Good Thinkers, Good Learners

Village Infants

Contact Us

Contact Details

Social Media

Music

Village Infants School- Music Curriculum Map

Village

Nursery

Reception

 

‘Experience the Music’

The programme incorporates exciting musical activities that engage children in:

  • Vocalising and singing – exploring their voices.
  • Focused listening – identifying sounds, learning new songs.
  • Movement – with and without scarves. Listening to instructions and adding positional language. Responding to sounds in the music.
  • Playing of rhythm instrumentsexperiencing and marking the steady beat, accompanying songs.
  • Expressing what they hear through mark making.
  • Play with a sense of purpose and enjoyment.
  • Sing a variety of songs accompanied and unaccompanied with actions.

 

Weekly lesson plans allow for daily repetition along with sequential progression.’ (ETM Curriculum for the UK by Caroline Morris)

 

Autumn 1 – Exploring and Perform

  • Learning routines
  • Exploring instruments and how sounds are made.
  • Exploring opposites in music (fast/slow, loud/quiet, high/low)
  • Following hand signals and symbols.
  • Developing the sense of a steady beat.
  • Playing with a sense of purpose and enjoyment.

 

Autumn 2 - Christmas Preparation – Learning songs, developing vocal technique, rehearsing and performing.

  • Performing to parents in the Christmas Concert.

 

Spring and Summer are linked into Reception Topics.

Spring 1 

Twinkle, Twinkle – Metal Sounds

  • Coordinate actions to go with a song.
  • Make changes to the voice to express different feelings.
  • Explore metal sounds.
  • Play metal instruments to accompany a song.

Space

  • Learn space songs.
  • Add movement to a space song.
  • Explore a variety of sound makers.
  • Listen, move and mark make to Holst’s Planet Suite (Mars and Venus)
  • Play from a space themed graphic score

 

Spring 2

Space Sharing Assembly – incorporates space songs/ movement.

 

Three Little Pigs

  • Learn Three Pigs Song.
  • Explore instruments by shaking and tapping.
  • Sing and accompany the song with appropriate instruments.

 

Summer 1

Farms

  • Sing a variety of action songs, circle songs.
  • Create own verses to a song and add actions.
  • Choose appropriate instruments for these actions.
  • Perform and play, ‘When we’re on a farm.’

Hungry caterpillar

  • Learn a song to go with the story, add instruments, create a class performance.

Summer 2

Journeys - (Links in with trip to Thorndon woods to the Gruffalo Trail)

  • Compose a song using ideas from the pupils, that describes the trip.
  • Modify the words once they have been on the trip.
  • Perform the song as a class

 

Vocal Progression

Threaded throughout the day

Developed in music lessons.

EYFS

  • Start and stop together.
  • Respond appropriately to a range of classroom songs, e.g. tidy-up songs, circle time songs, line-up songs.
  • Speak and chant short phrases together.
  • Find their singing voice and begin to develop a sense of pitch over a small range of notes.
  • Sing a variety of songs both accompanied and unaccompanied.
  • Co-ordinate actions to go with a song.
  • Make changes in their voices to express different moods /feelings

Performances

Christmas

 

Christmas

Class Assembly – Spring Term

Trip

 

Christmas service at Church

 

Year 1

Year 2

Topics – Key skills and Knowledge

Autumn 1

Prep for Harvest Tea – 3 Songs

Sounds Interesting – identify sounds and change and use sounds expressively in response to a stimulus.

  • Identify sound sources
  • Listen with concentration
  • Play instruments in different ways with control.
  • Select sounds and sound sources carefully to describe the words in a song.

 

 

Autumn 2

Christmas Preparation – Learning songs, developing vocal technique, rehearsing and performing.

Christmas Performance to Parents

 

Spring 1

The long and short of it – Discriminate between long and short sounds and create interesting sequences of sound.

  • Recognise and make long and short sounds.
  • Explore long and short sounds on classroom instruments in response to symbols.
  • Identify long and short sounds in music.
  • Create a sequence of long and short sounds.
  • Accompany a song with untuned instruments using long and short sounds.

 

Spring 1/2

Feel the Pulse – develop the ability to recognise the difference between pulse and rhythm and to perform with a sense of pulse.

  • Identify the beat in pieces of music and join in at faster and slower tempi (speed)
  • Identify the rhythm of the words.
  • Accompany a song by playing the beat or rhythm using an ostinato

 

 

 

Spring 2

What’s the score – Exploring instruments and symbols

  • Identify instruments and the way their sounds can be changed.
  • Identify different groups of instruments.
  • Identifying sounds and matching movements to given sounds.
  • Perform together using symbols as a support.
  • Choose sounds and instruments carefully as part of a class composition

 

Summer 1

Rain, Rain Go Away – Exploring Tempo (Fast and slow), timbre (tone quality of the sound, graphic notation) and dynamics (Loud and quiet)

  • Sing songs expressively
  • Describe different images created by music.
  • Select appropriate instruments and choose and combine sounds carefully.
  • Contribute ideas and control sounds as part of a class composition and performance.
  •  

Summer 2

Taking Off – Exploring pitch - Discriminate between higher and lower sounds and create simple melodic patterns

  • Follow pitch movement with their hands and use high middle and low voices.
  • Sing a melody accurately at their own pitch.
  • Play and sing phrases from dot notation.
  • Create and choose sounds in response to a given stimulus.

Autumn 1

Prep for Harvest Tea – 3 songs

The long and short of it – Discriminate between long and short sounds and create interesting sequences of sound.

  • Recognise long and short sounds and make longer and shorter sound with their voices.
  • Perform long and short sounds in response to symbols.
  • Explore long and short sounds on classroom instruments in response to symbols.
  • Recognise long and short sounds in music.
  • Create a sequence of long and short sounds using graphic notation.

Autumn 2

Christmas Preparation – Learning songs, developing vocal technique, rehearsing and performing.

Christmas Performance to Parents

 

 

Spring 1

Listen and Appraise

  • Listening with concentration to high quality recorded music
  • Discuss the music introducing correct musical terminology - exploring the interrelated musical dimensions 

Recorders

  • Playing a musical instrument.
  • Developing breath control
  • Fostering a love of music.
  • Playing repeated rhythmical pattern.
  • Following Notation
  • Play a piece of music as a class, controlling the breath using correcting fingering for the note B

 

Spring 1/ 2

Feel the Pulse – Exploring pulse and rhythm – ostinato, rhythmic patterns. develop the ability to recognise the difference between pulse and rhythm and to perform with a sense of pulse.

  • Identify the beat in different pieces of music and join in at faster and slower speeds.
  • Identify the rhythm of the words.
  • Recall and perform rhythmic patterns to a steady beat.
  • Accompany a chant/song by playing the beat or rhythm.

 

Spring 2

Taking Off – Exploring Pitch- Discriminate between higher and lower sounds and create simple melodic patterns

  • Sing a melody accurately at pitch.
  • Recognise that symbols can represent sound.
  • Play and sing different pitches from notation.
  • Perform different pitches on tuned percussion instruments
  • Compose a pitch pattern and play it accurately.

 

 

 

 

Summer 1

Rain, Rain Go Away – Exploring Tempo (Fast and slow), timbre (tone quality of the sound, graphic notation) and dynamics (Loud and quiet)

  • Sing songs expressively
  • Describe different images created by music.
  • Select appropriate instruments and choose and combine sounds carefully.
  • Contribute ideas and control sounds as part of a class composition and performance.

 

 

 

 

Summer 2

Music in the round preparation –

  • Learning songs, performing with live musicians,
  • Learning about orchestral instruments.
  • Listening to live music - fostering a love of music
  • Visiting a theatre
  • Developing musical ideas into a Leavers’ Assembly performance.

Vocal Progression

 

(Class singing,

Singing assembly,

Choir)

 

YEAR 1

  • speak and chant together
  • sing in time to a steady beat
  • co-ordinate actions to go with a song
  • follow simple signals: stop/start
  • sing songs in different styles conveying different moods (happy, sad, angry etc) and with sense of enjoyment
  • perform an action or a sound (clapping, stamping, etc.) on the steady beat whilst singing
  • sing songs showing increasing vocal control (singing more in tune, breathing deeply, singing words clearly)

YEAR 2

  • sing a variety of songs with more accuracy of pitch
  • echo short sung melodic phrases
  • identify if pitch is getting higher/lower/staying the same
  • sing words clearly and breathing at the end of phrases
  • convey the mood or meaning of the song
  • follow a leader (teacher)starting and stopping together
  • sing with a sense of control of dynamics [volume] and tempo [speed]
  • demonstrate some confidence in performing as a group and as an individual

Trips

Christmas service in the Church

Christmas service in the Church

Broadway Theatre – Barking – Music In The Round

Performances

Class Assembly – Summer Term

Leavers Assembly- Summer Term

Performances

Harvest Tea   Christmas

Easter Bonnet Parade

Growth Mindset Assembly

Performances:

Choir

Christmas – School performance     Dunchurch House

Borough Music Festival     Easter Bonnet Parade   Open House

Resilience
Perseverance
Kindness
Curiosity
6 6 8 5 5 Visitors
Top