Skip to content ↓

Music - KS1 - Year 1 / Year 2

SPRING TERM 2018 

Year 1

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 2018

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.

Year 2 

Unit: Animals   Musical focus: Pitch          Subject link: PE

Animal movement is linked with pitch in this unit, to help children develop understanding and recognition of changing pitch. Children interpret pitch line notation using voices and tuned instruments. The children also learn about musical vocabulary and its meaning. They have the opportunity to extend their learning further through choosing different animals to be in a jungle soundscape then as a class combining the animal sounds to create a whole jungle sound. The children will also explore graphic score through drawing more complex pitch lines with multiple changes in direction from a given stimulus. They may also at home like to make a finger puppet to draw pitch lines in the air.  The children could choose different animals to see what the pitch line looks like for this animal. Small groups might combine their pitch line journeys, exploring the effectiveness of playing them together.

Unit: Number     Musical focus: Beat        Subject link: Mathematics

In this unit, the children explore steady beat and rhythm patterns. They play beats and patterns from Renaissance Italy to West Africa, and create their own with body percussion, voices and instruments. The children also learn about musical vocabulary and its meaning. They have the opportunity to extend their learning further through extending a known rap by substituting the children’s ideas for more parts of the body. The children will also draw or paint a class frieze of a snow scene to illustrate a piece of music listened to. Using a given stimulus the children will try and group objects to match how the sounds are grouped in a piece of music.  The children will also explore ostinatos by performing two or more ostinatos together as an accompaniment to a song. In pairs they will be encouraged to create their own ostinato combinations.

Spring Term 2 2018

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.