Reception Links to Year 1 for Music

Skills and knowledge taught in Reception

Where this links to the Year 1 curriculum

Listening:

·         Responding to music through movement, altering movement to reflect the tempo, dynamics or pitch of the music.

·         Exploring lyrics by suggesting appropriate actions.

·         Exploring the story behind the lyrics or music.

·         Listening to and following a beat using body percussion and instruments.

·         Considering whether a piece of music has a fast, moderate or slow tempo.

·         Listening to sounds and matching them to the object or instrument.

·         Listening to sounds and identifying high and low pitch.

·         Listening to and repeating a simple rhythm.

·         Listening to and repeating simple lyrics.

·         Understanding that different instruments make different sounds and grouping them accordingly.

o   Exploring Sound unit of work

Listening:

·         Recognising and understanding the difference between pulse and rhythm.

·         Understanding that different types of sounds are called timbres.

·         Recognising basic tempo, dynamic and pitch changes (faster/slower, louder/quieter and higher/lower).

·         Describing the character, mood, or ‘story’ of music they listen to, both verbally and through movement.

·         Describing the differences between two pieces of music.

·         Expressing a basic opinion about music (like/dislike).

·         Listening to and repeating short, simple rhythmic patterns.

·         Listening and responding to other performers by playing as part of a group.

Composing:

·         Playing untuned percussion ‘in time’ with a piece of music.

·         Selecting classroom objects to use as instruments.

·         Experimenting with body percussion and vocal sounds to respond to music.

·         Selecting appropriate instruments to represent action and mood.

·         Experimenting with playing instruments in different ways.

Composing:

·         Selecting and creating short sequences of sound with voices or instruments to represent a given idea or character.

·         Combining instrumental and vocal sounds within a given structure. Creating simple melodies using a few notes.

·         Choosing dynamics, tempo and timbre for a piece of music.

·         Creating a simple graphic score to represent a composition.

·         Beginning to make improvements to their work as suggested by the teacher.

Performing:

·         Using their voices to join in with well-known songs from memory.

·         Remembering and maintaining their role within a group performance.

·         Moving to music with instruction to perform actions.

·         Participating in performances to a small audience.

o   Music and movement unit of work

·        Stopping and starting playing at the right time

Performing:

·         Using their voices expressively to speak and chant.

·         Singing short songs from memory, maintaining the overall shape of the melody and keeping in time.

·         Maintaining the pulse (play on the beat) using hands, and tuned and untuned instruments.

·         Copying back short rhythmic and melodic phrases on percussion instruments.

o   Pulse and rhythm (Theme: All about me) unit of work

·         Responding to simple musical instructions such as tempo and dynamic changes as part of a class performance.

·         Performing from graphic notation.

o   Under the Sea unit of work

Inter-related dimensions of Music

Pitch: To understand that what ‘high’ and ‘ low’ notes are.

Pitch: To understand that pitch means how high or low a note sounds. To understand that 'tuned' instruments play more than one pitch of notes. E.g. Musical vocabulary (Under the sea) 

Duration: To recognise that different sounds can be long or short.

Duration: To know that rhythm means a pattern of long and short notes.

Dynamics: To understand that instruments can be played loudly or softly. E.g. Exploring sound

Dynamics: To know that dynamics means how loud or soft a sound is. To understand that sounds can be adapted to change their mood, eg through dynamics.

Tempo: To recognise music that is ‘fast’ or ‘slow’. To understand that we can match our body movements to the speed (tempo) or pulse (beat) of music.

Tempo: To know that the ‘pulse’ is the steady beat that goes through music. To know that tempo is the speed of the music.

Timbre: To know that different instruments can sound like a particular character. To recognise that voices and instruments can imitate sounds from the world around us (eg. vehicles).

Timbre: To know that 'timbre' means the quality of a sound; eg that different instruments would sound different playing a note of the same pitch. To know that my voice can create different timbres to help tell a story.

Texture: To know that music often has more than one instrument being played at a time.

Texture: To know that music has layers called 'texture'.

Structure: To recognise the chorus in a familiar song

Structure: To know that a piece of music can have more than one section, eg a versed and a chorus.

Notation: To know that signals can tell us when to start or stop playing.

Notation: To understand that music can be represented by pictures or symbols.