Skip to content ↓

Music - KS1 - Year 1 / Year 2

Year 1 Hampton Hargate Spring term 2016 - 2017

Unit: Machines         Musical focus: Beat          Subject link: PSHE

In this unit, the children explore beat through using movement, body percussion and instruments. They combine a steady beat with word rhythms, and explore changes in tempo. The children also learn about musical vocabulary and its meaning. They have the opportunity to extend their learning further through creating new sounds for a song and produce a dance to perform to a beat. The children will be given the experience to conduct others using a given stimulus counting them in and setting a tempo.

Unit: Seasons           Musical focus: Pitch         Subject link: Science

This unit helps children to develop further vocabulary and understanding of pitch movements. They explore pitch through singing, pitched percussion and listening games. The children also learn about musical vocabulary and its meaning. They have the opportunity to extend their learning further through taking simple, well-known songs (eg Twinkle twinkle little star) and drawing the pitch shape of the tune in the air as they sing. More confident children will play the rising pitch patterns at the end of a familiar song on a xylophone. The children will use movement to understand how pitch can change gradually, by moving up in jumps, steps or a slide. They will listen to pieces of music focusing on pitch and discuss any known songs that may be similar.

Spring Term 2 2016

Unit: Our School   Musical focus: Exploring sounds

Subject link: Geography

The children explore sounds found in their school environment in this unit. They investigate ways to produce and record sounds, using ICT to stimulate musical ideas related to geography. The children also learn about musical vocabulary and its meaning. They have the opportunity to extend their learning further through working as a class using a sound map or colour score following signals from a conductor. As the conductor changes the order of the sounds, the children reflect on how the sound changes and why.  They will also be able to create an extended piece of music by ordering the contrasting sounds and then revising the order of sounds and comparing the two.  The children will explore sounds to represent their local environment then use vocal sounds and percussion to represent a different local area.

Unit: Pattern        Musical focus: Beat      Subject link: Mathematics

In this unit the children develop an understanding of metre - groups of steady beat – through counting, body percussion and reading scores. The children also learn about musical vocabulary and its meaning. They have the opportunity to extend their learning further through making up some new verses for a familiar song using different animals and sounds. When focusing on beat, the children will play two- or three- beat patterns on a selection of instruments. They will also explore ways of differentiating the first beat from the other beats and then demonstrate their work in small groups taking turns with one instrument. They will also explore beat further by adding words and working out how many syllables there are in a given word. They will chant the word to a steady beat to create a beat pattern.

*Songs to be sung each half term linked to half termly theme.

Year 2- Hampton Hargate Primary School Music Overview

Spring Term 1 2016

Unit: Toys        Musical focus: Beat          Subject link: PSHE

In this unit, the children move and play to a steady beat and to sound sequences. They learn to control changing tempo as they take a scooter ride. The children also learn about musical vocabulary and its meaning. They have the opportunity to extend their learning further through using percussion instruments to play different beats also marking the strong beat. The children will also perform a known song using instruments and actions. Pairs of children will make their own graphic score from a given stimulus. They will then take it in turns to lead, playing the beat on instruments and matching the speed to the graphic score.

 

Unit: Our land Musical focus: Exploring sounds Subject link: Geography

The children explore timbre and texture as they explore descriptive sounds. They listen to, and perform, music inspired by the myths. The children also learn about musical vocabulary and its meaning. They have the opportunity to extend their learning further through making up a short extra chant for each of the myths they have learnt about. They will then play the rhythm of the chants on instruments. The children will also research legends and myths in their local area and make up a piece of music about one of the locations. With this in mind, they will use a familiar method of composing to give the children a vocal framework. They will then explore instrumental and found sounds and gradually add them also to the vocal framework.

Spring Term 2 2016

Unit: Storytime   Musical focus: Exploring sounds   Subject link: English

This unit introduces children to famous pieces to stimulate composition. The children interpret a storyboard with sound effects, and develop their own ideas using voices and percussion. The children also learn about musical vocabulary and its meaning. They have the opportunity to extend their learning further through exploring the story and ballet of ‘The Nutcracker’ more fully, researching the composer Tchaikovsky. They will also learn to recite all of a song and perform it to an audience using a backing audio. The children will combine group compositions to act out a scene with musical accompaniment.

Unit: Seasons   Musical focus: Pitch        Subject link: Science

The children develop understanding of pitch through movement, songs and listening games. They become familiar with pitch shapes and perform them in a variety of musical arrangements. The children also learn about musical vocabulary and its meaning. They have the opportunity to extend their learning further through taking one line from a well-known song and repeating it as a vocal or instrumental ostinato to accompany the song.

The children will also take known actions adding them to a performance of a song. Furthermore, they will use a particular melody as the basis for an expressive Japanese-style dance.

*Songs to be sung each half term linked to half termly theme.