ear’ and from simple notation.

To improvise within a group using melodic and rhythmic phrases.

To recognise and use basic structural forms e.g. rounds, variations, rondo form.

To maintain their part whilst others are performing their part.

To use technology to change sounds or organise them differently to change the effect.

To use their notations to record groups of pitches (chords).

To use a music diary to record aspects of the composition process.

To choose the most appropriate tempo for a piece of music.

To use technology to compose music which meets a specific criteria.

To describe, compare and evaluate music using musical vocabulary.

To suggest improvements to their own or others’ work.

To choose the most appropriate tempo for a piece of music.

To identify and begin to evaluate the features within different pieces of music.

To contrast the work of established composers and show preferences.

Greater Depth

Performing

Composing

Appraising

Use pitches simultaneously to produce harmony by building up simple chords.

Devise and play a repeated sequence of pitches on a tuned instrument to accompany a song.

Understand the relation between pulse and syncopated patterns.

Identify (and use) patterns of repetitions, contrasts and variations can be organised to give structure to a melody, rhythm, dynamic and timbre.

Explain how tempo changes the character of music.

Identify where a gradual change in dynamics has helped to shape a phrase of music.

Year 6

Performing

Composing

Appraising

To sing a harmony part confidently and accurately.

To perform using notations.

To take the lead in a performance.

To take on a solo part.

To provide rhythmic support

To perform parts from memory.

To recognise that different forms of notation serve different purposes.

To use technology to support their notation.

To combine groups of beats.

To us a variety of different musical devices in their composition.

To refine and improve their work.

To evaluate how the venue, occasion and purpose affects the way a piece of music is created.

To compare and contrast the impact that different composers from different times will have had on the people of the time.

To analyse features within different pieces of music.

Greater Depth

Performing

Composing

Appraising

Perform a piece of music which contains two (or more) distinct melodic or rhythmic parts, knowing how the parts will fit together.

Show how a small change of tempo can make a piece of music more effective.

Use the full range of chromatic pitches to build up chords, melodic lines and bass lines.

Appraise the introductions, interludes and endings for songs and compositions they have created.