Music

Vision

Music is a universal language that allows personal expression and speaks to us in many different ways. It creates strong feelings, builds memories, ignites passion and develops ideas. 

At Village Primary School, children see Music as an inspiring, engaging and active subject. During music lessons, children will explore and create sounds in many different ways, which includes the use of technology. They will learn to sing and use their voices in interesting ways. They will experience playing musical instruments, which are tuned and un-tuned and begin to read appropriate music notation.  Children will develop clear subject knowledge about how music is created, produced and communicated through a range of elements including pitch, duration, dynamics, tempo, timbre, texture and structure.

Children of all abilities will be actively involved in all lessons. In addition, children will be encouraged to access additional music provision, such as the school choir, guitar, and ukulele, keyboard and trumpet lessons in order for every child to discover their musical potential. This provision will be facilitated by inspirational musicians who will help the children to create and fulfil their individual musical dream, whatever that may be.

The children of Village Primary will learn to appreciate the ‘language of music’ by exploring and listening to the music of great composers, music from a range of cultures and across many genres to inspire and stimulate their creative minds.

Through music, children will discover and develop a sense of group identity and togetherness composing, rehearsing and performing music with others, to an audience. Half termly, musical celebrations will showcase individual and group achievements in music. Children will also have opportunity to perform publically.

It is our aim that children understand that music is one of the few common threads that links peoples and ideas together. Therefore, high quality music education makes an essential contribution to the creativity, culture, economy and well-being of the nation.  Meaningful links are made to Global Goals and the UNICEF Rights of the Child where relevant.

 

Music – Curriculum Map

(Themes are linked with Charranga Musical School)

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 1

Hey you!

How pulse, rhythm and pitch work together.

Article 13 & 31

Rhythm in the way we walk!

Banana rap

How pulse, rhythm and pitch work together

Article 13 & 31

In the grove

Playing/singing in different styles

Article 13 & 31

Article 15

Round and round

Playing/singing in different styles

Article 13 & 31

Your Imagination

Creating lyrics

Article 13 & 31

Reflect, rewind and replay

Revisit unit

Performing a piece of music

Article 13 & 31

End points

·         To take part in singing.

·         To explore how sounds can be made using instruments.

·         To listen for different sounds in music.

·         To listen for loud and quiet sounds in music.

·         To explore how sounds can be changed.

·         To identify the pitch of sounds.

 

·         To follow instructions on how and when to sing

·         To begin to make a sequence of long and short sounds with help.

 

·         To begin to follow instructions on how and when to play an instrument

·         To make a sequence of long and short sounds.

·         To begin to make long and short sounds using voices and instruments

·         To begin to clap longer rhythms.

·         To initiate changes in pitch

·         To clap longer rhythms.

Year 2

Hands, feet, heart

 

Begin to recognise styles, find the pulse, recognise instruments, listen and discuss other dimensions of music.

Global Goal 3

Article 13 & 31

Ho, Ho, Ho!

Creating a performance using musical instruments and dance.

Article 13 & 31

I wanna play in a band!

Rock music and movement

Article 13 & 31

Article 15

Zootime

Song structure

Article 13 & 31

Friendship song

Exploring mixed style of music

Global Goal 3

Article 13 & 31

 

Reflect, rewind and replay

Revisit unit

Performing a piece of music

Article 13 & 31

End  points

·         To use vocabulary such as high/low, loud/quiet, fast/slow when describing music

·         To describe how music makes me feel

·         To take notice of others when I am singing and performing

·         To use instruments to make long and short sounds

·         To follow symbols which represent sounds and keep a steady beat

·         To take part in singing songs following the tune (melody) well

·         To use actions to show change in pitch

·         To use my voice to good effect

·         To keep a steady beat when singing

·         To make my voice high and low

·         To describe what I can hear

·         To perform with others, taking instructions from the leader

·         To use vocabulary such as high/low, loud/quiet, fast/slow

·         To make and control long and short sounds using my voice and instruments

·         To choose sounds to make different effects.

Skills

KS1

Pupils should be taught to:

·         use their voices expressively and creatively by singing songs and speaking chants and rhymes

·         play tuned and untuned instruments musically

·         listen with concentration and understanding to a range of high-quality live and recorded music

·         experiment with, create, select and combine sounds using the interrelated dimensions of music

 

 

Year 3

Let your spirit fly

Begin to recognise styles, find the pulse, recognise instruments, discuss, listen, and discuss other dimensions of music.

RnB. Singing in two parts.

Global Goal 3

 

Article 13 & 31

Glockenspiel Stage 1

Playing the glockenspiel. The language of music.

Article 13 & 31

Three Little Birds

Reggae and Bob Marley.

Global Goal 3

Article 13 & 31

The dragon song

Singing in two parts

Article 13 & 31

Article 15

Bringing us together

How Disco music is structured

Article 13 & 31

Reflect, rewind and replay

Revisit unit

Performing a piece of music

Article 13 & 31

End points

·         To use pulse and rhythm to create patterns

·         To listen to and describe recorded music

·         To use selected notes to create a pattern

·         To follow pictorial notation for simple rhythms

·         To compose and perform simple melodies

·         To follow hand movements to indicate pitch

·         To use sounds to create effects

·         To sing a song in a group and keep in time

·         To sing songs from memory with accurate pitch

·         To maintain a part within a group

·         To describe different structure e.g. different sections of music and repetition

·         To describe music using words such as duration, timbre, pitch, beat and texture

 

·         To recognise how musical elements can be used together to compose music

·         To know how many beats in a minim, crotchet and semibreve and recognise their symbols

Year 4

 

 

Mamma Mia

Begin to recognise styles, find the pulse, recognise instruments, listen, and discuss other dimensions of music.

Article 13 & 31

 

 

Glockenspiel Stage 2

Playing the glockenspiel. The language of music.

Article 13 & 31

STOP!

Writing lyrics related to ‘Grime’ genre.

Article 13 & 31

Lean on me

Gospel/links to Religious music

Article 13 & 31

Blackbird

The Beatles and the development of pop music.

 The Civil Rights Movement.

Global Goal 3

Article 13 & 31

Reflect, rewind and replay

Revisit unit

Performing a piece of music

Global Goal 3

Article 15

End points

·         To describe and compare different kinds of music

·         To describe music using words such as duration, timbre, pitch, beat , temp and texture

·         To use pulse, rhythm and pitch to create effects

·         To compose and perform melodies and songs

·         To sustain a note, chord or repeating pattern to accompany a song

·         To create accompaniments for songs

·         To sing as a group keeping in tune

·         To use layers of sound with awareness of the effect created

·         To begin to understand that music reflects time and place

·         To listen to several layers of sound and talk about the effect on my mood and feelings

 

·         To know the symbol for a rest in music and use silence for effect in my work

·         To know sense of occasion affects the performance

Year 5

Livin’ On A Prayer

Recognise styles, find the pulse, recognise instruments, listen, and discuss other dimensions of music.

Rock anthems

Global Goal 3

Article 13 & 31

Classroom Jazz 1

Jazz and improvisation.

Article 13 & 31

Make You Feel My Love

Pop ballads

Article 15

Fresh prince of Bel Air

Old school Hip Hop

Global Goal 3

Article 13 & 31

Dancin’ In The Street

Recognise styles, find the pulse, recognise instruments, listen, and discuss other dimensions of music.

Rock anthems

Article 13 & 31

Reflect, rewind and replay

Revisit unit

Performing a piece of music

Article 13 & 31

End points

·         To develop my range of words to help me describe music (pitch, duration, dynamics, timbre, texture and silence)

·         I perform songs showing awareness of the meaning of words

·         To compose music for a range of purposes using chords, melody, rhythm, timbre, dynamics and structure.

·         I can follow traditional notation for simple rhythms (crotchets, rests, quavers, minims)

·         To sing expressively as part of a group

·         To hold a part in a 2 part group

·         To understand how music reflects time and place

·         To combine sounds expressively

·         To start to evaluate music using musical vocabulary

·         To know how to make creative use of the ways that sounds can be changed, organised and controlled including uses of ICT.

·         To breathe well, pronounce words, change pitch and show control in my singing

·         To create rhythmic patterns with awareness of timbre and duration.

·         To know and use standard musical notation of crotchet, minim and semibreve.

Year 6

Songs about happiness

In greater depth and with more confidence, recognise styles, find the pulse, recognise instruments, listen, and discuss all dimensions of music.

Global Goal 3

Article 13 & 31

Classroom Jazz 2

Jazz and improvisation

Article 13 & 31

 

Benjamin Brittan – A New Year Carol

Benjamin Britton’s music

Article 13 & 31

You’ve Got A Friend

Carole King’s music – her life as a composer.

Article 13 & 31

Women and their influences in music

Global Goal 3

Article 13 & 31

Reflect, rewind and replay

Revisit unit

Performing a piece of music

Article 13 & 31

Article 15

 

 

·         To sing confidently and expressively as part of a group or solo

·         To use a range of words to describe music e.g. pitch, duration, dynamics, timbre, texture and silence

 

·         To understand elements of traditional musical notation

·         To create a piece of music showing awareness of timbre and duration

·         To suggest improvements for others work

·         To listen and notice different styles/genres of music

·         To describe music using musical words

 

·         To understand how music reflects time and place

·         To play an accompaniment on an instrument

·         To listen and notice  different styles/genres of music

·         To create music which reflects given intensions and uses notation as a support for performance.

·         To appreciate and understand music form different traditions.

·         To use graphic notation.

Skills KS2

Pupils should be taught to:

·         play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

·         improvise and compose music for a range of purposes using the interrelated dimensions of music

·         listen with attention to detail and recall sounds with increasing aural memory

·         use and understand staff and other musical notations

·         appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

·         develop an understanding of the history of music