Foundation students learned how to differentiate between their speaking voice and singing voice and worked towards matching pitch when singing. They participated in a whole class performance of ‘Teddy Bear Teddy Bear Turn Around’ during their Teddy Night. Students developed their skill in maintaining a steady beat to music through creative movement and by playing percussive instruments. When using the instruments they focused on taking turns and utilising the correct technique.

Year 1 students differentiated between the beat and rhythm in numerous known songs and performed them on percussion instruments. They practised reading, writing and performing the rhythms ‘ta’ and ‘ti-ti’ (crotchet and barred quavers). Students sang songs featuring the Kodaly pitches ‘so’ and ‘mi’ (a minor third interval) and began to learn how to sight-read four beat, ‘so-mi’ patterns on the music staff.

Year 2 students continued to practise the known rhythms ‘ta’ and ‘ti-ti’ (crotchet and barred quavers) and were introduced to the concept of a beat of silence in the music as a ‘sah’, and represented this with a ‘Z’. They developed confidence in reading and writing ‘so-mi’ patterns on the staff and identified a new pitch, ‘la’, as a step higher than ‘so’. Students were required to combine their current understanding of rhythm, metre and pitch in an eight beat composition that was performed on tuned percussion.

Year 3 students revised their knowledge of different rhythm patterns and discovered a new rhythm ‘tika-tika’ (four barred semi-quavers) in class repertoire. They sang and played pentatonic songs, developing their understanding of solfege (i.e. ‘do’, ‘re’, ‘mi’, ‘so’, ‘la’) as well as appropriate mallet technique when using tuned percussion. Through the bell performance in Term 1, students were exposed to absolute pitch on the musical stave and focused on reading scored music.

Year 4 students began to learn the basic skills and principles of playing the ukulele. They were exposed to three different forms of notation, chord diagrams, TAB and staff, and developed confidence when applying their understanding. In ensemble work, students alternated between performing a chord accompaniment (C, F and G) or performing the melody. They analysed the pitch, rhythm and metre of the pieces they were performing.

Year 5 students explored the music ‘In the Hall of the Mountain King’ from the Peer Gynt suite by Edvard Grieg. They responded to the piece through drama and movement, accompanied the melody with tuned percussion and created their own arrangement in a small group. Students practised their understanding and skill when performing known rhythms and developed their sight-reading ability in staff notation.

Year 6 students viewed music critically through analysing its purpose for the listener and considered how music is utilised to enhance other forms of media. They used the music ‘In the Hall of the Mountain King’ by Edvard Grieg as a stimulus for their own composition and manually performed and scored this, then repeated the exercise using digital technology and compared the two experiences. Students developed an understanding of common chord progressions and demonstrated this utilising the app ‘Garageband’ to extend their composition abilities.

We have a school band and choir, who perform at assemblies. The music staff support our Bollywood and Chinese dancing groups.