Greenmount -
a Pathway to Success
Knowledge | Skills | |
Reception | Not specifically covered in Reception | |
Year One | Composing is like writing a story with music. Everyone can compose.
| Help to create a simple melody using one, two or three notes. Learn how the notes of the composition can be written down and changed if necessary. |
Year Two | Composing is like writing a story with music. Everyone can compose. | Help create three simple melodies with the Units using one, three or five different notes. Learn how the notes of the composition can be written down and changed if necessary. |
Year Three | To know and be able to talk about: A composition: music that is created by you and kept in some way. It’s like writing a story. It can be played or performed again to your friends. Different ways of recording compositions (letter names, symbols, audio etc.)
| Help create at least one simple melody using one, three or five different notes. Plan and create a section of music that can be performed within the context of the unit song. Talk about how it was created. Listen to and reflect upon the developing composition and make musical decisions about pulse, rhythm, pitch, dynamics and tempo. Record the composition in any way appropriate that recognises the connection between sound and symbol (e.g. graphic/pictorial notation). |
Year Four | To know and be able to talk about: A composition: music that is created by you and kept in some way. It’s like writing a story. It can be played or performed again to your friends. Different ways of recording compositions (letter names, symbols, audio etc.)
| Help create at least one simple melody using one, three or all five different notes. Plan and create a section of music that can be performed within t he context of the unit song. Talk about how it was created. Listen to and reflect upon the developing composition and make musical decisions about pulse, rhythm, pitch, dynamics and tempo. Record the composition in any way appropriate t hat recognises the connection between sound and symbol (e.g. graphic/pictorial notation). |
Year Five | To know and be able to talk about: A composition: music that is created by you and kept in some way. It’s like writing a story. It can be played or performed again to your friends. A composition has pulse, rhythm and pitch that work together and are shaped by tempo, dynamics, texture and structure Notation: recognise the connection between sound and symbol
| 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). |
Year Six | To know and be able to talk about: A composition: music that is created by you and kept in some way. It’s like writing a story. It can be played o r performed again to your friends. A composition has pulse, rhythm and p itch that work together and are shaped by tempo, dynamics, texture and structure Notation: recognise the connection between sound and symbol | Create simple melodies using up to five different notes and simple rhythms that work musically with the s tyle of the Unit song. Explain the keynote or home n ote and the structure of the melody. Listen to and reflect upon the developing composition and make musical decisions about how t he 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). |