Westminster Music Long Term Plan

Westminster Music Long Term Plan

Long Term Overview

Subject : Music Subject Leader: Megan Humphreys

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Year R Me! (Charanga)

Everyone! (Charanga)

Big Bear Funk (Charanga)


Year 1 Hey You! (Charanga)

Exploring Sounds – Untuned Instruments

In the Groove (Charanga)

Andrew Lloyd Webber

(Composer Study)

Your Imagination (Charanga)

Ocarina (Instrumental Learning)


Year 2 Hands, Heart, Feet (Charanga)

Exploring Sounds – Untuned Instruments

Zootime (Charanga)

John Williams (Composer Study)

I Wanna Play in a Band (Charanga)

Ocarina (Instrumental Learning)


Year 3 Let Your Spirit Fly (Charanga)

Pop Music Genre Study

Glockenspiel Stage 1 (Charanga)

Tchaikovsky (Composer Study)

Three Little Birds (Charanga)

Recorder (Instrumental Learning)


Year 4 Mamma Mia (Charanga)

Rock n Roll Music Genre Study

Glockenspiel Stage 2 (Charanga)

Beethoven (Composer Study)

Lean on Me (Charanga)

Recorder (Instrumental Learning)


Year 5 Livin on a Prayer (Charanga)

Jazz Music Genre Study

Classroom Jazz 1 (Charanga)

Mozart (Composer Study)

The Fresh Prince of Bel Air

(Charanga)

Ukulele (Instrumental Learning)


Year 6 Happy (Charanga)

Pop, Jazz and Rock n Roll

Comparative Study

Classroom Jazz 2 (Charanga)

Bach (Composer Study)

You’ve Got a Friend (Charanga)

Ukulele (Instrumental Learning)


EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

NC Development Matters

Expressive Arts & Design:

Being Imaginative

(30-50 months)

•Developing preferences for

forms of expression.

•Uses movement to express

feelings. •Creates movement in

response to music. •Notices

what adults do, imitating what

is observed and then doing it

spontaneously when the adult

is not there.

•Captures experiences and

responses with a range of

media, such as music.

(40-60 months)

• Initiates new combinations of

movement and gesture in order

to express and respond to

feelings, ideas and experiences.

Expressive Arts & Design:

Exploring and Using

Materials

(30-50 months)

•Sings a few familiar songs.

•Beginning to move

rhythmically. • Imitates

movement in response to

music.

•Taps out simple repeated

rhythms. •Explores and learns

how sounds can be changed.

(40-60 months)

Begins to build a repertoire of

songs and dances.

•Explores the different sounds

of instruments.

Pupils should be taught to:

use their voices expressively and creatively by singing songs and speaking chants and rhymes

play tuned and untuned instruments musically

listen with concentration and understanding to a range of high-quality live and recorded music

experiment with, create, select and combine sounds using the inter-related dimensions of music.

Pupils should be taught to sing and play musically with increasing confidence

and control. They should develop an understanding of musical composition,

organising and manipulating ideas within musical structures and reproducing

sounds from aural memory.

Pupils should be taught to:

play and perform in solo and ensemble contexts, using their voices and

playing musical instruments with increasing accuracy, fluency, control and

expression

improvise and compose music for a range of purposes using the inter-

related dimensions of music

listen with attention to detail and recall sounds with increasing aural

memory

use and understand staff and other musical notations

appreciate and understand a wide range of high-quality live and recorded

music drawn from different traditions and from great composers and

musicians

develop an understanding of the history of music.

Listening

and

Appraising

Learning Objectives Learning Objectives Learning Objectives Learning Objectives Learning Objectives Learning Objectives Learning Objectives

To listen and respond to a

wide variety of music.

To understand how

they can enjoy moving

to music by dancing,

marching, being animals

or pop stars.

To understand how

they can enjoy moving

to music by dancing,

marching, being animals

or pop stars.

To identify and move to

the pulse.

To interpret what the

words of a song mean.

To describe how the

song makes them feel.


the pulse.

To describe how the

music makes them feel.

To listen carefully and

respectfully to other


the pulse with ease.

To identify the message

of songs.

To compare two songs

in the same style,

talking about what


the pulse with ease.

To explain the message

of songs.

To compare two songs

in the same style,

talking about what


To recognise the sound

of instruments used in

songs.

To learn 5 songs by

heart.

To understand what

the songs are about.

To recognise rapping.

To recognise repeated

patterns.

To know that songs

have a verse and a

chorus.

To say which songs

they like and why.

To know how songs

can tell a story or

describe an idea.

To choose favourite

songs and give reasons

why.

To identify instruments

in a piece of music.

To understand how a

film score can affect the

mood of a scene.

To recognise a reggae

song and describe some

of the key features.

To recognise a rock



To identify some

features of traditional

African music.



people’s thoughts about

the music.

To recognise the

instruments used in a

song.

To describe the musical

dimensions in a song –

eg tempo, rhythm and

pitch.

To recognise a RnB



To recognise a reggae




the music.

To use musical

vocabulary to talk

about music – tempo,

rhythm, pitch, dynamics

To identify the main

sections of a song –

introduction, verse and

chorus.

To recognise the

instruments used in a

song.

To recognise a pop



To recognise a gospel



stands out musically in

each of them, their

similarities and

differences.




the music.

To use musical

vocabulary to talk



and texture.

To describe how the

music makes them feel.

To talk about the

musical dimensions

working together in the

songs, for example if

the song gets louder in

the chorus (dynamics).

stands out musically in

each of them, their

similarities and

differences.




the music.

To use musical

vocabulary to talk



and texture and

structure.

To talk about the

musical dimensions

working together in

songs.

To talk about the music

and how it makes you

feel, using musical

language to describe

the music

To copy back 2/3 note

riffs by ear and

notation.

Key Knowledge Key Knowledge Key Knowledge Key Knowledge Key Knowledge Key Knowledge Key Knowledge

What do you want the

children to know?

Music has a steady beat.

We can create rhythms

from words, our

names, favourite food,

colours and animals.

Songs have a chorus,

which is a repeated

section.

Rapping is used in

hiphop songs.

Rapping is speaking

along with the rhythm

of the song.

Know the names and

recognise the sounds of

the instruments they

hear – saxophone,

drums, electronic

sounds

Music has a steady

pulse, like a heartbeat.

We can create rhythms

from words, our

names, favourite food,

colours and animals.

Rhythms are different

from the steady pulse.

We add high and low

sounds (pitch) when we

sing and play our

instruments.

A chorus is a repeated

section of a song.

A verse is a section of

the song that has the

same tune but different

words.

Rock n roll music has a

heavy backbeat,

keyboard and drums,

often with a solo guitar,

often with male vocals.

Some of the features of

reggae music are:

Slow tempo

The pulse is the steady

beat of a song/piece of

music.

Every piece of music

has a pulse.

Ryhthm is the pattern

of the long and short

notes.

Tempo is the how fast

or slowly the music is

played.

Pitch is how high or

low the notes are

Pulse, rhythm and pitch

work together to

create a song.

RnB is most often used

to describe a style of

African-American music

that developed after the

demise of Disco in the

1980s.


RnB are:

A polished production

style

The chorus can

sometimes be louder

because more

instruments are playing.


pop songs are:

Catchy lyrics

Guitar, vocals, bass

guitar and drums

Verse and chorus songs

Gospel music is

often religious,

strong vocals

choir singing in a call

and response

uplifting/emotional

chorus

Know the names

sounds of different

instruments – piano,

organ, bass guitar,

drums


ABBA’s music are:

How the pulse, rhythm,

pitch, tempo, dynamics

and texture work

together in the songs

studied.

Texture is the layers of

sound working together

Some features of Rock

music are:

heavily amplified guitar

bass guitar

drums

often male vocals

frequent solo guitar

heavy backbeat

Know the names and



hear – electric guitar,

bass, drums, keyboards,

percussion, synthesizer.


swing music are:

big jazz band

singer

Know how to keep an

internal pulse.

Know how the pulse,

rhythm, pitch, tempo,

dynamics, texture and

structure work

together and how they

connect in a song.

Some features of rock

and roll music are:

Fast tempo

Songs about young love

Saxophone, guitar and

drums

Know the names and



hear – piano, bass,

drums, guitar,

percussion, body

percussion (clapping)

Some features of pop

music with a soul

influence are:

Keyboard, bass and

drums


bass guitar and

drums in the

forefront

often notes are

played on the

offbeat.

South African music has

many different styles.

Traditional African

music uses voices and

drums and is often sung

in an African language

such as Zulu or Xhosa.

It often has a strong

dance beat.

Know the names and



hear – guitar, trumpet,

electric guitar, drums.

Use of computer-

originated sounds eg

drum machines

Smooth vocal

arrangements

Use of melisma in the

intro and outro


reggae music are :

bass guitar and drums

in the foreground, and

guitar and keyboards

set back in the mix.

It has a laid-back feel.

The drums and bass

guitar often miss the

first beat in a bar.

There are often female

backing vocals.

Know the names

sounds of different

instruments –

synthesizer, drum,

bass, organ,

keyboard.

There are two female

singers singing the tune

in unison which creates

a certain vocal sound

that we know to be

ABBA.

Male backing vocals.

The use of the guitar

and keyboard riffs

throughout the song

often backing up vocal

lines. The piano riff

used in this song is well

known.

The way the riffs build

within songs to create a

thicker texture.

The chorus uses

different lyrics with the

same tune (like Super

Trouper).

Strong dance beat -

Disco era of the 70s.

Songs that tell a story

Rhythm is the long and

short patterns over the

pulse

Dynamics is how loudly

or quietly the music is

played

Know the difference

between pulse and

rhythm.

Know that different

pitches create melodies.

strong rhythm section –

piano, bass and drums.

Improvisation


hiphop are:

rapping

scratching

sampling

drum and percussion

backing loops

sometimes beatboxing

A hook is a short

catchy melodic idea

designed to be instantly

memorable

Very modern sound

Some features of jazz

music are:

improvisation with a

voice or instruments

many different styles –

ragtime, swing,

trumpets, piano,

trombones and

saxophones

came from African

American communities

late 1800s, early 1900s

Some features of blues

music are:

Sad and melancholic

melody

Rhythm section, voice,

guitar and harmonica

Improvisation

Some features of pop

ballads are:

Slow and gentle backing

Instruments like piano,

strings and acoustic

guitar

Lyrics about love

Know what

syncopation/off beat is.

Know that the middle

eight links the verse and

chorus.

Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary

Sing

Listen

Clap

Respond

Like

dislike

beat

repeat

rhythm

chorus

chorus

verse

pulse

reggae

rock and roll

high

low

tuned

untuned

stomp

Pulse

Tempo

Rhythm

Pitch

Vocals

Melisma

R n B

Tempo

reggae

Pop

Dynamics

Melody

Riff

Gospel

Introduction

lyrics

Texture

Solo

Jazz

Scratching

Backbeat

Beatboxing

Swing

Hiphop

rock

verse

chorus

dynamics

tempo

ensemble

middle eight

structure

soul

rock and roll

syncopation

ballads

blues

Outcomes Outcomes Outcomes Outcomes Outcomes Outcomes Outcomes

1. Children will be able to: Children will be able to:

sing 3 songs off by

heart.

Children will be able to:

sing 3 songs off by

heart.


sing two songs from

memory and say who


sing two songs from

memory and say who


sing two songs from

memory, who sang or


sing two songs from

memory, who sang or


Hey You!

I Am in the Groove

Your Imagination

clap a rhythm back.

describe what the songs

are about.

name some of the

instruments they use

and recognise the

sounds they make –

drums, guitar,

Hands, Heart, Feet

I Wanna Play in a

Band

Zootime

recognise the chorus

and verse in a song.

name some styles of

music – rock, African

and reggae

state preferences about

songs and give reasons

why.

name some of the

instruments they use

and recognise the

sounds they make –

drums, guitar,

keyboard.

sang them or wrote

them.

Three Little Birds

Let Your Spirit Fly

describe the style of the

two songs.

choose one song and

talk about:

○ Its lyrics: what the

song is about

○ Any musical

dimensions featured in

the song, and where

they are used (tempo,

rhythm and pitch)

○ Identify the main

sections of the song

(introduction, verse,

chorus etc.)

○ Name some of the

instruments they heard

in the song

sang them or wrote

them.

name the style of the

two songs.

Mamma Mia

Lean on Me

choose one song and

be able to talk about:

o Some of the style

indicators of that song

(musical characteristics

that give the song its

style).

o The lyrics: what the

song is about.

o Any musical dimensions

featured in the song

and where they are

used (dynamics, tempo,

rhythm and pitch).

o Identify the main

sections of the song

(introduction, verse,

chorus etc).

o Name some of the


in the song.

wrote them, when they

were written and why.

Livin on a Prayer

Fresh Prince of Bel Air


two songs and to name

other songs from the

Units in those styles.

choose two or three

other songs and be able

to talk about:

○ Some of the style

indicators of the songs

(musical characteristics

that give the songs their

style)

○ The lyrics: what the

songs are about

○ Any musical


the songs and where

they are used (texture,

dynamics, tempo,

rhythm and pitch)

○ Identify the main

sections of the songs

(intro, verse, chorus

etc.)



in the songs

○ The historical

context of the songs.

What else was going on

at this time?

wrote them, when they

were written and why.

You’ve got a Friend

Happy


songs and to name

other songs from the

Units in those styles.

choose three or four

other songs and be able

to talk about:

○ The style indicators

of the songs (musical

characteristics that give

the songs their style)

○ The lyrics: what the

songs are about

○ Any musical


the songs and where

they are used (texture,

dynamics, tempo,

rhythm, pitch and

timbre)

○ Identify the structure

of the songs (intro,

verse, chorus, middle

eight etc.)


instruments used in the

songs

○ The historical

context of the songs.

What else was going on

at this time, musically

and historically?

○ Know and talk about

that fact that we each

have a musical identity

Performing

(Playing

Instruments)


To play a tuned

instrumental part with

the song they perform.

To play untuned

instruments in a range

of ways.

To listen to and follow

musical instructions

from a leader.

To understand simple

notation, for example

star = clap.

To play a tuned

instrumental part with

the song they perform.



from a leader.

To play the part in time

with the steady pulse.

To name untuned

percussion instruments

played in class.

To play one part on a

tuned instrument (a

one-note, simple or

medium part or the

melody of the song)

from memory or using

notation.

To rehearse and

perform their part.



from a leader.

To play a differentiated

part on a tuned

instrument from

memory or using

notation.

To rehearse and

perform their part.



from a leader.

To lead the playing by

making sure everyone

To play a musical

instrument with the

correct technique

within the context of

the Unit song.

To select and learn an

instrumental part from

memory or using

notation.

To rehearse and

perform their part

To play a musical

instrument with the

correct technique


the Unit song.

To select and learn an

instrumental part that

matches their musical

challenge, using one of

the differentiated parts

– a one-note, simple or

medium part or the


To name untuned

instruments played in

class.

To play untuned

instruments in a range

of ways.

plays in the playing

section of the song.


the Unit song.



from a leader.

To lead a rehearsal

session.

melody of the song

from memory or using

notation.

To rehearse and

perform their part


the Unit song.



from a leader.

To lead a rehearsal

session.


The names of the notes

in their instrumental

part from memory or

when written down.

The names of untuned


played in class – drums,

triangles, woodblocks.

Treat instruments with

care and respect -

handling them carefully

and putting them back

in cases.

The hand signals used

by the leader to stop

and start.

The fingering for C G

the ocarina.

We add high and low

sounds, pitch, when we

sing and play our

instruments.

The names of the notes

in their instrumental

part from memory or

when written down.

The names of untuned


played in class - drums,

triangles, woodblocks,

tambourines, castanets

We treat instruments

with care and respect –

handling them carefully

and putting them back

in cases.

The hand signals used

by the leader to stop,

start etc.

The pulse is a steady

beat.

We add high and low

sounds, pitch, when we

sing and play our

instruments.

The fingering for D B

G A C on the ocarina.

Know the key features

of the instruments used

in class – recorder:

tuned, wind instrument,

different types –

descant, treble, tenor

etc, clear sound, change

the pitch by covering

the holes.

- glockenspiel:

tuned,

percussion

instrument,

metal bars, hit

with a beater to

make a clear,

bell-like sound.

Know the position of

the notes E D C F G A

on a glockenspiel.

Know that you need to

hit the glockenspiel bar

in the middle to make a

rich note.

Know what the leader’s

signals mean.

Know the duration of

notes –

semibreve – 4 beats

minim – 2 beats

crotchet – beat

and rests – semibreve,

minim, crotchet (same

duration as notes)

Recognise these note

durations written

down.

Recognise the stave and

know that the notes

are written on it in

Know the key features

of the instruments used

in class – recorder:

tuned, wind instrument,

different types –

descant, treble, tenor

etc, clear sound, change

the pitch by covering

the holes.

- glockenspiel:

tuned,

percussion

instrument,

metal bars, hit

with a beater to

make a clear,

bell-like sound.


the notes E D C F G A

on a glockenspiel.

Know that you need to

hit the glockenspiel bar

in the middle to make a

rich note.

Know what the leader’s

signals mean.


notes –


minim – 2 beats

crotchet – beat



duration as notes)

Recognise these notes

written down.

Recognise the stave and

know that the notes

are written on it in

Know where the notes

G D EA B are on the

glockenspiel.

Know the fingering for

the notes G F# E D on

the recorder.

Know that the single

vertical lines on the

stave show the bars and

there are 4 beats in a

bar.

Understand the role of

a leader and be able to

use the hand signals.

Recognise notation on

a stave for notes used.


notes –


minim – 2 beats

crotchet – beat



duration as notes)

quaver and quaver rest

Know these notes

when written on a

stave.

Read notation on a staff

for notes C D E F G A

B C

Know how the

recorder makes a

sound.

The single vertical lines

on the stave show the

bars and there are 4

beats in a bar and the

double vertical line

means the end of the

piece.

Know where the notes

G D EA B are on the

glockenspiel.


notes G B A F# E D C

on the recorder.

Read notation on a

stave for notes used.


notes –


minim – 2 beats

crotchet – beat



duration as notes)

Read these notes on a

stave.


positions that show

their name.

Recognise a treble clef.

positions that show

their name.


the notes on the stave

show the pitch.

Recognise a treble clef.


Percussion

Ocarina

High

Low

Stop

start

Pulse

Pitch

Treble clef

Stave

Glockenspiel

Bar

Beater

Beats

Recorder

Woodwind

notation

Treble clef

Stave

Glockenspiel

Beater

Beats

Recorder

Woodwind

pitch

Stave

Band

Orchestra

Bar

quaver

Tune

Head

Riff


Children will be able to

perform the song ‘Hey

You’ playing along to

the track using the note

C on the ocarina.

perform the song ‘In

the Groove’ playing

along to the track using

the note C on the

ocarina.

perform the track

“Your Imagination”

playing along to the

track using note G on

the ocarina.


perform the track

‘Zootime’ playing along

with the ocarina using

notes C and D.

perform the track

‘Hands, Feet, Heart’


trach using notes G A

C on the ocarina.

perform the track ‘I

Wanna Play in a Band’


trach using notes D and

C on the ocarina


describe the key

features of the

instruments used in

class (a glockenspiel, a

recorder).

perform the song

‘Three Little Birds’


track using notes G and

A on a glockenspiel.

perform the song ‘Let

Your Spirit Fly’ playing

along to the track using

notes G and A on a

glockenspiel.

perform songs on the

glockenspiel (Stage 1)

Play Your Music

(E D)

DeeCee’s Blues

(D C)

DEFinitley

(DEF)


treat instruments

carefully and with

respect.

talk about:

the instruments used in

class (a glockenspiel,

recorder or

xylophone).

perform Mamma Mia

on the glockenspiel

(note G) or recorder

(notes A and G)

perform Lean on Me on

the glockenspiel (C F

G)

perform songs on the

glockenspiel (Stage 2)

Mardi Gras

Groovin’

(DCEF)

March of the

Golden

Guards( C E D)

Two Way

Radio as a duet

(B)

Flea Fly

Mosquito (A C

D E F G)


read the notes C, D, E,

F, G, A, B + C on the

treble stave

name instruments that

are played in a band or

orchestra.

perform Livin on a

Prayer on glockenspiel

using notes G A B.

Children who are more

confident can play along

to Livin on a Prayer on

the recorder using

notes G F# E D

perform Three Note

Bossa and 5 Note

Swing on glockenspiel

using notes G D E A B


describe different ways

of writing music down

– e.g. staff notation,

symbols

read the notes C, D, E,

F, G, A, B + C on the

treble stave

name the instruments

they might play or be

played in a band or

orchestra or by their

friends

perform Happy on a

glockenspiel using notes

using A G B C D E

perform Bacharach

Anorak on a

glockenspiel using notes

A G B C D E F

Performing(Si

nging)



To sing notes of

different pitches (high

and low).

To make different types

of sounds with their

voices – you can rap or

say words in rhythm.

To start and stop

singing when following a

leader.

To sing notes of

different pitches (high

and low).

To make different types

of sounds with their

voices, for example rap.

To follow a leader’s

hand signals.

To understand why we

need to warm up our

voices.

To sing in unison and in

simple two-parts.

To demonstrate a good

singing posture.

To follow a leader

when singing.

. To sing with

awareness of being ‘in

tune’.

To be aware of the

pulse internally when

singing.

To sing in unison and in

simple two-parts.


singing posture.

To follow a leader

when singing.

To sing with awareness

of being ‘in tune’.

To rejoin the song if

lost.

To listen to the group

when singing.

To sing in unison

To sing backing vocals.

To sing solo.

To follow a leader

when singing.


when singing and be

aware of how you fit

into the group.


singing posture.

To listen to each other

and be aware of how

you fit into the group.


lost.

To sing in tune.

To sing in unison

To sing backing vocals.

To sing solo.

To follow a leader

when singing.


when singing and be

aware of how you fit

into the group.


singing posture.

To listen to each other

and be aware of how

you fit into the group.


lost.

To sing in tune.



low the sound is.

Unison is everyone

singing at the same

time.

Songs can include other

ways of using the voice

e.g. rapping (spoken

word).

We warm up our

voices so that we can

sing well and not

damage our voices.

The signals to start and

stop playing are detail


low the sound is.

Unison is everyone

singing at the same

time.

Songs can include other

ways of using the voice

e.g. rapping (spoken

word).

We warm up our

voices so that we can

sing well and not

damage our voices.

The signals to start and

stop playing.

Stand in a comfortable

singing position when

singing.

Singing in a group can

be called a choir.

The leader of a choir is

called the conductor.

Signals from the

conductor and how to

respond.

Singing can make you

feel different emotions,

eg happy, energetic or

sad.

Singers must listen to

others as they sing as

part of a group.

Singers warm up their

voices to be able to sing

their best and not

damage their voice.


be called a choir.



Know the signals from

the conductor and how

to respond.




sad.



part of a group so that

they can stay in time

and rejoin if lost.



their best and not

damage their voice.

Recap


be called a choir.



Know the signals from

the conductor and how

to respond.




sad.



part of a group so that

they can stay in time

and rejoin if lost.



their best and not

damage their voice.

Know that texture is

the number of layers of

music and how they

work together.

know that a solo singer

makes a thinner texture

that a large group.

Know that texture is

the number of layers of

music and how they

work together.

know that a solo singer

makes a thinner texture

that a large group.


High

Low

High

Low

Two parts

Posture

Two parts

Posture

Texture

Layers

Harmony

Internal pulse


Rap

Rhythm

Unison

Rap

Rhythm

Unison

Pulse

Choir

conductor

Pulse

Internal

Choir

conductor

Solo

Lead vocal

Backing vocal




confidently sing or rap

three songs from

memory and sing them

in unison.

Hey You

In the Groove

Your Imagination

explain why we need to

warm up our voices.


confidently sing three

songs from memory.

Hands, Feet, Heart

I Wanna Play in a Band

Zootime

explain why we need to

warm up our voices.

stand in a comfortable

position to sing.


confidently sing two

songs from memory.

Three Little Birds

Let Your Spirit Fly

describe the role of the

Leader or conductor.

describe how songs can

make you feel different

things e.g. happy,

energetic or sad

explain why they warm

up their voice before

they sing.

respond to hand signals

from the conductor

when singing in a choir.



songs from memory in

tune and in time with

others.

Mamma Mia

Lean on Me

explain why they warm

up their voice before

they sing.

describe how music

makes them feel.



songs and their parts

from memory, and to

sing them with a strong

internal pulse.

Livin on a Prayer

Fresh Prince of Bel Air

choose a song and be

able to talk about:

○ Its main features

○ Singing in unison, the

solo, lead vocal, backing

vocals or rapping

○ To know what the

song is about and the

meaning of the lyrics

○ To know and explain

the importance of

warming up your voice

explain why they must

warm up their voice

describe how music

makes them feel.



songs and their parts

from memory, and to

sing them with a strong

internal pulse.

Happy

You’ve Got a Friend


songs so they can

represent the feeling

and context to your

audience

choose a song and be

able to talk about:

○ Its main features

○ Singing in unison, the

solo, lead vocal, backing

vocals or rapping

○ To know what the

song is about and the

meaning of the lyrics

explain the importance

of warming up their

voice

describe how music

makes them feel.

Composing Learning Objectives Learning Objectives Learning Objectives Learning Objectives Learning Objectives Learning Objectives Learning Objectives

To To compose a 3 line

repeating pattern using body

percussion and instruments.

To understand very simple

notation, using pictures.

To know the notes in their

part from memory or when

written down (CDE)

To compose a 4 line

repeating pattern using

body percussion and

instruments.

To understand simple

notation.

Unit 1 – CDE

Unit 3 – FGA

Unit 4 - CDE

To help create at least one

simple melody using up to

3 different notes

Unit 1 – CDE

Unit 2 – DE

Unit 3 - CDE

To plan and create a

section of music that can

be performed within one

of the unit songs.

To evaluate the

composition and make

changes to improve.

To create a melody with

up to 3 notes on the

glockenspiel

Unit 1 – GAB

Unit 2 – CDE

Unit 4 - FGA

To plan and create a

section of music to

perform.

To listen and reflect on

the developing


changes to improve.

To create simple

melodies using up to 5

different notes on the

glockenspiel and simple

rhythms:

Unit 1 – notes GABDE

Unit 4 – notes DEFGA

To understand what a

key note is and how to

use it.

To listen and reflect on

the developing


changes to improve.

To create melodies using

up to 5 different notes and

simple rhythms

Unit 1 – AGBCE

Unit 4 - EGACD

To understand what a key

note is and how to use it.

To listen and reflect on the

developing composition

and make changes to

improve.

To record the composition

using graphic or pictorial

notation.


To record the

composition using graphic

or pictorial notation.

To record the

composition using

graphic or pictorial

notation.

Unit 1 – GABDE

Unit 4 - DEFGA


Composing is like

writing a story with

music.

Everyone can compose.

How to write 3 notes

C D E

The notes in the

composition can be

changed if needed.

Names of the

instruments they are

playing – ocarina,

glockenspiel, drum,

woodblock, triangle

There are 4 beats per

bar.

Each picture represents

a beat.

Composing is like

writing a story with

music.

Everyone can compose.

A blank space means a

missed beat.

There are 4 beats per

bar.

Each picture represents

a beat.

The notes of the

composition can be

written down and

changed if necessary

Names of the

instruments they are

playing – ocarina,

glockenspiel, drum,

woodblock, triangle,

tambourine, castanets

to order beg middle

and end

A composition is music

that is created by you

and kept in some way.

It’s like writing a story.

A composition can be

played or performed

again to your friends.

There are different

ways of recording

compositions (letter

names, symbols, audio

etc.)

A composition is music

that is created by you

and kept in some way.

It’s like writing a story.

A composition can be

played or performed

again to your friends.

There are different

ways of recording

compositions (letter

names, symbols, audio

etc.)

A composition has

pulse, rhythm and pitch

that work together and

are shaped by tempo,


structure.

the notation for notes

used in composing:

Unit 1 – notes G A B

Unit 4 – notes D E F

A home note is the

notes that your

composition will start

and finish on.

A composition has

pulse, rhythm and pitch

that work together and

are shaped by tempo,


structure

Notation: recognise the

connection between

sound and symbol

use different ways of

writing music down –

e.g. staff notation,

symbols


Compose

Repeat

Pattern

Body percussion

Phrase

Response

Improvisation

Beat

ocarina, glockenspiel, drum,

woodblock, triangle,

tambourine, castanets

Composition

compose

Perform

Record

Symbols

Audio

Pitch

Rhythm

pulse

Home note

Tempo

Dynamics

texture

structure

melody

graphic

Home note

Tempo

Dynamics

texture

structure

melody

graphic



compose a repeating pattern

of 3 different sounds using body

percussion and other

instruments.


compose a repeating pattern

of 4 different sounds using body

percussion and other

instruments.


compose a tune using notes E

D F on a glockenspiel.

describe how the music

was created.


compose a tune using D E C

on the glockenspiels.

read the notation of D E C on

a musical stave.

describe how pitch, rhythm

and pulse work together in a

piece of music.


create simple melodies using

up to five different notes

and simple rhythms that

work musically with the

style of the Unit song.

explain the keynote or

home note and the

structure of the melody.

listen to and reflect upon

the developing composition


create simple melodies using

up to five different notes and

simple rhythms that work

musically with the style of

the Unit song.

explain the keynote or home

note and the structure of

the melody.

listen to and reflect upon

the developing composition


and make musical decisions

about how the melody

connects with the song.

record the composition in

any way appropriate that

recognises the connection

between sound and symbol

(e.g. graphic/pictorial

notation).

and make musical decisions

about how the melody

connects with the song.

record the composition in

any way appropriate that

recognises the connection

between sound and symbol

(e.g. graphic/pictorial

notation).

Improvising Learning Objectives Learning Objectives Learning Objectives Learning Objectives Learning Objectives Learning Objectives Learning Objectives

To clap a rhythm in

response to a phrase.

To sing a response to a

phrase.

To playing a response

using 1 note.

To clap a rhythm in

response to a phrase.

To sing a response to a

phrase – instruments or

vocal

To playing a response

using 2 notes, C moving

to D.

To improvise using

glockenspiels in the

context of the song

they are learning to

perform.

To improvise using

instruments in the

context of a song they

are learning to perform

To improvise using

instruments in the

context of a song to be

performed.

To improvise using

instruments in the

context of a song to be

performed.


Improvisation is making up

your own tunes on the spot.

When someone improvises,

they make up their own tune

that has never been heard

before. It is not written down

and belongs to them.

Everyone can improvise.

Improvisation is making up

your own tunes on the spot.

When someone improvises,

they make up their own tune

that has never been heard

before. It is not written down

and belongs to them.

Everyone can improvise.

Using 1 or 2 notes

confidently is better

than using 5.

If you improvise using

the notes that you are

given, you cannot make

a mistake.

You can use some of

the patterns of notes

you have heard in your

improvisations.

You can use some of

the riffs you have heard

in your improvisations.

A riff is a short,

repeated melodic

pattern, often forming

the background to a

solo or vocal line. It is

usually one to four bars

long.

You can use some of

the riffs and licks you

have heard in your

improvisations.

Guitar licks are short

solo phrases that can

be heard at the ends of

some of the vocal

phrases


improvise improvisation patterns Riff

riff

lick

Outcomes Outcomes Outcomes Outcomes Outcomes Outcomes


improvise by clapping a

rhythm in response to a

phrase, singing a

response or playing a

response using 1 note

(C).


improvise by clapping a

rhythm in response to a

phrase, singing a

response or playing a

response using 2 notes

on the ocarinas

Unit 1 – C D

Unit 3 – F G

Unit 4 – C D


describe what

improvisation is.

improvise using

instruments to play a

response using up to 2

notes.

Unit 1 – C D

Unit 2 – D

Unit 3 – C D


explain what

improvisation is.

sing back an improvised

phrase

improvise using

instruments to play a

response using up to 3

notes.

Unit 1 – G A

Unit 4 – F G

improvise their own

tunes using the same

notes.


Improvise in question

and answer style

Improvise by copying

back

improvise their own


notes

Unit 1

using the notes D E F..

Unit 4

improvise with a feeling

for the style of Bossa

Nova using the notes D

E F.


Improvise in question

and answer style

Improvise by copying

back

improvise their own


notes

Unit 1

improvise on the

glockenspiels along with

Happy using notes

A B G

Unit 2

improvise on the



Bacharach Anorak using

notes A G B

Unit 4

Improvise on the


You’ve Got a Friend

using notes A G E

Performance Learning Objectives Learning Objectives Learning Objectives Learning Objectives Learning Objectives Learning Objectives Learning Objectives

To choose a song they

have learnt from the

Scheme and perform it.

To add their ideas to

the performance.

To record the

performance and say

how they were feeling

about it.

To choose a song they

have learnt from the

Scheme and perform it.

To add their ideas to

the performance.

To record the

performance and say

how they were feeling

about it.

To choose what to

perform and create a

programme.

To record the

performance and say

how they were feeling.

To evaluate their own

performance, saying

what they were pleased

with, what they would

change and why.

To choose what to


programme.

To communicate the

meaning of the words

and clearly articulate

them.

To record the

performance.

to evaluate the

performance.

To choose what to


programme.

To communicate the



them.

To record the

performance.

to evaluate the

performance.

To choose what to


programme.

To communicate the

meaning o the words


them.

To record the

performance.

to evaluate the

performance


A performance is

sharing music with an

audience.

A performance can be a

special occasion and

involve a class, a year

group or a whole

school.

An audience can include

your parents and

friends.

Look at the audience

when you are

performing.

A performance is

sharing music with an

audience.



involve a class, a year

group or a whole

school.

An audience can include

your parents and

friends.

Look at the audience

when you are

performing.

A performance can be

to one person or to

each other

You need to know and

have planned everything

that will be performed

You must sing the

words clearly and play

with confidence



involve an audience

including of people you

don’t know

A performance can be

to one person or to

each other.

You need to know and

have planned everything

that will be performed.

You must sing the


with confidence.



involve an audience

including of people you

don’t know.

A performance is

planned and different

for each occasion

It involves

communicating feelings,

thoughts and ideas

about the song/music

You must sing the


with confidence.

A performance is

planned and different

for each occasion

It involves

communicating feelings,

thoughts and ideas

about the song/music

You must sing the


with confidence.


Perform

audience

Occasion

performance

Plan

Confidence

Programme

Plan

Confidence

Programme

Expression

Articulate

Record

Compare

Venue

Seating

evaluate

Expression

Articulate

Record

Compare

Venue

Seating

evaluate



sing and record a song

and say how they feel

about it.


sing and record a song

and say how they feel

about it.


choose what to


programme.

clearly articulate the

words in the

performance.


choose what to


programme.

clearly articulate the

words in the

performance.


choose what to


programme.

communicate the



choose what to


programme.

communicate the



explain the best place

to be when performing

and how to stand or sit.

record the

performance and say

how they were feeling,


with what they would

change and why.

explain the best place

to be when performing

and how to stand or sit.

record the

performance and say

how they were feeling,


with what they would

change and why.


them.

talk about the venue

and how to use it to

best effect.

record the

performance and

compare it to a

previous performance.

discuss and talk

musically about it –

“What went well?” and

“It would have been

even better if...?”


them.

talk about the venue

and how to use it to

best effect.

record the

performance and

compare it to a

previous performance.

discuss and talk

musically about it –

“What went well?” and

“It would have been

even better if...?”

Composers Learning Objectives Learning Objectives Learning Objectives Learning Objectives Learning Objectives Learning Objectives Learning Objectives

To know about the life

and work of a famous

composer.



composer.



composer.

To recognise the work

of Tchaikovsky.



composer.


of Beethoven



composer.


of Mozart



composer.


of Bach


Musical theatre is a play

which includes songs.

Where and when

Andrew Lloyd Webber

was born.

ALW writes musicals.

ALW wrote a musical

called Cats and one of

the songs is called

Memories.

Listen to and appraise -

Memories

When and where John

Williams was born.

To know that John

Williams writes film

scores.

A film score is…..

JW wrote the score for

the Harry Potter film

and one of the songs is

called Hedwig’s Tune.


Hedwig’s Tune

When and where

Tchaikovsky was born.

Some facts about his life

Name some of his

compositions –

examples

What instruments they

can hear

Musical elements such

as tempo, pitch,

rhythm, pulse.

Tchaikovsky wrote

classical music.


The Nutcracker

Tchaikovsky wrote a

ballet score for the

Nutcracker

To know that classical

music is Western music

from the medieval era

to the present.

When and where

Beethoven was born.

Key events in his life

Name some of his

compositions –

examples


can hear

Musical elements such

as tempo, pitch,

rhythm, pulse.

Beethoven wrote

classical music.


Ninth Symphony

When and where

Mozart was born.

Know key events in his

life

Name some of his

compositions –

examples


can hear

musical elements such

as tempo, pitch,

dynamics, structure

Mozart wrote classical

music.


Eine Kleine Nachtmusik

When and where Bach

was born.

Key events in his life

Name some of his

compositions –

examples

what instruments they

can hear

musical elements such

as tempo, pitch,

dynamics, structure

Bach wrote classical

music.


Toccata and Fugue in D

Minor


Musical

Musical theatre

Costumes

set

Film score

American

Soundtrack

Theme

Composer

Classical

Ballet

Russian

Romantic era

Composer

Classical

Pianist

German

Choral Symphony

Composer

Classical

Austrian

Prodigy

Opera

Composer

Classical

Organist

Baroque

Choirmaster


Cholera

overture

Deaf

orchestra

Harpsichord

Serenade

Violin

Viola

Cello

Double bass

Fugue

Harpsichord

freestyle



state 3 facts about the

life of Andrew Lloyd

Webber state 3

features of his work

make a poster about

ALW including this

information


state 3 facts about the

life of John Williams

state 3 features of his

work.

Name 3 films where

John Williams has

written the score.

make a powerpoint

presentation about John

Williams including this

information


write about one of

Tchaikovsky’s

compositions and how

they feel about it, giving

reasons for their

choice.

write a factfile about

Tchaikovsky including

information about his

life and work.


identify 3 pieces by

Beethoven.

write about which of

Beethoven’s pieces is

their favourite and give

reasons.

create a timeline about

the life and work of

Beethoven.


identify and describe 3

pieces by Mozart.


Mozart’s pieces is their

favourite and give

reasons.

write a biography of

Mozart.


iIdentify and describe 3

pieces by Bach.


Bach’s pieces is their

favourite and give

reasons.

write a biography of

Bach.

Instruments

focus

Learning Objectives Learning Objectives

Ocarina

Learning Objectives

Ocarina

Learning Objectives

Recorder

Learning Objectives

Recorder

Learning Objectives

Ukulele

Learning Objectives

Ukulele

To play the ocarina

using note pictures.

To play the ocarina

independently.

To play simple tunes on

the recorder using the

notes B A G E D C F

and high D.

To compose tunes

using these notes.

To play simple tunes on

the recorder using the

notes B A G E D C F

and high D, low C f#,

high C#, low C#, B♭, high E and high F.

To compose tunes

using these notes.

To play chords C Am F

G.

To know the string

names for the ukulele.

To be able to strum on

the beat.

To be able to change

between chords C and

F

To play in time with a

piece of music.


How to hold an

ocarina.

The fingering for the

notes

High D

Low D

A B C G F E using note

pictures.

How to hold an

ocarina.

The fingering for the

notes

High D

Low D

A B C G F E

The note names by

looking at the note

formation pictures.

The beat is the rhythm

of the piece.

know how to hold the

recorder properly.

know fingering for the

notes B A G E D C F

and high D using images

to support.

know the names of the

notes they play.


notes B A G E D C F

and high D, low C F#,

high C#, low C#, B♭, high E and high F

Know how to tongue

to create notes.

Know the names of the

notes they play.

How to hold a ukulele:

Sit with ‘body’ of

Ukulele on lap. • Hold

Uke with right forearm.

• Identify strumming

‘finger’ (index). •

Relaxed, loose

movement from wrist,

not elbow. • Stroke

strings gently. • Fingers

of left hand should be

at right angle to finger

board and close to the

finger board. • Place

thumb behind the neck.

String names –

The first string is at the

bottom. This is string

A

To confirm

Looking at books to provide

progression


The second string is the

next string up from A,

and this is string E

The third string is string

C

The last string is at the

top of the Ukulele and

this is string G

How to strum:

with nail of index finger,

moving from the wrist,

loose and relaxed

movement,

to know how much

pressure to apply to the

strings.

To know fingering for

the chords C Am F G

Know the different

parts of the ukulele:

body, neck, finger or

fret board, frets, sound

hole, bridge, saddle,

nut, tuning pegs, strings.


Ocarina

Fingering

Holes

accompany

Ocarina

Fingering

Holes

accompany

Recorder

Fingering

Holes

rhythm

Recorder

Fingering

Holes

rhythm

Ukulele

Strings

Head

Finger board

Strum

Fret

Ukulele

Strings

Head

Finger board

Strum

Fret



play Twinkle Twinkle

on the ocarina to

accompany a video.


play Ode to Joy to

accompany a video.


clap the rhythm of a

track.

play simple stop/start

tunes using the notes B

A G E D C F and high

D.

compose a simple tune

(with a group) using the

notes B A G E D C F

and high D


play along with tracks

using the notes above.

compose a simple tune

in groups of 4 using

these notes.

know the names of the

notes they play.


name the different parts

of the ukulele.

Hold the ukulele

correctly

play simple tunes on

the ukulele. Detail tbc


play the song You Are

My Sunshine

Genre Study Learning Objectives Learning Objectives Learning Objectives Learning Objectives Learning Objectives


To be able to describe

the key features of pop

music.

to describe key features

of the music of the

Beatles.

To know key facts

about the history of the

Beatles.

To describe the key

features of rock n roll

music.

To describe key

features of the music of

Elvis Presley.

To be able to describe

the key features of jazz

music.

To know about the

music of Miles Davis.

To recognise some of

the songs of Miles

Davis.

To compare the

features of 3 genres –

pop, rock n roll and

jazz.

Key Knowledge Key Knowledge Key Knowledge Key Knowledge Key Knowledge

Pop music started out

in the 1960s.

The Beatles were one

of the main bands who

had fame during the

beginnings of the pop

music era.

members of the Beatles

– John Lennon –

vocals, guitar,

keyboards, bass

Paul McCartney –

vocals, bass, guitar,

keyboards

George Harrison –

guitar, vocals, bass

Ringo Starr – drums,

percussion, vocals.

albums – Help, Abbey

Road, Let it Be etc.

Add to school music

map and timeline.

rock n roll music came

from America in the

late 1940s/early 1950s.

To know that Elvis

Presley was known as

the king of rock n roll

and was one of the

most popular musicians

during this time.

examples of songs

Classic rock n roll

sound is created by

electric guitar, electric

bass guitar, string bass

and drums.

Key facts about Elvis

Presley

Add to school music

map and timeline.

Jazz music originated in

New Orleans, USA in

the early 1990s.

Improvisation is a key

feature of jazz.

Miles Davis was an

influential jazz musician

and helped to introduce

lots of different styles

of jazz.

Key facts about Miles

Davis.

Add to school music

map and timeline.

key facts about Miles

Davis, Elvis Presley and

The Beatles.

Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary

Pop music

Outcomes Outcomes Outcomes Outcomes Outcomes

Complete a small study

on the Beatles and

make a powerpoint to

include facts about the

history and music of the

band.

Complete a study on

the Elvis Presley and

make a powerpoint to



band.

Complete a study on

the Miles Davis to



band and present this

to the class.

Complete a comparison

of Pop music, rock n

roll and jazz to include

facts about the history

and key features and

present this to the

class.

Westminster Music Long Term Plan

Documents

Transcript of Westminster Music Long Term Plan