Long Term Key Learning Opportunities: Taken from Development Matters statements Music Area: inside and out

Prime area-

Personal, Social and Emotional Development

Prime area-

Physical Development

Prime area-

Communication and Language

Specific area-

Mathematics

Specific area-

Literacy

Making Relationships; p.9

Children can play in a group extending and elaborating play ideas.

Keeps play going by responding to what others are saying or doing.

Self Confidence and Self Awareness; p.11

Can select and use resources with help.

Enjoys the responsibility of carrying out small tasks.

Managing Feelings and Behaviour: p.13

Begins to accept the needs of others and can take turns and share resources sometimes with support from others.

Moving and Handling: p24

Can use one handed tools.

Shows increasing control over objects

Listening and Attention: p.15

Is able to follow directions

Listen with enjoyment, and respond to stories, songs and other music, rhymes and poems and make up their own stories, songs, rhymes and poems. *Explore and experiment with sounds, words and texts.

Understanding: p.18

Responds to simple instructions

Begins to understand ‘how’ and

‘why’ statements.

Is able to retell a story.

Speaking p21

Uses talk in pretending that objects stand for something else in play.

Uses language to imagine and recreate roles and experiences in play situations.

Numbers: p34 Uses some number names in play.

Shape, Space and Measures: p36

Uses positional language. Shows an interest in shape is the environment

Use language such as 'more' or 'less' to compare

Reading- p.29 Shows an interest in print in the environment.

Is able to retell a story.

Writing-p.31 Sometimes ascribes meaning to marks.

Specific area-

Expressive Arts and Design

Specific area-

Understanding of the world

Exploring and using media and materials P44.

Begins to build a repertoire of songs and dances

Explores the different sounds of instruments.

Realises that tools can be used for a purpose.

Manipulates materials to achieve a planned effect.

Being imaginative p45

Captures experiences and responses with a range of media such as music and dance.

Sings to self and makes up rhythms and simple songs.

Creates simple representations of events, people and objects.

Introduces a storyline into their play

Plays along side children engaged in the same theme

Uses available resources to create resources to support role-play.

The world p.40

Talks about why things happen

Find out about, and identify, some features of living things, objects and events they observe.

*Look closely at similarities, differences, patterns and change.

*Ask questions about why things happen and how things work.

Permanent Resources-Across the provision (inside and outside)

Possible Experiences

Adult’s Role & Links to EYFS

Xylophone

Variety of bells

Variety of drums and beaters (also hands)

Jingle sticks

Tambourines

Triangles

Variety of shakers

Maracas – choice

Cd player

Headphones

• Story cd’s – with matching books

• Rhymes and songs

• Songs and music from other cultures

• Wide range of music i.e. jazz, classical

Resource enhancements throughout the year

Ribbons

Materials

Recycling materials for making instruments/sounds/music

Create sounds

Develop awareness of the sounds of different musical instruments

Explore the different sounds of instruments

Explore and learn how sounds can be changed

Begin to build a repertoire of songs and rhymes

Join in with songs and rhymes

Sing simple and familiar songs and rhymes

Sing to themselves

Make up songs and rhymes

Tap out simple repeated rhythms and make some up

Respond to sound with body movement

Enjoy joining in with dancing and movement games

Imitate and create movement in response to music

Begin to move rhythmically

Imitate what is observed

Move spontaneously

Develop a repertoire of actions

Be alongside other children who are similarly engaged

Work cooperatively as part of a group

Use body language, gestures and expressions through actions and sounds

Capture experiences in movement and music

Gain an awareness of space

Combine a range of movements

Unique Child

Support children to learn and develop in their own unique way

Value each child’s interests and abilities

Provide opportunities for awareness of various types of music and music from other cultures

Provide time and opportunities for children to experiment and explore for themselves

Understand that communication takes many forms and offer children opportunities to communicate through music and movement

Let children explore their likes and dislikes and make choices for themselves

Positive Relationships

Opportunities to create music with others

Value each child’s efforts and contributions

Support and motivate

Make music alongside the children

Communicate opportunities through music to parents

Listen and observe

Value the time and opportunities it offers with the children

Show interest

Enabling Environments

Observe to find out children’s interests and needs

Analyse observations and work to meet the children’s needs

Offer a range of resources to enable a wide variety of experiences

Observe

*if children attach emotion to music

* where the child/ren take music into others area/adapt

Where possible link music to the local community

Allow time to become actively involved

Supporting planning for continuous provision spaces for play both inside and out:

Music Area