Music
At Village Primary School we offer engaging and enriching lessons across the whole curriculum. As well as working with Miss Sheraton and Mr Gibson to develop our singing and drama skills, we also teach discrete music lessons in school. Music Express is a scheme of work which offers a topic-based, cross-curricular approach to support children’s learning in music and across other subjects through music. A steady progression plan has been built into Music Express, both within each year and from one year to the next, ensuring consistent musical development.
By using Music Express as the basis of a scheme of work, we can ensure that they are fulfilling the aims for musical learning stated in the National Curriculum:
The National Curriculum states ‘That all pupils:
• Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians.’
Music Express includes many examples of music styles and genres from different times and places, including the classical Western canon. These are explored through the language of music via active listening, performing and composing activities, which enable understanding of the context and genre.
The National Curriculum states ‘That all pupils:
• learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence.‘
Music Express provides a classroom-based, participatory and inclusive approach to music learning. Throughout the scheme, children are actively involved in using and developing their singing voices, using body percussion and whole body actions, and learning to handle and play classroom instruments effectively to create and express their own and others’ music. Through a range of whole class, group and individual activities, children have opportunities to explore sounds, listen actively, compose and perform.
The National Curriculum states ‘That all pupils:
• Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.’
Music Express builds experience and develops understanding of the dimensions (elements) of music throughout the scheme. Each unit has as its focus one process such as performance or composition, or one dimension, such as pitch, but the learning progresses within the context of all the inter-related processes and dimensions of music. A wide variety of notations, including picture, graphic, rhythm and staff notation are integrated, wherever appropriate, with practical music-making activities throughout the scheme. Notations are used progressively to promote understanding and use of the representation of sound in symbols by all children.
| Yr1 | Yr2 | Yr3 | Yr4 | Yr5 | Yr6 | |
| Exploring Sounds and performance | Explore the use of the voice in different ways such as speaking, singing and chanting |
To improvise in making sounds with the voice Sing with a sense of the shape of a melody |
Sing in tune. Perform simple melodic and rhythmic parts | Sing in tune with awareness of others. Perform simple melodic and rhythmic parts with awareness of others. | I create songs with an understanding of the relationship between lyrics and melody. Whilst performing by ear and from notations, I maintain my own parts with awareness of how the different parts fit together and t |
Perform significant parts from memory and from notations with awareness of my own contribution. Sing a harmony part confidently and accurately |
| Beat and Pitch (composing music) | Create a sequence of long and short sounds with help, including clapping longer rhythms. Investigate making sounds that are very different (loud and quiet, high and low etc.) | Choose carefully and order sounds in a beginning, middle and end. Use sounds to achieve an effect. (including use of ICT) Create short musical patterns. |
To compose music that combines musical elements. Carefully choose sounds to achieve an effect. Order my sounds to help create an effect. Create short musical patterns with long and short sequences and rhythmic phrases.
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Compose music that combines several layers of sound. Awareness of the effect of several layers of sound. | Compose by developing ideas within musical structures. Improvise melodic and rhythmic phases as part of a group performance. Improvise within a group. | Improvise melodic and rhythmic material within given structures. Use a variety of different musical devices including melody, rhythms, and chords. |
| Listening | Reflect on music and say how it makes people feel, act and move. Respond to different composers and discuss different genres of music. |
Notice how music can be used to create different moods and effects and to communicate ideas. Sort composers in to different genres and instruments in to different types. |
To notice and explore the way sounds can be combined and used expressively. Listen to different types of composers and musicians. | To notice, analyse and explore the way sounds can be combined and used expressively. To comment on musicians use of technique to create effect. | Notice and explore the relationship between sounds. Notice and explore how music reflects different intentions. | Notice, comment on and compare the use of musical devises. Notice, comment on, compare and explore how music reflects different intentions. |
| Notation | N/A | N/A | N/A | Know how many beats in a minim, crotchet and semibreve and I recognise their symbols. | Know and use standard musical notation of crotchet, minim and semibreve. | Begin to recognise Staff notation for EBGD |
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.
Music – Curriculum Map
(Themes are linked with Charranga Musical School)
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Year 1 |
Hey you! How pulse, rhythm and pitch work together. |
Rhythm in the way we walk! Banana rap How pulse, rhythm and pitch work together |
In the grove Playing/singing in different styles |
Round and round Playing/singing in different styles |
Your Imagination Creating lyrics |
Reflect, rewind and replay Revisit unit Performing a piece of music |
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Year 2 |
Hands, feet, heart
Begin to recognise styles, find the pulse, recognise instruments, listen and discuss other dimensions of music. |
Ho, Ho, Ho! Creating a performance using musical instruments and dance. |
I wanna play in a band! Rock music and movement |
Zootime Song structure |
Friendship song Exploring mixed style of music |
Reflect, rewind and replay Revisit unit Performing a piece of music |
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Skills |
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
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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. |
Glockenspiel Stage 1 Playing the glockenspiel. The language of music. |
Three Little Birds Reggae and Bob Marley. |
The dragon song Singing in two parts |
Bringing us together How Disco music is structured |
Reflect, rewind and replay Revisit unit Performing a piece of music |
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Year 4 |
Mamma Mia Begin to recognise styles, find the pulse, recognise instruments, listen, and discuss other dimensions of music. |
Glockenspiel Stage 2 Playing the glockenspiel. The language of music. |
STOP! Writing lyrics related to ‘Grime’ genre. |
Lean on me Gospel/links to Religious music |
Blackbird The Beatles and the development of pop music. The Civil Rights Movement. |
Reflect, rewind and replay Revisit unit Performing a piece of music |
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Year 5 |
Livin’ On A Prayer Recognise styles, find the pulse, recognise instruments, listen, and discuss other dimensions of music. Rock anthems |
Classroom Jazz 1 Jazz and improvisation. |
Make You Feel My Love Pop ballads |
Fresh prince of Bel Air Old school Hip Hop |
Dancin’ In The Street Recognise styles, find the pulse, recognise instruments, listen, and discuss other dimensions of music. Rock anthems |
Reflect, rewind and replay Revisit unit Performing a piece of music |
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Year 6 |
I’ll Be There In greater depth and with more confidence, recognise styles, find the pulse, recognise instruments, listen, and discuss all dimensions of music. Michael Jackson’s music and his influence on Pop music.
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Classroom Jazz 2 Jazz and improvisation
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Benjamin Brittan – A New Year Carol Benjamin Britton’s music |
Happy Pop music format |
You’ve Got A Friend Carole King’s music – her life as a composer. |
Reflect, rewind and replay Revisit unit Performing a piece of music
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Skills |
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
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