EYFS Music (Expressive Arts and Design)

EYFS Music (Expressive Arts and Design)

EYFS teachers deliver the EYFS Music expectations using the following EYFS Developments

Matters objectives and in addition also the whole school Charanga scheme. Due to the

cross curricular nature of the EYFS curriculum Music, songs and rhymes are threaded

through every EYFS area of learning.

Music in Reception

Ages 4-5

Unit Overview

Introduction This half termly (6-step) focus-based approach supports teachers in engaging all young children with music. It includes a variety of adult-led and child-initiated activities delivered through planning and play. All the musical learning is focussed around nursery rhymes and action songs.

Each Unit of Work is supported by weekly lesson plans and assessment and has a cross- curricular/topic-based focus and a musical focus that will allow the teachers to engage the children in activities related to the developmental events taking place in their changing lives.

The Units of Work in Terms 1 and 2 are more �exible allowing for child-led activities based around the focus for learning. In Term 3, Big Bear Funk transitions from being focus based to preparing for Year 1. The �nal Unit for the year Re�ect, Rewind and Replay consolidates the year’s learning.

The Units of Work can be delivered as a full 30-45 minute lesson, or in shorter 5, 10, 15, 20 minute bite-size sections. You decide.

Summary of learning: Musical learning focus for Terms 1 and 2 : Listening and responding to di�erent styles of music, embedding foundations of the interrelated dimensions of music, listening to, learning to sing or sing along with nursery rhymes and action songs, improvising leading to playing classroom instruments and, share and perform the learning that has taken place.

Autumn Term

Unit 1

Cross-curricular/topic-based focus: Me! - explore: growing, homes, colour, toys, how I look

Unit 2

Cross-curricular and topic-based focus: My Stories - explore: using your imagination,

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Christmas, Festivals, Fairies, Pirates, Treasure, Superheroes, Let's pretend, Once upon a time Spring Term

Unit 1

Cross-curricular and topic-based focus: Everyone! - explore: family, friends, people and music from around the world

Unit 2

Cross-curricular and topic-based focus: Our World - explore: animals, jungle, minibeasts, night and day, sand and water, seaside, seasons, weather, sea, space

Summer Term Musical learning focus for Term 3:

Unit 1

Big Bear Funk - A Transition Unit: 1. Listen and Appraise 2. Musical Activities - learn about the interrelated dimensions of music through

singing, improvising and playing classroom instruments 3. Perform and Share

Unit 2

Re�ect, Rewind and Replay: Consolidation of learning and contextualising the history of music.

More about musical learning - How the Units are organised: Deliver �exibly or as a whole Unit

In Terms 1 and 2 each 6-week Unit comprises: 1. Listen and Respond 2. Explore and Create - initially using voices only but building to using classroom

instruments too 3. Singing - nursery rhymes and action songs - building to singing and playing 4. Share and Perform

1. Listen and Respond

In each step there is option to listen and respond to a di�erent song or piece of music in a di�erent style. Use this music to inspire imaginative movement, initially free and


child-led movement but start to teach the children to follow and copy instruction. The children will begin to respond verbally and with movement.

2. Explore & Create

General Information about Pulse, Rhythm and Pitch:

Pulse (steady beat) is the foundation of all music, it is a musical heartbeat that never stops

Rhythm is long and short sounds that happen over the pulse (steady beat) so, rhythm changes and pulse stays the same

Pitch is high and low sounds

If we sing a song we need all three - the pulse keeps the steady beat, the words of the song are rhythmic but we need high and low sounds (pitch) to sing them otherwise we would be speaking or rapping them.

Reception is where we start our integrated approach to musical learning, laying down the foundations for KS1 and KS2 where we learn more about the interrelated dimensions of music (pulse, rhythm, pitch and tempo, dynamics, timbre, structure, texture), singing and playing instruments and that they are all linked.

Games Internalise the song and learn about the dimensions of music through games, use the games track/s provided. (The games track is always the backing track of one of the songs to be learnt or listened to. It gives a context in which to learn about pulse, rhythm, pitch and other dimensions of music. You cannot �nd the pulse if there is no pulse to �nd, you cannot clap a rhythm if there is no understanding of pulse etc.. ).

Make sure that each game leads easily into the next. Build in a sprinkling of the other dimensions as appropriate. Use the games track throughout the whole of the pulse/rhythm/pitch games. Keep the session imaginative, fun and lively at all times, use a combination of teacher-led and child=initiated activities. Make sure that all children are fully engaged and that they are enjoying themselves. Remember that music is repetition and skills based. Classroom instruments are incorporated into the games as the Units progress.

There are suggested activities in the lesson plans, use these ideas as a starting point.

3. Singing (singing and playing instruments)

In each Unit of Work the children will have the option to learn four nursery rhymes and two action songs. The on-screen resource will assist you with listening and learning to sing the nursery rhymes and action songs with Kim and Chris (Charanga session singers). A �exible approach gives you the option to listen to, learn and/or sing along with the songs.


You will see di�erent ways to learn each song in the “Learn to Sing the Song ” section of the on-screen resource - you decide how this will work for your children. The words of the songs are highlighted on the screen for you to use if you choose - most children will not be able to read them at the start of the year. As the year progresses, there will be option to use classroom instruments along with the correct note/s to use.

4. Share and Perform

Anything that has taken place within your lesson. Perhaps record the process for fun and tracking/assessment purposes. You will �nd the songs and tracks in the “Learn to Sing the Song ” section of the on-screen resource. When you have chosen your track, click on the tab with vocal or backing only:

● Sing the songs with Kim and Chris ● Sing along with the backing track

Term 3: Big Bear Funk - A transition Unit preparing for Years 1-6

This 6-week Unit comprises:

1. Listen and Appraise

2. Musical Activities - learn about the interrelated dimensions of music through singing, improvising and playing classroom instruments

3. Perform and Share

Re�ect, Rewind and Replay - A consolidation of the year’s work, prepare for a performance and look at the history of music.


Scheme Progression Overview and Outcomes for Year 1 (KS1)

This document includes:

● Musical Learning Focus explained for each Unit of Work, year group and end of Key Stage ● An Overview of Expected Learning Outcomes in Year 1 (end of year) linked to the relevant Strand of Musical Learning ● Specific Teaching/Learning and Outcomes linked to the relevant Strands of Musical Learning for the year group

Musical Learning Focus explained for each Unit of Work, year group and end of Key Stage

The Musical Learning Focus from each Unit of Work progress to the Expected Musical Learning Outcomes for the End of Year (see in this document). The children will be able to demonstrate their learning as they work towards the End of Key Stage Expectations. Therefore these outcomes will fulfil the End of Key Stage Expectations (see Assessment Framework) which are in line with national attainment targets for music. (Use the One-page Lesson Plan and please refer to the End of Key Stage Expectations document relevant to your year group from the Assessment Framework.)

Ofsted have stated that “We will not always know the learning outcomes” so segregated learning objectives at the start of each lesson are not appropriate. Musical teaching and learning is not neat or linear, children do not learn in straight lines. The strands of musical learning, presented within the lesson plans and the on-screen resources, are part of the learning spiral. Over time, children develop new musical skills and concepts, and also revisit established musical skills and concepts. Repeating a musical skill doesn’t mean their progress is slowing down or their development is moving backwards; it enables them to re-enforce their musical understanding in order to improve the quality of their musicianship. To achieve mastery means gaining both a deeper understanding of musical skills and concepts and learning something new.

Each Unit of Work has a focus - an ongoing musical learning focus, a unit-specific focus: ● Ongoing musical learning focus (learning new musical skills/concepts and revisiting them) : Listen & Appraise, Musical

Activities (Games, Singing, Playing), Performing. Improvisation and Composition are covered too but as options. ● Unit-specific focus - Musical skills/concepts that may be discrete to a particular unit and style focus (the style or styles of music

relevant to the unit).

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Units of Work in Year 1 and their Learning Focus

Units of Work Ongoing Focus Learning new musical skills/concepts and revisiting them over time and with increasing depth

Unit-specific Focus

Autumn 1: Hey You!

Listen & Appraise - begin to recognise styles, find the pulse, recognise instruments, listen, discuss other dimensions of music. Musical Activities - a new activity is added until Step 4: ● Games - begin to internalise, understand, feel, know how the dimensions of

music work together. Focus on Warm-up Games. Pulse, rhythm, pitch, tempo, dynamics.

● Singing - start to sing, learn about singing and vocal health. Begin to learn about working in a group/band/ensemble.

● Playing - start to play a classroom instrument in a group/band/ensemble. ● Improvisation - option after Step 3 - begin to explore and create your own

responses, melodies and rhythms. ● Composition - option after Step 4 - begin to create your own responses,

melodies and rhythms and record them in some way.

Perform/Share - begin to work together in a group/band/ensemble and perform to each other and an audience. DIscuss/respect/improve your work together.

How pulse, rhythm and pitch work together. When we rap we use pulse and rhythm but add pitch and we have a song. Old School HIp Hop: ● Hey You! by Joanna Mangona ● Me, Myself And I by De La Soul ● Fresh Prince Of Bel-Air by Will Smith ● Rapper’s Delight by The Sugarhill Gang

● U Can’t Touch This by MC Hammer ● It’s Like That by Run DMC

Autumn 2: Rhythm In The Way We Walk/The Banana Rap

Listen & Appraise (descriptions for all strands as above) Musical Activities: ● Games ● Singing Perform/Share

How pulse, rhythm and pitch work together. Singing and rapping. Mixed styles: ● Rhythm In The Way We Walk by Joanna Mangona (Reggae) ● The Planets, Mars by Gustav Holst (Classical) ● Tubular Bells by Mike Oldfield (Pop) ● The Banana Rap by Jane Sebba (Hip Hop) ● Happy by Pharrell Williams (Pop) ● When I’m 64 by The Beatles (Pop)


Spring 1: In The Groove

Listen & Appraise (descriptions for all strands as above) Musical Activities - a new activity is added until Step 4: ● Games ● Singing ● Playing ● Improvisation - option after Step 3 ● Composition - option after Step 4 Perform/Share

Playing/singing in different styles and learning about those styles. Mixed styles:

● In The Groove by Joanna Mangona ( Blues, Baroque, Latin, Bhangra, Folk and Funk).

● How Blue Can You Get by B.B. King (Blues) ● Let The Bright Seraphim by Handel (Baroque) ● Livin’ La Vida Loca by Ricky Martin (Latin/Pop) ● Jai Ho by J.R. Rahman (Bhangra/Bollywood) ● Lord Of The Dance by Ronan Hardiman (Irish) ● Diggin’ On James Brown by Tower Of Power (Funk)

Spring 2: Round And Round

Listen & Appraise (descriptions for all strands as above) Musical Activities - a new activity is added until Step 4:

● Games ● Singing ● Playing ● Improvisation - option after Step 3 ● Composition - option after Step 4

Perform/Share

Latin and Mixed Styles:

● Round And Round (Bossa Nova) ● Livin’ La Vida Loca by Ricky Martin (Latin/Pop) ● Imperial War March by John Williams (Film) ● It Had Better Be Tonight by Michael Bublé (Latin/Big

Band) ● Why Don’t You by Gramophonedzie (Big Band/Dance) ● Oya Como Va by Santana (Latin/Jazz)

Summer 1: Your Imagination

Listen & Appraise (descriptions for all strands as above) Musical Activities - a new activity is added until Step 4:

● Games ● Singing ● Playing ● Improvisation - option after Step 3 ● Composition - option after Step 4

Perform/Share

Create your own lyrics. Mixed styles and listening to songs/music about using your imagination :

● Your Imagination by Joanna Mangona and Pete Readman

● Supercalifragilisticexpialidocious from Mary Poppins ● Pure Imagination from Willy Wonka & The Chocolate

Factory soundtrack ● Daydream Believer by The Monkees ● Rainbow Connection from The Muppet Movie ● A Whole New World from Aladdin


Summer 2: Reflect, Rewind and Replay

Listen & Appraise (descriptions for all strands as above) Musical Activities:

● Games ● Singing ● Playing ● Improvisation ● Composition

Perform/Share

Revision and deciding what to perform. Listen to Western Classical Music. The language of music.

Overview of Expected Learning Outcomes in Year 1: 1. Listen & Appraise

Strand of Musical Learning

National Curriculum Expectations for all pupils

Charanga Response for Y1 KS1/ages 5-6

Expectations for the end of KS1 Charanga Response to assessing end of KS1 Expectations

Listen & Appraise 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.

The children will listen to a variety of musical styles from different times, traditions and composers. Learn to recognise instruments and basic style indicators. Encourage discussions using musical language.

Children will be taught to: ● Listen with concentration and

understanding to a range of high-quality live and recorded music.

See ‘End of Key Stage Expectations’ document in the Assessment Framework.


Specific Teaching/Learning and Outcomes for Year 1: 1. Listen & Appraise

Listen & Appraise: Charanga Musical School response for Year 1 KS1/ages 5-6

Teaching Overview Y1/ages 5-6 What the teacher will do (refer to Activity Manual and lesson documentation/plans)

Learning Overview Y1/ages 5-6 What the children will learn (refer to Activity Manual and lesson documentation/plans)

Five Expected Musical Learning Outcomes Y1/ages 5-6. These outcomes lead to the End of KS Expectations (see Assessment). Children will demonstrate their learning as they work towards them.

The children will listen to a variety of musical styles from different times, traditions and composers. Learn to recognise the sound of musical instruments and basic features of key musical styles. Encourage discussions using musical language.

Encourage the children to have fun and to enjoy listening to different styles of music. They will begin to recognise these basic style indicators.

Styles include: Hip Hop, Reggae, Western Classical, Rock, Pop, Beatles, Latin, Film, Big Band, Jazz. ● Use movement to find/feel the pulse

together and begin to understand/feel what pulse is/does/means etc.

● Identify some musical instruments. ● Begin to talk about the music and how it

makes us feel. ● Encourage discussion and creative

response. ● Begin to use some musical language during

discussions and when describing feelings. ● Discuss and understand how other simple

dimensions of music fit with each other and in the music (dynamics and tempo).

● The children will begin to recognise very basic style indicators and start to recognise different instruments.

● Have fun finding the pulse together and start to understand what pulse is/does/means etc.

● Start to use correct musical language during discussion and when describing feelings.

● They will begin to recognise the sound of the musical instruments used.

● Basic musical structure. ● The purpose of the song and context

within history. ● How music makes them feel. ● About the dimensions of music and

how they fit into music: pulse - a steady beat, simple rhythm patterns, pitch, texture, tempo, dynamics.

● They will start to use correct musical language and describe how the music makes them feel through safe and respectful discussion.

1. Start to recognise/identify very simple style indicators and different instruments used.

2. March, clap, tap your knees, move to find and internalise the pulse. Begin to understand what it means to find the pulse.

3. Start using basic musical language to describe the music you are listening to and your feelings towards it.

4. Begin to listen, with respect, to other people’s ideas and feelings towards the music you have listened to.

5. Discuss simple dimensions of music (pulse, rhythm, pitch, and perhaps tempo and dynamics) and how they fit into the music you are listening to.

(See ‘End of Key Stage Expectations document’.)


Overview of Expected Learning Outcomes in Year 1: 2. Musical Activities





Musical Activities: a.Games b.Singing c. Playing d.Improvisation e.Composition

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 interrelated dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

Have the opportunity to progress to the next level of musical excellence.

a. Games: Begin to understand how pulse, rhythm and pitch work together to create music through Warm-up Games and Flexible Games.

b. Singing: Start to sing songs/raps together in a group/ensemble.

c. Playing Instruments: Use glocks, recorders or band instruments if appropriate. Start to learn to play together in a band or ensemble.

d. Improvisation: Begin to learn that improvisation is when you make up your own tune or rhythm. An improvisation is not written down or notated. If written down in any way or recorded, it becomes composition.

e. Composition: Start to learn that composition is creating very simple rhythms and melodies that are notated or recorded in some way.

Children will be taught to: ● Use their voices expressively

and creatively by singing songs and speaking chants and rhymes.

● Play tuned and un-tuned 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 interrelated dimensions of music.



Specific Teaching/Learning and Outcomes for Year 1: 2.Musical Activities a. Games

Musical Activities - a. Games: Charanga Musical School response for Year 1 KS1/ages 5-6




Begin to understand how pulse, rhythm and pitch work together to create music through Warm-up Games and Flexible Games.

Warm-up Games

Lead the group through the Warm-up Games, activities and challenges. Through repetition and depth, begin to embed the foundations of the dimensions of music namely pulse, rhythm and pitch. The games build, allowing for wider learning and repetition: ● Have fun finding the pulse! Leading by

example. ● Copy back simple rhythms, clapping. ● Copy back simple rhythms related to

animals, food etc. ● Rhythm copy back - It's Your Turn!

Create your own simple rhythms for the group to copy based on names, topics, food, colours, etc.

● Pitch copy back including vocal warm-ups. Using voices and related to the song you are learning.

Flexible Games Flexible Bronze, Silver and Gold Challenges are available for extension work.

Within the context of the song being learnt, the children will begin to embed the foundations of the dimensions of music (pulse, rhythm and pitch) by playing Warm-up Games:

● Have fun finding the pulse together.

● Copy back simple rhythms, clapping.

● Copy back simple rhythms related to animals, food etc.

● Rhythm copy back - It's Your Turn! Create your own simple rhythms.


1. Begin to find and internalise the pulse on their own or with support.

2. Try to or demonstrate more confidently how they find/feel the pulse.

3. Begin to demonstrate how pulse, rhythm and pitch work together - copy a simple rhythm over the pulse and sing back over the Games Track in time.

4. Clap the rhythm of your name, favourite food, favourite colour etc.

5. Begin to understand how pulse, rhythm and pitch and perhaps dynamics and tempo work together and are sprinkled through songs/music.

( see ‘End of Key Stage Expectations’ document).


Specific Teaching/Learning and Outcomes for Year 1: 2.Musical Activities b. Singing

Musical Activities - b. Singing: Charanga Musical School response for Year 1 KS1/ages 5-6




Start to sing songs/raps together in a group/ensemble.

● Work through the vocal warm-ups so the children begin to understand how and why we warm up our voices and bodies to get a good quality sound and projection.

● Support the children to learn to sing each song. Begin to stress the need to interpret the song, sing with good diction, a good sense of pulse and rhythm, listening carefully to copy the examples.

● Stress the importance of working together in a group and how the performance is better when everyone works together.

Sing within a limited pitch range and begin to understand:

● The importance of working together in an ensemble or as part of a group.

● How important it is and why we warm up our voices.

● How to join in and stop as appropriate - learn how to follow a leader/conductor.

● How melody and words should be interpreted.

● How to sing with good diction.

● How to perform with a good sense of pulse and rhythm.

1. Begin to understand working together as part of a group and with their friends, gradually developing the confidence to sing alone .

2. Begin to understand the importance of

warming up their voices and to establish a good singing position.

3. Start to consider that words mean

something and how they work together with the music.

4. Sing with a good sense of the pulse

internally and try to sing together with the group.

5. Stop and start as appropriate, begin to

follow a leader/conductor. (see ‘End of Key Stage Expectations’ document)


Specific Teaching/Learning and Outcomes for Year 1: 2.Musical Activities c. Playing Instruments

Musical Activities - c. Playing Instruments: Charanga Musical School response for KS1 Year 1/ages 5-6


Learning Overview Y1 / ages 5-6 What the children will learn (refer to Activity Manual and lesson documentation/plans)


Use glocks, recorders or band instruments if appropriate. Start to learn to play together in a band or ensemble .

● Demonstrate how to set up and play classroom percussion instruments and explain how to treat instruments with respect.

● Teach the appropriate instrumental part by ear ( sound-before-symbol) .

● Practise the instrumental parts and decide when everyone is confident enough to add them to the song. Play and move between differentiated parts with a sound-before-symbol approach and according to ability.

● Stress the importance of working together as part of a group and how the musical outcomes are of higher quality when everyone works together.

● Start to learn to play together in a band or ensemble.

● Join in and stop as appropriate.

● Start to respond to simple musical cues such as starting and stopping etc.

● Learn how to follow a leader/conductor.

● Play and move between differentiated parts with a sound-before-symbol approach, according to ability.

● Learn to play your instrument correctly and treat it with respect.

1. Begin to play a classroom instrument as part of a group/ensemble and as part of the song that is being learnt.

2. Move between differentiated parts

as required using a sound-before-symbol approach.

3. Learn to stop/start and respond to

basic musical cues from the leader/conductor.

4. Learn how to treat your instrument

with respect and how to play it correctly.

5. Play as part of your ensemble/group

with a sound-before-symbol (by ear) approach.

(see ‘End of Key Stage Expectations’ document).


Specific Teaching/Learning and Outcomes for Year 1: 2.Musical Activities d. Improvisation

Musical Activities - d. Improvisation: Charanga Musical School response for KS1 Year 1/ages 5-6




Begin to learn that improvisation is when you make up your own tune or rhythm. An improvisation is not written down or notated. If written down in any way or recorded, it becomes a composition.

Create a safe learning environment that gives the children confidence in using their voices and musical instruments to become ready to start improvising. Giving the children the correct note boundaries are vital here. Join in the improvisation activities with the children. Using the differentiated improvisation challenges in the Year 1 units you will guide the children through the fundamentals of improvisation. Their skills will build over time through repetition and learning in greater depth: ● Clap and improvise (simple rhythmic

patterns). ● Copy back. ● Question and Answer. ● Sing and Improvise (simple patterns). ● Copy back using voices. ● Question and Answer using voices. ● Play and Improvise (simple patterns). ● Copy back using instruments. ● Question and Answer using instruments. ● Improvise! Take it in turns to improvise

using one or two notes.

Using the differentiated improvisation challenges in the Year 1 units you will learn the fundamentals of improvisation and skills will build overtime:

● Clap and improvise (simple rhythmic patterns).

● Copy back. ● Question and Answer. ● Sing and Improvise (simple

patterns). ● Copy back using voices. ● Question and Answer using

voices. ● Play and Improvise (simple

patterns). ● Copy back using instruments. ● Question and Answer using

instruments. ● Improvise! Take it in turns to

improvise using one or two notes.

1. Explore and create simple musical sounds with voices and instruments within the context of the song being learnt.

2. Begin to understand through activity, that when you improvise you make up your own tune (or rhythm) using one or two notes, or you can sing. An improvisation is not written down or notated. If written down in any way or recorded, it becomes a composition.

3. Improvise using very simple patterns on your instrument and/or voice.

4. Create your own simple rhythmic patterns that lead to melodies in a group or a solo situation.

5. Start to perform your own rhythms and melodies with confidence and understanding in the group. Start improvising using one or two notes.

(see ‘End of Key Stage Expectations’ document).


Specific Teaching/Learning and Outcomes for Year 1: 2.Musical Activities e. Composition

Musical Activities - e. Composition: Charanga Musical School response for KS1 Year 1/ages 5-6




Start to learn that composition is creating very simple rhythms and melodies that are notated or recorded in some way so that you can play/perform them again with your friends.

● Create a safe learning environment that gives the children confidence in using their voices and musical instruments. Start experimenting as composers.

● Begin to discuss the differences between improvisation and composition.

● Remind the children of the boundaries to support them; one or two notes, then three notes etc. Begin to create your own tunes and melodies within the context of the song that is being learnt and do this with understanding and as part of a group or with your whole class. Listen to each other’s work and discuss what you hear. Record/notate the compositions in any way appropriate.

● Begin to understand the differences between composition and improvisation.

● Create your own simple melodies within the context of the song that is being learnt.

● Compose using one or two notes.

● Record the composition in any way appropriate.

● Notate music in different ways, using graphic/video, ICT.

● Begin to recognise/identify the awareness of a link between shape and pitch using graphic notations.

1. Create your own very simple melodies (usually in a group) within the context of the song that is being learnt.

2. Create compositions using one or two notes, increasing to three notes if appropriate.

3. Record the composition in any way appropriate. Notate music in different ways, using graphic/pictorial notation, video, ICT.

4. Musically demonstrate a very simple understanding and use of the interrelated dimensions of music as appropriate within this context of creating and making music eg getting louder (dynamics), quieter (dynamics), higher (pitch), lower (pitch).

5. Begin to recognise/identify the awareness of a link between shape and pitch using graphic notations or simply writing the melody in any way we will remember it

(See ‘End of Key Stage Expectations’ document.)


Overview of Expected Learning Outcomes in Year 1: 3. Perform/Share





Perform/Share Perform, understand and explore how music is created, produced and communicated.


Perform together in an ensemble/band.

Children will be taught to: ● Use their voices expressively and

creatively by singing songs and speaking chants and rhymes.




Specific Teaching/Learning and Outcomes for Year 1: Perform/Share

Musical Activities - Perform: Charanga Musical School response for KS1 Year 1/ages 5-6





● Discuss with the class how the performance will be structured: ○ When will they add their own

composed or improvised sections?

○ When will they play their instruments?

○ Who will sing in each section of the song?

● Discuss working together in a team/ensemble ○ Talk about the audience and

their needs during a performance.

○ What about practice? Why do we practise?

● Record your practice and performance to learn and discuss.

● Rehearse with the class and together, suggest and discuss improvements.

● Start to perform together in an ensemble/band.

● Sing, play, improvise and play back compositions as part of your ensemble/band.

● Do all of this in front of an audience.

● Learn about performance and building confidence.

● Understand about practice.

● Record your performance and learn from watching it back.

.

1. Start to work together as part of an ensemble/band. Remember the importance of starting and ending together. Try to follow the conductor/band leader.

2. Perform what you have learnt to other people. Play your instrument, improvise and play your compositions as part of this performance and with as much confidence as possible.

3. Perform with some understanding that the performance can include everything that has been undertaken during the learning process of the unit. Everything you have learnt fits together.

4. Practise, rehearse and present performances with some awareness of an audience. Begin to realise that performance can influence how music is presented. Try to communicate your ideas, thoughts and feelings through simple musical demonstration.

5. Watch a recording and/or discuss the performance. Offer helpful and thoughtful comments and feedback about others.



Scheme Progression Overview and Outcomes for Year 2 (KS1)

This document includes:

● Musical Learning Focus explained for each Unit of Work, year group and end of Key Stage ● An Overview of Expected Learning Outcomes in Year 1 (end of year) linked to the relevant Strand of Musical Learning ● Specific Teaching/Learning and Outcomes linked to the relevant Strands of Musical Learning for the year group


The Musical Learning Focus from each Unit of Work progress to the Expected Musical Learning Outcomes for the End of Year (see in this document). The children will be able to demonstrate their learning as they work towards the End of Key Stage Expectations. Therefore these outcomes will fulfil the End of Key Stage Expectations (see Assessment Framework) which are in line with national attainment targets for music. (Use the One-page Lesson Plan and please refer to the End of Key Stage Expectations document relevant to your year group from the Assessment Framework.)



Activities (Games, Singing, Playing), Performing. Improvisation and Composition are covered too but as options. ● Unit-specific focus - Musical skills/concepts that may be discrete to a particular unit and style focus (the style or styles of music

relevant to the unit).



Units of Work Ongoing Focus Learning new musical skills/concepts and revisiting them over time and with increasing depth.

Unit-specific Focus

Autumn 1: Hands, Feet, Heart

Listen & Appraise - begin to recognise styles, find the pulse, recognise instruments, listen, discuss other dimensions of music. Musical Activities - a new activity is added until Step 4: ● Games - continue to internalise, understand, feel, know how the dimensions of music work

together. Focus on Warm-up Games. Pulse, rhythm, pitch, tempo, dynamics. ● Singing - continue to sing, learn about singing and vocal health. Continue to learn about working

in a group/band/ensemble. ● Playing - Continue to play a classroom instrument in a group/band/ensemble. ● Improvisation - option after Step 3 - continue to explore and create your own responses,

melodies and rhythms. ● Composition - option after Step 4 - continue to create your own responses, melodies and

rhythms and record them in some way. Perform/Share - Continue to work together in a group/band/ensemble and perform to each other and an audience. DIscuss/respect/improve your work together.

Music from South Africa, Freedom songs. South African music: ● Hands, Feet, Heart by Joanna Mangona ● The Click Song sung by Miriam Makeba ● The Lion Sleeps Tonight sung by Soweto Gospel

Choir ● Bring Him Back by Hugh Masekela

● You Can Call Me Al by Paul Simon ● Hiokoloza by Arthur Mofokate

Autumn 2: Ho Ho Ho Listen & Appraise (descriptions for all strands as above) Musical Activities: ● Games ● Singing ● Playing Perform/Share

WInter time, festivals and Christmas time. Creating a performance using music and dance. Mixed styles: ● Ho Ho Ho by Joanna Mangona (Christmas) ● Blame It On The Boogie by The Jackson 5 (Pop) ● Bring Him Back Home (Nelson Mandela) by Hugh

Masekela (Freedom) ● Suspicious Minds by Elvis Presley (Pop) ● Sir Duke by Stevie Wonder (Funk) ● Fly Me To The Moon by Frank Sinatra (Big

Band/Jazz)

Spring 1: I Wanna Play In A Band


Rock music and movement: ● We Will Rock You by Queen ● Smoke On The Water by Deep Purple ● Rockin’ All Over The World by Status Quo ● Johnny B.Goode by Chuck Berry ● I Saw Her Standing There by The Beatles


Spring 2: Zootime Listen & Appraise (descriptions for all strands as above) Musical Activities - a new activity is added until Step 4: ● Games ● Singing ● Playing ● Improvisation - option after step 3 ● Composition - option after step 4 Perform/Share

Song structure Reggae music: ● Kingston Town by UB40 ● Shine by ASWAD ● IGY by Donald Fagen ● Feel Like Jumping by Marcia Griffiths ● I Can See Clearly Now by Jimmy Cliff

Summer 1: Friendship Song


Mixed styles: ● Friendship Song by Joanna Mangona and Pete

Readman ● Count On Me by Bruno Mars ● We Go Together (from Grease soundtrack) ● You Give A Little Love from Bugsy Malone ● That's What Friends Are For by Gladys Knight,

Stevie Wonder, Dionne Warwick with Elton John

● You've Got A Friend In Me by Randy Newman


Listen & Appraise (descriptions for all strands as above) Musical Activities: ● Games ● Singing ● Playing ● Improvisation ● Composition Perform/Share









The children will continue to listen to a variety of musical styles from different times, traditions and composers. Learn to recognise instruments and basic style indicators. Encourage discussions using musical language.

Children will be taught to: ● Listen with concentration and

understanding to a range of high-quality live and recorded music.







Five Expected Musical Learning Outcomes Y2/ages 6-7. T hese outcomes lead to the End of KS Expectations (see Assessment). Children will demonstrate their learning as they work towards them.

The children will continue to listen to a variety of musical styles from different times, traditions and composers . Learn to recognise the sound of musical instruments and basic features of key musical styles . Encourage discussions using musical language.

Encourage the children to have fun and to enjoy listening to different styles of music. They will begin to recognise these basic style indicators. Styles include: South African, Rock, Reggae, Early Classical, 20th Century Contemporary Classical.

● Use movement to find/feel the pulse together and begin to understand/feel what pulse is/does/means etc.

● Identify some musical instruments. ● Begin to talk about the music and how

it makes us feel. ● Encourage discussion and creative

response. ● Begin to use some musical language

during discussion and when describing feelings.

● Discuss and understand how other simple dimensions of music fit with each other and in the music (dynamics and tempo).

● The children will begin to recognise very basic style indicators and start to recognise different instruments. Styles include: South African, Rock, Reggae, Early Classical, 20th Century Contemporary Classical.

● Have fun finding the pulse together and start to understand what pulse is/does/means etc.

● Start to use correct musical language during discussion and when describing feelings.

● They will begin to recognise the sound of the musical instruments used.

● Basic musical structure. ● The purpose of the song and context within

history. ● How music makes them feel. ● About the dimensions of music and how they fit

into music: pulse - a steady beat, simple rhythm patterns, pitch, texture, tempo, dynamics.

● They will start to use correct musical language and describe how the music makes them feel through safe and respectful discussion.

1. Try to recognise/identify very simple style indicators and different instruments used.

2. March, clap, tap your knees, move to find and internalise the pulse. Continue to understand what it means to find the pulse.

3. Start using basic musical language to describe the music you are listening to and your feelings towards it.

4. Begin to listen, with respect, to other people’s ideas and feelings towards the music you have listened to.

5. Discuss simple dimensions of music (pulse, rhythm, pitch, and perhaps tempo and dynamics) and how they fit into the music you are listening to.






Charanga Response for Y2 KS1/ages 6-7 Expectations for the end of KS1

Charanga Response to assessing end of KS1 Expectations

Musical Activities: a. Games b. Singing c. Playing d. Improvisation e. Composition




a. Games: Continue to understand how pulse, rhythm and pitch work together to create music through Warm-up Games and Flexible Games.

b. Singing: Continue to sing songs/raps together in a group/ensemble.

c. Playing Instruments: Use glocks, recorders or band instruments if appropriate. Learn to play together in a band or ensemble.

d. Improvisation: Continue to learn that improvisation is when you make up your own tune or rhythm. An improvisation is not written down or notated. If written down in any way or recorded, it becomes a composition.

e. Composition: Continue to learn that composition is creating simple rhythms and melodies that are notated or recorded in some way.

Children will be taught to: ● Use their voices

expressively and creatively by singing songs and speaking chants and rhymes.



● Experiment with, create, select and combine sounds using the interrelated dimensions of music .








Continue to understand how pulse, rhythm and pitch work together to create music through Warm-up Games and Flexible Games.

Warm-up Games

Continue to lead the group through the Warm-up Games, deepening knowledge as you continue.

● Have fun finding the pulse!

● Copy back simple rhythms, clapping.

● Copy back simple rhythms related to animals, food etc.

● Rhythm copy back - It's Your Turn! Create your own simple rhythms.


Flexible Games

Flexible Bronze, Silver and Gold Challenges are available for extension work.

● Within the context of the song being learnt, the children will begin to embed the foundations of the dimensions of music, pulse, rhythm and pitch by playing Warm-up Games.

● Continue with beginner games.

● Have fun finding the pulse!

● Copy back simple rhythms with increasing knowledge and confidence.

● Rhythm copy back - It's Your Turn! Create your own simple rhythms with increasing confidence.

● Pitch copy back including vocal warm-ups. Using voices and related to the song you are learning .

1. Continue to learn to find and internalise the pulse on their own or with support.

2. Demonstrate more confidently how they find/feel the pulse.

3. Demonstrate more confidently how pulse, rhythm and pitch work together - copy a simple rhythm over the pulse and sing back over the Games Track in time.

4. Clap the rhythm of their name, favourite food, favourite colour etc confidently and create their own rhythm when asked.

5. Show a deeper understanding of how pulse, rhythm and pitch, dynamics and tempo work together and are sprinkled through songs/music.








Continue to sing songs/raps together in a group/ensemble.

● Work through the vocal warm-ups, stressing how and why we warm up our voices and bodies to get a good quality sound and projection.

● Support the children to learn to sing each song, stressing the need to interpret it, sing with good diction, a good sense of pulse and rhythm, listening carefully to copy the example.


Sing within a limited pitch range and deepen their understanding of:

● The importance of working together in an ensemble or as part of a group.

● How important it is and why we warm up our voices.

● How to join in and stop as appropriate - learn how to follow a leader/conductor.



● How to perform with a good sense of pulse and rhythm.

1. Continue to understand how to work together as part of a group and with their friends, gradually developing the confidence to sing alone.

2. Continue to understand the importance of warming up their voices and to establish a good singing position.

3. Consider that words mean something and how they work together with the music.

4. Sing with a good sense of the pulse internally and try to sing together and in time with the group.

5. Stop and start as appropriate, begin to follow a leader/conductor.




Musical Activities - c. Playing Instruments: Charanga Musical School response for KS1 Year 2/ages 6-7


Learning Overview Y2/ages 6-7 What the children will learn (refer to Activity Manual and Lesson documentation/plans)


Use glocks, recorders or band instruments if appropriate. Learn to play together in a band or ensemble .

● Demonstrate how to set up and play classroom percussion instruments and explain how to treat instruments with respect.

● Teach the appropriate instrumental part, by ear ( sound-before-symbol) but add the link to notation if appropriate.

● Practise the instrumental parts and decide when everyone is confident enough to add them to the song. Play and move between differentiated parts with a sound-before-symbol approach and according to ability. Utilise the instrumental parts if appropriate.


● Continue to learn to play together in a band or ensemble.

● Join in and stop as appropriate and more confidently.

● Continue to respond to simple musical cues such as starting and stopping.

● Follow a leader/conductor.

● Play and move between differentiated parts with a sound-before-symbol approach, according to ability.

● Continue to learn to play your instrument correctly and treat it with respect.

1. Continue to play a classroom instrument as part of a group/ensemble and as part of the song you are learning.

2. Move between differentiated parts as required using a sound-before-symbol approach.

3. Continue to respond to basic musical cues from the leader/conductor.

4. Continue to treat your instrument with respect and how to play it correctly.

5. Play more confidently as part of your ensemble/group with a sound-before-symbol (by ear) approach.




Musical Activities - d. Improvisation: Charanga Musical School response for KS1 Year 2/ages 6-7




Continue to learn that improvisation is when you make up your own tune or rhythm. An improvisation is not written down or notated. If written down in any way or recorded, it becomes a composition.

Continue promoting a safe learning environment that gives the children confidence in using their voices and musical instruments to become ready to start improvising. Note boundaries are vital here - quality not quantity is important. Join in the improvisation activities with the children. Using the differentiated improvisation challenges in the Year 2 units, you will guide the children through the fundamentals of improvisation. Their skills will build over time through repetition and learning in greater depth: ● Clap and improvise (simple rhythmic

patterns). ● Copy back. ● Question and Answer. ● Sing and Improvise (simple patterns). ● Copy back using voices. ● Question and Answer using voices. ● Play and Improvise (simple patterns). ● Copy back using instruments. ● Question and Answer using instruments. ● Improvise! Take it in turns to improvise

using one or two notes.

Using the differentiated improvisation challenges in the Year 2 units, you will deepen your knowledge of the fundamentals of improvisation and skills will continue to build overtime:

● Clap and improvise (simple rhythmic patterns).

● Copy back. ● Question and Answer. ● Sing and Improvise (simple

patterns). ● Copy back using voices. ● Question and Answer using

voices. ● Play and Improvise (simple

patterns). ● Copy back using instruments. ● Question and Answer using

instruments. ● Improvise! Take it in turns to

improvise using one or two notes.

1. Continue to explore and create simple musical sounds with voices and instruments within the context of the song being learnt.

2. Deepen your understanding through activity, so that when you improvise you make up your own tune (or rhythm) using one or two notes, or you can sing. An improvisation is not written down or notated. If written down in any way or recorded, it becomes a composition.

3. Continue to improvise using very simple patterns on your instrument and/or voice.

4. Continue to create your own simple rhythmic patterns that lead to melodies in a group or a solo situation.

5. Continue to perform your own rhythms and melodies with confidence and understanding in the group. Improvise using one or two notes.




Musical Activities - e. Composition: Charanga Musical School response for KS1 Year 2/ages 6-7




Continue to learn that composition is creating simple rhythms and melodies that are notated or recorded in some way.

● Create a safe learning environment that gives the children confidence in using their voices and musical instruments. Start experimenting as composers.

● Continue to discuss the differences between improvisation and composition.

● Remind the children of the boundaries to support them; one or two notes, then three notes etc. Continue to create your own tunes and melodies within the context of the song that is being learnt and do this with understanding and as part of a group or with your whole class.

● Listen to each other’s work and discuss what you hear.

● Record/notate the compositions in any way appropriate.

● Continue to explore and understand the differences between composition and improvisation.

● Continue to create your own simple melodies within the context of the song that is being learnt.

● Compose using one, two or three notes.

● Record the composition in any way appropriate.

● Notate music in different ways, using graphic/video, ICT.

● Begin to recognise/identify the awareness of a link between shape and pitch using graphic notations.

1. Continue to create your own very simple melodies (usually in a group) within the context of the song that is being learnt.

2. Move beyond composing using one or two notes, increasing to three notes if appropriate.


4. Musically demonstrate a very simple understanding and use of the interrelated dimensions of music as appropriate within this context of creating and making music eg getting louder (dynamics), quieter (dynamics), higher (pitch), lower (pitch), faster (tempo) and slower (tempo).

5. Continue to recognise/identify the awareness of a link between shape and pitch using graphic notations or simply writing the melody in any way we will remember it.








Perform/Share ...perform, understand and explore how music is created, produced and communicated.

...have the opportunity to progress to the next level of musical excellence.


Children will be taught to: ● use their voices expressively and


● play tuned and un-tuned instruments musically.




Musical Activities - Perform: Charanga Musical School response for KS1 Year 2/ages 6-7

Teaching Overview Y2 /ages 6-7 What the teacher will do (refer to Activity Manual and lesson documentation/plans)











● Record the practice sessions and performance for learning and discussion purposes.


● Continue to learn how to perform together in an ensemble/band.

● Sing, play, improvise and play back compositions as part of your ensemble/band.

● Do all of this in front of an audience.


● Understand in more depth about practice.


.

1. Continue to work together as part of an ensemble/band. Remember the importance of starting and ending together. Try to follow the conductor/band leader.

2. Perform what you have learnt to other people. Play your instrument, improvise and play your compositions as part of this performance and with as much confidence as possible.

3. Perform with some understanding that the performance can include everything that has been undertaken during the learning process of the unit. Everything you have learnt fits together.

4. Practise, rehearse and present performances with some awareness of an audience. Begin to realise that performance can influence how music is presented. Try to communicate your ideas, thoughts and feelings through simple musical demonstration.




Scheme Progression Overview and Outcomes for Year 3 (Lower KS2)

This document includes: ● Musical learning focus explained for each Unit of Work, year group and end of Key Stage ● An Overview of Expected Learning Outcomes Year 3 (end of year) linked to the relevant Strand of Musical Learning ● Specific Teaching/Learning ideas and their outcomes linked to the relevant Strands of Musical Learning for the year group


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. — National curriculum in England: music programmes of study, key stage 2 The Musical Learning Focus from each Unit of Work progress to the Expected Musical Learning Outcomes for the End of Year (see in this document). The children will be able to demonstrate their learning as they work towards the End of Key Stage Expectations. Therefore these outcomes will fulfil the End of Key Stage Expectations (see Assessment Framework) which are in line with national attainment targets for music. (Use the One-page Lesson Plan and please refer to the End of Key Stage Expectations document relevant to your year group from the Assessment Framework.)



Activities (Games, Singing, Playing), Performing. Improvisation and Composition are covered too but as options. ● Unit-specific focus - Musical skills/concepts that may be discrete to a particular unit and style focus (the style or styles of music relevant to

the unit).




Unit-specific Focus

Autumn 1: Let Your Spirit Fly

Listen & Appraise - begin to recognise styles, find the pulse, recognise instruments, discuss, listen, discuss other dimensions of music. Musical Activities - a new activity is added until Step 4: ● Games - continue to internalise, understand, feel, know how the dimensions of music work

together. Focus on Warm-up Games. Pulse, rhythm, pitch, tempo, dynamics. Eventually explore the link between sound and symbol.

● Singing - continue to sing, learn about singing and vocal health. Continue to learn about working in a group/band/ensemble.

● Playing - Continue to play a classroom/band instrument in a group/band/ensemble. Eventually explore the link between sound and symbol.

● Improvisation - option after Step 3 - continue to explore and create your own responses, melodies and rhythms.

● Composition - option after Step 4 - continue to create your own responses, melodies and rhythms and record them in some way. Eventually explore the link between sound and symbol.

Perform/Share - Continue to work together in a group/band/ensemble and perform to each other and an audience. DIscuss/respect/improve your work together.

RnB. Singing in two parts.

Mixed styles: ● Let Your Spirit Fly by Joanna Mangona (RnB) ● Please choose your own song/piece here

● Colonel Bogey March by Kenneth Alford (Film) ● Consider Yourself from the musical ‘Oliver!’

(Musicals) ● Ain’t No Mountain High Enough by Marvin Gaye

(Motown) ● You’re The First, The Last, My Everything by Barry

White (Soul)

Autumn 2: Glockenspiel Stage 1

Listen & Appraise (descriptions for all strands as above) Musical Activities: ● Games ● Singing ● Playing Perform/Share

Playing the glockenspiel. The language of music.

Spring 1: Three Little Birds


Reggae and Bob Marley. Reggae music: ● Three Little Birds by Bob Marley ● Jamming by Bob Marley ● Small People by Ziggy Marley ● 54-56 Was My Number by Toots and The Maytals ● Ram Goat Liver by Pluto Shervington ● Our Day Will Come by Amy Winehouse


Spring 2: The Dragon Song


Singing in two parts. Music from around the world:

● The Dragon Song by Joanna Mangona and Pete Readman

● Birdsong - Chinese Folk Music ● Vaishnava Java - A Hindu Song ● A Turkish Traditional Tune ● Aitutaki Drum Dance from Polynesia ● Zebaidir Song from Sudan

Summer 1: Bringing Us Together

Listen & Appraise (descriptions for all strands as above) Musical Activities - a new activity is added until Step 4: ● Games ● Singing ● Playing ● Improvisation - option after Step 3 ● Composition - option after Sep 4 Perform/Share

Disco music: ● Bringing Us Together by Joanna Mangona and

Pete Readman ● Good Times by Nile Rodgers ● Ain’t Nobody by Chaka Khan ● We Are Family by Sister Sledge ● Ain’t No Stopping Us Now by McFadden and

Whitehead ● Car Wash by Rose Royce









Expectations for the end of Lower KS2

Charanga Response to assessing end of Lower KS2 Expectations


The children will understand and appreciate a variety of musical styles from different times and traditions. Continue to recognise the sound of musical instruments and basic features of key musical styles. Encourage discussion using more accurate musical language.

Children will be taught to: ● 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 .




Listen & Appraise: Charanga Musical School response for Year 3 Lower KS2/ages 7-8




The children will understand and appreciate a variety of musical styles from different times and traditions. Continue to recognise the sound of musical instruments and basic features of key musical styles. Encourage discussion using more accurate musical language.

● Encourage the children to have fun and to enjoy listening to different styles of music. They will begin to recognise these basic style indicators. Styles include: RnB, Rock, Reggae, Pop, Film/Classical, Musical, Motown, Soul, Disco, Funk, Hip Hop, Big Band Jazz.

● Work with the children using movement to find/feel the pulse together and begin to understand/feel what pulse is/does/means etc.

● Continue to identify musical instruments. ● Talk about the music and how it makes us feel.

Continue to encourage discussion and creative response. Try to use accurate musical language during discussion and when describing feelings.

● The purpose of the song and context within history.

● Discuss and understand how other simple dimensions of music fit with each other and in the music.

● Discuss and understand how other simple dimensions of music fit with each other and in the music.

● The children will begin to recognise very basic style indicators and start to recognise different instruments. Styles include: RnB, Rock, Reggae, Pop, Film/Classical, Musicals, Motown, Soul, Disco, Funk, Hip Hop, Big Band Jazz.

● Have fun finding the pulse together

and deepen their understanding of what pulse is/does/means etc.

● They will continue to recognise the sound of the musical instruments used and basic musical structure.

● They will continue to use correct musical language and describe how the music makes them feel through safe and respectful discussion.

● The purpose of the song and context within history.

● Continue to deepen their understanding of the dimensions of music and how they fit into music: pulse - a steady beat, simple rhythm patterns, pitch, texture, tempo, dynamics, structure.

1. Identify basic musical styles through learning about their style indicators and the instruments played.

2. Find the pulse, the steady beat to the music they are listening to and understand what that means.

3. More consistently use accurate musical language to describe and talk about music.

4. Listen to other ideas about music, respect those ideas and feelings.

5. Continue to realise/ understand and show how pulse, rhythm and pitch fit together. Perhaps some of the other dimensions too.

(See 'End of Key Stage Expectations' document.)





Charanga Response for Y3 KS2/ages 7-8 Expectations for the end of Lower KS2






a. Games: Continue to understand how pulse, rhythm and pitch work together to create music through Warm-up Games and Flexible Games.

b. Singing: Continue to sing songs/raps together in a group/ensemble.

c. Playing Instruments: Use glocks, recorders or band instruments if appropriate. Learn to play together in a band or ensemble.

d. Improvisation: Continue to learn that improvisation is when you make up your own tune or rhythm. An improvisation is not written down or notated. If written down in any way or recorded, it becomes a composition.

e. Composition: Continue to learn that composition is creating simple rhythms and melodies that are notated or recorded in some way.

Children will be taught to ● Use their voices expressively







Specific Teaching/Learning and Outcomes for Year 3: Musical Activities a. Games

Musical Activities - a. Games: Charanga Musical School response for Year 3 Lower KS2/ages 7-8


Learning Overview Y3/ages 7-8 What the children will learn (refer to Activity Manual and lesson documentation / plans)


Build on previous learning how pulse, rhythm and pitch work together to create music through Warm-up Games and Flexible Games.

Warm-up Games

● Lead the group through the differentiated Bronze, Silver and Gold Warm-up Games Challenges. Rhythm copy back - progress from teacher to pupil-led games.

● Pitch copy back - using voices then instruments. Only one or two notes dependent on ability and song.

● Build on the understanding through this activity that pulse is the foundation of music upon which the other dimensions are built.

● The activity will support how the other dimensions of music are sprinkled through songs and pieces of music.

Flexible Games


Within the context of the song being learnt, the children will continue to embed the foundations of the dimensions of music, pulse, rhythm and pitch by playing Warm-up Games. Through fun, repetition and the song they are learning about: ● Pulse - a steady beat. ● Rhythm - copy simple patterns and

how they work with pulse. ● Pitch - what it is, to copy it and to

warm up their voices. ● Progress though the differentiated

Bronze, Silver and Gold Challenges. ● Rhythm copy back - progress from

teacher to pupil-led games. ● Pitch copy back - using voices then

instruments; one or two notes dependent on ability and song.

● Build on the understanding that pulse is the foundation of music upon which the other dimensions are built.

● Understand in greater depth how the other dimensions of music are sprinkled through songs and pieces of music.

1. Find and internalise the pulse on your own or with support but more confidently.

2.Demonstrate how you find/feel the pulse, with ease.

3.Demonstrate more confidently how pulse, rhythm and pitch work together - copy a simple rhythm over the pulse and sing/play back over the Games Track in time.

4.Clap/play simple rhythms/copy one or two note pitches confidently and create your own rhythm when asked.

5.Have a deeper understanding of how pulse, rhythm and pitch, dynamics and tempo work together and are sprinkled through songs/music.




Musical Activities - b. Singing: Charanga Musical School response for Year 3 Lower KS2/ages 7-8




Learn and understand more about preparing to sing. Explore a range of vocal activity eg rapping, beatboxing. Perhaps sing as a soloist or as part of a larger group and/or in parts.

● Work through the vocal warm-ups, continuing to explain and work on how and why we warm up our voices and bodies to get a good quality sound and projection.


● Revisit the importance of working together as a group and how the performance is better when everyone works together.

Sing in tune within a limited pitch range and continue to understand:

● The importance of working together in an ensemble or as part of a group and how the musical outcomes are of higher quality when doing so.

● How important it is and why we warm up our voices, posture, breathing and voice projection.

● How to join in and stop as appropriate – continue to to follow a leader/conductor confidently.



● How to perform with a good send of pulse and rhythm.

1. Continue to understand how to work together as part of a group and with their friends, developing the confidence to sing alone.

2. Continue to understand the importance of warming up their voices and to establish a good singing position.

3. Consider that words mean something and project the meaning of the song.

4. Sing with a good sense of the pulse internally and sing together and in time with the group.

5. Follow a leader/conductor.




Musical Activities - c. Playing Instruments: Charanga Musical School response for Lower KS2 Year 3/ages 7-8




Perform as a soloist and as part of a band or ensemble, by ear and/or from different notations. Playing pieces in unison and in two parts.

● Revisit how to set up and play classroom percussion instruments and explain how to treat instruments with respect. Children may have brought a band/orchestral instrument to the lesson - give them the appropriate instrumental part.

● Teach the appropriate instrumental part, by ear ( sound-before-symbol) but add the link to notation if appropriate.



● Continue to play and move between differentiated parts with a sound-before-symbol approach, according to ability. Use the notated parts provided if appropriate.

● Continue to experience playing together in a band or ensemble. Join in and stop as appropriate. Respond to musical cues such as starting and stopping. Learn how to follow a leader/conductor.

● Learn to treat each instrument with respect and use the correct techniques to play them.

● Begin to recognise/identify and musically demonstrate awareness of a link between shape and pitch graphic notations. Start to understand the basics and foundations of notations if appropriate.

1. Continue to play a classroom instrument as part of a group/ensemble and as part of the song you are learning. Play with more knowledge and confidence.

2. Move between differentiated parts as required using a sound-before-symbol approach. Use notation if appropriate.

3. Continue to respond to basic musical cues from the leader/conductor.

4. Continue to treat your instrument with respect and care and to play it correctly.

5. Play more confidently as part of your ensemble/group with a sound- before-symbol (by ear) approach or, with notation if appropriate.




Musical Activities - d. Improvisation: Charanga Musical School response for Lower KS2 Year 3/ages 7-8




Continue to learn that improvisation is when you make up your own tune or rhythm. An improvisation is not written down or notated. If written down in any way or recorded, it becomes composition. Inventing musical ideas.

Create a safe learning environment that gives the children confidence in using their voices and musical instruments to become ready to start improvising. Set boundaries by giving the children the notes they can use.

● Join in the improvisation activities with the children. Using the differentiated improvisation challenges in the Year 3 units you will guide the children through the fundamentals of improvisation. Their skills will build over time through repetition and learning in greater depth.

● Guide the children through the differentiated improvisation challenges in the Year 3 Units of Work: ○ Sing, Play and Copy back - clapping

progressing to using instruments. ○ Play and Improvise - using instruments,

invent a musical answer using one or two notes.

○ Improvise! - using two notes on instruments.

Through differentiated challenges, the children will deepen their knowledge and understanding of improvisation. ● Progress through the

differentiated Bronze, Silver and Gold Challenges. ○ Sing, Play and Copy back -

clapping progressing to using instruments.

○ Copy back a musical idea. ○ Play and Improvise - using

instruments. ○ Invent a musical answer

using one or two notes. ○ Improvise! - using two

notes on instruments. ○ Listen to each other’s

musical ideas.


2. Deepen your understanding through activity, that when you improvise you make up your own tune (or rhythm) using one or two notes, or you can sing.



5. Continue to perform your own rhythms and melodies with confidence and understanding in the group. Improvise using two notes with confidence.




Musical Activities - e. Composition: Charanga Musical School response for Lower KS2 Year 3/ages 7-8




Continue to learn and understand that composition is creating musical ideas, recorded in sound or written using any appropriate notation.

Create a safe learning environment that gives the children confidence in using their voices and musical instruments. Continue experimenting as composers.

● Remind the children of the boundaries to support them; two notes, then three notes etc.

● Begin to create your own tunes and melodies within the context of the song that is being learnt and do this with understanding as part of a group or with your whole class. Listen to each idea and talk/discuss it.

● Continue to explore and continue with a differentiated approach, composing using two notes, increasing to three notes and beyond if required.

● Listen to the sound of the composition as it unfolds and make decisions about it.

● Record the composition in any way that is appropriate - using graphic/pictorial notation, using ICT, video or with formal notation.

● Musically demonstrate increased understanding and use of the interrelated dimensions of music as appropriate within this context.

● Begin to recognise and musically demonstrate awareness of a link between shape and pitch using graphic notations if appropriate.

1. Continue to create your own slightly more complex melodies (usually in a group) within the context of the song that is being learnt.

2. Move beyond composing using two notes, increasing to three notes if appropriate.


4. Musically demonstrate an understanding and use of the interrelated dimensions of music as appropriate within this context of creating and making music eg getting louder (dynamics), quieter (dynamics), higher (pitch), lower (pitch), faster (tempo), slower (tempo).

5. Continue to recognise/identify the awareness of a link between shape and pitch using graphic notations or simply writing the melody in any way we will remember.







Expectations for the end of Lower KS2 Charanga Response to assessing end of Lower KS2 Expectations




Children will be taught to: ● use their voices expressively and


● play tuned and un-tuned instruments musically.




Musical Activities - Perform: Charanga Musical School response for Lower KS2 Year 3/ages 7-8



Five Expected Musical Learning Outcomes Y3/ages 7-8. Five Expected Musical Learning Outcomes Y2/ages 6-7. T hese outcomes lead to the End of KS Expectations (see Assessment). Children will demonstrate their learning as they work towards them.






● Discuss working together in a team/ensemble: ○ Talk about the audience and



● Record your practice and performance to learn about and discuss.


● Continue to perform together with confidence in an ensemble/band with an increasing understanding of how to improve your performance.

● Sing, play, improvise and play back compositions as part of your ensemble/band with increasing confidence.

● Do all of this in front of an audience with more understanding of their needs.


● Understand about practice.


.

1. Continue to work together as part of an ensemble/band. Follow the conductor/band leader.

2. Perform what you have learnt to other people. Play your instrument, improvise and play your compositions as part of this performance and with as much confidence and accuracy as possible.

3. Perform with an understanding that the performance can include everything that has been undertaken during the learning process of the unit. Everything you have learnt fits together.

4. Practise, rehearse and present performances with awareness of an audience. Begin to realise that performance can influence how music is presented. Try to communicate your ideas, thoughts and feelings through simple musical demonstration.




Scheme Progression Overview and Outcomes

for Year 4 (Lower KS2) This document includes: ● Musical learning focus explained for each Unit of Work, year group and end of Key Stage ● An Overview of Expected Learning Outcomes Year 4 (end of year) linked to the relevant Strand of Musical Learning ● Specific Teaching/Learning ideas and their outcomes linked to the relevant Strands of Musical Learning for the year group






the unit).




Unit-specific Focus

Autumn 1: Mamma Mia

Listen & Appraise - begin to recognise styles, find the pulse, recognise instruments, listen, discuss other dimensions of music. Musical Activities - a new activity is added until Step 4: ● Games - continue to internalise, understand, feel, know how the dimensions of music work

together. Focus on Warm-up Games. Pulse, rhythm, pitch, tempo, dynamics. Start to explore the link between sound and symbol.

● Singing - continue to sing, learn about singing and vocal health. Continue to learn about working in a group/band/ensemble.

● Playing - Continue to play a classroom/band instrument in a group/band/ensemble. Start to explore the link between sound and symbol.

● Improvisation - option after Step 3 - continue to explore and create your own responses melodies and rhythms.

● Composition - option after Step 4 - continue to create your own responses, melodies and rhythms and record them in some way. Start to explore the link between sound and symbol.

Perform/Share - Continue to work together in a group/band/ensemble and perform to each other and an audience. DIscuss/respect/improve your work together.

ABBA’s music: ● Mamma Mia by ABBA ● Dancing Queen by ABBA

● The Winner Takes It All by ABBA ● Waterloo by ABBA

● Super Trouper by ABBA ● Thank You For The Music by ABBA

Autumn 2: Glockenspiel Stage 2

Listen & Appraise (descriptions for all strands as above) Musical Activities: ● Games ● Singing ● Playing Perform/Share

Playing the glockenspiel. The language of music.

Spring 1: Stop! Listen & Appraise (descriptions for all strands as above) Musical Activities - a new activity is added until Step 4: ● Games ● Singing ● Playing ● Composition - option after Step 4 Perform/Share

Grime, Writing lyrics. Mixed styles: ● Stop! By joanna mangona (Grime) ● Gotta Be Me performed by Secret Agent 23 Skidoo

(Hip Hop) ● Radetzky March by Strauss (Classical) ● Ho Gaya Sharabi by Panjabi MC (Bhangra and Hip

Hop) ● Libertango by Astor Piazzolla (Tango) ● Mas Que Nada performed by Sergio Mendes and

the Black Eyed Peas (Bossa Nova and Hip Hop)


Spring 2: Lean On Me


Gospel/links to Religious music: ● Lean On Me by Bill Withers (Soul) ● Lean On Me by The ACM Gospel Choir (Gospel) ● Shackles by Mary Mary (Gospel) ● Amazing Grace by Elvis Presley (Gospel) ● Ode To Joy Symphony No 9 by Beethoven

(Romantic - Western Classical) ● He Still Loves Me by Walter Williams and Beyoncé

(Gospel)

Summer 1: Blackbird Listen & Appraise (descriptions for all strands as above) Musical Activities - a new activity is added until Step 4: ● Games ● Singing ● Playing ● Improvisation - option after Step 3 ● Composition - option after Step 4 Perform/Share

The Beatles and the development of pop music The Civil Rights Movement. The Beatles songs:

● Blackbird by The Beatles ● Yellow Submarine by The Beatles

● Hey Jude by The Beatles ● Can’t Buy Me Love by The Beatles

● Yesterday by The Beatles ● Let It Be by The Beatles


Listen & Appraise (descriptions for all strands as above) Musical Activities: ● Games ● Singing ● Playing ● Improvisation ● Composition

Perform/Share









The children will continue to understand and appreciate a variety of musical styles from different times and traditions. Continue to recognise the sound of musical instruments and basic features of key musical styles. Encourage more confident discussion using accurate musical language

Children will be taught to: ● 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.




Listen & Appraise: Charanga Musical School response for Year 4 Lower KS2/ages 8-9

Teaching Overview Y4/ ages 8-9 What the teacher will do (refer to Activity Manual and lesson documentation/plans)



The children will continue to understand and appreciate a variety of musical styles from different times and traditions.Continue to recognise the sound of musical instruments and basic features of key musical styles. Encourage more confident discussion using accurate musical language

Continue to encourage the children to have fun and enjoy listening to a wide range of different styles of music. They will begin to recognise these basic style indicators. Styles include: ABBA, Grime, Beatles, Gospel, Classical Romantic, Tango, Hip Hop, Early Classical Music, 20th Century Contemporary Classical Music. ● Have fun listening to a wide range of different

styles of music. ● Find the pulse together and start to

understand what pulse is/does/means etc. ● Encourage listening with increasing

concentration and with a deeper focus. ● Continue to learn to recognise different

instruments. ● Continue to learn to recognise style

indicators ● Use correct musical language more

confidently and consistently during discussion and when describing feelings.

● Talk about the music and how it makes us feel in greater depth. Continue to aim to use accurate musical language during discussion and when describing feelings.

● Discuss and understand how other simple dimensions of music fit with each other and within the music.

The children will continue to recognise basic style indicators and continue to recognise different instruments. They will deepen knowledge and understanding of specific musical styles through listening to more examples of the same styles and understanding its musical structure and style indicators. Styles include: ABBA, Grime, Beatles, Gospel, Classical Romantic, Tango, Hip Hop, Early Classical Music, 20th Century Contemporary Classical Music. ● Have fun finding the pulse together and deepen their

understanding of what pulse is/does/means etc. ● They will continue to recognise the sound of the

musical instruments used and basic musical structure. ● The children will continue to recognise basic style

indicators and continue to recognise different instruments. They will deepen knowledge and understanding of specific musical styles through listening to more examples of the same styles and understanding its musical structure and style indicators.

● The purpose of the song and context within history. ● Continue to deepen their understanding of the

dimensions of music and how they fit into music. Perhaps the children will give specific reference to musical dimensions: pulse - a steady beat, simple rhythm patterns, pitch, texture, tempo, dynamics, timbre, structure.

1. Identify basic musical styles through learning about their style indicators and the instruments played.

2. Find the pulse, the steady beat to the music they are listening to and understand what that means.

3. More consistently use accurate musical language to describe and talk about music.


5. Continue to realise/understand and show how pulse, rhythm and pitch fit together. Perhaps some of the other dimensions too.

(See ‘End of Key Stage Expectations’ documents.)


Overview of Expected Learning Outcomes in Year 4: 2. Musical Activities Strand of Musical Learning


Charanga Response for Y4 KS2/ages 8-9 Expectations for the end of Lower KS2


Musical Activities: a.Games b.Singing c. Playing d.Improvisation e.Composition




a. Games: Continue to build on previous learning about how pulse, rhythm and pitch work together to create music through Warm-up Games and Flexible Games.

b. Singing: Learn and understand more about preparing to sing. Explore a range of vocal activity eg rapping, beatboxing. Perhaps sing as a soloist and as part of a larger group and/or in parts.

c. Playing Instruments: Perform as a soloist and as part of a band or ensemble, by ear and/or from different notations. Playing pieces in unison and in two parts.

d. Improvisation: Continue inventing musical ideas within improvisation.

e. Composition: Continue inventing musical ideas within composition. They can be recorded in sound or written using any appropriate notation.

Children will be taught to: ● Use their voices expressively








Musical Activities - a. Games: Charanga Musical School response for Year 4 Lower KS2/ages 8-9




Continue to build on previous learning about how pulse, rhythm and pitch work together to create music through Warm-up Games and Flexible Games.

Warm-up Games

● Lead the group through the differentiated Bronze, Silver and Gold Warm-up Games Challenges: Rhythm copy back - progress from teacher to pupil-led games.

● Pitch copy back - using voices then instruments. Only one or two notes dependent on ability and song.

● Build on the understanding through this activity that pulse is the foundation of music upon which the other dimensions are built.

● Understand, with greater depth, how the other dimensions of music are sprinkled through songs and pieces of music.

Flexible Games


Within the context of the song being learnt, the children will continue to embed the foundations of the dimensions of music, pulse, rhythm and pitch by playing Warm-up Games. Through fun, repetition and the song they are learning: ● Pulse - a steady beat. ● Rhythm - copy simple patterns and

see how they work with pulse. ● Pitch - what it is, to copy it and to

warm up their voices. ● Progress though the differentiated

Bronze, Silver and Gold Challenges. ● Rhythm copy back - progress from

teacher to pupil-led games. ● Pitch copy back - using voices then

instruments; one or two notes dependent on ability and song.

● Build on the understanding that pulse is the foundation of music upon which the other dimensions are built.

● Understand in greater depth how the other dimensions of music are sprinkled through songs and pieces of music.

1. Find and internalise the pulse on your own and stay in time.

2. Demonstrate how you find/feel the pulse, with ease. Demonstrate a fast and slow pulse.

3. Demonstrate more confidently how pulse, rhythm and pitch work together - copy a simple rhythm over the pulse and sing/play back over the Games Track in time.

4. Clap/play simple rhythms/copy one-two note pitches confidently and create their own rhythm when asked. Lead others if asked.

5. Have a deeper understanding of how pulse, rhythm and pitch, dynamics and tempo work together and are sprinkled through songs/music.




Musical Activities - b.Singing: Charanga Musical School response for Year 4 Lower KS2/ages 8-9




Learn and understand more about preparing to sing. Explore a range of vocal activity eg rapping, beatboxing. Perhaps sing as a soloist and as part of a larger group and/or in parts.

● Work through the vocal warm-ups, revisiting how and why we warm up our voices and bodies to get a good quality sound and projection.


● Revisit the importance of working together as a group and how the performance is better when everyone works together.

Sing in tune within a limited pitch range and continue to understand in greater depth: ● The importance of working

together in an ensemble or as part of a group and how the musical outcomes are of higher quality when doing so.


● How to join in and stop as appropriate - continue to follow a leader/conductor confidently.


Try to match your performance of the song to how the music sounds ie start to think musically.

● How to sing with good diction. ● How to perform with a good

sense of pulse and rhythm.

Sing in tune within a limited pitch range and continue to understand:

1. How to work together as part of a group and with their friends, developing the confidence to sing alone.

2. The importance of warming up their voices and to establish a good singing position.

3. How to perform a song stylistically and as musically as you can.

4. How to sing with a good sense of the pulse internally and sing together and in time with the group. Perhaps sing in two parts.

5. How to follow a leader/conductor with confidence.



Specific Teaching/Learning and Outcomes for Year 4: Musical Activities c. Playing Instruments

Musical Activities - c. Playing Instruments: Charanga Musical School response for Lower KS2 Year 4/ages 8-9




Perform as a soloist and as part of a band or ensemble, by ear and/or from different notations. Playing pieces in unison and in two parts.


● Teach the appropriate instrumental part by ear ( sound-before-symbol) but add the link to notation if appropriate.

● Practise the instrumental parts and decide - when everyone is confident enough - to add them to the song. Play and move between differentiated parts with a sound-before-symbol approach and according to ability. Utilise the instrumental parts if appropriate.


In greater depth: ● Continue to play and move

between differentiated parts with a sound-before-symbol approach, according to ability. Use the notated parts provided if appropriate.

● Continue to experience playing together in a band or ensemble. Join in and stop as appropriate. Respond with more confidence to musical cues such as starting and stopping. Learn how to follow a leader/conductor.

● Treat each instrument with respect and use the correct techniques to play them.

● Continue to recognise/identify and musically demonstrate awareness of a link between shape and pitch graphic notations. Start to understand the basics and foundations of notations if appropriate.

1. Continue to play a classroom instrument as part of a group/ensemble and as part of the song you are learning. Play with more knowledge, confidence and ease.


3. Continue to respond to basic musical cues from the leader/conductor. Follow the leader confidently.


5. Play more confidently as part of your ensemble/group with a sound-before-symbol (by ear) approach or, with notation if appropriate.




Musical Activities - d. Improvisation: Charanga Musical School response for Lower KS2 Year 4/ages 8-9




Continue inventing musical ideas within improvisation.

● Create a safe learning environment that gives the children confidence in using their voices and musical instruments to become ready to start improvising.Set boundaries by giving the children the notes they can use..

● Join in the improvisation activities with the children. Using the differentiated improvisation challenges in the Year 4 units, you will guide the children through the fundamentals of improvisation. Their skills will build over time through repetition and learning in greater depth.

● Guide the children through the differentiated Bronze, Silver and Gold Challenges in the Year 4 Units of Work: ○ Sing, Play and Copy back - clapping

progressing to using instruments. ○ Play and Improvise - using instruments,

invent a musical answer using one, two or three notes.

○ Improvise! - using three notes on instruments.

Progress through the differentiated Bronze, Silver and Gold Challenges: ● Sing, Play and Copy back -

clapping progressing to using instruments.

● Play and Improvise - using instruments. Invent a musical answer using one, two or three notes.

● Improvise! - using up to three notes on instruments. Listen to each other’s musical ideas.

● To listen and copy musical ideas by ear (rhythmic or melodic).

● To create musical rhythms and melodies as answers as part of a group and as a soloist.

● To respect each other’s musical ideas and efforts.


2. Deepen your understanding through activity, that when you improvise you make up your own tune (or rhythm) using one, two or three notes, or you can sing.



5. Continue to perform your own rhythms and melodies with confidence and understanding in the group. Improvise using two notes with confidence.




Musical Activities - e. Composition: Charanga Musical School response for Lower KS2 Year 4/ages 8-9




Continue inventing musical ideas within composition. They can be recorded in sound or written using any appropriate notation.

Create a safe learning environment that gives the children confidence in using their voices and musical instruments. Continue experimenting as composers. ● Remind the children of the

boundaries to support them - the selected notes on the composing activity.

● It may be easier to start with two notes, then three notes etc and build up to the full number suggested.

● Continue to create your own more complex tunes and melodies within the context of the song that is being learnt and do this with understanding as part of a group or with your whole class. Listen to each idea and talk/discuss it.

● Continue with a differentiated approach, composing using two notes, increasing to three notes and beyond if required.

● Listen to the sound of the composition as it unfolds and make decisions about it.



● Begin to recognise and musically demonstrate awareness of a link between shape and pitch using graphic notations.

Compose a section of music that can be added to a performance of a song. 1. Continue to create your own more complex

melodies (usually in a group) within the context of the song that is being learnt.

2. Move beyond composing using two notes, increasing to three notes if appropriate.


4. Musically demonstrate an understanding and use of the interrelated dimensions of music as appropriate within this context of creating and making music eg getting louder (dynamics), quieter (dynamics), higher (pitch), lower (pitch), faster (tempo), slower (tempo).

5. Continue to recognise/identify the awareness of a link between shape and pitch using graphic notations or simply writing the melody in any way we will remember it.











Children will be taught to: ● Use their voices expressively and






Musical Activities - Perform: Charanga Musical School response for Lower KS2 Year 4/ages 8-9












● Record your practice and performance to learn about and discuss.


● Continue to perform together with confidence in an ensemble/band with an increasing understanding of how to improve your performance.

● Sing, play, improvise and play back compositions as part of your ensemble/band with increasing confidence.


● Learn about performance skills and building confidence.

● Understand in more depth about practice and why we do it.


1. Present a musical performance of a song or piece of music to an audience, demonstrating the historic, stylistic knowledge and understanding of the song/piece through the performance.

2. Perform what you have learnt to other people. Play your instrument, improvise and play your compositions as part of this performance and with as much confidence and accuracy as possible.

3. Perform with a deeper understanding. A performance can include everything that has been undertaken during the learning process of the unit. Everything you have learnt fits together.

4. Practise, rehearse and present performances with awareness of an audience. Begin to realise that performance can influence how music is presented. Try to communicate your ideas, thoughts and feelings through simple musical demonstration.




Scheme Progression Overview and Outcomes for Year 5 (Upper KS2)

This document includes: ● Musical learning focus explained for each Unit of Work, year group and end of Key Stage ● An Overview of Expected Learning Outcomes Year 5 (end of year) linked to the relevant Strand of Musical Learning ● Specific Teaching/Learning ideas and their outcomes linked to the relevant Strands of Musical Learning for the year group






the unit).



Units of Work Ongoing Focus Learning new musical skills/concepts and revisiting them over time and with increasing depth and confidence.

Unit-specific Focus

Autumn 1: Livin’ On A Prayer

In greater depth and with increasing confidence: Listen & Appraise - recognise styles, find the pulse, recognise instruments, listen, discuss other dimensions of music Musical Activities - a new activity is added until Step 4: ● Games - internalise, understand, feel, know how the dimensions of music work together. Focus

on Warm-up Games (pulse, rhythm, pitch, tempo, dynamics). Explore the link between sound and symbol.

● Singing - sing, learn about singing and vocal health. Continue to learn about working in a group/band/ensemble.

● Playing - play a classroom/band instrument in a group/band/ensemble. Explore the link between sound and symbol.

● Improvisation - option after Step 3 - explore and create your own responses, melodies and rhythms.

● Composition - option after Step 4 - create your own responses, melodies and rhythms and record them in some way. Explore the link between sound and symbol.

Perform/Share - work together in a group/band/ensemble and perform to each other and an audience. DIscuss/respect/improve your work together.

Rock anthems: ● We Will Rock You by Queen ● Smoke On The Water by Deep Purple ● Rockin’ All Over The World by Status Quo ● Johnny B.Goode by Chuck Berry ● I Saw Her Standing There by The Beatles

Autumn 2: Classroom Jazz 1

Listen & Appraise (descriptions for all strands as above) Musical Activities: ● Playing ● Improvisation

Perform/Share

Jazz and improvisation.

Spring 1: Make You Feel My Love

Listen & Appraise (descriptions for all strands as above) Musical Activities - a new activity is added until Step 4: ● Games ● Singing ● Playing ● Improvisation - option after Step 3 ● Composition - option after Step 4

Perform/Share

Pop ballads: ● Make You Feel My Love by Bob Dylan - Adele

version ● Make You Feel My Love - Bob Dylan version ● So Amazing by Luther Vandross ● Hello by Lionel Richie ● The Way You Look Tonight by Jerome Kern ● Love Me Tender by Elvis Presley


Spring 2: Fresh Prince of Bel-Air


Old School Hip Hop: ● Fresh Prince Of Bel-Air by Will Smith ● Me, Myself And I by De La Soul ● Ready Or Not by The Fugees ● Rapper’s Delight by The Sugarhill Gang

● U Can’t Touch This by MC Hammer ● It’s Like That by Run DMC

Summer 1: Dancing In The Street


Motown: ● Dancing In The Street by Martha And The Vandellas ● I Can’t Help Myself (Sugar Pie Honey Bunch) by The

Four Tops

● I Heard It Through The Grapevine by Marvin Gaye ● Ain’t No Mountain High Enough by Marvin Gaye and

Tammi Terrell ● You Are The Sunshine Of My Life by Stevie Wonder ● The Tracks Of My Tears by Smokey Robinson And

The Miracles









Expectations for the end of Upper KS2 Charanga Response to assessing end of Upper KS2 Expectations


The children will continue to listen to a variety of musical styles from different times and traditions. Recognise instruments and features of key musical styles. Encourage confident discussion using accurate musical language.








Teaching Overview Y5 ages 9-10 What the teacher will do (refer to Activity Manual and lesson documentation/plans)

Learning Overview Y5 ages 9-10 What the children will learn (refer to Activity Manual and Lesson documentation/plans)

Five Expected Musical Learning Outcomes Y5 ages 9-10. T hese outcomes lead to the End of KS Expectations (see Assessment). Children will demonstrate their learning as they work towards them.


Continue to encourage the children to have fun and enjoy listening to a wide range of different styles of music. Styles include: Pop, Motown, Country, A Capella Music, 80s Rock, Funk, The Beatles, Latin, Early Classical Music, 20th Century Classical Music, Contemporary Classical Music. Work with the children to: ● Find the pulse together whilst listening

to the song/s. ● Encourage listening with increasing

concentration and with a deeper focus. ● Continue to learn to recognise style

indicators. ● Continue to learn to recognise and

revisit different instruments. ● Use correct musical language even

more consistently during discussion and when describing feelings.

● Discuss confidently other dimensions of music and how they fit into the music you are listening to.

The children will continue to recognise features of key musical styles and continue to recognise different instruments. They will deepen knowledge and understanding of specific musical styles through listening to more examples of the same styles and understanding its musical structure and style indicators. Styles include: Pop, Motown, Country, A Capella Music, 80s Rock, Funk, The Beatles, Latin, Early Classical Music, 20th Century Classical Music, Contemporary Classical Music. ● When listening to the music, find and internalise

the pulse using movement. ● Listen with security and confidently

recognise/identify different style indicators and different instruments and their sounds.

● Use correct musical language consistently to describe the music you are listening to and your feelings towards it.

● Listen, comment on and discuss with confidence, ideas together as a group.

● Discuss other dimensions of music and how they fit into the music you are listening to.

1. Continue to identify musical styles through learning about their style indicators and the instruments played. Some will be learnt again in greater depth.

2.Find the pulse confidently and innately, of the music they are listening to and understand what that means.

3.Use accurate musical language to describe and talk about music.

4.Listen to other ideas about music, respect those ideas and feelings.

5.Continue to realise/ understand/explain/give examples and show how pulse, rhythm and pitch fit together. Include tempo, dynamics, timbre, texture and structure if possible.






Charanga Response for Y5 KS2/ages 9-10 Expectations for the end of Upper KS2

Charanga Response to assessing end of Upper KS2 Expectations





a. Games: Games and Flexible Games. The children will have an understanding of how pulse, rhythm and pitch work together to create music through Warm-up Games.

b. Singing: Understand more about preparing to sing songs/raps together in a group/ensemble, sometimes in parts and confidently.

c. Playing Instruments: Use glocks, recorders or band instruments. Play together with confidence and understanding in a band or ensemble.

d. Improvisation: Know and understand that when you make up your own tune or rhythm it’s called improvisation. Have the knowledge and understanding that an improvisation is not written down or notated. If written down in any way or recorded, it becomes composition.

e. Composition: Know and understand that composition is creating your own melody within given boundaries. It can be notated or recorded in some way.

Children will be taught to: ● Improvise and compose music

for a range of purposes using the interrelated dimensions of music.

● Listen with attention to detail and recall sounds with increasing aural memory.

● Use and understand staff and other musical notations.

● Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression.






Learning Overview Y5 ages 9-10 What the children will learn (refer to Activity Manual and lesson documentation/plans)


The children will have an understanding of how pulse, rhythm and pitch work together to create music through Warm-up Games.

Warm-up Games

Continue to lead the group though the differentiated Bronze, Silver and Gold Challenges for each Unit of Work to embed and deepen their growing knowledge and understanding of the foundations of the dimensions of music, pulse, rhythm and pitch: ● Rhythm and Pitch Copy Back using one,

two or three notes. ● Question and Answer using one, two or

three notes. Security, confidence and ease, will start to be apparent through: ● Body movement and within the context

of the Games Track being used. ● Knowing, understanding and

demonstrating how pulse and rhythm work together.

● Understanding how the other dimensions of music are sprinkled through songs and pieces of music.


Within the context of the song being learnt, the children will continue to embed and deepen their growing knowledge and understanding of the foundations of the dimensions of music, pulse, rhythm and pitch by playing Warm-up Games. Progress through the Bronze, Silver and Gold Challenges: ● Rhythm and Pitch Copy Back using

one, two or three notes ● Question and Answer using one, two

or three notes Security, confidence and ease, will start to be apparent through: ● Body movement and within the

context of the Games Track being used.

● Knowing, understanding and demonstrating how pulse and rhythm work together.


1. Find and internalise the pulse on your own and stay in time.

2.Demonstrate how you find/feel the pulse, with ease. Demonstrate a fast and slow pulse.

3.Demonstrate more confidently how pulse, rhythm and pitch work together - copy a simple rhythm over the pulse and sing/play back over the Games Track in time.

4.Clap/play simple rhythms/copy one or two note pitches confidently and create your own rhythm when asked. Lead others if asked.









Understand more about preparing to sing songs/raps together in a group/ensemble, sometimes in parts and confidently.

Work through the vocal warm-ups, revisiting how and why we warm up our voices and bodies to get a good quality sound and projection. Support the children to learn to sing each song, stressing the need to interpret it, sing with good diction, a good sense of pulse and rhythm, listening carefully to copy the example. Stress the importance of working together as a group and how the performance is better when everyone works together. Sing in tune within a limited pitch range and continue to understand in greater depth: ● The importance of working together in an ensemble or

as part of a group and how the musical outcomes are of higher quality when doing so.


How to join in and stop as appropriate – continue to follow a leader/conductor confidently.

● How melody and words should be interpreted. ● Try to match your performance of the song to how the

music sounds ie start to think musically. How to sing with good diction.

Sing within an appropriate vocal range with clear diction and continue to understand: ● The workings of an

ensemble/choir, how everything fits together. Follow the leader/conductor and have a chance to be the leader/conductor.


● Sing together with confidence, with increasingly difficult melody and words, sometimes in two parts.

● Have a greater understanding of melody, words and their importance and how to interpret a song musically.

● Demonstrate musical quality and understanding of how the interrelated dimensions of music play their part.

1. Understand how to work together as part of a group and in an ensemble or, as a soloist.

2. Continue to understand the importance of warming up your voice and to establish a good singing position.

3. Perform and interpret a song stylistically and as musically as you can.

4. Sing with a good sense of the pulse internally and sing together and in time with the group. Understand the importance of clear diction and tuning.

5. Follow a leader/conductor with confidence and ease, understand why and how the ensemble works/fits together. Perhaps lead the group yourself?




Musical Activities - c. Playing Instruments: Charanga Musical School response for Upper KS2 Year 5/ages 9-10




Use glocks, recorders or band instruments. Play together with confidence and understanding in a band or ensemble.


● Teach the appropriate instrumental part by ear, but add the link to notation if appropriate.



● Play differentiated parts with a sound-before-symbol approach or using the notated scores. Choose parts according to ability and play them musically. Progress as appropriate between the parts.

● Play and perform in solo and ensemble contexts, playing musical instruments with increasing accuracy, fluency, and maintaining an appropriate pulse.

● Demonstrate musical quality eg clear starts, ends of pieces/phrases, technical accuracy etc. Maintain an independent part in a small group.

● Continue to treat each instrument with respect and use the correct techniques to play them.

1. Continue to play a classroom instrument (or band instrument) as part of a group/ensemble and as part of the song you are learning. Play with more knowledge, confidence, ease and enjoyment.


3. Demonstrate confidence and fluency when playing your instrument in a solo or ensemble context.






Musical Activities - d. Improvisation: Charanga Musical School response for Upper KS2 Year 5/ages 9-10




Know and understand that when you make up your own tune or rhythm it’s called improvisation. Have the knowledge and understanding that an improvisation is not written down or notated. If written down in any way or recorded, it becomes composition.

Join in the improvising activities with the children - autumn and spring terms.

● Guide the children through the differentiated improvisation challenges in the Year 5 Units of Work:

○ Sing, Play and Copy back.

○ Play and Improvise.

○ Improvise! - using two notes on instruments.

● Summer term progression to:

○ Guide the children through the differentiated Bronze, Silver and Gold Challenges.

● Understand what musical improvisation means. Improvise and perform in solo and ensemble contexts, use quality not quantity of notes.

● Continue to create more complex rhythms and melodies and create their own rhythmic patterns that lead to melodies.

● Progress through the differentiated Bronze, Silver and Gold Challenges in Year 5.

Autumn and spring units: ● Sing, Play and Copy back - clapping

progressing to using instruments. Play and Improvise - using instruments, invent a

musical answer using one, two or three notes.

Improvise! - using up to three notes on instruments.

Summer 1 unit Bronze, Silver and Gold Challenges:

Challenge 1 - clapping riffs. Challenge 2 - playing riffs using one, two or three notes. Challenge 3 - Question and Answer using one, two or three notes. Challenge 4 - Improvise using one, two or three notes.

1. Continue to explore and create musical improvisations with voices and instruments within the context of the song being learnt.


3. Continue to improvise using simple patterns on your instrument and/or voice.

4. Continue to create your own more complex rhythmic patterns that lead to melodies in a group or a solo situation.

Continue to perform your own rhythms and melodies with confidence and understanding in the group. Improvise using up to three notes with greater confidence. 1. ( See ‘End of Key Stage

Expectations’ document.)



Musical Activities - e. Composition: Charanga Musical School response for Upper KS2 Year 5/ ages 9-10


Learning Overview Y5 ages 9-10 What the children will learn (refer to Activity Manual and Lesson documentation / plans)


Know and understand that composition is creating your own melody within given boundaries. It can be notated or recorded in some way.

Create a safe learning environment that gives the children confidence in using their voices and musical instruments. Continue experimenting as composers. ● Remind the children of the

boundaries to support them - the selected notes on the composing activity.



● Continue to create your own more complex tunes and melodies within the context of the song that is being learnt and do this with understanding as part of a group or with your whole class.

● Continue with a differentiated approach, composing using two notes, increasing to three notes and beyond if required.



● Begin to recognise and musically demonstrate awareness of a link between shape and pitch using graphic notations.

Compose a section of music that can be added to a performance of a song. 1. Create your own more complex melodies within

the context of the song that is being learnt.

2. Move beyond composing using two notes, increasing to three notes then five if appropriate.

3. Use voice, sounds, technology and instruments in creative ways. Record the composition in any way appropriate.

4. Continue to musically demonstrate an understanding and use of the interrelated dimensions of music as appropriate.

5. Recognise and musically and/or verbally demonstrate awareness of a link between shape and pitch using notations if appropriate.










Perform together in an ensemble/band with ease and confidence.

Children will 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.




Musical Activities - Perform: Charanga Musical School response for Upper KS2 year / ages 9-10




Perform together in an ensemble/band with ease and confidence.

Discuss with the class how the performance will be structured: ● When will they add their own

composed or improvised sections? ● Who will sing and who will play? ● Is there a difference between who

sings each section of the song? ● Rehearse with the class and

together, suggest improvements. Continue to perform together in an ensemble/band with an increasing understanding of how to improve your performance.

● Sing, play, improvise and play back compositions as part of your ensemble/band with increasing confidence and skill.



● Understand about practice. ● Record your performance and learn

from watching it back.

● Continue to perform together in an ensemble/band with a deeper understanding of how to improve your performance musically.

● Sing, play, improvise and play back compositions as part of your ensemble/band with increasing confidence, skill and accuracy.


● Communicate ideas, thoughts and feelings through the performance.

● Understand about practice. ● Record your performance and

learn from watching it back. Respond to feedback and offer positive comment.

1. Present a musical performance of a song or piece of music to an audience, demonstrating the historic, stylistic knowledge and understanding of the song/piece, through the performance.

2.Perform what you have learnt to your audience. Play your instrument, improvise and play your compositions as part of this performance and with as much confidence and accuracy as possible.

3.Perform with a deeper understanding that the performance can include everything that has been undertaken during the learning process of the unit. Everything you have learnt fits together.

4.Practise, rehearse and present performances with awareness of an audience. Begin to realise that performance can influence how music is presented. Communicate your ideas, thoughts and feelings through simple musical demonstration.

5.Watch a recording and/or discuss the performance. Offer helpful and thoughtful comments and feedback about others.



Scheme Progression Overview and Outcomes

for Year 6 (Upper KS2) This document includes:

● Musical learning focus explained for each Unit of Work, year group and end of Key Stage ● An Overview of Expected Learning Outcomes Year 6 (end of year) linked to the relevant Strand of Musical Learning ● Specific teaching/learning ideas and their outcomes linked to the relevant Strands of Musical Learning for the year group


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.

— National curriculum in England: music programmes of study, Key Stage 2 The Musical Learning Focus from each Unit of Work progress to the Expected Musical Learning Outcomes for the end of year (see in this document). The children will be able to demonstrate their learning as they work towards the End of Key Stage Expectations. Therefore these outcomes will fulfil the End of Key Stage Expectations (see Assessment Framework) which are in line with national attainment targets for music. (Use the One-page Lesson Plan and please refer to the End of Key Stage Expectations document relevant to your year group from the Assessment Framework.)




the unit).



Units of Work Ongoing Focus Learning new musical skills/concepts and revisiting them over time and with increasing depth and confidence

Unit-specific Focus

Autumn 1: Happy In greater depth and with confidence: Listen & Appraise - recognise styles, find the pulse, recognise instruments, listen, discuss all dimensions of music. Musical Activities - a new activity is added until Step 4: ● Games - internalise, understand, feel, know how the dimensions of music work together. Focus on

Warm-up Games. Pulse, rhythm, pitch, tempo, dynamics. Explore the link between sound and symbol.

● Singing - sing, learn about singing and vocal health. Continue to learn about working in a group/band/ensemble.

● Playing - play a classroom/band instrument in a group/band/ensemble. Explore the link between sound and symbol.

● Improvisation - option after Step 3 - create your own responses, melodies and rhythms. ● Composition - option after Step 4 - create your own responses, melodies and rhythms and

record them in some way. Explore the link between sound and symbol. Perform/Share - Continue to work together in a group/band/ensemble and perform to each other and an audience. DIscuss/respect/improve your work together.

Music that makes you happy! ● Happy by Pharrell Williams ● Top Of The World by The Carpenters

● Don’t Worry, Be Happy by Bobby McFerrin ● Walking On Sunshine by Katrina And The Waves

● When You’re Smiling by Frank Sinatra ● Love Will Save The Day by Brendan Reilly

Autumn 2: Classroom Jazz 2

Listen & Appraise (descriptions for all strands as above) Musical Activities: ● Playing ● Improvisation ● Composition Perform/Share

Jazz and improvisation.

Spring 1: A New Year Carol

Listen & Appraise (descriptions for all strands as above) Musical Activities: ● Games ● Singing Perform/Share

Benjamin Britten’s music.


Spring 2: Music And Identity

Coming soon...

Summer 1: You’ve Got A Friend

Listen & Appraise (descriptions for all strands as above). Musical Activities - a new activity is added until Step 4: ● Games ● Singing ● Playing ● Improvisation - option after Step 3 ● Composition - option after Step 4

Perform/Share

C arole King’s music - her life as a composer. Friendship: ● You’ve Got A Friend by Carole King ● The Loco-Motion sung by Little Eva, written by

Carole King

● One Fine Day sung by The Chiffons, written by Carole King

● Up On The Roof sung by The Drifters, written by Carole King

● Will You Still Love Me Tomorrow by Carole King ● (You Make Me Feel Like) A Natural Woman) by

Carole King


Listen & Appraise (descriptions as above). Musical Activities: ● Games ● Singing ● Playing ● Improvisation ● Composition Perform/Share




National curriculum Expectations for all pupils





Listen & Appraise: Charanga Musical School response for Year 6 Upper KS2/ages 10-11





Continue to encourage the children to have fun and enjoy listening to different styles of music. Styles include: 21st Century Classical Music, Electronic music, Turntables, Jazz, the music of Benjamin Britten, 80s Rock, the music of Carole King, Early Classical Music, 20th Century Contemporary Classical Music. Work with the children to:

● Find the pulse together whilst listening to the song/s.

● Encourage listening with increasing concentration and with a deeper focus.

● Continue to learn to recognise style indicators.

● Continue to learn to recognise and revisit different instruments.

● Use correct musical language even more consistently during discussion and when describing feelings.

● Discuss confidently other dimensions of music and how they fit into the music you are listening to.

● Children will continue to show their increasing depth of knowledge and understanding.

● The children will recognise style indicators with increasing knowledge and confidence and continue to recognise different instruments. They will deepen knowledge and understanding of specific musical styles through listening to more examples of the same styles and understanding its musical structure and style indicators.

Styles include: 21st Century Classical Music, Electronic Music, Turntables, Jazz, the music of Benjamin Britten, Rock music, the music of Carole King, Early Classical Music, 20th Century Contemporary Classical Music. ● When listening to the music, find and internalise the pulse

using movement confidently and independently. Understand the pulse and its role as the foundation of music.

● Listen with security/confidently recognise/identify different style indicators and different instruments and their sounds.

● Use correct musical language to confidently describe the music you are listening to and your feelings towards it.

● Listen, comment on and discuss with confidence, ideas together as a group.

● Appropriately and confidently discuss other dimensions of music and how they fit into the music you are listening to.

1. Continue to identify musical styles through learning about their style indicators and the instruments played. Some will be learnt again in greater depth.

2. Find the pulse confidently and innately, of the music they are listening to and understand what that means.

3. Use accurate musical language confidently and with understanding to describe and talk about music.


5. Continue to realise/ understand/explain/give examples and show how pulse, rhythm and pitch fit together. Include tempo, dynamics, timbre, texture and structure if possible.



Overview of Expected Learning Outcomes in Year 6: 2. Musical Activities Strand of Musical Learning

National curriculum Expectations for all pupils

Charanga Response for Y6 KS2/ages 10-11 Expectations for the end of Upper KS2

Charanga Response to assessing end of Upper KS2 Expectations





a. Games: Games and Flexible Games. A deeper understanding of how pulse, rhythm and pitch work together to create music through Warm-up Games.

b. Singing: Understand with greater depth about preparing to sing songs/raps together in a group/ensemble, sometimes in parts and confidently.

c. Playing Instruments: Use glocks, recorders or band instruments. Play together with more confidence and deeper understanding in a band or ensemble.

d. Improvisation: Understand with greater depth that when you make up your own tune or rhythm it’s called improvisation. Have the knowledge and understanding that an improvisation is not written down or notated. If written down in any way or recorded, it becomes composition.

e. Composition: Understand with greater depth that composition is creating your own melody within given boundaries. It can be notated or recorded in some way.

Children will be taught to: ● Improvise and compose music

for a range of purposes using the interrelated dimensions of music.

● Listen with attention to detail and recall sounds with increasing aural memory.

● Use and understand staff and other musical notations.

● Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression.



Specific Teaching/Learning and Outcomes for Year 6: 2. Musical Activities a. Games

Musical Activities - a. Games: Charanga Musical School Response for Year 6 Upper KS2/ages 10-11




A deeper understanding of how pulse, rhythm and pitch work together to create music through Warm-up Games.

Warm-up Games Within the context of the song being learnt, the children will continue to embed and deepen their growing knowledge and understanding of the foundations of the dimensions of music, pulse, rhythm and pitch by playing Warm-up Games. Progress through the Bronze, Silver and Gold Challenges: ● Rhythm and Pitch Copy Back using one, two

or three notes. ● Question and Answer using one, two or

three notes.

Security, confidence and ease, will start to be apparent through: ● Body movement and within the context of

the Games Track being used. ● Knowing, understanding and demonstrating

how pulse and rhythm work together. ● Understanding how the other dimensions of

music are sprinkled through songs and pieces of music.


Within the context of the song being learnt, the children will continue to embed and deepen their growing knowledge and understanding of the foundations of the dimensions of music, pulse, rhythm and pitch by playing Warm-up Games.

Progress through the Bronze, Silver and Gold Challenges: ● Rhythm and Pitch Copy Back using

one, two or three notes. ● Question and Answer using one, two

or three notes.

Security, confidence and ease, will start to be apparent through: ● Body movement and within the

context of the Games Track being used.

● Knowing, understanding and demonstrating how pulse and rhythm work together.


1. Find and internalise the pulse on your own and with ease.

2.Demonstrate how you find/feel the pulse, with ease. Demonstrate a fast and slow pulse.

3.Understand and demonstrate confidently how pulse, rhythm and pitch work together - copy a simple rhythm over the pulse and sing/play back over the Games Track in time.

4.Clap/play rhythms/copy one to two note pitches confidently and create their own rhythm when asked. Lead others if asked.




Specific Teaching/Learning and Outcomes for Year 6: 2. Musical Activities b. Singing

Musical Activities - b.Singing: Charanga Musical School response for Year 6 KS2/ages 10-11




Understand with greater depth about preparing to sing songs/raps together in a group/ensemble, sometimes in parts and confidently.

● Work through the vocal warm-ups, revisit how and why we warm up our voices and bodies to get a good quality sound and projection.



● Sing in tune within a limited pitch range and continue to understand in greater depth: ○ The importance of working together in an ensemble or as

part of a group and how the musical outcomes are of higher quality when doing so.

○ How important it is and why we warm up our voices, posture, breathing and voice projection.

○ How to join in and stop as appropriate – continue to follow a leader/conductor confidently.

○ How melody and words should be interpreted. ○ Try to match your performance of the song to how the music

sounds ie start to think musically. ○ How to sing with good diction. ○ How to perform with a good sense of pulse and rhythm.

Sing within an appropriate vocal range with clear diction and continue to understand: ● The workings of an

ensemble/choir, how everything fits together. Follow the leader/conductor and have a chance to be the leader/conductor.


● Sing together with confidence, with increasingly difficult melody and words, sometimes in two parts.

● Have a greater understanding of melody, words and their importance and how to interpret a song musically.

● Demonstrate musical quality and understanding of how the interrelated dimensions of music play their part.

1. Understand how to work together as part of a group and in an ensemble or, as a soloist.

2. Continue to understand the importance of warming up your voice and to establish a good singing position.

3. Perform and interpret a song stylistically and as musically as you can.

4. Sing with a good sense of the pulse internally and sing together and in time with the group. Understand the importance of clear diction and tuning.

5. Follow a leader/conductor with confidence and ease, understand why and how the ensemble works/fits together. Perhaps lead the group yourself?



Specific Teaching/Learning and Outcomes for Year 6: 2. Musical Activities c. Playing Instruments

Musical Activities - c. Playing Instruments: Charanga Musical School response for Upper KS2 Year 6/ages 10-11


Learning Overview Y6 ages 10-11 What the children will learn (refer to Activity Manual and lesson documentation / plans)


Use glocks, recorders or band instruments. Play together with more confidence and deeper understanding in a band or ensemble.

With a greater depth of understanding: ● Play differentiated parts with a

sound-before-symbol approach or using the notated scores.

● Choose parts according to ability and play them musically.

● Progress as appropriate between the parts.

● Play and perform in solo and ensemble contexts, playing musical instruments with increasing accuracy, fluency and maintaining an appropriate pulse.



● Build on understanding the basics and foundations of formal notation - an introduction.

With a greater depth of understanding: ● Play differentiated parts with a

sound-before-symbol approach or using the notated scores.

● Choose parts according to ability and play them musically.

● Progress as appropriate between the parts.

● Play and perform in solo and ensemble contexts, playing musical instruments with increasing accuracy, fluency and maintaining an appropriate pulse.



● Build on understanding the basics and foundations of formal notation - an introduction.

1. Continue to play a classroom instrument (or band instrument) as part of a group/ensemble and as part of the song you are learning. Play with more knowledge, confidence, ease and enjoyment.


3. Demonstrate confidence and fluency when playing your instrument in a solo or ensemble context.





Specific Teaching/Learning and Outcomes for Year 6: 2. Musical Activities d. Improvisation

Musical Activities - d. Improvisation: Charanga Musical School response for Upper KS2 Year 6/ages 10-11




Understand with greater depth that when you make up your own tune or rhythm it’s called improvisation. Have the knowledge and understanding that an improvisation is not written down or notated. If written down in any way or recorded, it becomes composition.

● Join in the improvising activities with the children.

● Deepen knowledge and understanding about improvisation.

● Progress through the differentiated Bronze, Silver and Gold Challenges in the Year 6 Units of Work:

○ Copy back - clapping progressing to using instruments

○ Question and Answer - using instruments

○ Improvise! - using instruments

● Deepen your understanding of what musical improvisation means. Continue to Improvise and perform confidently in solo and ensemble contexts, use quality not quantity of notes.

● Continue to create more complex rhythms and melodies and create their own rhythmic patterns that lead to melodies.

● Progress through the differentiated Bronze, Silver and Gold Challenges in Year 6.

● Challenge 1 - clapping riffs. ● Challenge 2 - playing riffs using one,

two or three notes. ● Challenge 3 - Question and Answer

using one, two or three notes. ● Challenge 4 - Improvise using one,

two or three notes.

1. Continue to explore and create musical improvisations with voices and instruments within the context of the song being learnt.


3. Continue to improvise using simple patterns on your instrument and/or voice.

4. Continue to create your own more complex rhythmic patterns that lead to melodies in a group or a solo situation.

5. Continue to perform your own rhythms and melodies with confidence and understanding in the group. Improvise using up to three or more notes with greater confidence.



Specific Teaching/Learning and Outcomes for Year 6: 2. Musical Activities e. Composition

Musical Activities - e. Composition: Charanga Musical School response for Upper KS2 Year 6/ages 10-11




Understand with greater depth that composition is creating your own melody within given boundaries. It can be notated or recorded in some way.

Create a safe learning environment that gives the children confidence in using their voices and musical instruments. Experiment as composers.

● Remind the children of the boundaries to support them – the selected notes on the composing activity.



● Confidently create your own melodies within the context of the song that is being learnt.

● Move beyond composing using two notes, increasing to three notes then five if appropriate.

● Use voice, sounds, technology and instruments in creative ways. Record the composition in any way appropriate. Notate music in different ways, using graphic/pictorial notation, video, ICT or with formal notation if appropriate.

● Continue to musically demonstrate an understanding and use of the interrelated dimensions of music as appropriate.

● Recognise and musically and/or verbally demonstrate awareness of a link between shape and pitch using notations if appropriate.

Compose a section of music that can be added to a performance of a song. 1. Confidently create your own melodies within the

context of the song that is being learnt and do this with deeper understanding.

2. Move beyond composing using two notes, increasing to three notes then five if appropriate.

3. Use voice, sounds, technology and instruments in creative ways. Record the composition in any way appropriate.

4. Continue to musically demonstrate an understanding and use of the interrelated dimensions of music as appropriate.

5. Recognise and musically and/or verbally demonstrate awareness of a link between shape and pitch using notations if appropriate.










Perform together in an ensemble/band with ease, confidence and knowledge of your audience.

Children will 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.




Musical Activities - Perform: Charanga Musical School response for Upper KS2 Year 6/ages 10-11




Perform together in an ensemble/band with ease, confidence and knowledge of your audience.

Discuss with the class how the performance will be structured: ● When will they add their own

composed or improvised sections? ● Who will sing and who will play? ● Is there a difference between who

sings each section of the song? ● Rehearse with the class and

together, suggest improvements. Continue to perform together in an ensemble/band with an increasing understanding of how to improve your performance.

● Sing, play, improvise and play back compositions as part of your ensemble/band with increasing confidence and skill.



● Understand about practice. ● Record your performance and learn

from watching it back.

With a greater depth of understanding:

● Continue to perform together in an ensemble/band with an increasing understanding of how to improve your performance musically.

● Sing, play, improvise and play back compositions as part of your ensemble/band with increasing confidence, skill and accuracy.


● Communicate ideas, thoughts and feelings through the performance.

● Understand about practice related to performance outcomes.

● Record your performance and learn from watching it back. Respond to feedback and offer positive comments.

In greater depth: Present a musical performance of a song or piece of music to an audience, demonstrating the historic, stylistic knowledge and understanding of the song/piece, through the performance.

1. Perform what you have learnt to your audience. Play your instrument, improvise and play your compositions as part of this performance and with as much confidence and accuracy as possible.

2. Perform with a deeper understanding that the performance can include everything that has been undertaken during the learning process of the unit. Everything you have learnt fits together.

3. Practise, rehearse and present performances with awareness of an audience. Begin to realise that performance can influence how music is presented. Communicate your ideas, thoughts and feelings through simple musical demonstration.




EYFS Music (Expressive Arts and Design)

Documents

Transcript of EYFS Music (Expressive Arts and Design)