Music

Livin’ on a Prayer: Rock Anthems

Building our Music Community

Building our Music Community

Dancing in the Street: Motown

Music and me: Create your own music inspired by your identity and women in the music industry

Reggae

• Pupils will know that music is organised through elements such as tempo, time signature and key signature.
• They will understand that this unit is based in A minor, uses a 4/4 time signature, and explores melody and harmony through a range of rhythmic patterns including minims, dotted crotchets, crotchets and quavers.
• Pupils will know the notes A, B, C, D, E, F♯ and G and understand how these notes can be combined to create melodic and harmonic patterns.

• Pupils will be able to perform melodic patterns using a range of notes on glockenspiels or recorders, maintain a steady pulse and rhythm, and play as part of an ensemble.
• They will be able to improvise short melodic phrases using notes from the A minor scale, recognise and perform harmony parts, and compose simple melodies using three, five or seven notes.
• Pupils will also be able to listen to, identify and discuss how melody and harmony are used within different pieces of music.

• Assessment will be based on pupils' ability to perform accurately in time, play the correct pitches, maintain an independent part within an ensemble, demonstrate understanding of musical vocabulary (tempo, rhythm, melody, harmony, key signature and time signature), improvise using selected notes, and compose simple melodic patterns that show an understanding of structure and musical relationships between notes.

• Pupils will know that music can be performed in a variety of styles and that different styles use distinctive rhythms, melodies and performance techniques.
• They will understand the concepts of tempo, time signature and key signature, including music in F major and 2/4 time.
• Pupils will know rhythmic patterns using minims, dotted crotchets, crotchets, dotted quavers, quavers and semiquavers, and melodic patterns using the notes F, G, A, B♭, C, D and E.
• They will understand how musical features vary between songs and styles.

• Pupils will be able to sing and perform music in different styles with accuracy and expression.
• They will play instrumental parts on glockenspiel or recorder, maintain a steady pulse, perform rhythmic and melodic patterns, and work collaboratively as part of an ensemble.
• Pupils will be able to improvise simple melodies using selected notes and compose short musical phrases using three, five or seven notes.
• They will listen to, compare and discuss features of different musical styles.

• Assessment will be based on pupils' ability to sing confidently and accurately, play instrumental parts in time, recognise and perform a range of rhythmic patterns, identify key musical vocabulary and concepts, contribute to ensemble performances, improvise using given notes, and compose simple melodies that reflect the characteristics of different musical styles.

• Pupils will know that chords are formed by combining notes and that chords provide harmonic support for melodies.
• They will understand musical concepts including tempo, time signature and key signature, specifically G major and 3/4 time.
• Pupils will know rhythmic patterns using dotted minims, minims, dotted crotchets, crotchets and quavers, and melodic patterns using the notes G, A, B, C, D, E and F♯.
• They will understand how composers use melody, harmony and chord patterns to create musical structure and expression.

• Pupils will be able to identify and perform chord-based accompaniments, play melodic and harmonic parts on glockenspiel or recorder, and maintain an accurate pulse and rhythm.
• They will be able to improvise melodies using notes from the key of F major and G major, compose short musical phrases using three, five and seven notes, and develop musical ideas into simple compositions.
• Pupils will also be able to listen to and discuss how chords and harmony contribute to a piece of music.

• Assessment will be based on pupils' ability to perform accurately within an ensemble, recognise and use chords appropriately, maintain rhythm and pitch accuracy, improvise using a limited set of notes, compose melodies that demonstrate an understanding of harmony and structure, and use musical vocabulary such as chord, harmony, melody, tempo, time signature and key signature correctly when evaluating their work and the work of others.

• Pupils will know that different musical styles have distinctive features, including tempo, rhythm, melody and instrumentation.
• They will understand musical concepts such as tempo (180 bpm), 6/8 time signature and C major key signature.
• Pupils will know rhythmic patterns using dotted crotchets, triplet quavers and quavers, and melodic patterns using the notes C, D, E, F, G, A and B.
• They will understand how musicians use these elements to create different musical styles and moods.

• Pupils will be able to listen to, identify and compare features of different musical styles.
• They will perform melodic and rhythmic patterns accurately on glockenspiel or recorder, maintaining pulse and expression within an ensemble.
• Pupils will be able to improvise short melodies using selected notes, recognise stylistic characteristics within music, and discuss how musical elements contribute to the overall sound of a piece.

• Assessment will be based on pupils' ability to perform accurately and confidently, maintain rhythm and pitch, recognise and describe characteristics of different musical styles, use appropriate musical vocabulary, improvise simple melodic phrases using given notes, and evaluate their own and others' performances with reference to musical elements such as rhythm, melody, tempo and structure.

• Pupils will know that improvisation involves creating music spontaneously using a given set of notes, rhythms and musical structures.
• They will understand musical concepts including tempo, time signature and key signature, exploring music in D major and C major, and working with 3/4, 4/4 and 6/8 time.
• Pupils will know rhythmic patterns using dotted minims, minims, crotchets, quavers and semiquavers, and melodic patterns using the notes D, E, F♯, G and A.
• They will understand how improvisation can be used to create expressive and original musical ideas.

• Pupils will be able to perform accurately on glockenspiel or recorder, maintain pulse and rhythm within an ensemble, and improvise short melodic phrases using a limited set of notes.
• They will experiment with creating and developing musical ideas, respond creatively to musical stimuli, and compose simple melodic patterns using three, five or seven notes.
• Pupils will also be able to listen to and evaluate improvisations, identifying successful musical features and areas for development.

• Assessment will be based on pupils' ability to improvise confidently using given notes and rhythmic patterns, perform accurately in time and tune, contribute effectively to ensemble playing, demonstrate creativity when developing musical ideas, compose short melodic phrases, and use appropriate musical vocabulary such as improvisation, pulse, rhythm, melody, tempo, time signature and key signature when discussing and evaluating music.

• Pupils will know that successful band performances require musicians to combine rhythm, melody, harmony and ensemble skills.
• They will understand musical concepts including 5/4 and 4/4 time signatures, C major key signature, and tempos around 120 bpm.
• Pupils will know rhythmic patterns using minims, dotted crotchets, crotchets and quavers, and melodic patterns using the notes C, D and E.
• They will understand how individual instrumental parts work together to create a complete performance.

• Pupils will be able to perform confidently as part of a group or band, maintaining their own part while listening and responding to others.
• They will play melodic and rhythmic patterns accurately on glockenspiel or recorder, improvise using selected notes, and compose short melodic ideas using three, five or seven notes.
• Pupils will be able to rehearse, refine and evaluate performances, demonstrating increasing independence and musicianship.

• Assessment will be based on pupils' ability to perform effectively within an ensemble, maintain pulse and rhythm, play notes accurately, demonstrate good listening and coordination skills, improvise and compose using given note sets, and evaluate performances using appropriate musical vocabulary. Evidence may include rehearsals, ensemble performances, compositions, improvisations and self- or peer-assessment of musical outcomes.

• Pupils will know how technology can be used to create, perform, record and develop music.
• They will understand musical concepts including tempo (66 bpm), 2/4 time signature, and C major key signature.
• Pupils will know rhythmic patterns using minims, crotchets, quavers and semiquavers, and melodic patterns using the notes C, D, E, F, G, A and B.
• They will understand how digital tools can support composition, performance and the exploration of musical ideas.

• Pupils will be able to perform melodic and rhythmic patterns accurately on glockenspiel or recorder, maintain a steady pulse, and work collaboratively within an ensemble.
• They will improvise short melodic phrases using selected notes, compose simple melodies using a range of note combinations, and use technology to create, edit, record and evaluate their musical work.
• Pupils will also be able to listen critically to music and identify how technology has influenced its creation and performance.

• Assessment will be based on pupils' ability to perform accurately in time and tune, demonstrate secure understanding of rhythm and pitch, improvise using given note sets, compose original melodic phrases, and use technology effectively to support musical creation and performance.
• Pupils will also be assessed on their understanding and use of musical vocabulary including tempo, pulse, rhythm, melody, time signature, key signature and technology in music.

• Pupils will know that successful ensemble performance requires musicians to listen carefully to one another, maintain a steady pulse and coordinate different musical parts.
• They will understand musical concepts including tempo (66 bpm), 3/4 time signature and A minor key signature.
• Pupils will know rhythmic patterns using minims, dotted crotchets, crotchets, dotted quavers, quavers and semiquavers, and melodic patterns using the notes A, B, C, D, E, F and G.
• They will understand how individual instrumental and vocal parts contribute to the overall sound of an ensemble.

• Pupils will be able to perform confidently as part of an ensemble, maintaining their own part while listening and responding to others.
• They will play melodic and rhythmic patterns accurately on glockenspiel or recorder, follow musical notation, and demonstrate increasing independence in performance.
• Pupils will be able to improvise melodies using selected notes, compose short musical phrases using three, five and seven notes, and develop their performance skills through rehearsal and collaboration.

• Assessment will be based on pupils' ability to perform accurately in a group, maintain pulse and rhythm, play the correct notes with confidence, listen and respond appropriately to other performers, improvise using a restricted set of notes, compose simple melodic ideas, and evaluate ensemble performances using appropriate musical vocabulary including pulse, rhythm, melody, ensemble, tempo, time signature and key signature.

• Pupils will know that composers use musical elements such as melody, rhythm, pitch, tempo and structure to create original pieces of music.
• They will understand musical concepts including 4/4 time signature, D major key signature, and rhythmic patterns using minims, dotted crotchets, crotchets, quavers and semiquavers.
• Pupils will know melodic patterns using the notes D, E, F♯, G, A, B and C♯ and understand how musical ideas can be developed and organised into complete compositions.

• Pupils will be able to create and develop original musical ideas using a range of notes and rhythmic patterns.
• They will perform melodic phrases accurately on glockenspiel or recorder, improvise using selected note sets, and compose short pieces using three, five and seven notes.
• Pupils will be able to experiment with different musical structures, refine their work through evaluation, and explain the choices they have made as composers.

• Assessment will be based on pupils' ability to compose original melodic phrases and short pieces, demonstrate accurate rhythm and pitch in performance, improvise confidently using given notes, develop and refine musical ideas, and evaluate compositions using appropriate musical vocabulary such as melody, rhythm, pitch, tempo, structure, improvisation and composition.
• Evidence may include written notation, recorded performances, composition tasks and self- or peer-evaluation activities.

• Pupils will know that music from different cultures, traditions and genres can share common musical features while also reflecting unique styles and influences.
• They will understand musical concepts including tempo (116 bpm), 5/4 time signature, and G major key signature.
• Pupils will know rhythmic patterns using minims, dotted crotchets, crotchets and quavers, and melodic patterns using the notes G, A, B, C, D, E and F♯.
• They will understand how music can bring people together and communicate ideas, traditions and experiences across different communities.

• Pupils will be able to perform music from a range of styles and traditions with accuracy and expression on glockenspiel or recorder.
• They will identify similarities and differences between musical styles, improvise melodies using selected notes, and compose short musical phrases using three, five and seven notes.
• Pupils will be able to listen critically to music, discuss stylistic features, and explain how musical elements such as rhythm, melody, harmony and structure contribute to a piece's identity.

• Assessment will be based on pupils' ability to perform confidently within an ensemble, maintain pulse, rhythm and pitch accuracy, recognise and describe features of different musical styles, improvise using given note sets, compose melodies that demonstrate understanding of musical structure, and evaluate music using appropriate musical vocabulary including style, melody, rhythm, harmony, tempo, key signature and structure.
• Evidence may include performances, improvisations, compositions, discussions and written reflections.

• Pupils will know that improvisation involves creating music spontaneously while rhythm and structure.
• They will understand musical concepts including 6/8 time signature, D minor key signature, and rhythmic patterns using dotted crotchets, triplet quavers and quavers.
• Pupils will know melodic patterns using the notes D, E, F, G and A and understand how improvisation can be used to develop creativity, musical expression and confidence in performance.

• Pupils will be able to improvise confidently using a range of notes, rhythms and musical ideas within given structures.
• They will perform melodic and rhythmic patterns accurately on glockenspiel or recorder, maintain pulse and expressive control, and develop original musical responses.
• Pupils will be able to compose short melodic phrases using three, five and seven notes, experiment with different musical ideas, and evaluate how effectively their improvisations communicate musical intentions.

• Assessment will be based on pupils' ability to improvise fluently using given note sets, maintain accurate rhythm and pulse, perform confidently within an ensemble, demonstrate creativity and musical expression, compose short melodic ideas, and evaluate both improvised and composed music using appropriate musical vocabulary such as improvisation, melody, rhythm, pulse, tempo, structure and expression.
• Evidence may include performances, improvisation tasks, recordings, compositions and self- or peer-assessment activities.

• Pupils will know that musicians draw on performance, improvisation and composition skills to prepare polished final performances.
• They will understand musical concepts including 2/4 time signature, C major key signature, and rhythmic patterns using minims, crotchets, quavers and semiquavers.
• Pupils will know melodic patterns using the notes C, D, E, F, G, A and B and understand how different musical parts combine to create an effective ensemble performance.
• They will recognise the importance of rehearsal, accuracy, expression and teamwork when preparing music for an audience.

• Pupils will be able to perform confidently and accurately as part of an ensemble, maintaining rhythm, pulse and pitch while playing independent parts.
• They will improvise melodies using three- and five-note patterns, compose short musical phrases using three, five and seven notes, and refine performances through rehearsal and evaluation.
• Pupils will demonstrate leadership, listening and collaboration skills, applying the musical knowledge and techniques developed throughout the year.

• Assessment will be based on pupils' ability to perform effectively within an ensemble, maintain accurate rhythm and pitch, improvise and compose using specified note sets, demonstrate confidence and musical expression, and evaluate performances using appropriate musical vocabulary.
• Evidence may include final performances, recordings, compositions, improvisation tasks, self-assessment and peer feedback, showcasing progress across all aspects of musicianship studied during Year 6.

• Recognise that they are musicians, regardless of their starting point.
• That pulse is the steady beat that underpins music, and rhythmic patterns can be organised around it.
• That music can be organised using patterns and layers, creating different textures.
• That the voice is an instrument and effective singing depends on basic technique, including posture, breathing, pitch and listening.
• That ensemble performance requires musicians to listen, respond, lead and follow.
• That the keyboard is organised in repeating patterns of black and white notes and can be used as a practical tool for exploring pitch and musical ideas.
• That musical understanding develops through active, analytical listening, rather than simply hearing music passively.
• That musical ideas can be created, tested, changed and refined in sound; successful musicianship involves experimentation and taking appropriate musical risks.
• That musical vocabulary gives musicians a shared language for describing what they hear, perform and create.
• That music is built from the same ingredients, no matter where it comes from, how it was made or the style that it's in.

• Participate confidently in practical music-making and begin to make increasingly independent musical decisions.
• Maintain a steady pulse individually and as part of an ensemble.
• Perform and combine contrasting rhythmic and pitched patterns with others.
• Sing confidently in unison and begin to maintain an independent part within part-singing.
• Listen and respond to others, enter and stop accurately, follow musical cues and contribute effectively to an ensemble.
• Locate and play notes on the keyboard and use it to explore, rehearse and manipulate simple musical ideas.
• Listen actively and identify musical elements using increasingly accurate musical vocabulary.
• Create and perform short musical ideas, rehearse them, respond to feedback and make changes to improve the musical outcome.
• Begin to use subject-specific terminology to describe and discuss music rather than relying only on everyday descriptions.
• Recognise and identify musical layers of sound; melody, chords, bass lines and beats.

• How: Formative assessment is embedded throughout practical music-making and used to inform next steps.
• When: throughout the Autumn and Spring term
• Revision Sheets
• Madtshirt
• Essential Knowledge

• Where Calypso, Mento, Ska, Rock Steady and Reggae come from and how these styles are connected.
• That Calypso has links to West African and storytelling traditions.
• How melody, chords and bass lines work together to build a piece of music.
• What syncopation is and how it can make rhythms feel off-beat.
• What a backbeat is and how it is used in the accompaniment.
• That Ska often uses off-beat chord patterns and moving bass lines.
• How Reggae developed from earlier styles and later influenced music
• That musical styles often use recognisable patterns, conventions and musical ingredients.
• That changing rhythm, bass line, chords and other musical features can transform a simple idea into music that sounds like a particular style.

• Hear and identify some of the main features of Calypso, Ska and Reggae.
• Recognise and perform syncopated rhythms and a backbeat.
• Perform an off-beat Ska/Reggae chord pattern.
• Perform a bass line and understand how it connects to the chords.
• Combine melody, chords and bass line as part of an ensemble.
• Listen to other musicians and keep my part secure when performing in a pair or group.
• Take a simple musical pattern and change or arrange it so that it sounds more like a particular style.
• Improvise, compose and arrange short musical ideas using the features we have studied.
• Rehearse and improve a performance using listening and musical decision-making.
• Describe what I hear using increasingly accurate musical vocabulary.

• How: Formative assessment is embedded throughout practical music-making and used to inform next steps.
• When: throughout the Autumn and Spring term.
• Revision Sheets
• Madtshirt
• Essential Knowledge