Music – Composing

Subject Key Objective Progression & Development by Year Groups

The following is a guide to help you understand your child’s progression through school.

All lessons are differentiated. This means teachers plan activities that enable the objective to be learned by all children including those who will find the objective challenging, those children who with hard work will secure good progress and those children who can tackle extra stretch and challenge in this subject.

Intent, Implementation and Impact

The curriculum is designed with our pupils and the Swinemoor community in mind.

It enables children to access and enhance their understanding of their home, their town and the wider community, developing their cultural capital and giving them opportunities and choices about their future and their impact as they progress through their school career and beyond.

This will help them become successful members of modern British society, preparing them for the challenges and opportunities.

  • Intent

MUSIC – Composing

  • Curriculum lead: Mrs Sharp

  • Curriculum Statements

EYFS: “They represent their own ideas, thoughts and feelings through music.”

KS1: “Experiment with, create, select and combine sounds using the inter-related dimensions of music.”

KS2: “Compose music for a range of purposes using the inter-related dimensions of music.”

  • Related Vocabulary

EYFS:
Dynamics (T3)
Solo (T2)
Pitch (T2)

KS1:
Major (T2)
Minor (T2)
Ensemble (T3)

KS2:
Motif (T3)
Theme (T2)
Form (T2)

  • Cultural Capital

Children may demonstrate an understanding of how to compose music using the inter-related dimensions of music that they have learned through Singing,

Listening and Improvising. Children will increasingly develop the musical skills to create increasingly advanced compositions that show their increasing understanding of the inter-related dimensions of music.

Children may understand how to communicate their musical intentions by composing using written music notation.

Through the understanding of music, pupils may develop a greater understanding and appreciation of British values and culture helping them to develop a greater appreciation and understanding of the world around them.

  • School aims

  • Achieve beyond expectations
  • Be proud of our community, our school, our achievements and our peers
  • Compete, with the belief that we have every chance of success
  • Develop a culture where we take appropriate risk
  • Enable people to work together, in order to achieve more than we could on our own

  • British Values

  • Democracy

  • Rule of law

  • Individual liberty

  • Mutual respect

  • Tolerance of different faiths & beliefs

  • Implementation

What will be made, produced, performed, or published?

A focussed term of dance as part of the Physical Education curriculum, children will create, practise and perform a minimum of one choreographed piece to their peers, to a chosen piece of relevant music.

  • Sequencing

  • EYFS:  Children enjoy moving their bodies in different ways

  • Year 1:  Children enjoy moving their bodies with some control.

  • Year 2: Children confidently create movement patterns.

  • Year 3: Children skilfully create controlled movements & patterns.
  • Year 4: With consistency, children repeat controlled movement patterns.

  • Year 5:   Children create more complex controlled movement patterns.

  • Year 6:   Children skillfully create a series of controlled movement patterns and sequences.

  • Mastery:   With consistency, children repeat series of controlled complex movement patterns and sequences.

  • Impact

What knowledge will the children have embedded?

Children will be able to demonstrate the skills required to perform their dance. They will be able to work independently and as part of a group to perform to a piece of music. They will recall styles of dance and their features.

What retention may be demonstrated?

Here are some example questions that may be used to assess children’s understanding.

EYFS: How does this music make you feel? Is this music fast or slow?

KS1: Can you clap your hands to this beat? How could you improve your control when dancing?

KS2: How do you make sure your composition is consistent? What sequence did you find the most challenging and why?

Music – Composing – Primary Curriculum


Composing – Foundation stage:

Beginning to understand that we can write musical cues to tell us how high, low, soft or loud to play


Composing – Year 1:

Beginning to understand that we can write musical cues to help others understand how high, low, soft or loud to play.


Composing – Year 2:

Understand how the development of cues and symbols help others to interpret how loud, soft, high, low, fast or slow we want them to play.


Composing – Year 3:

Understand how to interpret western classical stave notation to write music, using basic musical instructions, for others to play.


Composing – Year 4:

Understand how to interpret and write western classical stave notation to communicate various musical instructions for others to play.


Composing – Year 5:

Understand the function of a compositional technique and be able to write our own example.


Composing – Year 6:

Understand that music combines many different compositional techniques and be able to write an example of a composititional technique studied.


Composing – Mastery:

Understand a variety of compositional techniques and be able to depict these techniques by producing examples written in western classical stave notation.

This collection of short films and resources will help you understand your child’s progression through school.

The curriculum film resource has been broken down by subject area initially and then by topic area.

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