Gledhow Primary School
A Policy Document for Music
‘Music is so much a part of the background of every day life that it tends to be taken for granted.
Yet, for many people it is a powerful focus for creative energy, and one which both stimulates and
guides the imagination. Music education aims to develop aesthetic sensitivity and creative ability in
all pupils.’
John Stephens, co-editor with George Pratt of ‘Teaching
Music in the National Curriculum’ (Heinemann), 1995
General Aim and Philosophy
The aim of music teaching at Gledhow is to provide enjoyable experiences that will develop the children’s
skills within and beyond the requirements of the National Curriculum. This will enable them to foster an
understanding, appreciation and enjoyment of a wide range of music; and the motivation and confidence to
be involved in playing and performing music which will carry them through to the next stage of learning and
into their adult lives.
Objectives
Music is recognised by the National Curriculum orders as a practical activity and the children’s enjoyment
and understanding will be developed through a coherent and holistic approach to the activities of
performing, composing, listening and appraising.
At each stage of the pupils’ school career they will be given appropriate activities that will provide
opportunities to acquire skills and knowledge to:

allow them to develop their full musical potential.

develop confidence and promote opportunities to share the experience of creating and performing to a
range of audiences.

develop the understanding and appreciation of music from different cultures and times.
Planning, Assessment, Recording and Reporting
Gledhow’s scheme of work (Appendix A) for Music provides progressive activities based on the
development of understanding of the musical elements and skills as detailed in the National Curriculum.
Throughout the delivery of the music curriculum, on-going formative assessments should be made in order
to identify what should be done next to build on current achievement. It is not necessary to make formal
assessments of every pupil on every task but a summative assessment should be made at the end of each
unit. Observing a pupil’s musical behaviour and listening to their music and the way in which they talk about
music should support assessments. Level Descriptors set out the standard of performance expected.
It would be helpful to keep a limited amount of examples of any tangible work produced with teacher
comments on the effectiveness of the activity. These could then be kept in topic files or added to a file of
digital recordings and photographs as evidence of work throughout school.
Delivery
Music is recognised by the National Curriculum orders as a practical activity and the children’s enjoyment,
listening and the application of their knowledge and understanding should be developed through a coherent
and holistic approach to the interrelated skills of performing, composing and appraising.
Music lessons will be delivered by the Music Co-ordinator or by the class teacher in a series of discrete
lessons but with links to topics or other areas of the curriculum whenever possible (Appendix B).
In Year 4 all children learn an instrument – the ukulele – in class lessons.
At the Foundation Stage Music comes under the umbrella heading of ‘Creative Development’ and provides
opportunities to experience and respond to musical stimuli. Musical experiences should generally form an
integral part of the children’s environment.
There should usually be one timetabled class music session each week in addition to any year group
singing practices that may be deemed appropriate for example, when preparing for special performances.
Teaching methods are not prescribed but the experiences given to the children should provide opportunities
to respond as individuals, in pairs, in groups and as a whole class.
The Enhanced Curriculum
External providers give our pupils the opportunity to learn guitar, upper string, brass and woodwind
instruments during school time. Whenever possible the After School Activities Club and lunchtime clubs
offer opportunities for more musical activities such as ukulele groups, ocarina, keyboard and choirs.
The children will be given opportunities to take part in performances and to attend concerts at other venues.
Professional musicians are periodically invited to school to demonstrate different instruments and musical
skills or to lead workshops.
Access to the curriculum – Equal Opportunities
Access to the Music curriculum should be appropriate for all pupils regardless of social, ethnic and cultural
origins, gender and physical and mental ability. Activities will be differentiated and adapted so that there are
equal opportunities for challenge and for all to succeed.
Musically gifted pupils will be encouraged to take up opportunities to develop their skills within school and
through other providers e.g. Artforms and local high schools.
Management and Support
The Co-ordinator is responsible for co-ordinating activities and resources and providing expertise. He / she
should have knowledge of current trends and developments and support other staff by arranging
appropriate CPD or by planning discussions, team teaching or providing demonstration lessons as and
when appropriate.
Resources for Learning
Resources to support the delivery of music will be organised, updated and repaired through the Music Coordinator who will submit an annual budget plan.
Use of Information and Communication Technology
Pupils should be given opportunities to apply and develop their ICT capability through the use of ICT tools
to support their learning e.g. by using recording equipment to recall sounds and identify and make
improvements, use software designed to explore sounds, use software for personal research, use a
keyboard to explore sound.
Monitoring and Reviewing the policy
The policy and scheme of work will be monitored throughout its delivery and adjustments made as
appropriate.
A formal review will take place every two years.
Review Date
February 2013
Reviewer
Joy Burrows
Staff Meeting Review
Date
Governors ratified
Date
Uploaded to
My Schools
Appendix A
Scheme of Work for Music
The school broadly follows the music scheme, Music Express (A & C Black) but it is augmented by
additional activities as and when appropriate.
Music Express has been selected as it fulfils the requirements of the Music National Curriculum and is
based on the structure of the exploration-based units of the QCA scheme of work, including the on-going
skills units (1, 8 and 15). It is user friendly, well planned and does not require the teacher to be able to read
music.
The scheme provides a steady progression plan within each year group and from one year to the next,
ensuring consistent musical development.
Each of the six units in each year group are divided into six detailed lesson plans, fitting neatly into the
school’s curriculum delivery cycle. The planning provides three activities per lesson that may be taught in
one longer music lesson, or over two or three shorter lessons to suit the class timetable.
Opportunities are identified throughout for evaluating the children’s work and monitoring their progress.
Levels 1 to 5 objectives and outcomes for each of the six units are outlined below/ overleaf.
Exploring:
A Sounds
B Duration
Children identify
different sound
sources, make
sounds and listen
carefully.
Can recognise long
and short sounds and
make longer and
shorter sounds with
their voices.
Know the difference
between and can make
long and short sounds
with their voice.
Objectives
1. 1. To recognise and explore
2. how sounds are made and
changed.
3.
4. 2. To use their voices in
5. different ways.
LEVEL 1
6. 3. To identify simple
7. repeated patterns.
8.
Can make sounds
and identify how
they have been
made.
Can repeat simple
sounds.
9. 4. To repeat short rhythmic and Can use
instruments to
melodic patterns.
10. 5. To recognise well-defined
changes in sounds.
copy the leader’s
rhythmic pattern.
Can make and
select sounds to
reflect the mood
of the story.
11. 6. To respond to different moods Can identify and
talk about sounds
of music.
that describe a
12.
scene.
Can create firework
sounds that are short
and long using voice/
instruments.
C Pulse and Rhythm
D Pitch
Outcomes
Can identify the beat
Can follow pitch
in different pieces of
movement with their
music and join in at
hands and use high,
faster and slower
low and middle
tempi (speeds).
voices.
Can chant or sing,
Is aware of changes in
identifying the beat in pitch and can match
different pieces of
the pitch given by the
music and join in at
leader (teacher or
faster or slower tempi. pupil).
Can identify the
Can play and sing
rhythm of the words
phrases from dot pitch
and perform them to a notation.
given beat.
Can create a sequence
of long and short
sounds.
Can recall and
perform simple
rhythm patterns to a
steady beat.
Can create or choose
sounds in response to
a given stimulus e.g.
The Jack and the
Beanstalk story.
Can identify long and
short sounds in music.
Can use some known
rhythm patterns to
create own
performance to a
steady beat.
Can listen to
recordings of class
sound stories and
decide which changes
could be made to
improve the
performance.
Can create a sequence
of long and short
sounds
Begins to internalise
and create own rhythm
patterns.
X
E Instruments &
Symbols
Can identify a range
of percussion
instruments and the
way their sound can
be changed.
X
To identify simple
repeated patterns from
a pictorial score
Follow graphic
symbols to identify
how to play rhythm
and melody patterns
e.g, getting
louder/quieter.
Can identify different
sounds by matching
movements to given
sounds.
Can choose sounds
and instruments to
reflect different
moods/ characters.
F Timbre,
Tempo &
Dynamics
Can identify how
different sounds
can describe
different images.
Can use their
voice in different
ways (timbre) to
sing
expressively.
Can select
appropriate body
percussion
sounds to
respond to a
graphic score.
Can choose
repeated
instrumental
sounds to
accompany a
song.
Can contribute
ideas and sounds
as part of a class
composition.
X
13. 7. To apply knowledge and
understanding.
1. 1. To explore how sounds can
2. be organised.
3.
Can play
instruments in
different ways to
reflect a mood
e.g. tambourine,
claves, wood
blocks and
triangle
Can select and
make sounds to
reflect the mood
of a story/scene.
4. 2. To sing with a sense of shape
of the melody.
X
LEVEL 2
5. 3. To perform simple rhythm
patterns, keeping
6. to the pulse.
7. 4. To order sounds within a
simple structure.
Can handle and
play instruments
with control.
Can choose and
order sounds to
create a music
story.
8. 5. To represent sounds with
symbols.
X
Can follow
instructions about how
& when to play
classroom
instruments.
Can read simple
rhythms.
Can sing a melody
accurately at their own
pitch.
Can help to create a
composition and
devise own symbols
as part of a class
score.
Can use
knowledge of
tempo and
dynamics to
suggest changes
to the class
composition.
Can recognise, make
and control long and
short sounds in
response to symbols,
using voice.
Can confidently
identify the beat in
different pieces of
music and join in at
faster and slower
tempi (speeds).
Can identify and
follow changes in
pitch using body
movements or sounds.
Can identify a wider
range of percussion
instruments (approx.
10) and the way their
sound can be
changed.
Can use the voice to
good effect when
singing.
Can join in singing
with an understanding
of the verse and
chorus or call and
response.
Can sing/ play a
melody, moving up or
down following
changes in pitch.
Can describe
different images
created by
changing the
dynamics
(volume) of
music.
Can use voices to
sing
expressively.
Can identify, learn and
perform word rhythms
and perform to a
steady pulse.
Can identify the
rhythm of the words
and can recall and
perform longer rhythm
patterns to a steady
beat.
Can accompany a
song by playing a beat
or a rhythm pattern.
Can perform different
pitch rhythm patterns
on percussion
instruments.
Can recognise
symbols to represent
the beat or the rhythm.
Can recognise that
symbols represent
sounds and can sing /
play phrases from
notation.
Can use classroom
instruments to play
appropriate long and
short sounds as an
accompaniment.
Can use picture
symbols to identify
instrumental parts.
Can play / sing their
group’s part following
a pictorial
representation of the
order of the music.
X
Can perform simple
rhythm patterns
together.
Can perform together
and follow
instructions which
combine musical
elements.
Can contribute to the
creation of a class
composition and
suggest/ create
symbols as part of a
class score
Can change the
dynamics
(volume) of
instruments to
reflect the mood
of the music.
Can take part in
a small group to
provide an
accompaniment
of layered
sounds.
X
9. 6. To improve their work.
7. To apply knowledge and
understanding.
LEVEL 3
1. 1. To explore the way sounds
2. can be combined and used
expressively.
3. 2. To sing in tune with
4. expression.
Can suggest ways
to improve
sounds in
response to a
story.
Can suggest ways to
improve their
accompaniment.
Can evaluate the class
performance and
suggest ways to
improve it.
Can perform and
record their
performance and
discuss how to
improve it prior to
performing for others
Can make
improvement to their
own and others’ work.
Can make
improvement to
own and others’
work.
Can show control
playing when playing
long and short sounds
on a range of
percussion
instruments.
Can make a positive
contribution to the
class performance.
Can create and choose
sounds in response to
a given stimulus.
Can choose sounds
and instruments
carefully.
Knows that
sounds in music
can describe
images and
moods in the
same way pictures
can. (Y3)
Can identify
descriptive
features in music
(Y4)
Can sing and play a
range of singing
games with
confidence and
accuracy (Year 3).
Can identify different
sound signals and play
/ sing them by ear
(Y4)
Can identify and
repeat repeated
rhythm patterns using
body sounds and
percussion
instruments. (Y3)
Can identify and
repeat repeated
rhythm patterns using
body sounds and
tuned percussion
instruments. (Y4)
Can identify what is a
pentatonic scale (Year
3); Can identify the
steps, leaps and
repeated notes in a
melody (Year4).
Can identify different
ways sounds are used
to accompany a song.
(Y3 & 4)
Can use
knowledge of
timbre, tempo
and dynamics to
suggest how
music can be
played and
changed.
Can recognise
how musical
elements are
used and
combined to
describe different
animals (Year3
&4);
X (Y3)
Lesson 2 = select
instruments and
create sounds to
describe visual
images. (Y3 & 4)
X (Y4)
Can control the voice
and pronounce words
well (Year 3).
Can hear, identify and
sing changes in pitch,
(Year 3); can create a
melody from a set of
intervals (Year 4).
Can sing a call and
response song
tunefully and with
expression. (Y3)
Can identify melodic
phrases and play them
by ear. (Y4)
Can show control
playing when
playing a range of
percussion
instruments.
X (Y4)
Lesson 2 = Perform a
rhythm pattern
following a music
signal. (Y4)
X (Y3&4)
Lesson 2 = from
notation, perform a
repeated pattern to a
steady pulse with an
awareness of different
parts. (Y3&4)
Can use voice in
different ways
(timbre /
dynamics) to
reflect the lyrics
when singing
(Year 3); Can
sing and create
different effects
using knowledge
of the musical
elements. (Y4)
5. 3. To improvise repeated
6. patterns.
Can create music
that describes two
contrasting moods
or emotions
(Lesson 4) Y3
Can create rhythm
patterns part of a
group
composition. (Y4)
Can perform rhythm
patterns following a
musical signal. (Y4)
sound to describe
two contrasting
moods/ emotions
(Lesson 3) Y3
Can use percussion
instruments (or other
instruments) to add
additional layers of
sound to melody
lines(Year 3).
Can combine two
layers of sounds
as part of the
jogging music.
(Y4)
Can join in with
rhythm patterns that
accompany a song.
(Y4)
7. 4. To combine layers of sound. Can use layers of
5. To recognise how musical
elements are combined.
Can compose and
perform melodies and
songs. (Year 3).
Can describe
sounds using
words such as
pitch, beat,
duration, tempo
and timbre. (Y3)
Can think about
the different
elements of music
in their
compositions.
(Y4)
Shows awareness of
how musical elements
such as duration,
timbre, pitch, beat,
tempo and texture can
be used in
compositions (Year
3).
In a group, can invent
suitable lyrics for a
verse of a song using
musical elements, e.g.
dynamics, for its
delivery. (Y4)
Can compose music in
pairs and make
improvements to their
own work. (Y3)
From notation,
perform a repeated
pattern to a steady
pulse with an
awareness of different
parts. (Y4)
Can improvise simple
tunes based on the
pentatonic scale (Year
3); Identify melodic
phrases and play them
by ear (Year 4).
Can perform rhythmic
patterns with an
awareness of different
parts (layers of
sounds). (Y3)
Can perform an
invented rhythm
pattern to a backing
track. (Y4)
Can sing/play 2
pentatonic songs or
song and
accompaniment at the
same time. (Year 3 &
4)
Can describe music
using words such as
pitch, beat, duration,
tempo and timbre.
(Y3)
Can use tempo and
dynamics to invent
and perform lyrics to
fit set rhythm patterns.
(Y4)
Can create an
accompaniment to a
song (Year 3); Learn
and perform a second
voice part and melodic
accompaniment with a
well-known melody
(Year4).
Can identify, suggest
changes to and
perform repeated
rhythmic patterns
(ostinato). (Y3)
Can identify melodic
phrases and patterns
in a song. (Y4)
X
(Can recognise how
music can reflect
different intentions)
(Y3) Can fit different
rhythmic patterns
together. (Y4)
Identify how different
verses could be
performed
expressively using the
different elements of
music. (Y3) Can use
knowledge of
musical elements to
vary how each verse
sounds. (Y4)
Can control the
dynamics
(volume) when
repeating
patterns (Year3);
Can create
sequences of
sounds in
response to
movements and
sequences of
movements in
response to
sounds. (Y4)
Can select and
layer sounds for
an
accompaniment.
(Y3)
Lesson 5 – can
combine
narration, sounds
and movement to
describe a
chosen animal.
(Y4)
Can combine
narration, sounds
and movement to
describe e.g. an
animal (Year3);
Lesson 4 -Can
recognise how
musical elements
are used and
combined to
describe different
animals (Y4)
6. To comment on the
intended affect of their work.
7. To apply knowledge and
understanding.
1.
LEVEL 4
2.
Can use musical
vocabulary to
describe where
the composition
works well and
how it can be
improved. (Y3
&4)
In groups of 2 or
3, can compose
music to describe
a picture. (Y3&4)
1. To explore relationships between Can recognise
sounds and different intentions.
different textures
using voice /tuned
sounds (Y5).
Explore different
textures using
processed phrases
(Y6)
Can perform and
record their
performance and lead
discussions on how to
improve it prior to
performing for an
audience. (Year 3
&4).
Can describe the
different purposes of
music through history
and other cultures e.g.
in singing games(Year
3).
Can make musical
decisions and create a
class performance.
(Y4)
Can use musical
words to describe
where their music
works well and how it
can be improved.
(Y3&4)
Can use words to
describe where their
music works well and
how it can be
improved.
Can use musical
vocabulary to
describe where their
music works well and
how it can be
improved. (Y3 &4)
Can identify repeated
patterns used in a
variety of music and
apply to own
compositions. (Y3)
Can rehearse and
perform with an
awareness of different
parts. (Y4)
Can sing the song with
knowledge and
understanding of
music phrasing and
expression.
Can make musical
decisions and create a
class performance.
(Y3 &4)
Can identify how
lyrics are used to
convey mood, attitude
or tell a story and can
have historical and
social meaning.
(Y5&6).
Can combine beat,
rhythm and tempo in a
performance. (Y5)
Can identify cyclic
patterns in a piece
containing several
cyclic patterns. (Y6)
Can perform a round
in two or more parts
and identify how the
parts fit together.
(Y5).
Can describe the
effect of different
combinations of
pitched notes using
terms such as tight,
tense, relaxed, loose
and comfortable. (Y6)
Can identify how
mood is created by
music and lyrics(Y5)
Can learn a new song
quickly and sing it
confidently from
memory, using their
understanding of
meaning to add
expression. (Y6)
Can use
knowledge of
timbre, tempo
and dynamics to
talk about how
music can be
played and
changed.
Can use
knowledge of
timbre, tempo
and dynamics in
their
performance.
(Y3) Can use
knowledge of
timbre, tempo
and dynamics in
their
performance to
create descriptive
music in a group.
(Y4)
Can choose
instruments to be
used
appropriately for
different styles of
music. (y5) Can
identify different
ways music can
reflect the
intention of a
piece of music.
(Y6)
3.
2. To maintain their part when
performing with different parts.
Can create
different sound
effects using
combinations of
pitched sounds
(Y5). Can play an
unpitched
accompaniment to
processed phrases
(Y6).
Can maintain own part
in a four part chant
(Y5).
Can maintain an
ostinato part when
accompanying a song
(y6).
Can maintain own part
within a three or four
part rhythmic cyclic
pattern. Lesson 2 & 3.
(Y5)
Can confidently learn
a melodic cyclic
pattern by ear so that
it can be played in part
work. (Y6)
Can confidently
maintain their own
part when singing with
other vocal and/or
instrumental parts.
(Y5).
Can perform a song,
maintaining their part
against a chord
accompaniment. (Y6)
Can breathe well,
show control in
singing and hold a
part in two part
singing. (Y5 &6))
3. To improvise melodic and
rhythmic phrases as part of a
group.
In a group, can
explore, select,
combine and
exploit a range of
different sounds
to compose a
soundscape (Y5).
Can use ICT to
change and
manipulate effects
(Y6).
Can identify how
lyrics can be used to
convey mood (Y5).
Improvise blues
rhythms in
instrumental breaks
(Y6 Lesson 4).
Can improvise
rhythmic patterns to a
steady pulse. Lesson
4. (Y5)
Can improvise
rhythmic melodic
patterns / decorations
to a cyclic melody.
(Y6)
X
Lesson 3 = can sing a
round with confidence
an accompany singing
with a simple chord
structure. (Y5)
X
Lesson 3 = can sing a
round in four parts
and identify how the
parts fit together. (Y6)
Can identify and play
melodic phrases with
control and accuracy
in a group.(Y5 &6)
4. To compose by developing
musical ideas and structures.
Can consider how
sounds can create
intended effects
as part of a
composition (Y5).
Can explore
different textures
using tuned and
untuned sounds
(Y6).
Can identify structure
in a song (Y5 lesson
2). Can compose a
short song to own
lyrics (Y5 lesson 4).
Can identify song
structures (Y6).
Can invent rhythmic
patterns and perform a
cyclic pattern. Lesson
5. (Y5)
Can develop ideas for
adding contrast and
variety to a cyclic
pattern. (Y6)
X
Lesson 4 = can sing a
round with confidence
an accompany singing
with a simple chord
structure. (Y5)
Can comment on the
harmony created by
songs with more than
one part and how the
parts fit together. (Y6)
Contribute own ideas
creatively to a
class/year group
performance. (Y5)
Can compose music
to meet specific
ctriteria.(6)
4.
5.
6.
Y5 –Can create
and perform their
own melodic
patterns using
given notes and
rhythms.
Y6 – Can
confidently take
and maintain a
part in a group
(of at least 4
parts)
composition.
Y5 –Can create a
group
composition
depicting a dawn
chorus.
Y6 –Can
organise pitched
notes into a
melodic phrase
that can be
performed to a
steady pulse.
Y5 – Can
compose music
in two different
metre and add
vocal rhythmic
patterns to the
metric music.
Y6 Can structure
a piece of music
to accompany the
structure of a
piece of drama.
7.
8.
5. To evaluate using musical
vocabulary.
9. 6. To suggest improvements to
10. their own and the work of others.
7. To apply knowledge and
understanding.
Use musical
terminology
(including the
elements) to
evaluate work.
Can evaluate and
improve work though
discussion, using
musical terminology
(Y5).
Can discuss
appropriate starting
points and procedures
for a Blues song (y6).
Can evaluate own and
others’ work though
discussion, using
musical terminology
(Y5 &6).
Can practise own part
and rehearse with
others and comment
on the effect using
musical terminology.
(Y5 & 6)
Use musical
terminology
(including the
elements of music) to
identify strengths and
weaknesses in their
own and other’s
music. (5&6)
Can improve
performance
through
constructive
comments.
Able to make a
positive contribution
to developing
improved
compositions(Y5)
As a class, can
compose a short song
to their own lyrics
(Y6)
Can create or develop
ideas and improve
performance through
constructive
comments. (Y5 &6)
Can improve
performance by
listening and
analysing what
changes need to be
made. (Y5&6)
Can explain why
music is successful or
unsuccessful and able
to make a positive
contribution to
developing improved
compositions. (5&6)
Can practice own
part, rehearse
with others and
contribute to the
overall effect
Can use the venue and
sense of occasion to
create performances
that are well
appreciated by the
audience.
Can use the venue and
sense of occasion to
create performances
that are well
appreciated by the
audience. (Y5& 6)
Can use the venue and
sense of occasion to
create performances
that are well
appreciated by the
audience. (Y5& 6)
Can use the venue and
sense of occasion to
create performances
that are well
appreciated by the
audience. (5&6)
Y5 -Lesson 5
Use knowledge
of instruments,
metre, pitch and
mood to discuss
appropriate ideas
for a
composition. Y6
Can explore and
refine
composition
ideas using
musical
vocabulary.
Can explain why
music is
successful or
unsuccessful and
able to make a
positive
contribution to
developing
improved
compositions.
(5&6)
Y5 Lesson 5 –
Use musical
ideas and
structures to
compose a piece
of machine
music.
Y6 can compose
music
individually or in
pairs using a
range of stimuli
and can develop
their musical
ideas into a
completed
composition.
11. 1. To identify and explore
musical devices.
12.
13.
Can use a wide
variety of sources
as a base for
creating
structured music
effectively.
Can use melody,
rhythms and chords
confidently and
accurately.
Can use pulse and
rhythm in a variety of
styles, dynamics and
tempo to support
work.
2. To perform significant parts Can provide
from memory.
strong rhythmic
15.
support to a piece
of music.
Can sing a harmony
part confidently and
accurately from
memory.
Can provide and
maintain strong
rhythmic support
within a group playing
more than two parts.
Can take a solo part or
a lead in a
performance.
14.
Can take a solo
part or a lead in a
performance.
Can take a solo part or
a lead in a
performance.
Can take the lead /
solo part in a
performance
confidently and
accurately.
Can take a solo part or
a lead in a
performance, singing
or playing accurately
and expressively.
Can take a lead role in
directing others when
creating, rehearsing,
refining and
performing.
Can improvise
rhythmic parts within
a structured piece of
music that develop
and improve the work.
Can demonstrate
imagination and
confidence in
improvised work,
selecting appropriate
sounds and structures.
Can refine and
improve work.
Can perform from
notation.
Can understand and
use standard and
graphic notation
correctly.
Can use a variety of
different musical
devices in
composition
(including melody,
rhythms and chords)
using a variety of
notation.
LEVEL 5
3. To lead others and take a role
in group activities
Can use a variety of
different musical
devices in own
compositions
(including melody,
rhythm, chords and
structure) and how the
music reflects, time,
place and culture.
Can sing or play
significant parts
confidently from
memory.
4. To improvise rhythmic and
melodic parts within a given
structure and refine and improve
work
Can create a piece
of music which
contains more
than two distinct
melodic or
rhythmic parts,
considering how
the parts will fit
together.
16. 5. To use a variety of notation. Can use the full
range of
chromatic pitches
to build up chord,
melodic lines and
bass lines.
X
Can perform from
notation.
Can perform more
than one part from
memory within a
performance.
Has a confident
understanding
(and application)
of how small
changes in
elements of
music can make
a piece of music
more effective.
Can sing/play
harmony parts
confidently and
accurately.
Demonstrates a
strong
understanding of
how to use
musical
knowledge to
lead
developments in
performances
Can create and
improvise parts
within a
structured
performance.
Can confidently
use a variety of
notation using
knowledge of
musical elements
to change the
effect of the
music.
17. 6. To analyse and compare
musical features.
Can use elements
and other features
of music to create
soundscapes.
Can evaluate how to
refine and improve
work.
Can use knowledge of
the musical elements
and structures to
analyse pieces of
work.
7. To understand how time and
place influence the way music is
created, performed and heard
Can evaluate how
the venue,
occasion and
purpose affects
the way a piece of
music is created
and performed.
Can evaluate how the
venue, occasion and
purpose affects the
way a piece of music
is created and
performed.
Can evaluate how the
venue, occasion and
purpose affects the
way a piece of music
is created and
performed.
Can use musical
vocabulary and can
understand how
musical elements can
be best combined to
analyse and compare
musical features.
Can understand the
different cultural
meanings and
purposes of music and
how to use different
venues and occasions
to vary my
performance.
Can use knowledge of
structure to create
introductions,
interludes and endings
for songs and
compositions.
Can analyse
features within
different pieces
of music.
Can evaluate how the
venue, occasion and
purpose affects the
way a piece of music
is created and
performed.
Can evaluate
how the venue,
occasion and
purpose affects
the way a piece
of music is
created and
performed.
NB
Objectives 1 and 2 – Performing (controlling sounds through singing and playing)
Objectives 3 and 4 – Composing (creating and developing musical ideas)
Objectives 5 and 6 – Appraising (responding and reviewing)
Objective 7 - Listening and Applying (knowledge and understanding)
There are six weekly lesson plans. Objective 7 is usually encompassed in work done in the last few lessons – i.e. when bringing the half term’s work
together.
WHEN WRITING UP YOUR MUSIC PLANNING
When writing your planning for week 1, use objective 1 and outcome 1(week 2, use objective 2 and outcome 2, etc) on the planning grid unless the
situation below applies. The outcome statement may not be exactly the same as the one/s in Music Express but it will address the week’s objective.
Objectives 1 to 6 usually lie alongside the planning as in Music Express for each week i.e. objective 1 in lesson 1, objective 2 in lesson 2, etc.
However, just occasionally (more so in KS2), they do not quite tie in. I have made a note of this where possible. In this case, use the objective for the
lesson that is written in the Music Express Medium Term Plan for that week. Much of your actual lesson content will come from the Music Express
books and the Music Express lesson plans (you should have a file with these in for your year group but they are also downloadable – see Sarah or
me). However, where you feel confident to adapt the lesson content to tie in with e.g. History/ Geography foci (could be using a different song or
tune), then please do so. There is no need to stick strictly to the Music Express lesson plans. As long as the objective and outcome remain the
same, there is no problem.
ASSESSMENT
Autumn1
Autumn 2
PROGRESSION CHART BASED ON MUSIC EXPRESS BOOKS
Year 1
Year 2
Year 3
Year 4
Year 5
B2
F3
C4
C5
A1
Duration
Descriptive
Rhythm Patterns Rhythm and
Sounds
Sounds
Pulse
C2
C3
E4
D5
B1
Rhythm Patterns Arrangements
Rounds
Pulse and
Duration
Rhythm
Spring 1
Spring 2
Summer 1
Summer 2
Year 6
D6
Rounds
A6
Sound
Sources
B6
Lyrics and
Melody
C1
Pulse and
Rhythm
D1
Pitch
D2
Pitch
E3
Arrangements
D4
Melodies and
Scales
A5
Sound Sources
E2
A4
Sound Colours
E1
Instruments
and Symbols
F2
D3
Pentatonic
Scales
A3
Sound Colours
B5
Lyrics and
Melody
F5
Musical
Processes
C6
Rhythm and
Pulse
F6
Musical
Processes
F1
Timbre,
Tempo and
Dynamics
A2
Sounds
B3
Singing Games
F4
Descriptive
Sounds
E5
Performing
Together
E6
Performing
Together
Instruments
and Symbols
Timbre,
Tempo and
Dynamics
B4
Signals
Use the ‘outcome’ statement to assess
to. This will not be possible for every
child every week but certain ones could
be focussed upon (support staff’s
observations are very helpful in
supporting your judgement).
Year 4
Pupils in Y4 have Ukulele lessons as
part of their music lesson. This inevitably
means that the Music Express lessons
cannot be followed exactly. However the
lesson objectives and outcomes should
be noted in planning and lessons should
be adapted to address these wherever
possible. This is an area to be
monitored. Advice on planning can be
sought from Sarah or Joy, if needed.
A = Sounds
B = Duration
C = Pulse and Rhythm
D = Pitch
E = Instruments and Symbols
F = Timbre, Tempo and Dynamics
e.g. A1 follows the ‘Sounds’ progression in Year 1, A2 follows it in Year 2, A3 in Year 3, etc.
The links become more tenuous in KS2 but essentially continue the areas of learning so that the assessment of the development of skills can be addressed.
Appendix B
Links to other areas of the curriculum
The study of music as a foundation subject provides many links with other areas of the curriculum. Some skills are generic such as developing
thinking, problem solving and decision-making, memory, communication, co-operation, listening, the ability to concentrate, perseverance (selfimprovement), self-confidence and evaluation. Other examples are given below:
 English - imagery, creative writing, language development and extension
 Maths - sound patterns, pulse, rhythm
 Science - transfer of sound, exploration, analysis
 I.C.T. - use of recording equipment, computers (independent learning) and keyboards
 History - awareness and knowledge of traditions, composers, instruments
 Geography - cultural traditions, origin of instruments, places associated with music
 D.T. - designing, making and evaluating instruments
 Art - creative work in response to music; aesthetic sensitivity
 P.E. - responding to rhythm and mood in movement,
 R.E. – sensitivity towards others; music for special occasions
 P.S.H.C.E – developing self-confidence, consideration for others and an understanding of
mood/ emotion,, multicultural awareness