Duration: consolidate understanding of how rhythmic patterns fit to the steady beat; begin to understand 2, 3 and 4 metre

Dynamics: understand and identify getting louder and quieter

Tempo: understand and identify getting faster and slower

Texture: recognise the density of different textures

Timbre: identify a range of non percussion instruments by name; distinguish between different ways of playing percussion instruments

Structure: develop understanding of a range of repetition and contrast structures, including use of ostinati

Applying understanding

• Identify how combinations of elements are used in a variety of musical styles, and to communicate musical effects
• Identify different families of instruments and their qualities
• Use and explore notations which are linked to understanding of elements to communicate own musical ideas, including relative pitch
• Identify composers’ intent in music heard and performed
• Identify how music is produced in different ways including the use of ICT

Normanby University

Grade 1

• Note values of semibreve, minim, crotchet, quaver and semiquaver, and their equivalent rests. Tied notes. Single dotted notes and rests.
• Time signatures of 2/4 3/4 4/4.
• Composition of a two-bar rhythms.
• The stave. Treble (G) and bass (F) clefs.
• Names of notes on the stave, including middle C in both clefs. Sharp, flat and natural signs and their cancellation.

Contexts or Purposes

• Examples in addition to KS1

   

  Styles eg:
  Samba

   

  Purposes eg:
  fanfare
  ballad
  celebration

   

  Non-musical stimuli eg:

  images
  localities
  Brazil
  Romans
  French

• Extend accuracy of vocal range (use low A-C’ as a guide)
• Continue to develop expressive effect and quality of sound when singing through increased control of diction, dynamics and tempi
• Sing rounds and partner songs, maintaining accuracy of pitch.
• Demonstrate accuracy and control of technique on full range of unturned percussion and begin to use recorders and own instruments
• Practice use of two beaters on tuned percussion
• Maintain steady beat, and copy and  match rhythm patterns in 2, 3 and 4 metre
• Use and follow hand and eye signals to direct and lead
• Improve their own work
• Rehearse and perform individually, in pairs, groups and as a class with increasing awareness of balance

• Explore the way sounds can be combined and used expressively
• Improvise short repeated rhythmic patterns, building a repertoire of patterns and sequences
• Begin to combine layers of sounds with awareness of the combined effect
• Experiment with capturing, repeating and re-ordering sound patterns and sections of music

• Compare and contrast music heard and performed with an awareness of the music’s context and purpose
• Use a variety of art forms to respond to character, mood and other elements of music
• 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 and others’ work with an awareness of the music’s context and purpose.