Music Curriculum Scheme 2020-21

Reactive skills are continually embedded across the year using the interrelated dimensions of music to extend the context of skills.These detail the level of response to music and sounds they hear.
Listening and responding

Sensory Experience – SOI LEVEL 1	Intentional – SOI LEVEL 2	Skill Development – SOI LEVEL 3	Functional Skills – SOI LEVEL 4	Applied Skills – SOI LEVEL 5/6
Interaction skills are continually embedded across the year using the interrelated dimensions of music to extend the context of skills. Performance
Adults model interaction through sound and respond to any sounds produced by children Interaction is promoted in a range of contexts including the use of multi-sensory elements	Children produce sounds in response to sounds made by another Children produce sounds to intentional stimulate a response from an adult	Children recognise their own sounds/simple patterns being imitated Children imitate sounds/simple patterns made by another	Children imitate clusters of sounds made by another (call and response) Children respond appropriately using different clusters of sound (question and answer) e.g. ‘What’s your name?’ ‘my name is Joe’ Children take turns during musical interactions with others Children perform simultaneously with others as part of an ensemble	Children perform an independent part as part of an ensemble piece Children improvise with others in a group, contributing ways to vary and build on an existing piece e.g. repetition, variation of dynamics Children perform longer pieces as part of an ensemble with developed skills e.g. keeping in time/tune
Proactive skills are continually embedded across the year using the interrelated dimensions of music to extend the context of skills. These detail the levels of engagement in sound and music making. Composition
Children make sounds through involuntary movements and do not respond to them Children produce sounds co-actively without reaction Children produce sounds unintentionally through multisensory means e.g. feeling the texture of a guiro or the vibration of guitar string.	Children make sounds intentionally e.g. repeating them or demonstrating anticipation of them Children may express their feelings through sounds e.g. bang drum repeatedly when excited, wail when upset Children produce an increasing range of sounds in varied contexts Children produce sounds intentionally to produce other sensory stimulation e.g. hit a cymbal to feel the vibrations or see it glisten in light	Children intentionally make simple patterns in sound by repeating them e.g. playing each c note on the keyboard in turn, ascending then descending octaves Children intentional make patterns through a regular beat e.g. repeating a simple drum beat Children intentionally produce patterns through change e.g. getting faster or louder Children use a sound as a symbol proactively e.g. to indicate a choice.	Children produce a small cluster of sounds that make up a whole e.g. humming a few notes from a familiar melody, strumming a few notes in succession Children link motifs together through repetition and variation e.g. playing the same notes in a different key, tapping out a nursery rhyme rather than singing it. Children piece together familiar sounds/rhymes to create one coherent ‘whole’ in improvisation e.g. using lyrics from one nursery rhyme to the tune of another. Children produce sounds and motifs to symbolise something else e.g. sounds for characters in stories. Children experiment with recording their own type of notation e.g. symbols or pictures	Children (re)create simple pieces, increasingly in tune and in time Children improvise on simple pieces they have heard, varying them slightly e.g. changing the pitch or key Children create pieces of music that are increasing in complexity and length and intentionally convey moods or meaning Children perform expressively and form their own original pieces Children perform original compositions in a given style or to convey a specific meaning e.g. jazz Children create original pieces with great technical competence, purposefully using musical knowledge and elements for a purpose e.g. music for a sad TV advert Children record their own compositions using notation
Reactive skills are continually embedded across the year using the interrelated dimensions of music to extend the context of skills. These detail the level of response to music and sounds they hear.Listening and responding
Children are exposed to a variety of music and sounds in a range of environment Children are exposed to a range of music and sounds linked to multi-sensory input Children’s reactions to sounds are limited and inconsistent	· Children show increasing reactions to sounds in a range of environment Children demonstrate differentiated responses to sounds e.g. react to louder or quiet sounds Children react to changes in sounds e.g. increasing in volume, tempo or timbre Children respond to sounds that relate to other sensory input, people or events e.g. know it’s dinner time when the bell rings	Children consistently respond to cue sounds and music in relation to events, people or places in wider contexts Children engage and respond to repeating sounds Children respond to simple patterns of change in sounds	Children respond to familiar and distinctive musical motifs (chunks of sounds / music) e.g. introduction to a familiar rhyme Children respond to the repetition and variation of familiar musical motifs (chunks of sounds / music) e.g. melody played with different instruments, in a different key Children respond to contrasting sounds or musical motifs that are related e.g. ascending a scale then descending it Children begin to demonstrate preferences	Children attend to whole pieces of music and develop preferences in style and genre Children demonstrate recognition of structural elements of music such as the chorus or demonstrating anticipation of a significant pause Children respond to the characteristics within a piece of music (interrelated dimensions) Children draw mood and meaning from pieces of music Children relate music as a narrative to other media to convey meaning e.g. pictures, movement, TV advert Children listen to different performances of pieces and develop preferences Children identify styles of music they hear
Dynamics *how loud or soft music and sounds are played*
Children experience variations in dynamics through listening to a range of sounds and music in different contexts and styles Sounds children experience are linked to other sensory input e.g. stomping motion for loud sound, tiptoe for quiet Children make sounds co-actively when exploring dynamics e.g. hand under hand, beating a drum Involuntary/ reflex response to sounds varying in dynamics e.g. stilling, looking	Children demonstrate a clear response to a change or contrast in dynamics Children intentionally produce sounds in a variety of ways with increasing control, experimenting with dynamics e.g. vocal, switch operated The dynamics of a child’s sound making may be indicative of how they are feeling e.g. loud shrieks of excitement, quiet murmurs if content. Children actively participate in multi-sensory activities linked to dynamics.	Children produce sounds varying in dynamics in imitation of an adult in a variety of ways Children recognise and imitate simple repeating patterns of sounds in relation to dynamics e.g. 4 loud taps on a drum. Children recognise and imitate patterns through regular change in relation to dynamics e.g. 4 loud taps, 3 quiet taps Children respond to dynamics being used to symbolise other things e.g. characters in a story, quiet sound symbolises mouse/loud sound symbolises elephant	Children make clear distinctions between dynamics of sounds/short pieces Children recreate groups of sounds that include deliberate use of dynamics Children can perform short pieces referring to a sequence of symbols including differentiated dynamics e.g. notation or visual representation of loud/quiet Children implement use of changing dynamics for a purpose e.g. loud sound to represent an elephant	Children are able to identify loud and quiet sounds in a variety of contexts Children create their own pieces of music using dynamics to convey a desired effect Children improvise on existing pieces using dynamics to convey a desired effect Children’s performance skills become more advanced e.g. increasing technical competence, performing expressively Children produce a simple score to reflect their own composition and use of dynamics e.g. symbols, notation
Tempo *the speed at which music or sounds are played*
Children experience variations in tempo through listening to a range of sounds and music in different contexts and styles Sounds children experience are linked to other sensory input e.g. tortoise puppet for slow, rabbit puppet for fast Children make sounds co-actively when exploring tempo e.g. hand under hand, pitch shift Involuntary/ reflex response to sounds that change or vary in tempo e.g. stilling, looking	Children demonstrate a clear response to a change or contrast in tempo Children intentionally produce sounds in a variety of ways with increasing control, experimenting with tempo e.g. vocal, switch operated The tempo of a child’s sound making may be indicative of how they are feeling e.g. fast playing when frustrated, slow when relaxed Children actively participate in multi-sensory activities linked to tempo.	Children produce sounds varying in tempo in imitation of an adult in a variety of ways Children recognise and imitate simple repeating patterns of sounds in relation to tempo e.g. continuing sounds played quickly. Children recognise and imitate patterns through regular change in relation to tempo e.g. gradually getting louder then quieter. Children respond to tempo being used to symbolise other things e.g. characters in a story, fast symbolises a scurrying mouse	Children make clear distinctions between tempo of musical pieces Children recreate groups of sounds that include deliberate use of tempo Children can perform short pieces referring to a sequence of symbols including differentiated tempo e.g. notation or visual representation of fast/slow Children implement use of changing tempo for a purpose e.g. playing quickly to imitate a running motion	Children are able to identify fast and slow sounds in a variety of contexts Children create their own pieces of music using tempo to convey a desired effect Children improvise on existing pieces using tempo to convey a desired effect Children’s performance skills become more advanced e.g. increasing technical competence, performing varied tempos expressively Children produce a simple score to reflect their own composition and use of tempo e.g. symbols, notation
Texture *how many sounds or notes are being played at once*
Children experience variations in texture through listening to a range of sounds and music in different contexts and styles Sounds children experience are linked to other sensory input e.g. building up sounds using multiple switches / playing single sounds Children make sounds co-actively when exploring texture e.g. hand under hand, single notes and multiple notes Involuntary/ reflex response to sounds that change or vary in texture e.g. stilling, looking	Children demonstrate a clear response to a change or contrast in texture Children intentionally produce sounds in a variety of ways with increasing control, experimenting with texture e.g. notes on a keyboard, multiple switches Children actively participate in multi-sensory activities linked to exploring texture.	Children produce sounds varying in texture in imitation of an adult in a variety of ways e.g. music technology, two beaters on a xylophone, clap and stamp Children recognise and imitate simple repeating patterns of sounds in relation to texture e.g. using the sound beam to produce patterns of two or more sounds at a time. Children recognise and imitate patterns through regular change in relation to texture e.g. introduction of another instrument using sound buttons. Children respond to texture being used to symbolise other things e.g. depict moods	Children identify where there is a single or multiple sounds in a musical piece. Children recreate groups of sounds that include deliberate use of varying textures Children can perform short pieces referring to a sequence of symbols including differentiated textures e.g. notation or visual representation of a simple chord Children implement use of changing texture for a purpose e.g. playing single notes for the flight of a fairy, multiple notes at once for a giant approaching	Children identify different parts within a piece of music such as identifying two instruments or melodies playing at once Children create their own pieces of music using texture appropriately and effectively to convey a desired effect e.g. using garage band to layer up music parts Children improvise on existing pieces using texture to convey a desired effect e.g. adding another part Children’s performance skills become more advanced e.g. increasing technical competence, playing a chord alongside a melody Children produce a simple score to reflect their own composition and use of texture e.g. symbols, notation
Pitch *how high or low a musical sound is*
Children experience variations in pitch through listening to a range of sounds and music in different contexts and styles Sounds children experience are linked to other sensory input e.g. raising parachute high for high pitch Children make sounds co-actively when exploring pitch e.g. hand under hand, xylophone Involuntary/ reflex response to sounds that change or vary in tempo e.g. stilling, looking	Children demonstrate a clear response to a change or contrast in pitch Children intentionally produce sounds in a variety of ways with increasing control, experimenting with pitch e.g. vocal, switch operated The pitch of a child’s sound making may be indicative of how they are feeling e.g. high pitched when excited, low when anxious Children actively participate in multi-sensory activities linked to pitch e.g. parachute high and low.	Children produce sounds varying in pitch in imitation of an adult in a variety of ways Children recognise and imitate simple repeating patterns of sounds in relation to pitch e.g. continuing a rhythm of high pitched sounds. Children recognise and imitate patterns through regular change in relation to tempo e.g. gradually getting higher then lower in pitch. Children respond to pitch being used to symbolise other things e.g. characters in a story, increasing pitch to represent ascending stairs.	Children make clear distinctions between the pitch of musical pieces or melodies. Children recreate groups of sounds that include deliberate use of changes in pitch. Children can perform short pieces referring to a sequence of symbols including differentiated pitch e.g. notation or visual representation of high/low Children implement use of changing pitch for a purpose e.g. increasing pitch to build suspense.	Children are able to identify high and low pitched sounds in a variety of contexts Children create their own pieces of music using pitch to convey a desired effect Children improvise on existing pieces using pitch to convey a desired effect Children’s performance skills become more advanced e.g. increasing technical competence, performing changes in pitch with ease and purpose Children produce a simple score to reflect their own composition and use of pitch e.g. symbols, notation
Timbre *variation in sound qualities from one instrument or sound maker to another e.g. rattly or smooth*
Children experience variations in tempo through listening to a range of sounds and music in different contexts and styles Sounds children experience are linked to other sensory input e.g. vibrations on a resonance board Children make sounds co-actively when exploring timbre e.g. hand under hand, shaker and drum Involuntary/ reflex response to sounds that change or vary in timbre e.g. stilling, looking, facial expression	Children demonstrate a clear response to a change or contrast in timbre Children intentionally produce sounds in a variety of ways with increasing control, experimenting with timbre e.g. vocal, switch operated The timbre of a child’s sound making may be indicative of how they are feeling e.g. high ooo sound for happy, low growl sound for angry. Children actively participate in multi-sensory activities linked to timbre e.g. use of switches, pots and pans, exploring scouring pads	Children produce sounds varying in timbre in imitation of an adult in a variety of ways Children recognise and imitate simple repeating patterns of sounds in relation to timbre e.g. a steady rhythm of a single type of sound. Children recognise and imitate patterns through regular change in relation to tempo e.g. changing from one sound to another in a pattern. Children respond to timbre being used to symbolise other things e.g. characters in a story	Children make clear distinctions between timbres within music pieces and can identify musical instrument families from their sound. Children recreate groups of sounds that include deliberate use of timbre Children can perform short pieces referring to a sequence of symbols including differentiated timbre e.g. notation or visual representation of differing instruments Children implement use of changing timbre for a purpose e.g. to change the mood of a piece.	Children are able to describe sounds they hear in musical terms in a variety of contexts. Children create their own pieces of music using timbre effectively to convey a desired effect. Children improvise on existing pieces using timbre to convey a desired effect Children’s performance skills become more advanced e.g. increasing technical competence, performing using varied instruments. Children produce a simple score to reflect their own composition and use of timbre e.g. symbols, notation
Duration *the length of a sound*
Children experience variations in duration through listening to a range of sounds and music in different contexts and styles Children make sounds co-actively when exploring duration e.g. hand under hand, gongs and wood block Sounds children experience are linked to other sensory input e.g. vibrations on a resonance board Involuntary/ reflex response to sounds that change or vary in duration e.g. stilling, looking.	Children demonstrate a clear response to a change or contrast in the duration of sounds. Children intentionally produce sounds in a variety of ways with increasing control, experimenting with duration e.g. vocal, switch operated The duration of a child’s sound making may be indicative of how they are feeling e.g. long sounds for sad, short sounds for excitement Children actively participate in multi-sensory activities linked to duration e.g. resistance bands.	Children produce sounds varying in duration in imitation of an adult in a variety of ways Children recognise and imitate simple repeating patterns of sounds in relation to tempo e.g. continuing long sounds to a rhythm. Children recognise and imitate patterns through regular change in relation to tempo e.g. a beat that uses both long and short sounds. Children respond to the duration of sounds being used to symbolise other things e.g. characters in a story, long gong sound to time relaxation, short woodblock sound for a knock at the door.	Children make clear distinctions between duration of sounds within of musical pieces Children recreate groups of sounds that include deliberate use of differing duration. Children can perform short pieces referring to a sequence of symbols including differentiated duration e.g. notation or visual representation short/long. Children implement use of changing duration for a purpose e.g. change of character in a story, indicate a change in structure.	Children are able to identify long and short sounds in a variety of contexts Children create their own pieces of music using duration to convey a desired effect Children improvise on existing pieces using duration to convey a desired effect Children’s performance skills become more advanced e.g. increasing technical competence, performing changing duration with accuracy and in keeping with a rhythm Children produce a simple score to reflect their own composition and use of duration e.g. symbols, notation.
Rhythm *a strong regular repeated pattern*
Children experience variations and repeating rhythms through listening to a range of sounds and music in different contexts and styles Children produce rhythms co-actively when exploring duration e.g. hand under hand, drum beat Sounds children experience are linked to other sensory input e.g. rhythms played on a resonance board Involuntary/ reflex response to sounds that change or vary in rhythm e.g. stilling, looking	Children demonstrate a clear response to a change or contrast in a rhythm. Children intentionally produce sounds in a variety of ways with increasing control, experimenting with rhythms e.g. vocal, switch operated Children actively participate in multi-sensory activities linked to rhythm e.g. moving to a rhythm.	Children produce sounds varying in duration in imitation of an adult in a variety of ways Children recognise and imitate simple repeating rhythms. Children respond to a specific rhythm being used to symbolise other things e.g. musical motifs for characters in a story.	Children make clear distinctions between rhythms in different pieces of music Children identify and play along with rhythms they hear. Children can perform short pieces referring to a sequence of symbols for their rhythm e.g. notation or visual representation Children implement use of changing rhythms e.g. change of setting in a story.	Children are able to identify and recreate more complex rhythms. Children create their own complex rhythms for a desired effect Children improvise on existing pieces using varied rhythms to convey a desired effect Children’s performance skills become more advanced e.g. increasing technical competence, keeping in time with more complex rhythms. Children produce a simple score to reflect their own composition e.g. symbols, notation
By the end of key stage 1	Pupils will use instruments and their voices (where appropriate) expressively and creatively through chants, songs and rhymes. They will be able to play both tuned and untuned instruments musically. Pupils will listen and listen and respond to a variety of live and recorded musical experiences. They will experiment with, create, select and combine sounds using the inter-related dimensions of music.
By the end of key stage 2	Pupils will develop their performance skills using expression and displaying confidence and control in both solo and ensemble scenarios. They will play instruments and sing with increasing competence, fluency and accuracy. Pupils will have an understanding and appreciation of a wide range of music styles and traditions, including the history of music. They will improvise on and compose pieces of music using the interrelated dimensions of music for a given purpose, recording them using correct notation. They will learn to organise, structure and manipulate their ideas during composition. Pupils will develop their attention to detail when listening to music and recall sounds with increasing aural memory.

Music Curriculum Scheme 20-21