Sounds of Intent
- R.1 encounters sounds
- R.2 shows an emerging awareness of sound
- R.3 responds to simple patterns in sound (made through repetition or regularity)
- R.4 recognises and responds to distinctive groups of musical sounds ('motifs') and the relationships between them (eg in 'call and response')
- R.5 attends to whole pieces: recognises prominent structural features (eg choruses); responds to general characteristics (eg tempo); develops preferences
- R.6 engages with pieces as abstract ‘narratives in sound’ in which patterns of notes are repeated or varied over time to create meaning; differentiates between styles and performances
- P.1 makes sounds unknowingly
- P.2 makes or controls sound intentionally
- P.3 makes simple patterns in sound intentionally, through repetition or regularity
- P.4 (re)creates distinctive groups of musical sounds ('motifs') and links them coherently
- P.5 (re)creates short and simple pieces of music; potentially of growing length and complexity; increasingly 'in time' and (where relevant) 'in tune'
- P.6 seeks to communicate through expressive performance, with increasing technical competence; creates pieces that are intended to convey particular effects
- I.1 relates unwittingly through sound
- I.2 interacts with others using sound
- I.3 interacts through imitating others' sounds or through recognising self being imitated
- I.4 engages in dialogues using distinctive groups of musical sounds ('motifs')
- I.5 performs and/or improvises music of growing length and complexity with others, using increasingly developed ensemble skills
- I.6 makes music expressively with others, with a widening repertoire, in a range of different styles and genres