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Music – Year 2


Download our Year 2 Music curriculum here.

Listening and understanding

Elements of music


Pitch: recognise higher and lower sounds; respond to the overall shape of melodies.

Duration: distinguish between rhythm and beat; understand how rhythmic patterns fit to the beat Dynamics: begin to understand getting louder and quieter.

Tempo: begin to understand getting faster and slower.

Texture: recognise how different pieces use different layers of sound.

Timbre: identify the way sounds are made: blown, plucked, shaken, struck, vocalised, strummed, electronically produced.

Structure: understand and identify repetition and contrast including question and answer, A•B•A, and verse and chorus.

Applying understanding

  • Identify how combined musical elements can be used expressively within simple structures
  • Identify how the choice of sound source can contribute towards the mood or effect in the music heard or performed
  • Use and explore a variety of signs or symbols linked to understanding of elements to communicate own musical ideas


  • Lullabies
  • Signals
  • Game songs
  • Greetings
  • Farewells
  • Topic based songs
  • Seaside
  • Transport
  • Bob Marley- Reggae

Non-musical stimuli

  • Stories
  • Pictures
  • Poems
  • Rhymes
  • Chants
  • Patterns
  • Number sequencing
  • Movement
  • Dance
  • Environment


  • Extend accuracy of vocal range (use C-C’ as a guide)
  • Develop expressive effect and quality of sound when speaking, singing songs and chanting through increased control of diction, dynamics and tempo
  • Sing songs with simple patterns as accompaniments
  • Demonstrate accuracy and control of technique on an appropriate range of tuned and unturned percussion
  • Perform simple patterns and accompaniments keeping to a steady pulse, including ostinato
  • Follow hand and eye signals to direct and lead
  • Improve their own work
  • Rehearse and perform individually, in pairs, small groups and as a class


Use acoustic sounds and ICT to…

  • Explore and enjoy how sounds can be made, changed, and used to create musical patterns e.g. 2Simple Music Toolkit, iPods and iPads
  • Structure sounds in an order appropriate to a specific purpose in response to given starting points
  • Compose accompaniments to songs using a repertoire of known rhythms

Responding and reviewing

  • Respond to changes in mood and character within pieces of music through movement, dance and art work
  • Build an appropriate musical vocabulary and use when talking about music and developing the ability to express an aesthetic response See vocabulary list in the appendices
  • Improve their own work

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