Dry Sandford Primary School: Music tracking Year group 1 2 3 4 5 6 in 20\_\_\_\_ - 20\_\_\_\_\_\_ § § § Pupils should be taught to: use their voices expressively and creatively by singing songs and speaking chants and rhymes play tuned and untuned instruments musically § listen with concentration and understanding to a range of high-quality live and recorded music experiment with, create, select and combine sounds using the inter-related dimensions of music.

Y1	Y2	Y3	Y4	Y5	Y6
LOVE OF MUSIC/CRITICAL ENGAGEMENT/ LISTENING SKILLS Listen to a range of music both in the classroom: These may be used for brain breaks, transition times, listening during art/quiet times in addition to music lessons. and in assembly quiet times during entry and exit to assemblies and for discussion around assembly themes. A range of music chosen from historical periods and genres, styles and traditions, composers and musicians.	Recognise music from different cultures- particularly linked to regions studied in geography. Recognise familiar tunes from periods of history studied. Clap along to rhythmic patterns and develop a feel for the pulse of music. Express preference.	Recognise music from different cultures- particularly linked to regions studied in geography. Recognise familiar tunes from periods of history studied. Clap along to more complex rhythmic patterns and clap along to 2 / 4 beat rhythms. Express preference.	Recognise music from different cultures- particularly linked to regions studied in geography. Recognise familiar tunes from periods of history studied. Clap and sing sections of music for listening. and clap along to 2, 3 and 4 beat rhythms.	Recognise music from different cultures- particularly linked to regions studied in geography. Begin to develop knowledge of how music developed through history from Medieval through to present. Clap and sing sections of music for listening. and clap along to 2, 3 and 4 beat rhythms.	Recognise music from different cultures- particularly linked to regions studied in geography. Have a knowledge of periods of history in music: Medieval/ Renaissance,Baroque, Classical, Romantic through to present. Clap and sing sections of music for listening. and clap along to 2, 3 and 4 beat rhythms.	Recognise music from different cultures- particularly linked to regions studied in geography. Have a knowledge of periods of history in music: Begin to recognise examples of music from periods of history. Clap and sing sections of music for listening. and clap along to 2, 3 and 4 beat rhythms.
Express preference.	Express preference for styles and traditions.	Express preference for styles and traditions.	Express preference for styles and traditions.
DEVELOPMENT OF TALENT FOR SINGING AND PLAYING MUSICAL INSTRUMENTS.	Develop skills in development of playing unturned musical instruments- developing pulse and rhythm. Sing simple songs and melodies and begin to play percussion alongside these.	Continue to develop skills through playing a simple pitched instrument such as the recorder or chime bars. Take a lead in singing simple songs- and begin to lead groups in singing of rounds. This will mainly be ‘copy cat’ playing but simple musical notation may be developed using symbols.	Have opportunity to continue to develop skills through playing an instrument through development of a band and/or orchestral instruments and/ or recorders. Begin to develop understanding of formal notation in music; how rhythm and pitch is notated. Sing a range of musical pieces eg West End/ War Time musicals and music for the end of year show guided by older children’s voices.	Have opportunity to continue to develop skills through playing an instrument through development of a band and/or orchestral instruments and/ or recorders/ guitars. Begin to develop understanding of formal notation in music; identifying longer and shorter notes/ higher and lower notes. Sing a range of musical pieces eg West End/ War Time musicals and music for the end of year show taking the lead by guiding younger older children’s voices.	Have opportunity to continue to develop skills through playing an instrument through development of a band and/or orchestral instruments and/ or recorders/ guitars. Continue to develop understanding of formal notation in music; learning specific notation for crotchets, minims and quavers and notes E-B in treble clef Sing a range of musical pieces eg West End/ War Time musicals and music for the end of year show, developing a greater degree of precision, led by older children in the year group- including precise pitch and duration, tempo dynamics, timbre.	Have opportunity to continue to develop skills through playing an instrument through development of a band and/or orchestral instruments and/ or recorders/ guitars. Use formal notation in music; learning specific notation for crotchets, minims and quavers, semi-brieves and dotted notes middle C-top G in treble clef Sing a range of musical pieces eg West End/ War Time musicals and music for the end of year show, developing a greater degree of precision, taking the lead and including precise pitch, duration, tempo, dynamics, timbre. Introduce texture to music.