Download Piano Long term Plan

Long-term Plan
PIANO / KEYBOARD
Skills To
Be Taught
Pitch
- range
- scales
- intervals
- harmony
- notation
Level One
Level Two
Level Three
Level Four
Level Five
(pre-Grade 1)
(Grade 1)
(Grades 2 - 3)
(Grades 4 - 5)
(Grades 6 - 8)
Understand the
geography of the
keyboard
Play within a range
of one octave in both
R and L hands
Recognise notes
from standard
notation
Understand and play
chords of up to three
notes in both R and
L hands
Extend range to two
octaves, including
some chromatic
notes
Introduce chromatic
scales over two
octaves
Elementary major
and minor scales
and broken chords
(hands separately)
Scales and
arpeggios with up to
three sharps or flats
(including hands
together)
Learn pieces relating
to these keys
Develop sightreading skills within
these keys
Understand and play
simple chord
progressions
Learn pieces relating
to these keys
Develop sightreading skills within
these keys
Extend range to
three octaves
Scales and
arpeggios in all
major and minor
keys
Learn pieces relating
to these keys
Develop sight
reading skills within
these keys
Extend range to
include full chromatic
coverage within four
octaves
Scales and/or modes
in all keys, with both
melodic and
harmonic minors
Scales in thirds and
sixths, and a third
and sixth apart
Develop sight
reading skills within
these keys
Duration
- rhythm
- pulse
- tempo
Level One
Play simple rhythms
(using crotchets,
quavers, minims and
semibreves)
Recognize simple
rhythms from
standard notation
Play pieces in 4/4
and 3/4 time
Play with a steady
pulse at a moderate
tempo
.
Level Two
Extend ability to read
and play rhythms in
simple time,
including dotted
rhythms, single
quavers and rests
Understanding and
expression of strong
and weak beats
Understanding the
difference between
tempo, rhythm and
pulse
Play in varied tempi
(from moderately fast
to moderately slow)
Play using
gradations of tempi
(ritardando and
accelerando)
Set and maintain a
steady pulse
Level Three
Introduction of
compound time
signatures and
rhythms
Level Four
Introduction of
irregular time
signatures e.g. 5/4
Level Five
Complex rhythms
and rhythmic
transitions in all time
signatures
Introduction of
triplets, semiquavers
and syncopated
rhythms
To be able to play
polyrhythms (e.g. 2
against 3)
Understanding all
tempo directions and
to interpret and
implement those
directions
Play in varied tempi
(from fast to slow)
Refine the ability to
distinguish tempo
characteristics, e.g.
allegro, andante,
lento
Understanding and
implementation of
rubato
Technique
- tone
- articulation
- fingering
- posture
- dynamics
Level One
Play with good
posture and hand
position
Level Two
Develop moving into
different hand
positions
Level Three
Produce an even
tone and use pedal
where appropriate
Play in five finger
positions, hands
separately and in
contrary motion
Introduce use of the
pedal
Develop the variety
of articulation,
including accents
and tenuto
Change hand
position by passing
thumb under
Play with detached,
staccato and legato
touch
Distinguish between
melody and
accompaniment
(balance/dynamics)
Singing
- songs
- aural skills
Recognise and play
a combination of
legato and staccato
To be able to
contrast f, mf, mp,
and p, crescendo
and diminuendo
Level Four
Develop awareness
and ability to play
interweaving lines of
2 parts
Develop dynamic
subtleties, including
ability to express sf,
fp, morendo etc.
Introduce trills and
grace notes
Level Five
Ability to play
polyphony of up to 4
parts
Good control of
chord changes and
hand co-ordination
Use of dynamics to
develop phrasing
and interpretation
Increase dynamic
range including ff,
and pp
Play melody with
Control dynamic
more complex
levels between
accompaniment (e.g. hands
broken chords/Alberti
bass)
Sing at least one
song within a simple
pitch range (this
might be a piece
being learned on the
instrument)
Sing with improved
pitching and
confidence
Sing with improved
pitching and
confidence across a
wider pitch range
Take part in choirs
Sing up and down
the scale patterns of
the pitches learned
Sing back a short
(two bar) phrase
Sing back a short
Sing simple lines
phrase, including in a from notation
minor key
Take part in choirs
and vocal ensembles
Level One
Theoretical
knowledge
and understanding
- structure
- musical
terms
- style
Performing
- solo
- in parts
- ensembles
Level Two
Awareness of the
Use of elementary
layout of a piece, any musical terms (e.g.
repetitions, including forte and piano)
ternary (ABA) form
Understanding
Recognise direction
phrasing
of pitches e.g. step
by step up or down
Perform simple
repertoire from
notation or from
memory
Perform solo and
with others for an
audience in a variety
of contexts
Perform simple duets
(e.g. with tutor)
Perform music in a
variety of different
genres and styles
Perform in parts e.g.
duets, rounds
Develop ensemble
skills
Level Three
Level Four
Level Five
Expanding
understanding of
more complex
structures e.g. DS al
Fine
Understanding more
complex structures
e.g. Rondo form,
Minuet and Trio
Understanding more
advanced forms e.g.
Sonata form, mobile
structures
Understanding
musical character
and style
Make musical
decisions by
reflecting on musical
styles and
conventions
Able to perform two
or three solo pieces
in the same
programme
Perform advanced
repertoire in
substantial
programmes
involving a range of
styles, including
contemporary music
Recognise rhythmic,
melodic and
harmonic features
e.g. sequences,
intervallic leaps
Perform longer, more
advanced pieces,
with an awareness
for communicating
musical style
Opportunities for
duets and ensemble
work
Able to hold
individual line in a
small ensemble
Opportunities to
learn different
keyboard
instruments and / or
tuned percussion
Develop chamber
music skills, large
ensemble/orchestral
Opportunity to play in skills
mixed ensembles
e.g. piano trio
Level One
Composing Take part in question
and
and answer
Improvising activities, leading to
improvising with
simple rhythms and
pitches over two bars
Listening
Level Two
Extend length of
improvised
responses in
question and answer
activities
Appraise own and
Listen to others
others’ achievements when playing with
and performances
accompaniment or
as an ensemble
Play simple patterns
and pieces by ear
and from memory
Level Three
Pupils work together
to structure
composed and/or
improvised pieces
Level Four
Ability to notate
composition, using
standard or graphic
scores
Introduce chords and
simple chord
sequences
Improvise within a
more complex
framework, using a
variety of keys
Awareness of
relationship to all
other parts in
ensemble playing
Recognition of more
complex musical
elements and
structures e.g.
major/minor tonality,
sequences
Play more advanced
pieces by ear and /
or from memory
Listen to a variety of
music in different
styles and genres,
appreciating different
moods and
characteristics, and
be able to describe
these in words.
Use simple musical
vocabulary to
describe music
Listen, understand
and respond to
instructions
Understand tasks set Self assessment to
for practice
develop effective
practice strategies,
including seeking
effective fingering
independently
Able to identify time
signatures and
rhythms when
listening to music,
both in simple and
compound time
Recognition and
understanding of
textures and timbres
Recognition and
identification of a
variety of musical
styles, e.g. classical,
romantic, waltz,
tango, jazz
Level Five
Compose and/or
improvise using a
wider variety of
styles e.g. rock, jazz,
minimalist, atonal,
pastiche
Refine notation of
compositions
Full awareness of
other parts in
ensemble work, and
ability to respond
musically
Perform advanced
pieces from memory
A full vocabulary of
musical terms to
describe musical
elements and styles
Recognise cadences
and basic chord
progressions