The statements below can be used for planning, to inform the teacher's ongoing assessment of a child's musical progress,

or to help with reporting on progress;

Progression Through Musical Dimensions, Skills & Other Knowledge - Fernando Gonzalez
NB: The statements for each individual year group can be found on the tabs below, next to this 'All Year Groups' tab, and can be printed separately (see tabs below ie. All Year Groups, Preschool, Kinder, Year 1 etc.)

Pre-school Kinder YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6

Progression through
Dimensions of Music
imitate high & low sounds (in imitate high & low sounds (in identify high, low & middle identify higher & lower identify higher & lower identify higher & lower identify simple intervals identify simple intervals
the environment); respond to the environment); respond to pitched sounds; respond to pitched sounds; identify rising pitched sounds; identify rising pitched sounds; identify rising between 2 notes; compose between 2 notes; listen,
high & low pitched sounds in high & low pitched sounds in high, low & middle pitched & falling shapes within well- & falling shapes within tunes & falling shapes within tunes tunes (melodies) using their remember & sing back short
movement; recognise & movement; recognise & sounds in movement; create known tunes (melodies) such (melodies) such as leaps, (melodies) such as leaps, voice or on tuned tunes; identify the qualities of
describe high & low sounds, describe high & low sounds, and play high, low & middle as leaps, steps & repeated steps & repeated notes; steps & repeated notes; instruments; describe the different musical scales eg.
including sounds played on including sounds played on pitched musical sounds on notes; respond to falling & respond to falling & rising remember & repeat simple qualities of a 'chromatic' scale major (happy), minor scale
musical instruments and the musical instruments and the instruments; remember rising shapes in music, shapes in music, through tunes; create simple tunes (uses all the black & white (sad or 'Eastern' sounding),
voice; create high & low voice; create high & low simple high-low-middle sound through movement (Dance); movement; remember & using their voice or on tuned notes on a piano, in order ie. pentatonic (Chinese
sounds with their voices sounds with their voices patterns remember & repeat simple repeat simple tunes; create percussion; identify the half tones); explain that the sounding), chromatic (uses all
tunes; create simple tunes simple tunes using their voice different qualities of a major black notes on a piano are black & white notes on piano
using their voice or tuned or tuned percussion; identify scale (happy) & a minor scale sharps & flats; identify the ie. half tones); explain that
percussion the sound quality of a (sad or 'Eastern' sounding); qualities of a jazz 'blues' scale; the black notes on a piano are
pentatonic scale (often used explain that the black notes play the blues scale on tuned sharps & flats; play different
in Chinese music) and know on a piano are sharps & flats; percussion, keyboard or scales on tuned percussion,
PITCH that it is a good scale on play different scales on tuned piano; improvise tunes using keyboard or piano; write
which to improvise tunes; percussion, keyboard or the blues scale; can recognise tunes to their own songs
play a pentatonic scale on piano; create tunes using & explain a little about the using their voice or tuned
tuned percussion or keyboard notes from a major or minor blues scale & blues chord percussion
or piano; create tunes using a scale; can recognise & explain sequence
pentatonic scale a little about musical scales
(called ragas) used in Indian
music

respond to long & short respond to long & short move in time to a steady recognise/move in time to a identify if a piece of music is identify if a piece of music is identify if a piece of music is identify if a piece of music is
sounds in movement; create sounds in movement; create beat; play a steady beat on steady beat; distinguish in 2, 3 or 4 time; mark the in 2, 3 or 4 time; mark the in 2, 3 or 4 time or has a more in 2, 3 or 4 time or has a more
long & short sounds using long & short sounds using percussion with growing between a steady beat & a stronger first beat when stronger first beat when complex time signature eg. 5 complex time signature eg.
their voice/on instruments; their voice/on instruments; control; respond to patterns rhythm pattern; remember & clapping or playing to a steady clapping or playing to a steady or 7 time; mark the stronger mixed time, or in 6/8 time;
identify & describe long & identify & describe long & of long & short sounds in repeat simple rhythm beat; clap, vocalise or play a beat; clap, vocalise or play a first beat when clapping or mark the stronger first beat
short sounds; move in time to short sounds; move in time to movement; copy/create/ patterns by vocalising, rhythm in time to a steady rhythm in time to a steady playing to a steady beat; when clapping or playing to a
a steady beat; play a steady a steady beat; play a steady remember patterns of long & clapping or playing them on beat; create rhythmic beat; create & play rhythmic perform more complex steady beat; perform more
beat on a percussion beat on a percussion short sounds using their instruments; create & play patterns in 2, 3 & 4 time patterns accurately, & with rhythms in time to a steady complex rhythms in time to a
DURATION instrument instrument voice/percussion their own simple rhythm control of tempo, in 2, 3 & 4 beat; create & play rhythmic steady beat; create & play
patterns, using body time patterns accurately, & with rhythmic patterns accurately,
percussion & untuned control of tempo, in 2, 3 & 4 & with control of tempo, in 2,
percussion time & other time signatures 3 & 4 time & other time
signatures
 The statements below can be used for planning, to inform the teacher's ongoing assessment of a child's musical progress, or to help with reporting on progress;

Progression Through Musical Dimensions, Skills & Other Knowledge - Fernando Gonzalez
NB: The statements for each individual year group can be found on the tabs below, next to this 'All Year Groups' tab, and can be printed separately (see tabs below ie. All Year Groups, Preschool, Kinder, Year 1 etc.)

Pre-school Kinder YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6

respond in movement to loud respond in movement to loud respond in movement to respond in movement to respond in movement to use dynamics in music-making use dynamics in music-making use dynamics in music-making
or quiet sounds & silence in or quiet sounds & silence in music which has loud, music which gets louder & music which gets louder & to expressive effect; control & to expressive & imaginative to expressive & imaginative
the environment; respond the environment; respond moderately loud, quiet & gets quieter; create musical gets quieter; create sounds & manipulate sounds getting effect; control & manipulate effect; control & manipulate
to/create loud & quiet to/create loud & quiet silent elements (pauses or patterns which get louder & music which gets louder & louder & getting quieter; the dynamics of musical the dynamics of musical
musical sounds including musical sounds including rests); create loud, get quieter; recognise & gets quieter; recognise & recognise & describe the sounds; describe the sounds; describe the
silence; recognise & describe silence; recognise & describe moderately loud, quiet describe music which gets describe music which gets dynamics within music heard; dynamics within music heard; dynamics within music heard;
music which is loud, quiet or music which is loud, quiet or musical sounds & silence; louder & gets quieter; explain louder & gets quieter; explain explain the importance & explain the importance & explain the importance &
where there are silences where there are silences recognise & describe music the importance & effect of the importance & effect of effect of silence in music (and effect of silent pauses & rests effect of silent pauses & rests
(pauses) (pauses) which is loud, quiet or where silence in music (and before & silence in music (and before & before & after); recognise & in music; recognise & respond in music; recognise & respond
there are silences (pauses) after); recognise & respond to after); recognise & respond to respond to the symbols f, p, to the symbols f, p, ff, pp, to the symbols f, p, ff, pp,
DYNAMICS the symbols f, p, crescendo, the symbols f, p, ff, pp, ff, pp, crescendo/diminuendo crescendo/diminuendo crescendo/diminuendo
diminuendo symbols; crescendo/diminuendo symbols; remember the symbols; remember the symbols; remember the
remember the Italian words symbols; remember the Italian words fortissimo, Italian words fortissimo, Italian words fortissimo,
forte, piano, crescendo, Italian words fortissimo, pianissimo etc. pianissimo etc. pianissimo etc.
diminuendo etc. pianissimo etc.

imitate in movement, things imitate in movement, things respond to fast, moderate & respond in movement to sing & play music which gets sing & play music which gets sing & play music with finer sing & play music with finer
which move quickly/fast or which move quickly/fast or slow paced music in music which gets faster & faster & gets slower; create & faster & gets slower; create & gradations of tempo for gradations of tempo for
slowly; respond to/create slowly; respond to/create movement; recognise & gets slower; create musical control musical patterns control musical rhythms & expressive & creative effect; expressive & creative effect;
faster & slower paced musical faster & slower paced musical describe music which moves patterns which get faster & which get faster & get slower; tunes which get faster & get create & control the tempo of create & control the tempo of
sounds; recognise & describe sounds; recognise & describe at a fast, moderate or slow get slower; recognise & recognise & describe music slower; recognise & describe musical rhythms & tunes; musical rhythms & tunes;
music which moves at a fast music which moves at a fast pace; create fast, moderate or describe music which gets which gets faster & gets music which gets faster & recognise & describe how the recognise & describe how the
or slow pace or slow pace slow paced sounds & music faster & gets slower; explain slower; explain the gets slower; explain the tempo changes in pieces of tempo changes in pieces of
the importance & effect of importance & effect of tempo importance & effect of tempo music; explain the importance music; explain the importance
tempo in music; recognise, in music; recognise, respond in music; recognise, respond & effect of tempo in music; & effect of tempo in music;
TEMPO respond to & remember the to & remember the Italian to & remember the Italian recognise, remember & use recognise, remember & use
Italian terms tempo, terms tempo, accelerando, terms tempo, accelerando, the Italian terms tempo, the Italian terms tempo,
accelerando, decelerando decelerando, rallentando, decelerando, rallentando, accelerando, decelerando accelerando, decelerando
ritardando ritardando (also rallentando, ritardando) (also rallentando, ritardando)
in music-making activities in music-making activities
 The statements below can be used for planning, to inform the teacher's ongoing assessment of a child's musical progress, or to help with reporting on progress;

Progression Through Musical Dimensions, Skills & Other Knowledge - Fernando Gonzalez
NB: The statements for each individual year group can be found on the tabs below, next to this 'All Year Groups' tab, and can be printed separately (see tabs below ie. All Year Groups, Preschool, Kinder, Year 1 etc.)

Pre-school Kinder YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6

imitate a range of sound imitate a range of sound recognise & describe the recognise & describe the recognise, describe & sing with good vocal sing with good vocal sing with good vocal
makers & instruments with makers & instruments with different kinds of sounds different kinds of sounds demonstrate different ways technique & tone quality; play technique & tone quality; play technique & tone quality; play
their voice; recognise & their voice; recognise & instruments make & the way instruments make & the way of using the voice eg. an instrument with technique an instrument with technique an instrument with technique
describe the different kinds of describe the different kinds of they are played eg. they are played eg. with whispering, nasal voice, & control to create a variety & control to create a variety & control to create a variety
sounds instruments make & sounds instruments make & shimmering sounds, swishy beaters, using hands or stick throaty voice, chest voice, of musical sounds from it of musical sounds from it; of musical sounds from it;
the way they are played eg. the way they are played eg. sounds etc; classify sounds by etc; classify sounds by the head voice etc; recognise a (include electric & choose & combine vocal & choose & combine vocal &
tapping sounds, shaky sounds tapping sounds, shaky sounds the materials they are made materials they are made from variety of folk singing vocal computer/digital instrument timbres for instrument timbres for
etc; classify sounds by the etc; classify sounds by the from eg. wooden sounds; eg. metal sounds; choose styles from different parts of instruments); choose & creative effect; describe the creative effect or particular
materials they are made from materials they are made from choose appropriate sounds appropriate sounds for music- the UK, Europe & other parts combine vocal & instrument musical timbre of voices or purpose; describe the musical
eg. wooden sounds; choose eg. wooden sounds; choose for music-making/sound making/sound effects in of the world; choose timbres to create a particular instruments heard; describe timbre of voices or
appropriate sounds for music- appropriate sounds for music- effects in story-telling; make story-telling; make sound- appropriate vocal & effect; describe the musical the ways in which jazz singers instruments heard; identify &
making/sound effects in making/sound effects in sound-makers/homemade makers/homemade instrumental sounds for timbre of voices or use their voices to describe the ways in which
story-telling; make an story-telling; make an instruments for a particular instruments for a particular creative music-making instruments heard; describe imitate/compliment jazz pop & rock singers use their
instrument to create a instrument to create a purpose eg. performance, purpose eg. performance, activities; describe vocal vocal tone/styles & the instruments eg. scat etc; voices for their particular
particular sound particular sound sound effects sound effects tone/styles & the timbre of timbre of instruments used in identify the ways in which jazz style of music; identify the
TIMBRE instruments used in Chinese Indian music heard musicians commonly use & ways in which pop & rock
& Japanese music heard change the sound of their band musicians commonly
instruments eg. muted use & experiment with the
trumpet; describe vocal sound of their instruments eg.
tone/styles & the timbre of electric guitar sounds; create
instruments used in African & change electronic/digital
music heard sounds using music software

distinguish one sound from distinguish one sound from distinguish one musical distinguish a solo from a distinguish a solo from a distinguish a solo from an recognise & name different recognise & name different
many sounds together; many sounds together; sound, a solo, from two or group of singers or players; group of singers or players; ensemble (group of textures/parts when listening textures/parts when listening
choose & combine sounds choose & combine sounds more sounds layered recognise accompaniments & recognise accompaniments & musicians); distinguish the to music eg. solo, unison, to music eg. solo, unison,
together when music-making together when music-making together; choose & combine different layers in music different layers in music melody (tune) from the harmony, backing singers etc; harmony, backing singers etc;
sounds together when music- heard; combine & layer heard; combine & layer accompaniment, in pieces of recognise different styles of recognise different styles of
making sounds together when sounds together to create a music heard; use a variety of accompaniment eg. drone accompaniment eg. drone
creative music-making particular texture or effect vocal & instrument (repeated bass notes, such as (repeated bass notes, such as
when creative music-making; combinations & textures on bagpipes), ostinato (repeat on bagpipes), ostinato (repeat
create simple chords on a when playing or composing; rhythmic or melodic pattern), rhythmic or melodic pattern),
variety of different create simple chords on a chords, broken chords etc; chords, broken chords etc;
TEXTURE instruments variety of different use a variety of vocal & use a variety of vocal &
instruments & with voices instrument combinations, instrument combinations,
harmonies & textures when harmonies & textures when
playing or composing playing or composing

sequence/organise/order sequence/organise/order sequence/organise/order sequence/organise/order recognise & describe simple recognise & describe musical recognise & describe musical recognise & describe common
sounds to accompany a story, sounds to accompany a story, sounds to accompany a story, sounds to accompany a story, musical structures in music structures in music heard eg. structures in music heard eg. musical structures in classical
a song or whilst creating their a song or whilst creating their a song or when creating their a song or when creating their heard eg. verse & chorus pieces of music in rondo form 12 bar blues chord sequence, music eg. sonata, symphony,
own music own music own music; recognise simple own music; recognise simple songs, call & response songs, (ABACADA etc), 'theme & leitmotif (a recurrent theme concerto; describe
musical structures eg. musical structures eg. pieces of music in binary form variations'; create their own played throughout a piece, conventional & more
beginnings & endings, verse & beginnings, middles & (AB), ternary form (ABA music within a rondo representing a character or unconventional structures
chorus songs, echo songs, endings, verse & chorus structure); create their own structure; create a 'variation' idea); play a 12 bar blues used in pop, rock & film music
STRUCTURE pieces in two parts ie. AB songs, call & response songs, music within simple on a theme chord sequence; improvise eg. Bohemian Rhapsody,
structure pieces with ABA structures (as above) over a 12 bar blues chord Overture to The Sound of
structure/form sequence; create a musical Music (a 'montage' of songs)
story with leitmotif
 The statements below can be used for planning, to inform the teacher's ongoing assessment of a child's musical progress, or to help with reporting on progress;

Progression Through Musical Dimensions, Skills & Other Knowledge - Fernando Gonzalez
NB: The statements for each individual year group can be found on the tabs below, next to this 'All Year Groups' tab, and can be printed separately (see tabs below ie. All Year Groups, Preschool, Kinder, Year 1 etc.)

Pre-school Kinder YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6

Progression in Musical
Skills
use their voice in different use their voice in different use their voice in different use their voice to express the sing songs mainly with sing songs mainly with sing songs mainly with sing songs mainly with
ways, for talking, whispering, ways, for talking, whispering, ways, for talking, whispering, character & mood of a song; accurate pitch; sing with accurate pitch; sing with accurate pitch; sing with accurate pitch; sing with
singing, shouting, making singing, shouting, making singing, shouting, making sing solo; perform more control, using a good singing control, using a quality singing control, using a quality singing control, using a quality singing
sounds; use their voice to sounds; use their voice to sounds; use their voice to complex songs from memory; tone; sing with expression; tone; sing with expression; tone; sing with expression & tone; sing with expression &
create a character/express an create a character/express an create a character/express an maintain their part, when sing with clear diction; use sing with clear diction; use awareness of a song's style; awareness of a song's style;
emotion; sing songs & rhymes emotion; sing songs & rhymes emotion; participate in class singing simple 2-part songs or their voice as an instrument; their voice as an instrument; sing with clear diction; use sing with clear diction; use
from memory; participate in from memory; participate in singing; sing solo; perform chants; perform songs with use their voice creatively; use their voice creatively; their voice as an instrument; their voice as an instrument;
class singing; sing solo class singing; sing solo songs, chants & rhymes from clear diction/rhythmic maintain their part in a round maintain their part in a round, use their voice creatively; use their voice creatively;
SINGING memory; perform songs with accuracy; sing songs mainly or 'partner song' 'partner song' or other part- maintain their part in a more maintain their part in a more
clear diction/appropriate with accurate pitch song complex round or part-song, complex round or part-song,
expression with an awareness of balance with an awareness of balance
between parts between parts

participate in simple body participate in simple body participate in instrument play instruments with care & play instruments with care & play instruments with care & play instruments with care & play instruments with care &
percussion & instrument percussion & instrument playing activities & games; control; play tuned & untuned control; play tuned & untuned control; play tuned & untuned control; play tuned & untuned control; play tuned & untuned
playing activities & games; playing activities & games; play instruments with care & percussion instruments percussion instruments percussion instruments percussion instruments percussion instruments
play instruments with care & play instruments with care & control; play percussion (single handed & two handed) (single handed & two handed) (single handed & two handed) (single handed & two handed) (single handed & two handed)
control; play patterns/a control; copy simple rhythm instruments (single handed & with appropriate techniques; with appropriate techniques; with appropriate techniques; with appropriate techniques; with appropriate techniques;
steady beat on instruments patterns on an instrument; two handed) with appropriate play simple rhythmic & play simple rhythmic & play more complex rhythmic play more complex rhythmic play more complex rhythmic
play a steady beat on an techniques; play simple melodic patterns with melodic patterns with & melodic patterns with & melodic parts on & melodic parts on
instrument rhythmic patterns with accuracy; play a steady beat accuracy; play a steady beat accuracy & fluency; play a instruments with accuracy, instruments with accuracy,
accuracy; play a steady beat accurately on an instrument; accurately on an instrument; steady beat accurately on an fluency & awareness of fluency & awareness of
accurately on an instrument; maintain a simple rhythm or maintain a simple rhythm, instrument; maintain a simple phrasing & timing; play a part phrasing & timing; play a part
maintain a simple rhythm or steady beat on an instrument steady beat or other part on rhythm, steady beat or other in an ensemble, with in an ensemble, with
steady beat on an instrument as an accompaniment an instrument as an part on an instrument as an awareness of balance; play awareness of balance; play
PLAYING as an accompaniment accompaniment; play a part in accompaniment; play a part in instruments expressively & instruments expressively &
INSTRUMENTS an ensemble, with awareness an ensemble, with awareness creatively when music-making creatively when music-making
of balance; play instruments of balance; play instruments
expressively & creatively expressively & creatively
when music-making when music-making
 The statements below can be used for planning, to inform the teacher's ongoing assessment of a child's musical progress, or to help with reporting on progress;

Progression Through Musical Dimensions, Skills & Other Knowledge - Fernando Gonzalez
NB: The statements for each individual year group can be found on the tabs below, next to this 'All Year Groups' tab, and can be printed separately (see tabs below ie. All Year Groups, Preschool, Kinder, Year 1 etc.)

Pre-school Kinder YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6

follow patterns, signs & follow patterns, signs & follow patterns, signs & follow signs & symbols which follow signs & symbols which follow musical symbols such follow musical symbols such follow musical symbols such
symbols which represent symbols which represent symbols which represent represent musical sounds; represent musical sounds; as those which indicate as those which indicate as those which indicate
musical sounds; record music musical sounds; record music musical sounds; record their record their own musical record their own musical dynamics or tempo; record dynamics or tempo; record dynamics or tempo; record
heard/their own musical heard/their own musical own musical ideas using ideas using pictures, simple ideas using pictures, grids or their own musical ideas using their own musical ideas using their own musical ideas using
ideas using pictures or 3D ideas using pictures or 3D pictures, simple grids or grids or symbols; choose, symbols; choose, invent & pictures, grids or symbols; pictures, grids or symbols; pictures, grids or symbols;
objects objects symbols invent & order symbols to order symbols to represent choose, invent & order choose, invent & order choose, invent & order
represent sounds or sound sounds or rhythm & pitch symbols to represent sounds symbols to represent sounds symbols to represent sounds
patterns; read/vocalise or patterns; read/vocalise or or rhythm & pitch patterns; or rhythm & pitch patterns; or rhythm & pitch patterns;
clap back/play simple clap back/play simple read/ vocalise or clap read/ vocalise or clap read/ vocalise or clap
crotchet & quaver rhythms, crotchet & quaver rhythms, back/play/ write rhythms, back/play/ write rhythms, back/play/ write rhythms,
including crotchet rests, in including crotchet rests, in including crotchets, quavers, including crotchets, quavers, including crotchets, quavers,
standard musical notation standard musical notation; crotchet rests & minims, in crotchet rests, minims & crotchet rests, minims &
recognise some notes written standard musical notation; semi-quavers in standard semi-quaver patterns in
on a stave eg. E G A; recognise some notes written musical notation; recognise standard musical notation;
NOTATION recognise & name elements on a stave eg. C D E G A; notes middle C to C above recognise notes middle C to C
of a simple musical score eg. recognise & name elements written on a stave eg. C D E F above written on a stave eg. C
stave, lyrics, treble clef, time of a simple musical score eg. G A B C; recognise & name D E F G A B C; recognise &
signature stave, lyrics, treble clef, bass elements of a simple musical name elements of a simple
clef, time signature score eg. stave, lyrics, treble musical score eg. stave, lyrics,
clef, bass clef, time signature, treble clef, bass clef, time
key signature signature, key signature

find sounds & create music find sounds & create music find sounds & create sounds find sounds, create sounds & find sounds, create sounds & find sounds, create sounds & find sounds, create sounds & find sounds, create sounds &
using age-appropriate using age-appropriate and music using electronic compose music using compose music using compose music using compose music using compose music using
electronic keyboards/musical electronic keyboards/musical keyboards/musical electronic keyboards/musical electronic keyboards/musical electronic keyboards/musical electronic keyboards/musical electronic keyboards/musical
USING MUSIC apps/musical software apps/musical software apps/musical software apps/musical software; know apps/musical software; know apps/musical software; know apps/musical software; know apps/musical software; know
TECHNOLOGY difference between 'voices' & difference between 'voices' & difference between 'voices' & difference between 'voices' & difference between 'voices' &
'styles' on a keyboard 'styles' on a keyboard 'styles' on a keyboard 'styles' on a keyboard 'styles' on a keyboard

listen with attention to short listen with attention to short listen with attention to short listen with attention to longer listen with attention to longer listen with attention to longer listen with attention to longer listen with attention to longer
pieces of music, both live & pieces of music, both live & pieces of music, both live & pieces of music, both live & pieces of music, both live & pieces of music, both live & pieces of music, both live & pieces of music, both live &
recorded; respond to recorded; respond to recorded; respond to recorded; respond to recorded; respond to recorded; respond to recorded; respond to recorded; respond to
different kinds of music different kinds of music different kinds of music different kinds of music different kinds of music different kinds of music different kinds of music different kinds of music
appropriately and with an appropriately and with an appropriately and with an appropriately and with an appropriately and with an appropriately and with an appropriately and with an appropriately and with an
awareness of the needs of awareness of the needs of awareness of the needs of awareness of the needs of awareness of the needs of awareness of the needs of awareness of the needs of awareness of the needs of
other listeners; respond to other listeners; respond to other listeners; respond to other listeners; respond to other listeners; respond to other listeners; respond to other listeners; respond to other listeners; respond to
LISTENING music heard, when music heard, when music heard, when music heard, when music heard, when music heard, when music heard, when music heard, when
appropriate, through appropriate, through appropriate, through appropriate, through appropriate, through appropriate, through appropriate, through appropriate, through
movement, art or by creating movement, art or by creating movement, art or by creating movement, art or by creating movement, art or by creating movement, art or by creating movement, art or by creating movement, art or by creating
their own music their own music their own music their own music their own music their own music their own music their own music

use musical words to describe use musical words to describe use musical words to describe use musical vocabulary to use musical vocabulary to use musical vocabulary to use musical vocabulary to use musical vocabulary to
sounds & music they hear or sounds & music they hear or sounds & music they hear or describe sounds & music they describe sounds & music they describe sounds & music they describe sounds & music they describe sounds & music they
create eg. high/low, create eg. high/low, create eg. higher/lower, hear or create eg. hear or create; use musical hear or create; use musical hear or create; use musical hear or create; use musical
fast/slow, shaky fast/slow, shaky faster/slower, louder/softer, higher/lower, rhythm, beat, vocabulary to express an vocabulary to express an vocabulary to express an vocabulary to express an
steady beat louder/softer, pitch, tempo opinion about music they opinion about music they opinion about music they opinion about music they
DESCRIBING & hear eg. higher/lower, hear eg. higher/lower, hear eg. crotchet, hear eg. forte/piano, rhythm,
DISCUSSING rhythm, beat, forte/piano, rhythm, beat, crescendo, forte/piano, rhythm, beat, phrase, crescendo, pitch,
tune, tempo, soprano, bass pitch, tempo, forte/piano, crescendo, pitch, tempo, jazz melody, accompaniment
etc. folk etc. etc.
 The statements below can be used for planning, to inform the teacher's ongoing assessment of a child's musical progress, or to help with reporting on progress;

Progression Through Musical Dimensions, Skills & Other Knowledge - Fernando Gonzalez
NB: The statements for each individual year group can be found on the tabs below, next to this 'All Year Groups' tab, and can be printed separately (see tabs below ie. All Year Groups, Preschool, Kinder, Year 1 etc.)

Pre-school Kinder YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6

participate in spontaneous participate in spontaneous participate in spontaneous participate in spontaneous participate in spontaneous participate in spontaneous participate in spontaneous participate in spontaneous
music-making; sing and dance music-making; sing and dance music-making; sing and dance music-making; sing and dance music-making; sing and dance music-making; sing and dance music-making; sing and dance music-making; sing and dance
freely/spontaneously to a freely/spontaneously to a freely/spontaneously to a freely/spontaneously to a freely/spontaneously to a freely/spontaneously to a freely/spontaneously to a freely/spontaneously to a
piece of music; make up their piece of music; make up their piece of music; make up their piece of music; make up their piece of music; make up their piece of music; invent vocal piece of music; invent vocal piece of music; invent vocal
own words or verses to a song own words or verses to a song own words or verses to a song own words or verses to a song own words or verses to a song improvisations when singing a improvisations when singing a improvisations when singing a
spontaneously; extend a song spontaneously; extend a song spontaneously; extend a song spontaneously; express ideas spontaneously; express ideas song, spontaneously; express song, spontaneously; express song, spontaneously; express
or rhyme spontaneously; play or rhyme spontaneously; play or rhyme spontaneously; in a 'fill-in-the-gap' singing in a 'fill-in-the-gap' singing ideas in a 'fill-in-the-gap' ideas in a 'fill-in-the-gap' ideas in a 'fill-in-the-gap'
along on instruments to a along on instruments to a create patterns on game ('rondo'); extend a song game or instrument game singing game or instrument singing game or instrument singing game or instrument
piece of music heard, piece of music heard, instruments to play along or chant spontaneously; ('rondo'); extend a song or game ('rondo'); extend a song game ('rondo'); extend a song game ('rondo'); extend a song
spontaneously spontaneously with a piece of music heard, create rhythms on chant spontaneously; create or chant spontaneously; or chant spontaneously; or chant spontaneously;
spontaneously instruments to play along rhythms on instruments to create rhythms on create rhythms on create rhythms on
with a piece of music heard, play along with a piece of instruments to play along instruments to play along instruments to play along
IMPROVISING spontaneously; create tunes music heard, spontaneously; with a piece of music heard, with a piece of music heard, with a piece of music heard,
spontaneously on a create tunes spontaneously spontaneously; create tunes spontaneously; perform spontaneously; create tunes
pentatonic scale (you can't go on a pentatonic scale (you spontaneously on a simple tunes using a 'blues spontaneously on a
wrong!) can't go wrong!) pentatonic scale (you can't go scale' over a 'blues' chord pentatonic scale (you can't go
wrong!) progression (jazz project). wrong!)

participate/contribute ideas participate/contribute ideas participate/contribute ideas participate/contribute ideas participate/contribute ideas participate/contribute ideas participate/contribute ideas participate/contribute ideas
in creative music-making in creative music-making in creative music-making in creative music-making in creative music-making in creative music-making in creative music-making in creative music-making
activities; invent their own activities; invent their own activities; invent their own activities; invent their own activities; invent & develop activities; invent & develop activities; invent & develop activities; invent & develop
musical patterns, songs, musical patterns, songs, musical patterns, songs, musical patterns, songs, their own increasingly their own increasingly their own increasingly their own increasingly
dances or pieces of music dances or pieces of music dances or pieces of music dances or pieces of music complex songs, dances or complex songs, dances or complex songs, dances or complex songs, dances or
COMPOSING (either individually or as part (either individually or as part (either individually or as part (either individually or as part pieces of music (either pieces of music (either pieces of music (either pieces of music (either
of a group) of a group) of a group) of a group) individually or as part of a individually or as part of a individually or as part of a individually or as part of a
group) group) group) group)

take the lead in a class sing- take the lead in a class sing- take the lead in a class sing- take the lead in a class sing- choose material & take the take the lead in a class sing- take the lead in a class sing- take the lead in a class sing-
song; explain to others how a song; explain to others how a song or class band; explain to song or class band; explain to lead in class singing or song or class band; explain to song or class band; explain to song or class band; explain to
song or piece of music should song or piece of music should others how a song or piece of others how a song or piece of directing a class band; explain others how a song or piece of others how a song or piece of others how a song or piece of
be performed (louder, faster be performed (louder, faster music should be performed music should be performed to others how a song or music music should be performed music should be performed music should be performed
etc.); use physical gestures or etc.); use physical gestures or (louder, slower etc.); use (louder, slower etc.); use should be performed (faster, (louder, slower etc.); use (louder, slower etc.); use (louder, slower etc.); use
symbols to express to others symbols to express to others physical gestures (cues) or physical gestures (cues) or sadly etc.); use physical physical gestures (cues) or physical gestures (cues) or physical gestures (cues) or
when music should be start or when music should be start or symbols to express to others symbols to express to others gestures (cues) to express to symbols to express to others symbols to express to others symbols to express to others
stop. stop. when music should start or when music should start or others when music should when music should start or when music should start or when music should start or
stop, and how music should stop, and how music should start or stop, and how music stop, and how music should stop, and how music should stop, and how music should
CONDUCTING be performed be performed; explain the should be performed; be performed; recognise & be performed; recognise & be performed; recognise &
role of a conductor or band recognise & beat 2, 3 & 4 beat 2, 3 & 4 time; explain the beat 2, 3 & 4 time; explain the beat 2, 3 & 4 time; explain the
leader time; explain the role of a role of a conductor or band role of a conductor or band role of a conductor or band
conductor or band leader leader leader leader

follow & respond to simple follow & respond to simple follow & respond to simple follow & respond to simple follow & respond to simple follow & respond to simple follow & respond to simple follow & respond to simple
musical directions & gestures musical directions & gestures musical directions & gestures musical directions & gestures musical directions & gestures musical directions & gestures musical directions & gestures musical directions & gestures
eg. start & stop together; eg. start & stop together; eg. start & stop with others, eg. start & stop with others, eg. begin & end together, play eg. begin & end together, play eg. begin & end together, play eg. begin & end together, play
explain why practising is explain why practising is get louder, get faster etc; get louder, get faster etc; more quietly, get faster etc; more quietly, get faster etc; more quietly, get faster etc; more quietly, get faster etc;
important (to make the important (to make the explain why practising & explain why practising & explain why practising & explain why practising & explain why practising & explain why practising &
singing & playing better); singing & playing better); rehearsing are important to rehearsing are important to rehearsing are important to rehearsing are important to rehearsing are important to rehearsing are important to
REHEARSING demonstrate patience whilst demonstrate patience whilst improve a performance; improve a performance; improve a performance; improve a performance; improve a performance; improve a performance;
waiting to perform! waiting to perform! demonstrate patience whilst demonstrate patience whilst demonstrate patience whilst demonstrate patience whilst demonstrate patience whilst demonstrate patience whilst
waiting to perform! (part of waiting to perform! (part of waiting to perform! (part of waiting to perform! (part of waiting to perform! (part of waiting to perform! (part of
showbiz!) showbiz!) showbiz!); showbiz!) showbiz!) showbiz!)
 The statements below can be used for planning, to inform the teacher's ongoing assessment of a child's musical progress, or to help with reporting on progress;

Progression Through Musical Dimensions, Skills & Other Knowledge - Fernando Gonzalez
NB: The statements for each individual year group can be found on the tabs below, next to this 'All Year Groups' tab, and can be printed separately (see tabs below ie. All Year Groups, Preschool, Kinder, Year 1 etc.)

Pre-school Kinder YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6

sing, dance or play an sing, dance or play an sing, dance or play an sing, dance or play an sing, dance, play an sing, dance, play an sing, dance, play an sing, dance, play an
instrument in front of other instrument in front of other instrument in front of other instrument assuredly in front instrument or conduct instrument or conduct instrument or conduct instrument or conduct
PERFORMING people (or an audience of people (or an audience of people (or an audience of of other people (or an assuredly in front of an assuredly in front of an assuredly in front of an assuredly in front of an
people) people) people) audience of people) audience audience audience audience

Progression in Other
Musical Knowledge
(where appropriate)
Topic-linked or of teacher's or Topic-linked or of teacher's or Topic-linked or of teacher's or Topic-linked or of teacher's or Suggested period of study, Suggested period of study, Suggested period of study, Suggested period of study,
children's choice, as children's choice, as children's choice, as children's choice, as progressing through KS2: progressing through KS2: progressing through KS2: progressing through KS2: 20th
appropriate for group appropriate for group appropriate for group appropriate for group Prehistoric & Ancient music Baroque period (1600 - 1760); Romantic (1780 - 1910) & century (1900 - 2000)
(pre year 400); Early Music: Classical period (1730 - 1830) Impressionist period (1875 - Postmodern (1975 to present)
HISTORY OF MUSIC Gregorian Chant & Medieval 1925) 21st century (2000 to
(CLASSICAL) music (400 - 1400), present)
Renaissance music (1400 -
1600)

listen attentively/respond in listen attentively/respond in name & recount facts about name & recount facts about name & recount facts about name & recount facts about name & recount facts about name & recount facts about
movement/through art to movement/through art to the lives of some great the lives of some great the lives of some great the lives of some great the lives of some great the lives of some great
music, some of it by great music, some of it by great composers of the classical composers of the classical composers of the Medieval composers of the Baroque composers of the Romantic 'classical' composers of 20th
composers of the classical composers of the classical music tradition (either topic- music tradition (either topic- period (including Gregorian period: Handel, JS Bach, period: (earlier) Berlioz, century: Schoenberg,
tradition tradition linked or of the teacher's or linked or of the teacher's or Chant): Romanos the Telemann, Monteverdi, Chopin, Mendelssohn, Liszt, Stravinsky, Berg, Webern,
children's choice, and as children's choice, and as Melodist, Hildegard of Bingen, Purcell; name & recount facts Verdi; (later) Brahms, Prokofiev, Cage, Reich,
appropriate for group) appropriate for group) Machaut, Landini, John about the lives of some great Bruckner, Wagner, Verdi, Stockhausen, Britten,
Dunstaple; name & recount composers of the Classical Tchaikovsky; name & recount Carpenter, Gershwin, Vaughn-
facts about the lives of some period: Haydn, Mozart, facts about the lives of some Williams; name & recount
great composers of the Beethoven, Schubert, Rossini, great composers of the facts about the lives of some
Renaissance period: Tallis, Paganini Impressionist period: great composers of musical
Byrd, Palestrina Debussy, Ravel, Delius, theatre: Leonard Bernstein,
Albeniz, Sibelius Lionel Bart, Rogers &
GREAT COMPOSERS Hammerstein, Rice & Lloyd-
(CLASSICAL) Webber; name & recount
facts about the lives of some
great composers of film
music: John Williams, Elmer
Bernstein, Michael Giacchino,
Jerry Goldsmith, Hans Zimmer

respond to/express an respond to/express an respond to/express an respond to/express an recount some of the recount some of the recount some of the recount some of the
opinion on music played by opinion on music played by opinion on music played by opinion on music played by important events in the important events in the important events in the important events in the
great jazz, folk, pop, classical great jazz, folk, pop, classical great jazz, folk, pop, classical great jazz, folk, pop, classical history of popular music: rock history of folk music & folk history of jazz: blues through history of film music &
HISTORY OF MUSIC or other musicians of the past or other musicians of the past or other musicians of the past or other musicians of the past 'n roll to present day songs (UK & World) to present day computer games music (eg.
(JAZZ, FOLK, POP, or present (either topic-linked or present (either topic-linked or present (either topic-linked or present (either topic-linked film score composers now
MUSICALS, FILM or of the teacher's or or of the teacher's or or of the teacher's or or of the teacher's or often create computer-made
MUSIC & OTHER) children's choice, and as children's choice, and as children's choice, and as children's choice, and as music, whereas in the past
appropriate for group) appropriate for group) appropriate for group) appropriate for group) they used live musicians etc.)
 The statements below can be used for planning, to inform the teacher's ongoing assessment of a child's musical progress, or to help with reporting on progress;

Progression Through Musical Dimensions, Skills & Other Knowledge - Fernando Gonzalez
NB: The statements for each individual year group can be found on the tabs below, next to this 'All Year Groups' tab, and can be printed separately (see tabs below ie. All Year Groups, Preschool, Kinder, Year 1 etc.)

Pre-school Kinder YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6

listen attentively/respond in listen attentively/respond in respond to/express an respond to/express an name & recount facts about name & recount facts about name & recount facts about name & recount facts about
movement/through art to movement/through art to opinion on music played by opinion on music played by the lives of some great singers the lives of some great folk the lives of some great jazz the lives of some great
music, some of it by great music, some of it by great great jazz, folk, pop, classical great jazz, folk, pop, classical & musicians of popular music: musicians: Dolly Parton, Bob musicians: Ella Fitzgerald, creators of electronic music &
jazz, folk, pop, classical or jazz, folk, pop, classical or or other musicians of the past or other musicians of the past Elvis, David Bowie, Elton John, Dylan, The Seekers, Joni Louis Armstrong, Charlie DJs: Jean Michel Jarre,
other musicians of the past or other musicians of the past or or present (either topic-linked or present (either topic-linked Paul McCartney, Stevie Mitchell, Woodie Guthrie, The Parker, Miles Davis, Duke Vangelis, Gary Numan, Jam
present (either topic-linked or present (either topic-linked or or of the teacher's or or of the teacher's or Wonder, Michael Jackson, Weavers, The Irish Rovers, Ellington, Billie Holiday, Sarah Master Jay, Blue Monday,
of the teacher's or children's of the teacher's or children's children's choice, and as children's choice, and as Gary Barlow, Whitney The Carter Family, Cat Vaughn, Theolonius Monk, Kraftwerk to... Deadmau5,
choice, and as appropriate for choice, and as appropriate for appropriate for group) appropriate for group) Houston, Adele, Aretha Stevens, Charlie Poole; name Dave Brubeck, Oscar Avicii, Moby, Zedd, David
group) group) Franklin, Madonna; name & & recount facts about the Peterson; name & recount Guetta, Daft Punk, Martin
recount facts about the lives lives of some great string facts about the lives of some Garrix; name & recount facts
of some great classical singers players (Ida Haendel, Yehudi great woodwind & brass about the lives of some great
GREAT MUSICIANS (The Three Tenors, Monserrat Menuhin, Itzhak Perlman, players (Sabine Meyer, Martin percussionists (Tim Curle, Ray
Caballe, Maria Callas, Andrea Nicola Benedetti, Jacqueline Frost, William Grant Still, Cooper, Evelyne Glennie etc.)
Bocelli, Kiri Te Kanawa etc.) du Pre etc.) Jennifer Paull, James Galway,
Albrecht holder, Dizzie
Gillespie, Wynton Marsalis
etc.)

respond in movement/ respond in movement/ express an opinion on/ express an opinion on/ explain the unique qualities of explain the unique qualities of explain the unique qualities of explain the unique qualities of
through art to music through art to music respond in movement/ respond in movement/ music originating from folk songs & folk music music originating from music originating from
originating from different originating from different respond through art to music respond through art to music different parts of the originating from different different parts of the different parts of the
parts of the UK/other parts of parts of the UK/other parts of originating from different originating from different UK/other parts of the world parts of the UK/Europe/other UK/other parts of the world UK/other parts of the world
the world (either topic-linked the world (either topic-linked parts of the UK/other parts of parts of the UK/other parts of (topic-linked where parts of the world (some (topic-linked where (topic-linked where
or of the teacher's or or of the teacher's or the world (either topic-linked the world (either topic-linked appropriate, but to include examples chosen to link with appropriate, but to include appropriate, but to include
WORLD MUSIC children's choice, and as children's choice, and as or of the teacher's or or of the teacher's or the music of China & Japan) class topics, if relevant - but the music of Africa/Latin music of native American
appropriate for group) appropriate for group) children's choice, and as children's choice, and as to also include music from America) Indians & other forms of
appropriate for group) appropriate for group) India & other parts of Asia) music originating from the
USA)

recognise & name a variety of recognise & name a variety of recognise & name a variety of recognise & name a variety of recognise & name a variety of recognise & name a variety of recognise & name the recognise & name the
classroom tuned & untuned classroom tuned & untuned classroom tuned & untuned classroom tuned & untuned instruments of the orchestra instruments of the orchestra instruments of the orchestra instruments of the orchestra
percussion; can name some percussion; name some other percussion; name some percussion; name common & other ensembles; (year & other ensembles: (year & other ensembles: (year & other ensembles: (year
other common musical common musical instruments common instruments of the instruments of the orchestra group focus) recognise & group focus) recognise & group focus) recognise & group focus) recognise &
instruments orchestra and other and other ensembles (such as name different singing voices name different string name different woodwind & name different orchestral
ensembles those used by rock & pop ie. SATB (soprano, alto, tenor, instruments & instruments brass instruments, and other percussion instruments & a
INSTRUMENT NAMES bands) bass) - see also link to Science used in folk music instruments used in jazz variety of instruments &
Of Music focus 'how the voice music equipment used to make
works' electronic music

classify/sort classroom classify/sort classroom classify/sort percussion classify/sort percussion classify/sort musical categorise instruments into categorise instruments into categorise instruments into
percussion instruments by percussion instruments by instruments by sound, instruments by sound, instruments by sound, their instrument families eg. their instrument families eg. their instrument families eg.
sound, materials or how they sound, materials or how they materials or how they are materials or how they are materials or how they are tuned percussion, untuned tuned percussion, untuned tuned percussion, untuned
are played; explain that those are played; explain that those played; categorise some other played; categorise some other played; categorise percussion, strings, brass, percussion, strings, brass, percussion, strings, brass,
instruments are in the instruments are in the instruments into their instruments into their instruments into their woodwind, keyboard, electric woodwind, keyboard, electric woodwind, keyboard, electric
INSTRUMENT percussion instrument family percussion instrument family instrument families eg. instrument families eg. tuned instrument families eg. tuned instruments, electronic instruments, electronic instruments, electronic
FAMILIES percussion, strings, brass, percussion, untuned percussion, untuned instruments (computer instruments (computer instruments (computer
woodwind, keyboard percussion, strings, brass, percussion, strings, brass, sequencers etc.) sequencers etc.) sequencers etc.)
woodwind, keyboard, electric woodwind, keyboard, electric
instruments instruments
 The statements below can be used for planning, to inform the teacher's ongoing assessment of a child's musical progress, or to help with reporting on progress;

Progression Through Musical Dimensions, Skills & Other Knowledge - Fernando Gonzalez
NB: The statements for each individual year group can be found on the tabs below, next to this 'All Year Groups' tab, and can be printed separately (see tabs below ie. All Year Groups, Preschool, Kinder, Year 1 etc.)

Pre-school Kinder YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6

recognise & name some recognise & name some recognise & name some recognise & name some recognise & name a variety of recognise & name a variety of recognise & name a variety of recognise & name the
common ensembles of common ensembles of common ensembles of common ensembles of vocal ensembles eg. choir, ensembles of musicians jazz ensembles eg. jazz combo symphony orchestra & the
musicians eg. orchestra, rock musicians eg. orchestra, rock musicians eg. orchestra, rock musicians eg. orchestra, rock singing duo, barbershop (particular Y4 focus: string (jazz trio or quartet etc.), instrument sections within it
or pop band, choir or pop band, choir or pop band, choir or pop band, choir, brass trio/quartet/ quintet, boy ensembles & folk groups): concert band, big band, eg. string section, woodwind
band, military or marching band, girl group, chorus string trio/quartet/quintet Dixieland band, swing band, section, brass section,
ENSEMBLES & band (musicals & opera) etc, string orchestra, chamber jazz fusion band (jazz rock percussion section
GROUPS orchestra; folk bands from band), Latin jazz band
the British Isles & other parts
of the world

Topic-linked, or as Topic-linked, or as Linked to science curriculum Linked to science curriculum explain how the voice works (NC Science requirements) Revision & extension of Y4 Revision & extension of Y4
appropriate for group eg. appropriate for group eg. or relevant classroom topics, or relevant classroom topics, (vocal chords) & how to look explain how sounds are made sound science component: sound science component:
express what they see when a express how it feels when as appropriate as appropriate after your voice; Topic or on different types of explain how sounds are made explain how sounds are made
recorder is blown under they touch a vibrating violin science curriculum-linked instrument, and how those on different types of on different types of
water or what rice does on string with their finger; sounds are changed in pitch & instrument, and how those instrument, and how those
the skin of a large vibrating express how the sound of a volume; explain how sounds sounds are changed in pitch & sounds are changed in pitch &
drum skin! (Note, links to trombone changes when the reach the ear; explain how volume; explain how sounds volume; explain how sounds
SCIENCE OF MUSIC Early Years Area Of Learning: length of a trombone slide sounds get fainter with reach the ear; explain how reach the ear; explain how
'Understanding The World') changes (Note, links to Early regards to distance from the sounds get fainter with sounds get fainter with
Years Area Of Learning: sound source regards to distance from the regards to distance from the
'Understanding The World') sound source sound source

Please note, the statements Please note, the statements

above, for Preschool, do not above, for kinder, do not
directly relate to the Early directly relate to the Early
Years Areas of Learning or Years Areas of Learning or
Early Years Learning Goals. Early Years Learning Goals.
Rather, they are an extension Rather, they are an extension
'downwards' of the KS1 music 'downwards' of the KS1 music
curriculum, and may need curriculum, and may need
rephrasing in light of your own rephrasing in light of your own
EY planning format. However, EY planning format. However,
they will provide you with a they will provide you with a
comprehensive list of age- comprehensive list of age-
appropriate musical activity appropriate musical activity
ideas, and points for ideas, and points for
observation during those observation during those
musical activities. musical activities.

NB: The statements for each individual year group can be

found on the tabs at the bottom of this sheet and printed
separately (see tabs below ie. Preschool, Kinder, Year 1
etc.)
The statements below can be used to help inform the teacher's ongoing assessment of a child's musical progress and to report on
their progress; Statements might begin with: …is not yet able to… …is able to… …is confidently able to...

Musical Dimensions, Skills & Other Knowledge - Nursery

Preschool
Please note, the statements below do not directly relate to the Early Years Areas of Learning or Early Years Learning Goals. Rather,
they are an extension 'downwards' of the KS1 music curriculum, and may need rephrasing in light of your own EY planning format.
However, they will provide you with a comprehensive list of age-appropriate musical activity ideas, and points for observation during
those musical activities.

Dimensions of Music
PITCH imitate high & low sounds (in the environment); respond to high & low pitched sounds in movement;
recognise & describe high & low sounds, including sounds played on musical instruments; create high &
low sounds with their voices
DURATION respond to long & short sounds in movement; create long & short sounds using their voice/on
instruments; identify & describe long & short sounds; move in time to a steady beat; play a steady beat
on a percussion instrument
DYNAMICS respond in movement to loud or quiet sounds & silence in the environment; respond to/create loud &
quiet musical sounds including silence; recognise & describe music which is loud, quiet or where there
are silences (pauses)
TEMPO imitate in movement, things which move quickly/fast or slowly; respond to/create faster & slower paced
musical sounds; recognise & describe music which moves at a fast or slow pace
TIMBRE imitate a range of sound makers & instruments with their voice; recognise & describe the different kinds
of sounds instruments make & the way they are played eg. tapping sounds, shaky sounds etc; classify
sounds by the materials they are made from eg. wooden sounds; choose appropriate sounds for music-
making/sound effects in story-telling; make an instrument to create a particular sound

TEXTURE distinguish one sound from many sounds together; choose & combine sounds together when music-
making
STRUCTURE sequence/organise/order sounds to accompany a story, a song or whilst creating their own music

Musical Skills
SINGING use their voice in different ways, for talking, whispering, singing, shouting, making sounds; use their
voice to create a character/express an emotion; sing songs & rhymes from memory; participate in class
singing; sing solo

PLAYING participate in simple body percussion & instrument playing activities & games; play instruments with
INSTRUMENTS care & control; play patterns/a steady beat on instruments
NOTATION follow patterns, signs & symbols which represent musical sounds; record music heard/their own musical
ideas using pictures or 3D objects
USING MUSIC find sounds & create music using age-appropriate electronic keyboards/musical apps/musical software
TECHNOLOGY
LISTENING listen with attention to short pieces of music, both live & recorded; respond to different kinds of music
appropriately and with an awareness of the needs of other listeners; respond to music heard, when
appropriate, through movement, art or by creating their own music
DESCRIBING & use musical words to describe sounds & music they hear or create eg. high/low, fast/slow, shaky
DISCUSSING
IMPROVISING participate in spontaneous music-making; sing and dance freely/spontaneously to a piece of music;
make up their own words or verses to a song spontaneously; extend a song or rhyme spontaneously;
play along on instruments to a piece of music heard, spontaneously
COMPOSING participate/contribute ideas in creative music-making activities; invent their own musical patterns,
songs, dances or pieces of music (either individually or as part of a group)
CONDUCTING take the lead in a class sing-song; explain to others how a song or piece of music should be performed
(louder, faster etc.); use physical gestures or symbols to express to others when music should be start or
stop.
REHEARSING follow & respond to simple musical directions & gestures eg. start & stop together; explain why
practising is important (to make the singing & playing better); demonstrate patience whilst waiting to
perform!
The statements below can be used to help inform the teacher's ongoing assessment of a child's musical progress and to report on
their progress; Statements might begin with: …is not yet able to… …is able to… …is confidently able to...

Musical Dimensions, Skills & Other Knowledge - Nursery

Preschool
PERFORMING sing, dance or play an instrument in front of other people (or an audience of people)

Other Musical
Knowledge
HISTORY OF MUSIC Topic-linked or of teacher's or children's choice, as appropriate for group
(CLASSICAL)
GREAT COMPOSERS listen attentively/respond in movement/through art to music, some of it by great composers of the
(CLASSICAL) classical tradition
HISTORY OF MUSIC respond to/express an opinion on music played by great jazz, folk, pop, classical or other musicians of
(JAZZ, FOLK, POP, the past or present (either topic-linked or of the teacher's or children's choice, and as appropriate for
MUSICALS, FILM group)
MUSIC & OTHER)

GREAT MUSICIANS listen attentively/respond in movement/through art to music, some of it by great jazz, folk, pop, classical
or other musicians of the past or present (either topic-linked or of the teacher's or children's choice, and
as appropriate for group)
WORLD MUSIC respond in movement/ through art to music originating from different parts of the UK/other parts of the
world (either topic-linked or of the teacher's or children's choice, and as appropriate for group)
INSTRUMENT NAMES recognise & name a variety of classroom tuned & untuned percussion; can name some other common
musical instruments
INSTRUMENT classify/sort classroom percussion instruments by sound, materials or how they are played; explain that
FAMILIES those instruments are in the percussion instrument family
ENSEMBLES & recognise & name some common ensembles of musicians eg. orchestra, rock or pop band, choir
GROUPS
SCIENCE OF MUSIC Topic-linked, or as appropriate for group eg. express what they see when a recorder is blown under
water or what rice does on the skin of a large vibrating drum skin! (Note, links to Early Years Area Of
Learning: 'Understanding The World')
The statements below can be used to help inform the teacher's ongoing assessment of a child's musical progress and to report on
their progress; Statements might begin with: …is not yet able to… …is able to… …is confidently able to...

Musical Dimensions, Skills & Other Knowledge - Reception

Kinder
Please note, the statements below do not directly relate to the Early Years Areas of Learning or Early Years Learning Goals. Rather,
they are an extension 'downwards' of the KS1 music curriculum, and may need rephrasing in light of your own EY planning format.
However, they will provide you with a comprehensive list of age-appropriate musical activity ideas, and points for observation during
those musical activities.

Dimensions of Music
PITCH imitate high & low sounds (in the environment); respond to high & low pitched sounds in movement;
recognise & describe high & low sounds, including sounds played on musical instruments; create high &
low sounds with their voices
DURATION respond to long & short sounds in movement; create long & short sounds using their voice/on
instruments; identify & describe long & short sounds; move in time to a steady beat; play a steady beat
on a percussion instrument
DYNAMICS respond in movement to loud or quiet sounds & silence in the environment; respond to/create loud &
quiet musical sounds including silence; recognise & describe music which is loud, quiet or where there
are silences (pauses)
TEMPO imitate in movement, things which move quickly/fast or slowly; respond to/create faster & slower paced
musical sounds; recognise & describe music which moves at a fast or slow pace
TIMBRE imitate a range of sound makers & instruments with their voice; recognise & describe the different kinds
of sounds instruments make & the way they are played eg. tapping sounds, shaky sounds etc; classify
sounds by the materials they are made from eg. wooden sounds; choose appropriate sounds for music-
making/sound effects in story-telling; make an instrument to create a particular sound

TEXTURE distinguish one sound from many sounds together; choose & combine sounds together when music-
making
STRUCTURE sequence/organise/order sounds to accompany a story, a song or whilst creating their own music

Musical Skills
SINGING use their voice in different ways, for talking, whispering, singing, shouting, making sounds; use their
voice to create a character/express an emotion; sing songs & rhymes from memory; participate in class
singing; sing solo

PLAYING participate in simple body percussion & instrument playing activities & games; play instruments with
INSTRUMENTS care & control; copy simple rhythm patterns on an instrument; play a steady beat on an instrument

NOTATION follow patterns, signs & symbols which represent musical sounds; record music heard/their own musical
ideas using pictures or 3D objects
USING MUSIC find sounds & create music using age-appropriate electronic keyboards/musical apps/musical software
TECHNOLOGY
LISTENING listen with attention to short pieces of music, both live & recorded; respond to different kinds of music
appropriately and with an awareness of the needs of other listeners; respond to music heard, when
appropriate, through movement, art or by creating their own music
DESCRIBING & use musical words to describe sounds & music they hear or create eg. high/low, fast/slow, shaky
DISCUSSING
IMPROVISING participate in spontaneous music-making; sing and dance freely/spontaneously to a piece of music;
make up their own words or verses to a song spontaneously; extend a song or rhyme spontaneously;
play along on instruments to a piece of music heard, spontaneously
COMPOSING participate/contribute ideas in creative music-making activities; invent their own musical patterns,
songs, dances or pieces of music (either individually or as part of a group)
CONDUCTING take the lead in a class sing-song; explain to others how a song or piece of music should be performed
(louder, faster etc.); use physical gestures or symbols to express to others when music should be start or
stop.
The statements below can be used to help inform the teacher's ongoing assessment of a child's musical progress and to report on
their progress; Statements might begin with: …is not yet able to… …is able to… …is confidently able to...

Musical Dimensions, Skills & Other Knowledge - Reception

Kinder
REHEARSING follow & respond to simple musical directions & gestures eg. start & stop together; explain why
practising is important (to make the singing & playing better); demonstrate patience whilst waiting to
perform!
PERFORMING sing, dance or play an instrument in front of other people (or an audience of people)

Other Musical
Knowledge
HISTORY OF MUSIC Topic-linked or of teacher's or children's choice, as appropriate for group
(CLASSICAL)
GREAT COMPOSERS listen attentively/respond in movement/through art to music, some of it by great composers of the
(CLASSICAL) classical tradition
HISTORY OF MUSIC respond to/express an opinion on music played by great jazz, folk, pop, classical or other musicians of
(JAZZ, FOLK, POP, the past or present (either topic-linked or of the teacher's or children's choice, and as appropriate for
MUSICALS, FILM group)
MUSIC & OTHER)

GREAT MUSICIANS listen attentively/respond in movement/through art to music, some of it by great jazz, folk, pop, classical
or other musicians of the past or present (either topic-linked or of the teacher's or children's choice, and
as appropriate for group)
WORLD MUSIC respond in movement/ through art to music originating from different parts of the UK/other parts of the
world (either topic-linked or of the teacher's or children's choice, and as appropriate for group)
INSTRUMENT NAMES recognise & name a variety of classroom tuned & untuned percussion; name some other common
musical instruments
INSTRUMENT classify/sort classroom percussion instruments by sound, materials or how they are played; explain that
FAMILIES those instruments are in the percussion instrument family
ENSEMBLES & recognise & name some common ensembles of musicians eg. orchestra, rock or pop band, choir
GROUPS
SCIENCE OF MUSIC Topic-linked, or as appropriate for group eg. express how it feels when they touch a vibrating violin
string with their finger; express how the sound of a trombone changes when the length of a trombone
slide changes (Note, links to Early Years Area Of Learning: 'Understanding The World')
The statements below can be used to help inform the teacher's ongoing assessment of a child's musical progress and to report on
their progress;

Musical Dimensions, Skills & Other Knowledge - Year 1

YEAR 1
Dimensions of Music
PITCH identify high, low & middle pitched sounds; respond to high, low & middle pitched sounds in movement;
create and play high, low & middle pitched musical sounds on instruments; remember simple high-low-
middle sound patterns
DURATION move in time to a steady beat; play a steady beat on percussion with growing control; respond to
patterns of long & short sounds in movement; copy/create/ remember patterns of long & short sounds
using their voice/percussion
DYNAMICS respond in movement to music which has loud, moderately loud, quiet & silent elements (pauses or
rests); create loud, moderately loud, quiet musical sounds & silence; recognise & describe music which is
loud, quiet or where there are silences (pauses)
TEMPO respond to fast, moderate & slow paced music in movement; recognise & describe music which moves
at a fast, moderate or slow pace; create fast, moderate or slow paced sounds & music
TIMBRE recognise & describe the different kinds of sounds instruments make & the way they are played eg.
shimmering sounds, swishy sounds etc; classify sounds by the materials they are made from eg. wooden
sounds; choose appropriate sounds for music-making/sound effects in story-telling; make sound-
makers/homemade instruments for a particular purpose eg. performance, sound effects

TEXTURE distinguish one musical sound, a solo, from two or more sounds layered together; choose & combine
sounds together when music-making
STRUCTURE sequence/organise/order sounds to accompany a story, a song or when creating their own music;
recognise simple musical structures eg. beginnings & endings, verse & chorus songs, echo songs, pieces
in two parts ie. AB structure

Musical Skills
SINGING use their voice in different ways, for talking, whispering, singing, shouting, making sounds; use their
voice to create a character/express an emotion; participate in class singing; sing solo; perform songs,
chants & rhymes from memory; perform songs with clear diction/appropriate expression
PLAYING participate in instrument playing activities & games; play instruments with care & control; play
INSTRUMENTS percussion instruments (single handed & two handed) with appropriate techniques; play simple
rhythmic patterns with accuracy; play a steady beat accurately on an instrument; maintain a simple
rhythm or steady beat on an instrument as an accompaniment

NOTATION follow patterns, signs & symbols which represent musical sounds; record their own musical ideas using
pictures, simple grids or symbols
USING MUSIC find sounds & create sounds and music using electronic keyboards/musical apps/musical software
TECHNOLOGY
LISTENING listen with attention to short pieces of music, both live & recorded; respond to different kinds of music
appropriately and with an awareness of the needs of other listeners; respond to music heard, when
appropriate, through movement, art or by creating their own music
DESCRIBING & use musical words to describe sounds & music they hear or create eg. higher/lower, faster/slower,
DISCUSSING louder/softer, steady beat
IMPROVISING participate in spontaneous music-making; sing and dance freely/spontaneously to a piece of music;
make up their own words or verses to a song spontaneously; extend a song or rhyme spontaneously;
create patterns on instruments to play along with a piece of music heard, spontaneously
COMPOSING participate/contribute ideas in creative music-making activities; invent their own musical patterns,
songs, dances or pieces of music (either individually or as part of a group)
CONDUCTING take the lead in a class sing-song or class band; explain to others how a song or piece of music should be
performed (louder, slower etc.); use physical gestures (cues) or symbols to express to others when music
should start or stop, and how music should be performed
REHEARSING follow & respond to simple musical directions & gestures eg. start & stop with others, get louder, get
faster etc; explain why practising & rehearsing are important to improve a performance; demonstrate
patience whilst waiting to perform! (part of showbiz!)
PERFORMING sing, dance or play an instrument in front of other people (or an audience of people)
The statements below can be used to help inform the teacher's ongoing assessment of a child's musical progress and to report on
their progress;

Musical Dimensions, Skills & Other Knowledge - Year 1

YEAR 1
Other Musical
Knowledge
HISTORY OF MUSIC Topic-linked or of teacher's or children's choice, as appropriate for group
(CLASSICAL)
GREAT COMPOSERS name & recount facts about the lives of some great composers of the classical music tradition (either
(CLASSICAL) topic-linked or of the teacher's or children's choice, and as appropriate for group)
HISTORY OF MUSIC respond to/express an opinion on music played by great jazz, folk, pop, classical or other musicians of
(JAZZ, FOLK, POP, the past or present (either topic-linked or of the teacher's or children's choice, and as appropriate for
MUSICALS, FILM group)
MUSIC & OTHER)

GREAT MUSICIANS respond to/express an opinion on music played by great jazz, folk, pop, classical or other musicians of
the past or present (either topic-linked or of the teacher's or children's choice, and as appropriate for
group)
WORLD MUSIC express an opinion on/ respond in movement/ respond through art to music originating from different
parts of the UK/other parts of the world (either topic-linked or of the teacher's or children's choice, and
as appropriate for group)
INSTRUMENT NAMES recognise & name a variety of classroom tuned & untuned percussion; name some common instruments
of the orchestra and other ensembles
INSTRUMENT classify/sort percussion instruments by sound, materials or how they are played; categorise some other
FAMILIES instruments into their instrument families eg. percussion, strings, brass, woodwind, keyboard
ENSEMBLES & recognise & name some common ensembles of musicians eg. orchestra, rock or pop band, choir
GROUPS
SCIENCE OF MUSIC Linked to science curriculum or relevant classroom topics, as appropriate
The statements below can be used to help inform the teacher's ongoing assessment of a child's musical progress and to report on
their progress.

Musical Dimensions, Skills & Other Knowledge - Year 2

YEAR 2
Dimensions of Music
PITCH identify higher & lower pitched sounds; identify rising & falling shapes within well-known tunes
(melodies) such as leaps, steps & repeated notes; respond to falling & rising shapes in music, through
movement; remember & repeat simple tunes; create simple tunes using their voice or tuned percussion

DURATION recognise/move in time to a steady beat; distinguish between a steady beat & a rhythm pattern;
remember & repeat simple rhythm patterns by vocalising, clapping or playing them on instruments;
create & play their own simple rhythm patterns, using body percussion & untuned percussion
DYNAMICS respond in movement to music which gets louder & gets quieter; create musical patterns which get
louder & get quieter; recognise & describe music which gets louder & gets quieter; explain the
importance & effect of silence in music (and before & after); recognise & respond to the symbols f, p,
crescendo, diminuendo symbols; remember the Italian words forte, piano, crescendo, diminuendo etc.

TEMPO respond in movement to music which gets faster & gets slower; create musical patterns which get faster
& get slower; recognise & describe music which gets faster & gets slower; explain the importance &
effect of tempo in music; recognise, respond to & remember the Italian terms tempo, accelerando,
decelerando

TIMBRE recognise & describe the different kinds of sounds instruments make & the way they are played eg. with
beaters, using hands or stick etc; classify sounds by the materials they are made from eg. metal sounds;
choose appropriate sounds for music-making/sound effects in story-telling; make sound-
makers/homemade instruments for a particular purpose eg. performance, sound effects

TEXTURE distinguish a solo from a group of singers or players; recognise accompaniments & different layers in
music heard; combine & layer sounds together when creative music-making
STRUCTURE sequence/organise/order sounds to accompany a story, a song or when creating their own music;
recognise simple musical structures eg. beginnings, middles & endings, verse & chorus songs, call &
response songs, pieces with ABA structure/form

Musical Skills
SINGING use their voice to express the character & mood of a song; sing solo; perform more complex songs from
memory; maintain a part, when singing simple 2-part songs or chants; perform songs with clear
diction/rhythmic accuracy; sing songs mainly with accurate pitch

PLAYING play instruments with care & control; play tuned & untuned percussion instruments (single handed &
INSTRUMENTS two handed) with appropriate techniques; play simple rhythmic & melodic patterns with accuracy; play a
steady beat accurately on an instrument; maintain a simple rhythm or steady beat on an instrument as
an accompaniment

NOTATION follow signs & symbols which represent musical sounds; record their own musical ideas using pictures,
simple grids or symbols; choose, invent & order symbols to represent sounds or sound patterns;
read/vocalise or clap back/play simple crotchet & quaver rhythms, including crotchet rests, in standard
musical notation

USING MUSIC find sounds, create sounds & compose music using electronic keyboards/musical apps/musical software;
TECHNOLOGY know difference between 'voices' & 'styles' on a keyboard
LISTENING listen with attention to longer pieces of music, both live & recorded; respond to different kinds of music
appropriately and with an awareness of the needs of other listeners; respond to music heard, when
appropriate, through movement, art or by creating their own music
DESCRIBING & use musical vocabulary to describe sounds & music they hear or create eg. higher/lower, rhythm, beat,
DISCUSSING louder/softer, pitch, tempo
The statements below can be used to help inform the teacher's ongoing assessment of a child's musical progress and to report on
their progress.

Musical Dimensions, Skills & Other Knowledge - Year 2

YEAR 2
IMPROVISING participate in spontaneous music-making; sing and dance freely/spontaneously to a piece of music;
make up their own words or verses to a song spontaneously; express ideas in a 'fill-in-the-gap' singing
game ('rondo'); extend a song or chant spontaneously; create rhythms on instruments to play along with
a piece of music heard, spontaneously; create tunes spontaneously on a pentatonic scale (you can't go
wrong!)

COMPOSING participate/contribute ideas in creative music-making activities; invent & develop their own musical
patterns, songs, dances or pieces of music (either individually or as part of a group)
CONDUCTING take the lead in a class sing-song or class band; explain to others how a song or piece of music should be
performed (louder, slower etc.); use physical gestures (cues) or symbols to express to others when music
should start or stop, and how music should be performed; explain the role of a conductor or band leader

REHEARSING follow & respond to simple musical directions & gestures eg. start & stop with others, get louder, get
faster etc; explain why practising & rehearsing are important to improve a performance; demonstrate
patience whilst waiting to perform! (part of showbiz!)
PERFORMING sing, dance or play an instrument assuredly in front of other people (or an audience of people)

Other Musical
Knowledge
HISTORY OF MUSIC Topic-linked or of teacher's or children's choice, as appropriate for group
(CLASSICAL)
GREAT COMPOSERS name & recount facts about the lives of some great composers of the classical music tradition (either
(CLASSICAL) topic-linked or of the teacher's or children's choice, and as appropriate for group)
HISTORY OF MUSIC respond to/express an opinion on music played by great jazz, folk, pop, classical or other musicians of
(JAZZ, FOLK, POP, the past or present (either topic-linked or of the teacher's or children's choice, and as appropriate for
MUSICALS, FILM group)
MUSIC & OTHER)

GREAT MUSICIANS respond to/express an opinion on music played by great jazz, folk, pop, classical or other musicians of
the past or present (either topic-linked or of the teacher's or children's choice, and as appropriate for
group)
WORLD MUSIC express an opinion on/ respond in movement/ respond through art to music originating from different
parts of the UK/other parts of the world (either topic-linked or of the teacher's or children's choice, and
as appropriate for group)
INSTRUMENT NAMES recognise & name a variety of classroom tuned & untuned percussion; name common instruments of
the orchestra and other ensembles (such as those used by rock & pop bands)
INSTRUMENT classify/sort percussion instruments by sound, materials or how they are played; categorise some other
FAMILIES instruments into their instrument families eg. tuned percussion, untuned percussion, strings, brass,
woodwind, keyboard, electric instruments
ENSEMBLES & recognise & name some common ensembles of musicians eg. orchestra, rock or pop band, choir, brass
GROUPS band, military or marching band
SCIENCE OF MUSIC Linked to science curriculum or relevant classroom topics, as appropriate
The statements below can be used to help inform the teacher's ongoing assessment of a child's musical progress and to report on
their progress.

Musical Dimensions, Skills & Other Knowledge - Year 3

YEAR 3
Dimensions of Music
PITCH identify higher & lower pitched sounds; identify rising & falling shapes within tunes (melodies) such as
leaps, steps & repeated notes; respond to falling & rising shapes in music, through movement;
remember & repeat simple tunes; create simple tunes using their voice or tuned percussion; identify the
sound quality of a pentatonic scale (often used in Chinese music) and know that it is a good scale on
which to improvise tunes; play a pentatonic scale on tuned percussion or keyboard or piano; create
tunes using a pentatonic scale

DURATION identify if a piece of music is in 2, 3 or 4 time; mark the stronger first beat when clapping or playing to a
steady beat; clap, vocalise or play a rhythm in time to a steady beat; create rhythmic patterns in 2, 3 & 4
time
DYNAMICS respond in movement to music which gets louder & gets quieter; create sounds & music which gets
louder & gets quieter; recognise & describe music which gets louder & gets quieter; explain the
importance & effect of silence in music (and before & after); recognise & respond to the symbols f, p, ff,
pp, crescendo/diminuendo symbols; remember the Italian words fortissimo, pianissimo etc.

TEMPO sing & play music which gets faster & gets slower; create & control musical patterns which get faster &
get slower; recognise & describe music which gets faster & gets slower; explain the importance & effect
of tempo in music; recognise, respond to & remember the Italian terms tempo, accelerando,
decelerando, rallentando, ritardando

TIMBRE recognise, describe & demonstrate different ways of using the voice eg. whispering, nasal voice, throaty
voice, chest voice, head voice etc; recognise a variety of folk singing vocal styles from different parts of
the UK, Europe & other parts of the world; choose appropriate vocal & instrumental sounds for creative
music-making activities; describe vocal tone/styles & the timbre of instruments used in Chinese &
Japanese music heard

TEXTURE distinguish a solo from a group of singers or players; recognise accompaniments & different layers in
music heard; combine & layer sounds together to create a particular texture or effect when creative
music-making; create simple chords on a variety of different instruments
STRUCTURE recognise & describe simple musical structures in music heard eg. verse & chorus songs, call & response
songs, pieces of music in binary form (AB), ternary form (ABA structure); create their own music within
simple structures (as above)

Musical Skills
SINGING sing songs mainly with accurate pitch; sing with control, using a good singing tone; sing with expression;
sing with clear diction; use their voice as an instrument; use their voice creatively; maintain a part in a
round or 'partner song'

PLAYING play instruments with care & control; play tuned & untuned percussion instruments (single handed &
INSTRUMENTS two handed) with appropriate techniques; play simple rhythmic & melodic patterns with accuracy; play a
steady beat accurately on an instrument; maintain a simple rhythm, steady beat or other part on an
instrument as an accompaniment; play a part in an ensemble, with awareness of balance; play
instruments expressively & creatively when music-making

NOTATION follow signs & symbols which represent musical sounds; record their own musical ideas using pictures,
grids or symbols; choose, invent & order symbols to represent sounds or rhythm & pitch patterns;
read/vocalise or clap back/play simple crotchet & quaver rhythms, including crotchet rests, in standard
musical notation; recognise some notes written on a stave eg. E G A; recognise & name elements of a
simple musical score eg. stave, lyrics, treble clef, time signature

USING MUSIC find sounds, create sounds & compose music using electronic keyboards/musical apps/musical software;
TECHNOLOGY know difference between 'voices' & 'styles' on a keyboard
LISTENING listen with attention to longer pieces of music, both live & recorded; respond to different kinds of music
appropriately and with an awareness of the needs of other listeners; respond to music heard, when
appropriate, through movement, art or by creating their own music
The statements below can be used to help inform the teacher's ongoing assessment of a child's musical progress and to report on
their progress.

Musical Dimensions, Skills & Other Knowledge - Year 3

YEAR 3
DESCRIBING & use musical vocabulary to describe sounds & music they hear or create; use musical vocabulary to
DISCUSSING express an opinion about music they hear eg. higher/lower, rhythm, beat, forte/piano, tune, tempo,
soprano, bass etc.
IMPROVISING participate in spontaneous music-making; sing and dance freely/spontaneously to a piece of music;
make up their own words or verses to a song spontaneously; express ideas in a 'fill-in-the-gap' singing
game or instrument game ('rondo'); extend a song or chant spontaneously; create rhythms on
instruments to play along with a piece of music heard, spontaneously; create tunes spontaneously on a
pentatonic scale (you can't go wrong!)

COMPOSING participate/contribute ideas in creative music-making activities; invent & develop their own increasingly
complex songs, dances or pieces of music (either individually or as part of a group)
CONDUCTING choose material & take the lead in class singing or directing a class band; explain to others how a song or
music should be performed (faster, sadly etc.); use physical gestures (cues) to express to others when
music should start or stop, and how music should be performed; recognise & beat 2, 3 & 4 time; explain
the role of a conductor or band leader

REHEARSING follow & respond to simple musical directions & gestures eg. begin & end together, play more quietly,
get faster etc; explain why practising & rehearsing are important to improve a performance;
demonstrate patience whilst waiting to perform! (part of showbiz!);
PERFORMING sing, dance, play an instrument or conduct assuredly in front of an audience

Other Musical
Knowledge
HISTORY OF MUSIC Suggested period of study, progressing through KS2: Prehistoric & Ancient music (pre year 400); Early
(CLASSICAL) Music: Gregorian Chant & Medieval music (400 - 1400), Renaissance music (1400 - 1600)
GREAT COMPOSERS name & recount facts about the lives of some great composers of the Medieval period (including
(CLASSICAL) Gregorian Chant): Romanos the Melodist, Hildegard of Bingen, Machaut, Landini, John Dunstaple; name
& recount facts about the lives of some great composers of the Renaissance period: Tallis, Byrd,
Palestrina

HISTORY OF MUSIC recount some of the important events in the history of popular music: rock 'n roll to present day
(JAZZ, FOLK, POP,
MUSICALS, FILM
MUSIC & OTHER)

GREAT MUSICIANS name & recount facts about the lives of some great singers & musicians of popular music: Elvis, David
Bowie, Elton John, Paul McCartney, Stevie Wonder, Michael Jackson, Gary Barlow, Whitney Houston,
Adele, Aretha Franklin, Madonna; name & recount facts about the lives of some great classical singers
(The Three Tenors, Monserrat Caballe, Maria Callas, Andrea Bocelli, Kiri Te Kanawa etc.)

WORLD MUSIC explain the unique qualities of music originating from different parts of the UK/other parts of the world
(topic-linked where appropriate, but to include the music of China & Japan)
INSTRUMENT NAMES recognise & name a variety of instruments of the orchestra & other ensembles; (year group focus)
recognise & name different singing voices ie. SATB (soprano, alto, tenor, bass) - see also link to Science
Of Music focus 'how the voice works'
INSTRUMENT classify/sort musical instruments by sound, materials or how they are played; categorise instruments
FAMILIES into their instrument families eg. tuned percussion, untuned percussion, strings, brass, woodwind,
keyboard, electric instruments
ENSEMBLES & recognise & name a variety of vocal ensembles eg. choir, singing duo, barbershop trio/quartet/ quintet,
GROUPS boy band, girl group, chorus (musicals & opera)
SCIENCE OF MUSIC explain how the voice works (vocal chords) & how to look after your voice; Topic or science curriculum-
linked
The statements below can be used to help inform the teacher's ongoing assessment of a child's musical progress and to report on
their progress.

Musical Dimensions, Skills & Other Knowledge - Year 4

YEAR 4
Dimensions of Music
PITCH identify higher & lower pitched sounds; identify rising & falling shapes within tunes (melodies) such as
leaps, steps & repeated notes; remember & repeat simple tunes; create simple tunes using their voice or
on tuned percussion; identify the different qualities of a major scale (happy) & a minor scale (sad or
'Eastern' sounding); explain that the black notes on a piano are sharps & flats; play different scales on
tuned percussion, keyboard or piano; create tunes using notes from a major or minor scale; can
recognise & explain a little about musical scales (called ragas) used in Indian music

DURATION identify if a piece of music is in 2, 3 or 4 time; mark the stronger first beat when clapping or playing to a
steady beat; clap, vocalise or play a rhythm in time to a steady beat; create & play rhythmic patterns
accurately, & with control of tempo, in 2, 3 & 4 time
DYNAMICS use dynamics in music-making to expressive effect; control & manipulate sounds getting louder & getting
quieter; recognise & describe the dynamics within music heard; explain the importance & effect of
silence in music (and before & after); recognise & respond to the symbols f, p, ff, pp,
crescendo/diminuendo symbols; remember the Italian words fortissimo, pianissimo etc.

TEMPO sing & play music which gets faster & gets slower; create & control musical rhythms & tunes which get
faster & get slower; recognise & describe music which gets faster & gets slower; explain the importance
& effect of tempo in music; recognise, respond to & remember the Italian terms tempo, accelerando,
decelerando, rallentando, ritardando

TIMBRE sing with good vocal technique & tone quality; play an instrument with technique & control to create a
variety of musical sounds from it (include electric & computer/digital instruments); choose & combine
vocal & instrument timbres to create a particular effect; describe the musical timbre of voices or
instruments heard; describe vocal tone/styles & the timbre of instruments used in Indian music heard

TEXTURE distinguish a solo from an ensemble (group of musicians); distinguish the melody (tune) from the
accompaniment, in pieces of music heard; use a variety of vocal & instrument combinations & textures
when playing or composing; create simple chords on a variety of different instruments & with voices

STRUCTURE recognise & describe musical structures in music heard eg. pieces of music in rondo form (ABACADA etc),
'theme & variations'; create their own music within a rondo structure; create a 'variation' on a theme

Musical Skills
SINGING sing songs mainly with accurate pitch; sing with control, using a quality singing tone; sing with
expression; sing with clear diction; use their voice as an instrument; use their voice creatively; maintain a
part in a round, 'partner song' or other part-song

PLAYING play instruments with care & control; play tuned & untuned percussion instruments (single handed &
INSTRUMENTS two handed) with appropriate techniques; play more complex rhythmic & melodic patterns with
accuracy & fluency; play a steady beat accurately on an instrument; maintain a simple rhythm, steady
beat or other part on an instrument as an accompaniment; play a part in an ensemble, with awareness
of balance; play instruments expressively & creatively when music-making

NOTATION follow musical symbols such as those which indicate dynamics or tempo; record their own musical ideas
using pictures, grids or symbols; choose, invent & order symbols to represent sounds or rhythm & pitch
patterns; read/ vocalise or clap back/play/ write rhythms, including crotchets, quavers, crotchet rests &
minims, in standard musical notation; recognise some notes written on a stave eg. C D E G A; recognise &
name elements of a simple musical score eg. stave, lyrics, treble clef, bass clef, time signature

USING MUSIC find sounds, create sounds & compose music using electronic keyboards/musical apps/musical software;
TECHNOLOGY know difference between 'voices' & 'styles' on a keyboard
LISTENING listen with attention to longer pieces of music, both live & recorded; respond to different kinds of music
appropriately and with an awareness of the needs of other listeners; respond to music heard, when
appropriate, through movement, art or by creating their own music
The statements below can be used to help inform the teacher's ongoing assessment of a child's musical progress and to report on
their progress.

Musical Dimensions, Skills & Other Knowledge - Year 4

YEAR 4
DESCRIBING & use musical vocabulary to describe sounds & music they hear or create; use musical vocabulary to
DISCUSSING express an opinion about music they hear eg. higher/lower, rhythm, beat, crescendo, pitch, tempo,
forte/piano, folk etc.
IMPROVISING participate in spontaneous music-making; sing and dance freely/spontaneously to a piece of music;
invent vocal improvisations when singing a song, spontaneously; express ideas in a 'fill-in-the-gap'
singing game or instrument game ('rondo'); extend a song or chant spontaneously; create rhythms on
instruments to play along with a piece of music heard, spontaneously; create tunes spontaneously on a
pentatonic scale (you can't go wrong!)

COMPOSING participate/contribute ideas in creative music-making activities; invent & develop their own increasingly
complex songs, dances or pieces of music (either individually or as part of a group)
CONDUCTING take the lead in a class sing-song or class band; explain to others how a song or piece of music should be
performed (louder, slower etc.); use physical gestures (cues) or symbols to express to others when music
should start or stop, and how music should be performed; recognise & beat 2, 3 & 4 time; explain the
role of a conductor or band leader

REHEARSING follow & respond to simple musical directions & gestures eg. begin & end together, play more quietly,
get faster etc; explain why practising & rehearsing are important to improve a performance;
demonstrate patience whilst waiting to perform! (part of showbiz!)
PERFORMING sing, dance, play an instrument or conduct assuredly in front of an audience

Other Musical
Knowledge
HISTORY OF MUSIC Suggested period of study, progressing through KS2: Baroque period (1600 - 1760); Classical period
(CLASSICAL) (1730 - 1830)
GREAT COMPOSERS name & recount facts about the lives of some great composers of the Baroque period: Handel, JS Bach,
(CLASSICAL) Telemann, Monteverdi, Purcell; name & recount facts about the lives of some great composers of the
Classical period: Haydn, Mozart, Beethoven, Schubert, Rossini, Paganini
HISTORY OF MUSIC recount some of the important events in the history of folk music & folk songs (UK & World)
(JAZZ, FOLK, POP,
MUSICALS, FILM
MUSIC & OTHER)

GREAT MUSICIANS name & recount facts about the lives of some great folk musicians: Dolly Parton, Bob Dylan, The
Seekers, Joni Mitchell, Woodie Guthrie, The Weavers, The Irish Rovers, The Carter Family, Cat Stevens,
Charlie Poole; name & recount facts about the lives of some great string players (Ida Haendel, Yehudi
Menuhin, Itzhak Perlman, Nicola Benedetti, Jacqueline du Pre etc.)

WORLD MUSIC explain the unique qualities of folk songs & folk music originating from different parts of the
UK/Europe/other parts of the world (some examples chosen to link with class topics, if relevant - but to
also include music from India & other parts of Asia)
INSTRUMENT NAMES recognise & name a variety of instruments of the orchestra & other ensembles: (year group focus)
recognise & name different string instruments & instruments used in folk music
INSTRUMENT categorise instruments into their instrument families eg. tuned percussion, untuned percussion, strings,
FAMILIES brass, woodwind, keyboard, electric instruments, electronic instruments (computer sequencers etc.)

ENSEMBLES & recognise & name a variety of ensembles of musicians (particular Y4 focus: string ensembles & folk
GROUPS groups): string trio/quartet/quintet etc, string orchestra, chamber orchestra; folk bands from the British
Isles & other parts of the world
SCIENCE OF MUSIC (NC Science requirements) explain how sounds are made on different types of instrument, and how
those sounds are changed in pitch & volume; explain how sounds reach the ear; explain how sounds get
fainter with regards to distance from the sound source
The statements below can be used to help inform the teacher's ongoing assessment of a child's musical progress and to report on
their progress.

Musical Dimensions, Skills & Other Knowledge - Year 5

YEAR 5
Dimensions of Music
PITCH identify simple intervals between 2 notes; compose tunes (melodies) using their voice or on tuned
instruments; describe the qualities of a 'chromatic' scale (uses all the black & white notes on a piano, in
order ie. half tones); explain that the black notes on a piano are sharps & flats; identify the qualities of a
jazz 'blues' scale; play the blues scale on tuned percussion, keyboard or piano; improvise tunes using the
blues scale; can recognise & explain a little about the blues scale & blues chord sequence

DURATION identify if a piece of music is in 2, 3 or 4 time or has a more complex time signature eg. 5 or 7 time; mark
the stronger first beat when clapping or playing to a steady beat; perform more complex rhythms in time
to a steady beat; create & play rhythmic patterns accurately, & with control of tempo, in 2, 3 & 4 time &
other time signatures

DYNAMICS use dynamics in music-making to expressive & imaginative effect; control & manipulate the dynamics of
musical sounds; describe the dynamics within music heard; explain the importance & effect of silent
pauses & rests in music; recognise & respond to the symbols f, p, ff, pp, crescendo/diminuendo symbols;
remember the Italian words fortissimo, pianissimo etc.

TEMPO sing & play music with finer gradations of tempo for expressive & creative effect; create & control the
tempo of musical rhythms & tunes; recognise & describe how the tempo changes in pieces of music;
explain the importance & effect of tempo in music; recognise, remember & use the Italian terms tempo,
accelerando, decelerando (also rallentando, ritardando) in music-making activities

TIMBRE sing with good vocal technique & tone quality; play an instrument with technique & control to create a
variety of musical sounds from it; choose & combine vocal & instrument timbres for creative effect;
describe the musical timbre of voices or instruments heard; describe the ways in which jazz singers use
their voices to imitate/compliment jazz instruments eg. scat etc; identify the ways in which jazz
musicians commonly use & change the sound of their instruments eg. muted trumpet; describe vocal
tone/styles & the timbre of instruments used in African music heard

TEXTURE recognise & name different textures/parts when listening to music eg. solo, unison, harmony, backing
singers etc; recognise different styles of accompaniment eg. drone (repeated bass notes, such as on
bagpipes), ostinato (repeat rhythmic or melodic pattern), chords, broken chords etc; use a variety of
vocal & instrument combinations, harmonies & textures when playing or composing

STRUCTURE recognise & describe musical structures in music heard eg. 12 bar blues chord sequence, leitmotif (a
recurrent theme played throughout a piece, representing a character or idea); play a 12 bar blues chord
sequence; improvise over a 12 bar blues chord sequence; create a musical story with leitmotif

Musical Skills
SINGING sing songs mainly with accurate pitch; sing with control, using a quality singing tone; sing with expression
& awareness of a song's style; sing with clear diction; use their voice as an instrument; use their voice
creatively; maintain a part in a more complex round or part-song, with an awareness of balance between
parts

PLAYING play instruments with care & control; play tuned & untuned percussion instruments (single handed &
INSTRUMENTS two handed) with appropriate techniques; play more complex rhythmic & melodic parts on instruments
with accuracy, fluency & awareness of phrasing & timing; play a part in an ensemble, with awareness of
balance; play instruments expressively & creatively when music-making

NOTATION follow musical symbols such as those which indicate dynamics or tempo; record their own musical ideas
using pictures, grids or symbols; choose, invent & order symbols to represent sounds or rhythm & pitch
patterns; read/ vocalise or clap back/play/ write rhythms, including crotchets, quavers, crotchet rests,
minims & semi-quavers in standard musical notation; recognise notes middle C to C above written on a
stave eg. C D E F G A B C; recognise & name elements of a simple musical score eg. stave, lyrics, treble
clef, bass clef, time signature, key signature

USING MUSIC find sounds, create sounds & compose music using electronic keyboards/musical apps/musical software;
TECHNOLOGY know difference between 'voices' & 'styles' on a keyboard
The statements below can be used to help inform the teacher's ongoing assessment of a child's musical progress and to report on
their progress.

Musical Dimensions, Skills & Other Knowledge - Year 5

YEAR 5
LISTENING listen with attention to longer pieces of music, both live & recorded; respond to different kinds of music
appropriately and with an awareness of the needs of other listeners; respond to music heard, when
appropriate, through movement, art or by creating their own music
DESCRIBING & use musical vocabulary to describe sounds & music they hear or create; use musical vocabulary to
DISCUSSING express an opinion about music they hear eg. crotchet, forte/piano, rhythm, beat, crescendo, pitch,
tempo, jazz etc.
IMPROVISING participate in spontaneous music-making; sing and dance freely/spontaneously to a piece of music;
invent vocal improvisations when singing a song, spontaneously; express ideas in a 'fill-in-the-gap'
singing game or instrument game ('rondo'); extend a song or chant spontaneously; create rhythms on
instruments to play along with a piece of music heard, spontaneously; perform simple tunes using a
'blues scale' over a 'blues' chord progression (jazz project)

COMPOSING participate/contribute ideas in creative music-making activities; invent & develop their own increasingly
complex songs, dances or pieces of music (either individually or as part of a group)
CONDUCTING take the lead in a class sing-song or class band; explain to others how a song or piece of music should be
performed (louder, slower etc.); use physical gestures (cues) or symbols to express to others when music
should start or stop, and how music should be performed; recognise & beat 2, 3 & 4 time; explain the
role of a conductor or band leader

REHEARSING follow & respond to simple musical directions & gestures eg. begin & end together, play more quietly,
get faster etc; explain why practising & rehearsing are important to improve a performance;
demonstrate patience whilst waiting to perform! (part of showbiz!)
PERFORMING sing, dance, play an instrument or conduct assuredly in front of an audience

Other Musical
Knowledge
HISTORY OF MUSIC Suggested period of study, progressing through KS2: Romantic (1780 - 1910) & Impressionist period
(CLASSICAL) (1875 - 1925)
GREAT COMPOSERS name & recount facts about the lives of some great composers of the Romantic period: (earlier) Berlioz,
(CLASSICAL) Chopin, Mendelssohn, Liszt, Verdi; (later) Brahms, Bruckner, Wagner, Verdi, Tchaikovsky; name &
recount facts about the lives of some great composers of the Impressionist period: Debussy, Ravel,
Delius, Albeniz, Sibelius

HISTORY OF MUSIC recount some of the important events in the history of jazz: blues through to present day
(JAZZ, FOLK, POP,
MUSICALS, FILM
MUSIC & OTHER)

GREAT MUSICIANS name & recount facts about the lives of some great jazz musicians: Ella Fitzgerald, Louis Armstrong,
Charlie Parker, Miles Davis, Duke Ellington, Billie Holiday, Sarah Vaughn, Theolonius Monk, Dave
Brubeck, Oscar Peterson; name & recount facts about the lives of some great woodwind & brass players
(Sabine Meyer, Martin Frost, William Grant Still, Jennifer Paull, James Galway, Albrecht holder, Dizzie
Gillespie, Wynton Marsalis etc.)

WORLD MUSIC explain the unique qualities of music originating from different parts of the UK/other parts of the world
(topic-linked where appropriate, but to include the music of Africa/Latin America)
INSTRUMENT NAMES recognise & name the instruments of the orchestra & other ensembles: (year group focus) recognise &
name different woodwind & brass instruments, and other instruments used in jazz music

INSTRUMENT categorise instruments into their instrument families eg. tuned percussion, untuned percussion, strings,
FAMILIES brass, woodwind, keyboard, electric instruments, electronic instruments (computer sequencers etc.)

ENSEMBLES & recognise & name a variety of jazz ensembles eg. jazz combo (jazz trio or quartet etc.), concert band, big
GROUPS band, Dixieland band, swing band, jazz fusion band (jazz rock band), Latin jazz band
SCIENCE OF MUSIC Revision & extension of Y4 sound science component: explain how sounds are made on different types of
instrument, and how those sounds are changed in pitch & volume; explain how sounds reach the ear;
explain how sounds get fainter with regards to distance from the sound source
The statements below can be used to help inform the teacher's ongoing assessment of a child's musical progress and to report on
their progress.

Musical Dimensions, Skills & Other Knowledge - Year 6

YEAR 6
Dimensions of Music
PITCH identify simple intervals between 2 notes; listen, remember & sing back short tunes; identify the
qualities of different musical scales eg. major (happy), minor scale (sad or 'Eastern' sounding), pentatonic
(Chinese sounding), chromatic (uses all black & white notes on piano ie. half tones); explain that the
black notes on a piano are sharps & flats; play different scales on tuned percussion, keyboard or piano;
write tunes to their own songs using their voice or tuned percussion

DURATION identify if a piece of music is in 2, 3 or 4 time or has a more complex time signature eg. mixed time, or in
6/8 time; mark the stronger first beat when clapping or playing to a steady beat; perform more complex
rhythms in time to a steady beat; create & play rhythmic patterns accurately, & with control of tempo, in
2, 3 & 4 time & other time signatures

DYNAMICS use dynamics in music-making to expressive & imaginative effect; control & manipulate the dynamics of
musical sounds; describe the dynamics within music heard; explain the importance & effect of silent
pauses & rests in music; recognise & respond to the symbols f, p, ff, pp, crescendo/diminuendo symbols;
remember the Italian words fortissimo, pianissimo etc.

TEMPO sing & play music with finer gradations of tempo for expressive & creative effect; create & control the
tempo of musical rhythms & tunes; recognise & describe how the tempo changes in pieces of music;
explain the importance & effect of tempo in music; recognise, remember & use the Italian terms tempo,
accelerando, decelerando (also rallentando, ritardando) in music-making activities

TIMBRE sing with good vocal technique & tone quality; play an instrument with technique & control to create a
variety of musical sounds from it; choose & combine vocal & instrument timbres for creative effect or
particular purpose; describe the musical timbre of voices or instruments heard; identify & describe the
ways in which pop & rock singers use their voices for their particular style of music; identify the ways in
which pop & rock band musicians commonly use & experiment with the sound of their instruments eg.
electric guitar sounds; create & change electronic/digital sounds using music software

TEXTURE recognise & name different textures/parts when listening to music eg. solo, unison, harmony, backing
singers etc; recognise different styles of accompaniment eg. drone (repeated bass notes, such as on
bagpipes), ostinato (repeat rhythmic or melodic pattern), chords, broken chords etc; use a variety of
vocal & instrument combinations, harmonies & textures when playing or composing

STRUCTURE recognise & describe common musical structures in classical music eg. sonata, symphony, concerto;
describe conventional & more unconventional structures used in pop, rock & film music eg. Bohemian
Rhapsody, Overture to The Sound of Music (a 'montage' of songs)

Musical Skills
SINGING sing songs mainly with accurate pitch; sing with control, using a quality singing tone; sing with expression
& awareness of a song's style; sing with clear diction; use their voice as an instrument; use their voice
creatively; maintain a part in a more complex round or part-song, with an awareness of balance between
parts

PLAYING play instruments with care & control; play tuned & untuned percussion instruments (single handed &
INSTRUMENTS two handed) with appropriate techniques; play more complex rhythmic & melodic parts on instruments
with accuracy, fluency & awareness of phrasing & timing; play a part in an ensemble, with awareness of
balance; play instruments expressively & creatively when music-making

NOTATION follow musical symbols such as those which indicate dynamics or tempo; record their own musical ideas
using pictures, grids or symbols; choose, invent & order symbols to represent sounds or rhythm & pitch
patterns; read/ vocalise or clap back/play/ write rhythms, including crotchets, quavers, crotchet rests,
minims & semi-quaver patterns in standard musical notation; recognise notes middle C to C above
written on a stave eg. C D E F G A B C; recognise & name elements of a simple musical score eg. stave,
lyrics, treble clef, bass clef, time signature, key signature

USING MUSIC find sounds, create sounds & compose music using electronic keyboards/musical apps/musical software;
TECHNOLOGY know difference between 'voices' & 'styles' on a keyboard
LISTENING listen with attention to longer pieces of music, both live & recorded; respond to different kinds of music
appropriately and with an awareness of the needs of other listeners; respond to music heard, when
appropriate, through movement, art or by creating their own music
The statements below can be used to help inform the teacher's ongoing assessment of a child's musical progress and to report on
their progress.

Musical Dimensions, Skills & Other Knowledge - Year 6

YEAR 6
DESCRIBING & use musical vocabulary to describe sounds & music they hear or create; use musical vocabulary to
DISCUSSING express an opinion about music they hear eg. forte/piano, rhythm, phrase, crescendo, pitch, melody,
accompaniment
IMPROVISING participate in spontaneous music-making; sing and dance freely/spontaneously to a piece of music;
invent vocal improvisations when singing a song, spontaneously; express ideas in a 'fill-in-the-gap'
singing game or instrument game ('rondo'); extend a song or chant spontaneously; create rhythms on
instruments to play along with a piece of music heard, spontaneously; create tunes spontaneously on a
pentatonic scale (you can't go wrong!)

COMPOSING participate/contribute ideas in creative music-making activities; invent & develop their own increasingly
complex songs, dances or pieces of music (either individually or as part of a group)
CONDUCTING take the lead in a class sing-song or class band; explain to others how a song or piece of music should be
performed (louder, slower etc.); use physical gestures (cues) or symbols to express to others when music
should start or stop, and how music should be performed; recognise & beat 2, 3 & 4 time; explain the
role of a conductor or band leader

REHEARSING follow & respond to simple musical directions & gestures eg. begin & end together, play more quietly,
get faster etc; explain why practising & rehearsing are important to improve a performance;
demonstrate patience whilst waiting to perform! (part of showbiz!)
PERFORMING sing, dance, play an instrument or conduct assuredly in front of an audience

Other Musical
Knowledge
HISTORY OF MUSIC Suggested period of study, progressing through KS2: 20th century (1900 - 2000) Postmodern (1975 to
(CLASSICAL) present) 21st century (2000 to present)
GREAT COMPOSERS name & recount facts about the lives of some great 'classical' composers of 20th century: Schoenberg,
(CLASSICAL) Stravinsky, Berg, Webern, Prokofiev, Cage, Reich, Stockhausen, Britten, Carpenter, Gershwin, Vaughn-
Williams; name & recount facts about the lives of some great composers of musical theatre: Leonard
Bernstein, Lionel Bart, Rogers & Hammerstein, Rice & Lloyd-Webber; name & recount facts about the
lives of some great composers of film music: John Williams, Elmer Bernstein, Michael Giacchino, Jerry
Goldsmith, Hans Zimmer

HISTORY OF MUSIC recount some of the important events in the history of film music & computer games music (eg. film
(JAZZ, FOLK, POP, score composers now often create computer-made music, whereas in the past they used live musicians
MUSICALS, FILM etc.)
MUSIC & OTHER)

GREAT MUSICIANS name & recount facts about the lives of some great creators of electronic music & DJs: Jean Michel
Jarre, Vangelis, Gary Numan, Jam Master Jay, Blue Monday, Kraftwerk to... Deadmau5, Avicii, Moby,
Zedd, David Guetta, Daft Punk, Martin Garrix; name & recount facts about the lives of some great
percussionists (Tim Curle, Ray Cooper, Evelyne Glennie etc.)

WORLD MUSIC explain the unique qualities of music originating from different parts of the UK/other parts of the world
(topic-linked where appropriate, but to include music of native American Indians & other forms of music
originating from the USA)
INSTRUMENT NAMES recognise & name the instruments of the orchestra & other ensembles: (year group focus) recognise &
name different orchestral percussion instruments & a variety of instruments & equipment used to make
electronic music
INSTRUMENT categorise instruments into their instrument families eg. tuned percussion, untuned percussion, strings,
FAMILIES brass, woodwind, keyboard, electric instruments, electronic instruments (computer sequencers etc.)

ENSEMBLES & recognise & name the symphony orchestra & the instrument sections within it eg. string section,
GROUPS woodwind section, brass section, percussion section
SCIENCE OF MUSIC Revision & extension of Y4 sound science component: explain how sounds are made on different types of
instrument, and how those sounds are changed in pitch & volume; explain how sounds reach the ear;
explain how sounds get fainter with regards to distance from the sound source