Music Skills Progression Map

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Music Skills Progression MapCoverage& Vocabulary & 5 R’sNationalCurriculumEYFSUnits:Me!My StoriesEveryone!Our WorldBig Bear FunkReflect,Rewind, ReplayStyle: A varietyof nurseryRhymes andaction songsKey Stage 1Pupils should be taught to: use their voices expressively andcreatively by singing songs andspeaking chants and rhymes play tuned and untunedinstruments musically listen with concentration andunderstanding to a range of highquality live and recorded music experiment with, create, selectand combine sounds using theinter-related dimensions of musicKey Stage 2Pupils should be taught to: play and perform in solo and ensemble contexts, using their voices and playingmusical instruments with increasing accuracy, fluency, control and expression improvise and compose music for a range of purposes using the inter-relateddimensions of music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations appreciate and understand a wide range of high-quality live and recorded musicdrawn from different traditions and from great composers and musicians develop an understanding of the history of musicYear 1Unit: Hey You!Style: Old-SchoolHip HopYear 3Unit: Let yourspirit flyStyle: R&B, Soul,MusicalsUnit: Rhythm inThe Way WeWalk and BananaRapStyle: Reggae,Hip HopClap, tap,stamp, actions,nodUnit: In theGrooveStyle: Blues,Baroque, Latin,Bhangra, Folk,FunkReadiness:children showthey are readyUnit: Round andRoundStyle: BossaYear 2Unit: Hands, Feet,HeartStyle: South AfricanstylesUnit: Ho, Ho, HoStyle: Christmas, Elvis,MotownUnit: I wanna play in abandStyle: RockUnit: ZootimeStyle: ReggaeUnit: Friendship SongStyle: PopUnit: Reflect, Rewindand ReplayUnit: GlockenspielStage 1Style: Learningbasic instrumentalskills by playingtunes in varyingstylesUnit: Three LittleBirdsStyle: ReggaeUnit: The DragonSongStyle: Music fromaround the worldYear 4Unit: Mamma MiaStyle: Pop, DiscoUnit: GlockenspielStage 2Style: Learningbasic instrumentalskills by playingtunes in varyingstylesUnit: Stop!Style: Grime,Classical, Bhangra,Tango, LatinFusionUnit: Lean on meStyle: GospelUnit: BlackbirdYear 5Unit: Livin’ on aprayerStyle: RockUnit: ClassroomJazz 1Style: JazzYear 6Unit: HappyStyle: Motown/PopUnit: Classroom Jazz 2Style: Jazz, Latin, BluesUnit: Benjamin Britten– A New Year CarolUnit: Make you feel Style: Bhangra, Gospelmy loveStyle: Pop ballardsUnit: You’ve got afriendUnit: Fresh PrinceStyle: Carol King –of Bel AirFemale composerStyle: Hip HopUnit: Music and MeUnit: Dancing inStyle: Femalethe streetcomposersStyle: MotownUnit: Reflect, RewindUnit: Reflect,and Replay

to sing bysitting orstanding upstraight andwatching forwhen to begin.NovaUnit: YourImaginationStyle: PopUnit: Reflect,Rewind andReplayStyle: ClassicalPulse, rhythm,pitch, rap,improvise,compose,melody, bassguitar, drums,decks, hones,Blues, Baroque,Latin, Irish Folk,Funk, pulse,rhythm, en keeppracticing andtrying to improveby learning thetune or thewords evenStyle: WesternClassicalKeyboard, drums,bass, electric guitar,saxophone, trumpet,pulse, rhythm, pitch,improvise, compose,audience, questionand answer, melody,dynamics, tempo,perform/performance,audience, rap, Reggae,glockenspielReflectiveness: thinkabout what went wellwhen they performedtogether. What didyou enjoy? How couldyou make it evenbetter?Unit: Bringing ustogetherStyle: DiscoStyle: DiscoUnit: Reflect,Rewind and ReplayStyle: WesternClassicalRock, bridge,backbeat,amplifier, chorus,bridge, riff, hook,improvise,Keyboard, electric compose,guitar, bass,appraising, Bossadrums, improvise, Nova, syncopation,compose, melody, structure, Swing,pulse, rhythm,tune/head, notepitch, tempo,values, notedynamics, texture, names, Big bands,structure,pulse, rhythm, solo,compose,ballad, verse,improvise, hook,interlude, tagriff, melody, solo, ending, strings,pentatonic scale,piano, guitar, bass,unison, rhythmdrums, melody,patterns, musicalcover, Old-schoolstyle, rapping,Hip Hop, Rap, riff,lyrics,synthesizer, deck,choreography,backing loops,digital/electronicFunk, scratching,sounds,unison, melody,turntables,cover, pitch,synthesizers, bytempo, dynamics,ear, notation,timbre, texture,backing vocal,Soul, groove, riff,piano, organ,bass line, brassacoustic guitar,section, harmony,percussion,melodybirdsong, civilrights, racism,Resourcefulness:equalitythink carefullyStructure,intro/introduction,verse, chorus,improvise,compose, pulse,rhythm, pitch,tempo, dynamics,bass, drums,guitar, keyboard,synthesizer, hook,melody, texture,structure, electricguitar, organ,backing vocals,hook, riff, melody,Reggae,pentatonic scale,imagination, DiscoResilience: to notbe afraid to try outdifferentinstruments andtechniques whenthey identify thatsomething isn’tworking well.Unit: Reflect,Rewind andReplayStyle: WesternClassicalRewind and ReplayStyle: WesternClassicalStyle: ClassicalStyle indicators,melody, compose,improvise, cover,pulse, rhythm, pitch,tempo, dynamics,timbre, texture,structure, dimensionsof music, Neo Soul,producer, groove,Motown, hook, riff,solo, Blues, Jazz,improvise/improvisation, by ear, melody, riff,solo, ostinato, phrases,unison, Urban Gospel,civil rights, genderequality, unison,harmonyReflectiveness:consider the overalleffect on the audience,could anything beimproved for futureperformances?

when it is tricky.Responsibility:choose from arange ofinstruments theone which willwork best withthe tune/ song.Key Stage 1about whichinstruments willcomplement eachdifferent genre ofmusic best.Key Stage 2Listening & AppraisingNationalCurriculumEYFSYear 1Year 2Year 3Year 4Year 5Year 6Units:Me!My StoriesEveryone!Our WorldBig Bear FunkReflect, Rewind,ReplaySkills:To respond todifferent moods inmusicTo say how a pieceof music makesthem feelTo say whetherthey like or dislike apiece of musicTo choose soundsto representdifferent thingsTo recogniserepeated patternsTo followinstructions aboutwhen to play or singSkills:To improve their ownworkTo listen out forparticular thingswhen listening tomusic (e.g. pitch ortempo)To learn how theycan enjoy music bydancing, marching orbeing animalsTo learn how songscan tell a story or anideaSkills:To improve their workexplaining how it hasimprovedTo use musical words(the elements ofmusic) to describe apiece of music andcompositionsTo use musical wordsto describe what theylike and dislikeTo confidently identifyand move to the pulseTo think about whatthe words of a songmeanTo take it in turn toSkills:To explain theplace of silence andsay what effect ithasTo start to identifythe character of apiece of musicTo describe andidentify thedifferent purposesof musicTo confidentlyidentify and moveto the pulseTo talk about themusical dimensionsworking togetherSkills:To describe,compare andevaluate musicusing musicalvocabularyTo explain whythey think theirmusic is successfulor unsuccessfulTo suggestimprovements totheir own orothers' workTo choose themost appropriatetempo for a pieceof musicSkills:To be able to refineand improve theirworkTo be able toevaluate how thevenue, occasionand purposeaffects the way apiece of music iscreatedTo be able toanalyse featureswithin differentpieces of musicTo be able tocompare andcontrast the impactStyle: A varietyof nurseryRhymes andaction songsKnowledge:To know 5 songs off

To learn how theycan enjoy moving tomusic by dancing,marching, beinganimals or pop starsKnowledge:To know 5 songs offby heartTo know what thesongs are aboutTo know andrecognise the soundand names of someof the instrumentsthey useChallenge: To beable to tell thedifference betweena fast and slowtempoTo be able to tellthe differencebetween loud andquietby heartTo know that songshave a chorus orresponse/answer partTo know that songshave a musical stylediscuss how the songmakes them feelTo listen carefully andrespectfully to otherpeople’s thoughtsabout the musicChallenge:To recognise soundsthat move by stepsand by leapsKnowledge:To recognise the workof at least one famouscomposerTo know five songsfrom memory andwho sang them orwrote themTo know the style ofthe five songsTo choose one songand be able to talkabout: Its lyrics: what thesong is about Any musicaldimensions featuredin the song, andwhere they are used(texture, dynamics,tempo, rhythm andpitch) Identify the mainsections of the song(introduction, verse,chorus etc.) Namesome of theinstruments theyheard in the songChallenge: To tellin the Unit songse.g. if the song getslouder in thechorus (dynamics)To talk about themusic and how itmakes them feelTo listen carefullyand respectfully toother people’sthoughts about themusicTo use musicalwords whendiscussing a pieceof musicTo contrast thework of famouscomposers andshow preferencesTo identify andmove to the pulsewith easeTo think about themessage of songsand likes/dislikesTo compare twosongs in the samestyle, talking aboutwhat stands outmusically in eachof them, theirsimilarities andKnowledge:differencesTo being to identify To talk about thewith the style ofmusicalwork of Beethoven, dimensionsMozart and Elgarworking togetherTo know five songs in the Unit songsfrom memory andwho sang them orKnowledge:wrote themTo know five songsTo know the stylefrom memory,of the five songs.who sang or wroteTo choose onethem, when theysong and be able to were written and,talk about:if possible, why?- Some of the style To know the styleindicators of thatof the five songssong (musicaland to name othercharacteristics that songs from thegive the song itsUnits in thosestyle)styles- The lyrics: whatTo choose two orthat differentcomposers fromdifferent times willhave had on thepeople of the timeTo identify andmove to the pulsewith easeTo think about themessage of songsTo compare twosongs in the samestyle, talking aboutwhat stands outmusically in each ofthem, theirsimilarities anddifferencesTo listen carefullyand respectfully toother people’sthoughts about themusicTo use musicalwords when talkingabout the songsTo talk about themusical dimensionsworking togetherin the Unit songsTo talk about themusic and how itmakes you feel,using musicallanguage todescribe the musicKnowledge:

whether a change isgradual or sudden. Toidentify repetition,contrasts andvariationsthe song is about- Any musicaldimensionsfeatured in thesong and wherethey are used(texture, dynamics,tempo, rhythm andpitch)- Identify the mainsections of thesong (introduction,verse, chorus etc)- Name some ofthe instrumentsthey heard in thesongChallenge: Toidentify how achange in timbrecan change theeffect of a piece ofmusicthree other songsand be able to talkabout:- Some of the styleindicators of thesongs (musicalcharacteristics thatgive the songstheir style)- The lyrics: whatthe songs areabout Anymusicaldimensionsfeatured in thesongs and wherethey are used(texture, dynamics,tempo, rhythmand pitch)- Identify the mainsections of thesongs (intro, verse,chorus etc.)- Name some ofthe instrumentsthey heard in thesongs- The historicalcontext of thesongs. What elsewas going on atthis time?Challenge:To explain howtempo changes thecharacter of music.To know five songsfrom memory, whosang or wrotethem, when theywere written andwhy?To know the styleof the songs and toname other songsfrom the Units inthose stylesTo choose three orfour other songsand be able to talkabout:- The styleindicators of thesongs (musicalcharacteristics thatgive the songs theirstyle)- The lyrics: whatthe songs areabout Anymusical dimensionsfeatured in thesongs and wherethey are used(texture, dynamics,tempo, rhythm,pitch and timbre)- Identify thestructure of thesongs (intro, verse,chorus etc.)- Name some ofthe instrumentsused in the songs

To identify where agradual change indynamics hashelped to shape aphrase of musicThe historicalcontext of thesongs. What elsewas going on atthis time, musicallyand historically?- Know and talkabout that fact thatwe each have amusical identityChallenge: Toappraise theintroductions,interludes andendings for songsand compositionsthey have createdRemember:actions can helpus to remembersongs.Remember:To say how a pieceof music makesthem feelRemember:To listen out forparticular thingswhen listening tomusic (e.g. pitch ortempo)Remember:To use musical wordsto describe what theylike and dislikeRemember:To talk about themusical dimensionsworking togetherin the Unit songse.g. if the song getslouder in thechorus (dynamics)Key Stage 1Remember:To compare twosongs in the samestyle, talking aboutwhat stands outmusically in eachof them, theirsimilarities anddifferencesRemember:To be able tocompare andcontrast the impactthat differentcomposers fromdifferent times willhave had on thepeople of the timeKey Stage 2NationalCurriculumYear 1SingingEYFSYear 2Year 3Year 4Year 5Year 6

Units:Me!My StoriesEveryone!Our WorldBig Bear FunkReflect, Rewind,ReplayStyle: A varietyof nurseryRhymes andaction songsSkills:To use their voicestospeak/sing/chantTo join in withsingingTo sing notes ofdifferent pitches(high and low)To learn to startand stop singingwhen following aleaderTo understand youcan makedifferent types ofsounds with yourvoice – you canrap or say wordsin rhythmKnowledge:To confidentlysing or rap fivesongs frommemory and singthem in unisonChallenge: Tomake loud andquiet sounds. Toknow that thechorus keepsrepeatingSkills:To sing and follow themelody (tune)To learn about voicessinging notes ofdifferent pitches andsinging accurately at agiven pitch (high andlow)To learn that they canmake different types ofsounds with theirvoices – you can rap(spoken word withrhythm)To learn to find acomfortable singingpositionTo learn to start andstop singing whenfollowing a leaderKnowledge:To confidently knowand sing five songsfrom memoryTo know that unison iseveryone singing at thesame timeTo know that songsinclude other ways ofusing the voice e.g.rapping (spoken word)To know why we needto warm up our voicesChallenge: To singrhythmic patterns inSkills:To sing in tune withexpressionTo control their voicewhen singingTo sing in unison andin simple two-partsTo demonstrate agood singing postureTo follow a leaderwhen singingTo enjoy exploringsinging soloTo sing withawareness of being‘in tune’To have anawareness of thepulse internally whensingingKnowledge:To know and be ableto talk about:Singing in a group canbe called a choirLeader or conductor:A person who thechoir or group followSongs can make youfeel different thingse.g. happy, energeticor sadSinging as part of anensemble or largegroup is fun, but thatyou must listen toeach otherSkills:To sing in unisonand in simple twopartsTo demonstrate agood singingpostureTo follow a leaderwhen singingTo enjoy exploringsinging soloTo sing withawareness of being‘in tune’To re-join the songif lostTo listen to thegroup when singingTo perform asimple partrhythmicallyTo sing songs frommemory withaccurate pitchKnowledge:To know and beable to talk about:- Singing in a groupcan be called achoir- Leader orconductor: Aperson who thechoir or groupfollow- Songs can makeSkills:To breath in thecorrect place whensingingTo sing and usetheir understandingof meaning to addexpressionTo maintain theirpart whilst othersare performingtheir partTo improvise withina group usingmelodic andrhythmic phrasesTo recognise anduse basic structuralforms e.g. rounds,variations, rondoformTo sing in unisonand to sing backingvocalsTo enjoy exploringsinging soloTo listen to thegroup when singingTo demonstrate agood singingpostureTo follow a leaderwhen singingTo experiencerapping and solosingingTo listen to eachother and be awareSkills:To sing a harmonypart confidentlyand accurately,performing partsfrom memoryTo providerhythmic supportTo sing in unisonand to sing backingvocalsTo demonstrate agood singingpostureTo follow a leaderwhen singingTo experiencerapping and solosingingTo listen to eachother and be awareof how you fit intothe groupTo sing withawareness of being‘in tune’Knowledge:To know andconfidently singfive songs and theirparts frommemory, and tosing them with astrong internal

contrasting tempo;keeping to the pulseTo know why youmust warm up yourvoiceyou feel differentthings e.g. happy,energetic or sad- Singing as part ofan ensemble orlarge group is fun,but that you mustlisten to each other- Texture: How asolo singer makes athinner texturethan a large group- To know why youmust warm up yourvoiceChallenge: To useselected pitchessimultaneously toproduce simpleharmonyof how you fit intothe groupTo sing withawareness of being‘in tune’pulseTo know about thestyle of the songsso you canrepresent thefeeling and contextKnowledge:to your audienceTo know andTo choose a songconfidently singand be able to talkfive songs and their about:parts from- Its main featuresmemory, and to- Singing in unison,sing them with athe solo, leadstrong internalvocal, backingpulsevocals or rappingTo choose a song- To know what theand be able to talk song is about andabout:the meaning of the- Its main featureslyrics- Singing in unison, - To know andthe solo, lead vocal, explain thebacking vocals orimportance ofrappingwarming up your- To know what the voicesong is about andthe meaning of the Challenge: Tolyricsperform a piece of- To know andmusic whichexplain thecontains two (orimportance ofmore) distinctwarming up yourmelodic orvoicerhythmic parts,knowing how theChallenge:part will fitTo use pitchestogethersimultaneously toproduce harmonyby building up

simple chordsRemember: lotsof songs tellstories.Remember:To sing notes ofdifferent pitches(high and low)Remember:To sing and follow themelody (tune)Remember:To control their voicewhen singingRemember:To sing in unisonand in simple twopartsKey Stage 1Remember:To recognise anduse basic structuralforms e.g. rounds,variations, rondoformRemember:To sing a harmonypart confidentlyand accurately,performing partsfrom memoryKey Stage 2Playing instrumentsNationalCurriculumEYFSYear 1Year 2Year 3Year 4Year 5Year 6Units:Me!My StoriesEveryone!Our WorldBig Bear FunkReflect, Rewind,ReplaySkills:To useinstruments toperformTo clap shortrhythmic patternsTo copy soundsTo make differentsounds withinstrumentsTo treatinstrumentscarefully and withrespectTo play a tunedinstrumental partwith the songthey performSkills:To understand the needto treat instrumentscarefully and withrespectTo learn to play a tunedinstrumental part thatmatches their musicalchallenge, using one ofthe differentiated parts(a one-note, simple ormedium part)To play the part in timewith the steady pulseTo listen to and followmusical instructionsfrom a leaderTo play simple rhythmicSkills:To play clear noteson instrumentsTo play any one, orall of four,differentiated partson a tunedinstrument – a onenote, simple ormedium part or themelody of the songfrom memory orusing notationTo rehearse andperform their partwithin the context ofa Unit songSkills:To treatinstrumentscarefully and withrespectTo play any one, orall four,differentiatedparts on a tunedinstrument – aone-note, simpleor medium part orthe melody of thesong from memoryor using notation.To rehearse andperform their partwithin the contextSkills:To play a musicalinstrument with thecorrect techniquewithin the contextof a Unit songTo select and learnan instrumental partthat matches theirmusical challenge,using one of thedifferentiated parts– a one-note, simpleor medium part orthe melody of thesong from memoryor using notationTo rehearse andSkills:To play a musicalinstrument withthe correcttechnique withinthe context of theUnit songTo select and learnan instrumentalpart that matchestheir musicalchallenge, usingone of thedifferentiated parts– a one-note,simple or mediumpart or the melodyof the song fromStyle: A varietyof nurseryRhymes andaction songs

To learn to playan instrumentalpart that matchestheir musicalchallenge, usingone of thedifferentiatedparts (a one-notepart, a simplepart, mediumpart)To listen to andfollow musicalinstructions froma leaderpatterns on aninstrumentKnowledge:To learn the names ofthe notes in theirinstrumental part frommemory or whenwritten downTo know the names ofuntuned percussioninstruments played inclassKnowledge:To know and be ableto talk about theinstruments used inclass (a glockenspiel,a recorder)Knowledge:To know and beable to talk about:- The instrumentsused in class (aglockenspiel,recorder orxylophone)- Otherinstruments theymight play or beplayed in a band ororchestra or bytheir friendsKnowledge:To learn thenames of thenotes in theirinstrumental partfrom memory orwhen writtendownRemember: wecan makedifferent soundsRemember:To copy soundswith anof the Unit songTo listen to andfollow musicalinstructions from aleaderTo experienceleading the playingby making sureeveryone plays inthe playing sectionof the songRemember:To play the part in timewith the steady pulseRemember:To play clear noteson instrumentsRemember:To play any one, orall four,perform their partwithin the contextof a Unit songTo listen to andfollow musicalinstructions from aleaderTo lead a rehearsalsessionmemory or usingnotationTo rehearse andperform their partwithin the contextof the Unit songTo listen to andfollow musicalinstructions from aleaderKnowledge:To lead a rehearsalTo know and be able sessionto talk about:- Different ways ofKnowledge:writing music down To know and be– e.g. staff notation, able to talk about:symbols- Different ways of- The notes C, D, E,writing music downF, G, A, B C on the – e.g. stafftreble stavenotation, symbols - The instruments- The notes C, D, E,they might play orF, G, A, B C on thebe played in a band treble staveor orchestra or by- The instrumentstheir friendsthey might play orbe played in a bandor orchestra or bytheir friendsRemember:Remember:To know and be able To know and beto talk aboutable to talk about

with ent ways ofparts on a tunedwriting music downinstrument – a– e.g. staff notation,one-note, simplesymbolsor medium part orthe melody of thesongKey Stage 2Key Stage 1the notes C, D, E, F,G, A, B C on thetreble staveImprovisation & CompositionNationalCurriculumEYFSYear 1Year 2Year 3Year 4Year 5Year 6Units:Me!My StoriesEveryone!Our WorldBig Bear FunkReflect, Rewind,ReplaySkills:To improvise usingthe threechallenges:1. Clap andImprovise – Listenand clap back, thenlisten and clap yourown answer(rhythms of words).2. Sing, Play andImprovise – Usevoices andinstruments, listenand sing back, thenlisten and play yourown answer usingone or two notes.3. Improvise – Takeit in turns toimprovise usingone or two notesTo help to create asimple melodyusing one, two orthree notes.Skills:To be able to useimprovisation tracksprovidedTo be able toimprovise using thethree challenges:1. Clap and Improvise– Listen and clap back,then listen and clapyour own answer(rhythms of words)2. Sing, Play andImprovise – Usevoices andinstruments, listenand sing back, thenlisten and play yourown answer using oneor two notes3. Improvise! – Take itin turns to improviseusing one or twonotesSkills:To create repeatedpatterns withdifferent instrumentsTo composemelodies and songsusing one, three orfive different notesTo combine differentsounds to create aspecific mood orfeelingTo improvise usinginstruments in thecontext of the songthey are learning toperformTo listen to andreflect upon thedevelopingcomposition andmake musicaldecisions aboutpulse, rhythm, pitch,dynamics and tempoTo record theSkills:To create at leastone simple melodyusing one, three orall five differentnotesTo plan and createa section of musicthat can beperformed withinthe context of theunit songTo talk about howit was createdTo listen to andreflect upon thedevelopingcomposition andmake musicaldecisions aboutpulse, rhythm,pitch, dynamicsand tempoTo record thecomposition in anyway appropriateSkills:To change sounds ororganise themdifferently to changethe effectTo compose musicwhich meets specificcriteriaTo use theirnotations to recordgroups of pitches(chords)To use a music diaryto record aspects ofthe compositionprocessTo choose the mostappropriate temposfor a piece of musicTo explain thekeynote or homenote and thestructure of themelodyTo listen to andreflect upon theSkills:To be able to usea variety ofdifferent musicaldevices in theircomposition(including melody,rhythms andchords)To recognise thatdifferent forms ofnotation servedifferent purposesTo use differentforms of notationTo be able tocombine groups ofbeatsTo create simplemelodies using upto five differentnotes and simplerhythms that workmusically with thestyle of the UnitsongStyle: A varietyof nurseryRhymes andaction songsTo order sounds to

To learn how thenotes of thecomposition can bewritten down andchanged ifnecessaryKnowledge:To understand thatimprovisation isabout making upyour own tunes onthe spotTo understand thatwhen someoneimprovises, theymake up their owntune that has neverbeen heard before(It is not writtendown and belongsto them)To understand thatcomposing is likewriting a story withmusiccreate a beginning,middle and endTo create music inresponse to differentstarting positionsTo choose soundswhich create an effectTo use symbols torepresent sounds,making changes tocomposition whennecessaryTo make connectionsbetween notationsand musical soundsKnowledge:To understand thatimprovisation ismaking up your owntunes on the spotTo understand thatwhen someoneimprovises, theymake up their owntune that has neverbeen heard before. Itis not written downand belongs to them.To know thateveryone canimprovise, and youcan use one or twonotesTo understand thatcomposing is likewriting a story withmusiccomposition in anyway appropriate thatrecognises theconnection betweensound and symbol(e.g. graphic/pictorialnotation)Knowledge:To know and be ableto talk about:- A composition:music that is createdby you and kept insome way. It’s likewriting a story. It canbe played orperformed again toyour friends- Different ways ofrecordingcompositions (letternames, symbols,audio etc)Challenge: Tounderstand metre in2 and 3 beats; then 4and 5 beats Theyunderstand how theuse of tempo canprovide contrastwithin a piece ofmusicthat recognises theconnectionbetween soundand symbol on andmake musicaldecisions about howthe melody connectswith the songKnowledge:To know and beable to talk about:- A composition:music that iscreated by you andkept in some way.It’s like writing astory. It can beplayed orperformed againto your friends- Different ways ofrecordingcompositions(letter names,symbols, audioetc.)Knowledge:To know and be ableto talk about:- A composition:music that is createdby you and kept insome way. It’s likewriting a story. It canbe played orperformed again toyour friends- A composition haspulse, rhythm andpitch that worktogether and areshaped by tempo,dynamics, textureand structure- Notation: recognisethe connectionbetween sound andsymbolChallenge: Toexplore and usesets of pitches, e.g.4 or 5 note scalesThey can showhow they can usedynamics toprovide contrastChallenge:Pupils understandthe relation betweenpulse andsyncopated patternsThey can identify(and use) howpatterns ofTo explain thekeynote or homenote and thestructure of themelodyTo listen to andreflect upon thedevelopingcomposition andmake musicaldecisions abouthow the melodyconnects with thesongTo record thecomposition inany wayappropriate thatrecognises theconnectionbetween soundand symbol (e.g.graphic/pictorialnotation)Knowledge:To know and beable to talk about:- A composition:music that iscreated by youand kept in someway. It’s likewriting a story. Itcan be played orperformed againto your friends.- A composition

To know thateveryone cancomposerepetitions, contrastsand variations can beorganised to givestructure to amelody, rhythm,dynamic and timbreChallenge: To be ableto use simplestructures in a pieceof musicTo know that phrasesare where we breathein a songhas pulse, rhythmand pitch thatwork together andare shaped bytempo, dynamics,texture andstructure- Notation:recognise theconnectionbetween soundand symbolChallenge:To show how asmall change oftempo can make apiece of musicmore effective.To use the fullrange ofchromatic pitchesto build up chords,melodic lines andbass linesRemember: wecan use songswe know andchange thewordsRemember:To understand thatimprovisation isabout making upyour own tunes onthe spotRemember:To order sounds tocreate a beginning,middle and endRemember:To composemelodies and songsusing one, three orfive different notesRemember:To plan and createa section of musicthat can beperformed withinthe context of theunit songRemember:To change sounds ororganise themdifferently to changethe effectRemember:To be able to usea variety ofdifferent musicaldevices in theircomposition(including melody,rhythms andchords)

PerformancemanceUnits:Me!My StoriesEveryone!Our WorldBig Bear FunkReflect, Rewind,ReplayStyle: A varietyof nurseryRhymes andaction songsSkills:To look at theiraudience whenthey areperformingTo choose a songthey have learntand perform itTo add their ideasto a performanceTo be able torecord theperformance andsay how they werefeeling about itSkills:To choose a song theyhave learnt from theScheme and performitTo add their ideas tothe performanceTo record theperformance and sayhow they were feelingabout itTo perform simplepatterns andaccompanimentskeeping a steadypulseKnowledge:To perform withTo understand that othersa performance isTo sing/ clap a pulsesharing music with increasing orother people, called decreasing in tempoan audienceKnowledge:To understand that aperformance issharing music with anaudienceTo know that aperformance can be aspecial occasion andinvolve a class, a yeargroup or a wholeschoolTo understand that anaudience can includeSkills:To choose what toperform and create aprogrammeTo communicate themeaning of thewords and clearlyarticulate themTo talk about thebest place to bewhen performing andhow to stand or sitTo record theperformance and sayhow they werefeeling, what theywere pleased withwhat they wouldchange and whyKnowledge:To know and be ableto tal

Unit: I wanna play in a band Style: Rock Unit: Zootime Style: Reggae Unit: Friendship Song Style: Pop Unit: Reflect, Rewind and Replay Unit: Let your spirit fly Style: R&B, Soul, Musicals Unit: Glockenspiel Stage 1 Style: Learning basic instrumental skills by playing tunes in varying styles Unit: Three Little Birds Style: Reggae Unit: The .

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