Early Years
A Common Approach has always recognised the importance of music at every stage of life, with the Lifelong Learning section providing guidance on both Music in Early Childhood and working with Adult Learners.
This Early Years curriculum has been developed to support teachers who are music specialists, but not early years specialists, to begin to facilitate music sessions with early years children. It is not designed for instrumental lessons, but rather for general music sessions that teachers may be asked to deliver in a nursery or school. It presents material for two stages – age 3-4 and age 4-5 – to cater for Nursery and Reception classes (in England and Wales) or Nursery and P1 classes (in Scotland and Northern Ireland).
About the Early Years Programme
The organisation of materials into age bands is to support teachers to plan appropriate content for the classes with which they work and to develop teachers’ understanding of progression, but it is important to note that all children are unique and will progress and develop at their own rate (both in the early years and beyond).
We acknowledge that adult-led music sessions are just one part of the wider picture of musical development in early years, but have focused specifically on this context to reflect the reality of what our target audience is most likely to be asked to do by music services/hubs and schools.
Whilst these materials focus on 3-5 year-olds, we encourage teachers to develop their understanding of children’s musical development in the earlier stages through wider reading and appropriate CPD. Nicola Burke’s Musical Development Matters and Characteristics of Effective Learning In Music are excellent resources for learning about children’s musical development from birth to five. In addition, teachers might find it useful to explore the relevant government early years curriculum guidance for their location (below).
Many of the teachers at whom this resource is aimed will be familiar with A Common Approach’s vocal and instrumental Programmes of Study, and therefore the overall structure of six areas of musical learning has been retained in the Early Years Programme in order to make the content clear and accessible to this audience:
A: Listening and internalising
B: Making and controlling musical sounds
C: Creating and developing musical ideas
D: Singing/playing music
E: Singing/playing with others
F: Performing and communicating
Under each area of musical learning, learning descriptors are provided, linked to guidance for teachers around activities, environments, and resources that can support the learning.
This mirrors the structure of A Common Approach instrumental programmes, but while the instrumental programmes set out learning objectives that define what teachers want learners to be able to do in each Programme of Study, the learning descriptors in the Early Years Programme express what children may be doing naturally at that stage of development. Although adult-led sessions will need to be planned in advance, we encourage teachers to observe the musical behaviours that are being demonstrated by children during the session and respond to this by creating opportunities for this learning to develop.
A Common Approach’s Early Years Programme may also be useful to others involved in early years education, including:
- those who are early years specialists but not trained specifically in early childhood music education;
- school leaders;
- leaders in music services/hubs/other music education organisations;
- those involved with training early years educators.
However, the resource has been created specifically for music teachers who are starting to work with early years children for the first time, and therefore its content and structure are tailored to the needs of that audience.
Principles
The following principles have been developed to help those who are more experienced working with older children to understand and embrace some of the differences they will encounter when working in early years.
1. Every child is a musician
Children in their early years are innately musical, they are not empty vessels; value their musical experiences and be ready to observe, listen and respond to their contributions.
2. Be aware of the fluid nature of an early years environment
It is an enabling space where children move freely between inside and outside areas; they will have limited experience of sitting as a group in a formal way. Recognise that it is usual practice for young children to move around the space, dipping in and out of activities, including your music sessions.
3. Be prepared, but be prepared to be flexible
Have a plan for your session, but always listen, observe and respond to what the children are doing, being ready to take the session in a different direction if that is more appropriate.
4. Establish clear routines
Use a common structure when planning so that sessions have a familiar feel (for example, using consistent ‘Hello’ and ‘Goodbye’ songs). This gives children confidence and supports inclusion.
5. Repetition with variation is key
Repetition enables children to become more familiar with activities and more confident to join in and explore. Find multiple creative ways to explore each song/activity that you use.
6. Work in partnership with the nursery/school staff
Music is not the preserve of the visiting teacher nor limited to their timetabled slot. Talk to the nursery/school staff about what you observe with the children, and invite them to do the same. Encourage them to take ideas from your sessions into their day-to-day practice and help them feel comfortable engaging in music activities, even if they do not consider themselves to be musicians. Everyone valuing and taking part in music will have a positive impact on children’s musical development.
Age 3-4
A Listening and internalising
Listening to live and recorded music and developing their understanding of musical elements and structure. Children don’t have to be still and quiet in order to listen – they should be given the freedom to respond in a variety of ways (e.g. physically, verbally, emotionally, through mark-making, etc.).
- EY A1 - Respond physically, emotionally, or orally to a wide range of music from different cultures and traditions, both live and recorded
- EY A2 - Respond to the elements of pulse/beat, pitch, rhythm, tempo, dynamics, timbre and texture through movement, verbalisation, or musical participation
- EY A3 - Begin to develop awareness of the structure of simple songs and rhymes, joining in with repeated lines/sections
- EY A4 - Begin to link sounds with symbols
B Making and controlling musical sounds
Making and exploring sounds freely, gradually developing control of the musical elements (e.g. singing loudly or quietly, playing instruments quickly or slowly).
- EY B1 - Choose vocal sounds to match objects or pictures or to enhance storytelling
- EY B2 - Explore and create gross motor body percussion, e.g. clapping, stamping, jumping
- EY B3 - Begin to hold instruments and sound makers more securely and play them more purposefully
C Creating and developing musical ideas
Spontaneously and imaginatively making sounds in response to a variety of stimuli, either vocally or using instruments/other sound makers.
- EY C1 - Improvise vocally in response to various stimuli, e.g. music they hear or stories that are read to them
- EY C2 - Explore making a range of sounds on instruments and other sound makers
D Singing/playing music
Copying and repeating sounds, both vocally and using instruments or other sound makers. Finding their singing voices through songs with a limited toneset (number of pitches) and singing songs in a variety of styles.
- EY D1 - Join in with some final or repeated words/phrases from songs and rhymes
- EY D2 - Begin to join in with rhymes and simple songs with a limited toneset (number of pitches) from different genres, cultures and traditions
- EY D3 - Respond to basic symbols to show when to start and stop
E Singing/playing with others
Interacting with others when making music and contributing to collective decisions.
- EY E1 - Respond to cues from others when making music
- EY E2 - Make choices when making music with others
F Performing and communicating
Communicating with others through music. Children will not necessarily be involved in formal performances, but will be developing skills in performance and communication through making and sharing music with others.
Age 4-5
A Listening and internalising
Listening to live and recorded music and developing their understanding of musical elements and structure. Children don’t have to be still and quiet in order to listen – they should be given the freedom to respond in a variety of ways (e.g. physically, verbally, emotionally, through mark-making, etc.).
- EY A1 - Respond freely to a wide range of music from different cultures and traditions, both live and recorded
- EY A2 - Respond with understanding to a range of elements through movement, verbalisation, or musical participation
- EY A3 - Develop their awareness of the structure of songs and rhymes, joining in with longer sections
- EY A4 - Link sounds with symbols
B Making and controlling musical sounds
Making and exploring sounds freely, gradually developing control of the musical elements (e.g. singing loudly or quietly, playing instruments quickly or slowly).
- EY B1 - Understand that vocal sounds can be controlled and create different moods, scenes, characters
- EY B2 - Explore an increased range of body percussion including additional fine motor movements, e.g. tapping the palm, flicking the fingers
- EY B3 - Become more confident in exploring different ways to make sounds with sound makers and instruments
C Creating and developing musical ideas
Spontaneously and imaginatively making sounds in response to a variety of stimuli, either vocally or using instruments/other sound makers.
- EY C1 - Improvise vocally, exploring different sounds and adapting known songs
- EY C2 - Select sounds and create patterns
D Singing/playing music
Copying and repeating sounds, both vocally and using instruments or other sound makers. Finding their singing voices through songs with a limited toneset (number of pitches) and singing songs in a variety of styles.
- EY D1 - Join in with echo or call and response songs, either spoken or within a limited range of notes
- EY D2 - Join in with a range of rhymes and songs from different genres, cultures and traditions, pitch-matching with greater accuracy within the toneset doh to soh, developing an awareness of posture, breath control and diction over time
- EY D3 - Respond to symbols that represent different sounds and instruments
E Singing/playing with others
Interacting with others when making music and contributing to collective decisions.
- EY E1 - Follow others more purposefully when singing/playing together and act as a leader themselves
- EY E2 - Make musical suggestions that shape a song or activity
F Performing and communicating
Communicating with others through music. Children will not necessarily be involved in formal performances, but will be developing skills in performance and communication through making and sharing music with others.
A Listening and internalising
Listening to live and recorded music and developing their understanding of musical elements and structure. Children don’t have to be still and quiet in order to listen – they should be given the freedom to respond in a variety of ways (e.g. physically, verbally, emotionally, through mark-making, etc.).
Age 3-4 Learning Descriptors
- EY A1 - Respond physically, emotionally, or orally to a wide range of music from different cultures and traditions, both live and recorded
- EY A2 - Respond to the elements of pulse/beat, pitch, rhythm, tempo, dynamics, timbre and texture through movement, verbalisation, or musical participation
- EY A3 - Begin to develop awareness of the structure of simple songs and rhymes, joining in with repeated lines/sections
- EY A4 - Begin to link sounds with symbols
Age 4-5 Learning Descriptors
- EY A1 - Respond freely to a wide range of music from different cultures and traditions, both live and recorded
- EY A2 - Respond with understanding to a range of elements through movement, verbalisation, or musical participation
- EY A3 - Develop their awareness of the structure of songs and rhymes, joining in with longer sections
- EY A4 - Link sounds with symbols
B Making and controlling musical sounds
Making and exploring sounds freely, gradually developing control of the musical elements (e.g. singing loudly or quietly, playing instruments quickly or slowly).
Age 3-4 Learning Descriptors
- EY B1 - Choose vocal sounds to match objects or pictures or to enhance storytelling
- EY B2 - Explore and create gross motor body percussion, e.g. clapping, stamping, jumping
- EY B3 - Begin to hold instruments and sound makers more securely and play them more purposefully
Age 4-5 Learning Descriptors
- EY B1 - Understand that vocal sounds can be controlled and create different moods, scenes, characters
- EY B2 - Explore an increased range of body percussion including additional fine motor movements, e.g. tapping the palm, flicking the fingers
- EY B3 - Become more confident in exploring different ways to make sounds with sound makers and instruments
C Creating and developing musical ideas
Spontaneously and imaginatively making sounds in response to a variety of stimuli, either vocally or using instruments/other sound makers.
Age 3-4 Learning Descriptors
- EY C1 - Improvise vocally in response to various stimuli, e.g. music they hear or stories that are read to them
- EY C2 - Explore making a range of sounds on instruments and other sound makers
Age 4-5 Learning Descriptors
D Singing/playing music
Copying and repeating sounds, both vocally and using instruments or other sound makers. Finding their singing voices through songs with a limited toneset (number of pitches) and singing songs in a variety of styles.
Age 3-4 Learning Descriptors
- EY D1 - Join in with some final or repeated words/phrases from songs and rhymes
- EY D2 - Begin to join in with rhymes and simple songs with a limited toneset (number of pitches) from different genres, cultures and traditions
- EY D3 - Respond to basic symbols to show when to start and stop
Age 4-5 Learning Descriptors
- EY D1 - Join in with echo or call and response songs, either spoken or within a limited range of notes
- EY D2 - Join in with a range of rhymes and songs from different genres, cultures and traditions, pitch-matching with greater accuracy within the toneset doh to soh, developing an awareness of posture, breath control and diction over time
- EY D3 - Respond to symbols that represent different sounds and instruments
E Singing/playing with others
Interacting with others when making music and contributing to collective decisions.
Age 3-4 Learning Descriptors
- EY E1 - Respond to cues from others when making music
- EY E2 - Make choices when making music with others
Age 4-5 Learning Descriptors
F Performing and communicating
Communicating with others through music. Children will not necessarily be involved in formal performances, but will be developing skills in performance and communication through making and sharing music with others.
Age 3-4 Learning Descriptors
Age 4-5 Learning Descriptors
Early years curriculum guidance around the UK
England:
Early Years Foundation Stage Statutory Framework
This is the statutory framework setting learning and development requirements from birth to five in England. It focuses on three prime areas (Communication and Language, Physical Development, and Personal, Social and Emotional Development) and four specific areas (Literacy, Mathematics, Understanding the World, and Expressive Arts and Design).
This is the Department for Education’s non-statutory curriculum guidance for the early years foundation stage, which includes examples of learning and activities in music.
Scotland:
Curriculum for Excellence: Benchmarks for Expressive Arts
Education Scotland’s resource outlining the national standards expected within Expressive Arts from age 3 to 18.
Curriculum for Excellence: Experiences and Outcomes for Expressive Arts
Education Scotland’s resource providing statements about children’s learning and progression in Expressive Arts from age 3 to 18.
Northern Ireland:
The Northern Ireland Curriculum: Primary
The statutory curriculum for the primary age range in Northern Ireland. The Foundation Stage (ages 4 to 6) focuses on six areas of learning: Language and Literacy, Mathematics and Numeracy, The Arts, The World Around Us, Personal Development and Mutual Understanding, and Physical Development and Movement.
Wales:
Early Childhood Play, Learning and Care Plan in Wales
The Welsh Government’s strategy for 0-5 year olds. It focuses on three main themes: quality of provision, access to provision, and developing the workforce.
A Curriculum for Funded Non-Maintained Nursery Settings
The Welsh Government’s curriculum for non-maintained early years settings.
Our Early Years curriculum is also available as a PDF which you can download below.
This glossary explains some of the common terms that are used in early years education that might be unfamiliar to someone who has not previously worked with this age group.
