BSPS Progression Map: Music

Early YearsFoundation Stage -Development Matters

3 & 4 Year Olds

Reception

Sing a large repertoire of songs. (Communication and Language)

Remember and sing entire songs. (Expressive Arts and Design)

Sing the pitch of a tone sung by another person (‘pitch match’). (Expressive Arts and Design)

Sing the melodic shape` (moving melody, such as up and down, down and up) of familiar songs. (Expressive Arts and Design)

Use large-muscle movements to wave flags and streamers, paint and make marks. (Physical Development)

Sing in a group or on their own, increasingly matching the pitch and following the melody. (Expressive Arts and Design)

Combine different movements with ease and fluency. (Physical Development)

Listen with increased attention to sounds. (Expressive Arts and Design)

Respond to what they have heard, expressing their thoughts and feelings. (Expressive Arts and Design)

Listen carefully to rhymes and songs, paying attention to how they sound. (Communication and Language)

Learn rhymes, poems and songs. (Communication and Language)

Listen attentively, move to and talk about music, expressing their feelings and responses. (Expressive Arts and Design)

Create their own songs, or improvise a song around one they know. (Expressive Arts and Design)

Play instruments with increasing control to express their feelings and ideas. (Expressive Arts and Design)

Explore, use and refine a variety of artistic effects to express their ideas and feelings (Expressive Arts and Design)

Return to and build on their previous learning, refining ideas and developing their ability to represent them. (Expressive Arts and Design)

Create collaboratively, sharing ideas, resources and skills. (Expressive Arts and Design)

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

I can sing songs regularly with a pitch range of do-so with increasing vocal control.

I can sing songs with a small pitch range , pitching accurately.

I know the meaning of dynamics (loud/quiet) and tempo (fast/slow) and be able to demonstrate these when singing by responding to (a) the leader's directions and (b) visual symbols (e.g. crescendo, decrescendo, pause).

Year 3

Year 5

Year 6

Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

I can appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musician

I can develop an understanding of the history of music

I can sing a widening range of unison songs of varying styles and structures with a pitch range of do–so, tunefully and with expression.

I can perform forte and piano, loud and soft.

I can perform actions confidently and in time to a range of action songs.

I can walk, move or clap a steady beat with others, changing the speed of the beat as the tempo of the music changes.

I can develop facility in playing tuned percussion or a melodic instrument.

I can play and perform melodies following staff notation using a small range

I can sing a widening range of unison songs of varying styles and structures with a pitch range of do–so, tunefully and with expression.

I can perform with awareness of different parts.

I can develop facility in the basic skills of a selected musical instrument over a sustained learning period.

I can copy short melodic phrases including those using the pentatonic scale (e.g. C, D, E, G, A).

I can sing a broad range of unison songs with the range of an octave (do–do) pitching the voice accurately and following directions for getting louder (crescendo) and quieter (decrescendo).

I can sing a broad range of songs from an extended repertoire with a sense of ensemble and performance. This should include observing phrasing, accurate pitching and appropriate style.

I can play melodies on tuned percussion, melodic instruments following staff notation written on one stave and using notes within the Middle C–C′/do–do range.

I can perform a range of repertoire pieces and arrangements combining acoustic instruments to form mixed ensembles,

I can develop the skill of playing by ear on tuned instruments, copying longer phrases and familiar melodies.

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

I can recall and remember short songs and sequences and patterns of sounds.

I can respond physically when performing, composing and appraising music.

I can identify different sound sources.

I can identify well-defined musical features.

I can share my feelings and opinions about a song or piece of music.

Listen with attention to detail and recall sounds with increasing aural memory

I can identify melodic phrases and play them by ear.

I can create sequences of movements in response to sounds.

I can internalise short melodies and play these on pitched percussion (play by ear).

I can create dances that reflect musical features.

I can identify different moods and textures.

Play tuned and untuned instruments musically

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

I can recognise how graphic notation can represent created sounds. Explore and invent own symbols.

I can improvise simple vocal chants, using question and answer phrases.

I can invent, retain and recall rhythm and pitch patterns and perform these for others, taking turns.

Improvise and compose music for a range of purposes using the inter-related dimensions of music

Use and understand staff and other musical notation

I can choose and order sounds within simple structures such as beginning, middle, end, and in response to given starting points

Within a group, I can create and play layered music with an awareness of how the layers fit together

I can represent sounds with symbols

I can combine known rhythmic notation with letter names to create short pentatonic phrases using a limited range of 5 pitches suitable for the instruments being learnt.

Introduce major and minor chords.

instruments played in whole-class/ group/individual teaching to expand the scope and range of the sound palette available for composition work

Capture and record creative ideas using graphic symbols, rhythm notation and time signatures, staff notation or technology.

I can read and play short rhythmic phrases at sight from prepared cards, using conventional symbols for known rhythms and note durations.

I can use chords to compose music to evoke a specific atmosphere, mood or environment.

Capture and record creative ideas using graphic symbols, rhythm notation and time signatures, staff notation or technology.

I can write lyrics to a known song.

I can sing simple songs, chants and rhymes from memory, singing collectively and at the same pitch, responding to simple visual directions and counting in.

I can sing simple songs with a very small range, mi-so and then slightly wider.

I can sing a wide range of call and response songs, control vocal pitch and match pitch with accuracy.

I can work with a partner to improvise simple question and answer phrases, to be sung and played on untuned percussion, creating a musical conversation.

I can use graphic symbols, dot notation and stick notation, as appropriate, to keep a record of composed pieces.

I can use music technology to capture, change and combine sounds.

I can demonstrate the ability to recognise the use of structure and expressive elements through dance.

I can recognise simple structures. (Phrases)

I can analyse and comment on how sounds are used to create different moods.

I can sing a broad range of songs, including those that involve syncopated rhythms, as part of a choir, with a sense of ensemble and performance. This should include observing rhythm, phrasing, accurate pitching and appropriate style.

I can play a melody following staff notation written on one stave and using notes within an octave range (do–do);make decisions about dynamic range, including very loud, very quiet, moderately loud and moderately quiet.

I can engage with others through ensemble playing with pupils taking on melody or accompaniment roles.

I can perform a range of repertoire pieces and arrangements combining acoustic instruments to form mixed ensembles,

I can develop the skill of playing by ear on tuned instruments, copying longer phrases and familiar melodies.

I can identify how a mood is created by music and lyrics

I can listen to longer pieces of music and identify features.

I can compose a short song to own lyrics based on everyday phrases.

I can compose music individually or in pairs using a range of stimuli and developing their musical ideas into a completed composition.

I can engage with others through ensemble playing with pupils taking on melody or accompaniment roles.

I can play a melody following staff notation written on one stave and using notes within an octave range (do–do);make decisions about dynamic range, including very loud, very quiet, moderately loud and moderately quiet.

I can present performances effectively with awareness of audience, venue and occasion.