Menu
Welcome to Wymondley JMI School
Home Page

Music

Music at Wymondley is taught through the following content...

 

Year 1/2Year 3/4Year 5/6
Cycle A

Autumn

Long and short sounds

Pulse and rhythm

Christmas Performance

 

Spring

Rhythm patterns and notation

Pitch notation & steps and jumps

 

Summer

Descriptive Sounds

Autumn

Rhythm patterns, rhythm notation and ostinato

 

 

 

Spring

Minimalism, texture and layers, Easter performance

 

 

Summer 

Mixolydian mode, improvised melodic patterns

Autumn

Compound time, group composition

 

 

Spring

Expressive compositions

 

 

 

Summer

Class Orchestra

Cycle B

Autumn

Long and short sounds

Pulse and rhythm

Christmas Performance

 

Spring

Rhythm patterns and notation

Pitch notation & steps and jumps

 

Summer

Descriptive Sounds

 

 

Autumn

Sound sources

Christmas Carol Event

 

 

Spring

Rhythm, Easter performance

 

 

 

Summer

Expressive Group Composition

Summer Performance

 

Autumn

Blues scale

Melodic improvisations

 

 

Spring

Samba drumming patterns

Rhythmic improvisations

 

 

Summer

Summer Performance

 

 

 

Enrichment OpportunitiesLinks Across the Curriculum

Hitchin Youth Brass Band

Needham House carol singing for the community

Wymondley nursing home carol singing

Royal Albert Hall performance through Herts Music Service

Fully funded First Access violins for Year 3

Individual and group instrumental lessons through Herts Music Service

Hitchin Music Festival

Music content is linked, where possible, to other curriculum

areas being taught at the time, to reinforce learning across

the curriculum and make the musical skill development as

accessible as possible for children.

 

 

 

 

 

Through this content, the children learn and develop the following skills...

 

 Year 1Year 2Year 3Year 4Year 5Year 6
Music explored (Other styles/composers also played in support of school/class focus)

Carnival of the Animals
(Saint -Saens)

The little train of the Capira: Villa-Lobos
Short ride in a fast car: John Adams

 

 

Storm from Pastoral symphony 4th movt by

Beethoven
Interlude Storm, from Peter Grimes by Benjamin Britten
Toccata in D minor (J.S.Bach)

Philip Glass: Funeral of Amenhotep III

Steve Reich: Music for 18 musicians
Prokofiev: Peter and the Wolf

 

 

Mussorgsky: Pictures at an Exhibition
The Planets: Holst
Dr.Who theme: Delia Derbyshire

 

 

 

 

African rhythm patterns
A cappella singing

Symphony no 1. Florence B Price
Symphony: Ravi Shankar
Connect it: Anna Meredith

 

 

 

Blues/Jazz Swing styles
Concerto for turntable and orchestra: Gabriel Prokofiev
Bernstein: Mambo

 

 

 

Overall skills summary

Exploring how sounds can be changed
Continue developing basic skills through singing and classroom instrumental activities.
Encourage children to get out and put away instruments with care.
Encourage discussion of responses to  music.
Use sounds descriptively. .
Introduce notation of time values

 

 

 

 


 

Understanding how sounds can be changed:
Discuss
ion of sounds and music using inter-related dimensions of music.
Able to use some musical vocabulary
Use of rhythmic notation
Able to select and use instruments appropriately

Share ideas and discuss work of others.

 

 

 

 

 

 

 

 

 

 

 

Combining sounds
Extending skills further and building on basic skills in KS1
Consolidate pulse and rhythm skills. Read and write simple rhythmic and melodic notation
Explore how sounds combine

Use music expressively in class and group compositions
Develop an awareness of the audience.

 

 

 

 

 

 

 

Exploring structure and texture.

Work as part of class/group or individually in response to a mixed media stimulus.
Read and notate rhythms and melodies to record their work.
Use appropriate musical vocabulary when reflecting on work.
Make improvements to work.

Perform accurately and with expression. Show an awareness of the audience.

 

Greater range of skills now covered to a high standard

Able to use skills and different dimensions of music to create expressive/descriptive pieces.
Able to perform vocal parts expressively
Able to reflect on work and make improvements.
able to use notation to facilitate performance.
Responsible for setting up and putting away of instruments.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Consolidate musical skills and use to a high standard in performance, composition, and listening tasks.

Use musical vocabulary appropriately.
Show awareness of intended audience.
Work with greater depth on phrasing and expression.

Show care for instruments and play them appropriately.
Appraise and improve own performance.
Offer constructive comments on the performance of others.

Pitch

Identify high and low sounds
Sing simple melodies with a small range of notes accurately.
Sing 2 part ostinato songs with support.
Use boomwhackers to play a simple melodic patterns within a song.

 

 

 

 

 

 

 

 

Sing with awareness of others and match pitch.
Relate words to melody and sing with expression.
Maintain 2 part songs either in a round or a partner song.
Identify movement of pitch by steps, jumps and repeated notes and play these on tuned percussion by ear as well as vocally.

 

 

 

 

 

First access provision with HMS for clarinet
Consolidate vocal skills from KS1.
Sing rounds/partner songs with 2 or more parts.
Sing with awareness of breathing and phrasing.
Explore the mixolydian mode and create simple ostinato melodies from it.
Read and play from a score using 2 notes.

Sing with confidence and expression and show understanding of the context of a song.
Follow steps, leap and repeats within a melody and read simple melodic notation up to 3 notes.
Play by ear
Identify and use pentatonic scale in compositions.

 

 

 

 

Use the voice accurately and expressively to reflect emotion and maintain a second part with confidence.
Sing with an understanding of the context of the song
Identify consonance and dissonance.
Identify major and minor scales and use in group compositions.
Read simple melodic lines using 5 notes.

 

 

 

 

 

 

 

 

Understand that a music is written for a time and a place and reflect this in performance.
Maintain solos, ensembles and part work confidently and support others in doing so.
Revisit different scale patterns and introduce Blues scale and simple chord progressions.
Improvise melodic phrases within a structure.

 

 

Duration

Recognize and respond to a steady beat.
Chant in time to a steady beat.
Identify and play different time values (Crotchet, Minim, Semibreve, Quavers)
Copy simple name patterns and organize in a sequence.

 

Identify the difference between pulse and rhythm.
Understand how patterns fit to a beat.
Recognize and play different time values and notate in a grid score.
Play 2 or more rhythms/time values  together

 


 

Revisit time values and grid scores.
Identify and maintain an ostinato rhythm pattern.
Create own ostinato rhythm patterns and notate on a grid score.
Play by ear and from notation

 

 

Respond to and understand duple/triple and quadruple metre.
Read and play a dotted minim value and explore triple time patterns.
Maintain simple polyrhythms.
Play by ear and from notation

Explore irregular metres.
Create and notate own rhythmic patterns in response to a task.
Improvise a rhythmic pattern freely within a given structure.
Maintain more complex polyrhythms.

 

 

 

 

 

 

 

 

Use and maintain polyrhythms in a variety of musical styles.
Play syncopated patterns by ear.
Identify simple and compound time patterns.

 

 

 

 

 

 

 

 

 

Music in action at Wymondley...

 

 

Top