Music

Music Curriculum Document
 
Please find below music curriculum document.
Music Curriculum Document
Our Vision for Music
Statement of Intent
Music is a unique way of communicating that can inspire and motivate children. It is a vehicle for personal expression, and it can play an important part in the personal development of people. Music reflects the culture and society we live in, and so the teaching and learning of music enables children to better understand the world they live in. Besides being a creative and enjoyable activity, music can also be a highly academic and demanding subject. It also plays an important part in helping children feel part of a community. 
Aims We provide opportunities for all children to create, play, perform and enjoy music, to develop the skills, to appreciate a wide variety of musical forms, and to begin to make judgements about the quality of music.
  Knowledge Skills
EYFS
To know that we can move with the pulse of the music.
To know that the words of songs can tell stories and paint pictures.
To sing or rap nursery rhymes and simple songs from memory.
Songs have sections.
A performance is sharing music.
 
 
 
 
 
 
Find the pulse by copying a character in a nursery rhyme, imagining a similar character or object and finding different ways to keep the pulse.
Create basic rhythm patterns of single words, building to short phrases from the song/s.
Explore high and low using voices and sounds
of characters in the songs.
To sing along with a pre-recorded song and
add actions.
Perform any of the nursery rhymes by singing and adding actions or dance.
Record a performance to talk about.
Year 1
To know and recognise the sound and names of some of the instruments they use.
To know that music has a steady pulse, like a heartbeat.
To know that we can create rhythms from words, our names, favourite food, colours and animals.
To confidently sing or rap five songs from
memory and sing them in unison.
Learn the names of the notes in their
instrumental part from memory or when written down.
Learn the names of the instruments they are playing.
 
 
 
Find the pulse.
Listen to a rhythm and clap back.
Create rhythms for others to copy.
Learn about voices, singing notes of different pitches (high and low).
Treat instruments carefully and with respect.
Play a tuned instrumental part with the song
they perform. Learn to play an instrumental part that matches their musical challenge, using one of the differentiated parts (a one-note part, a simple part, medium part).
Help to create a simple melody using one, two
or three notes. Learn how the notes of the composition can be written down and changed if necessary.
Choose a song they have learnt from the Scheme and perform it.
Record the performance and say how they were feeling about it.
Year 2
To know some songs have a chorus or a response/answer part.
To know that songs have a musical style.
To know that music has a steady pulse, like a heartbeat.
To understand rhythms are different from the steady pulse.
To know we add high and low sounds, pitch, when we sing and play our instrument
To know that unison is everyone singing at the same time.
Learn the names of the notes in
their instrumental part from memory or when written down.
Know the names of untuned percussion instruments played in class.
To learn how songs can tell a story or describe an idea.
Learn about voices singing notes of different pitches (high and low).
Treat instruments carefully and with respect.
Learn to play a tuned instrumental part that matches their musical challenge, using one of the differentiated parts (a one-note, simple or medium part).
Play the part in time with the steady pulse.
Create a simple melody
 
 
 
 
 
 
 
 
Year 3
To know the style of the five songs.
To describe musical dimensions featured in the song, and where they are used (texture, dynamics, tempo, rhythm and pitch)
Identify the main sections of the song (introduction, verse, chorus etc.)
Name some of the instruments they heard in the song.
Know the difference between pulse and rhythm.
Know how pulse, rhythm and pitch work together to create a song.
To know and be able to talk about: The instruments used in class (a glockenspiel, a recorder)
To know and be able to talk about improvisation.
 
 
 
 
 
To confidently identify and move to the pulse.
Listen carefully and respectfully to other people’s
thoughts about the music.
To sing in unison and in simple two-parts.
To explore solo singing
To sing with awareness of being ‘in tune’.
To treat instruments carefully and with respect.
Play any one, or all of four, differentiated parts on a tuned instrument – a one-note, simple or medium part or the melody of the song) from memory or using notation.
To rehearse and perform their part within the context of the Unit song.
Plan and create a section of music that can be
performed within the context of the unit song.
Talk about how a part was created
To record the performance and say how they
were feeling, what they were pleased with what they would change and why.
Year 4
Violins
To understand songs have a range of styles
How pulse, rhythm, pitch, tempo, dynamics, texture and structure work together and how they connect in a song
Use different ways of writing music down – e.g. staff notation, symbols
 
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Talk about the music and how it makes them feel.
To sing in unison and in simple two-parts.
Play any one, or all four, differentiated parts
on a tuned instrument – a one-note, simple or medium part or the melody of the song from memory or using notation.
To rehearse and perform their part within the context of the Unit song. To listen to and follow musical instructions from a leader.
To experience leading the playing by making
sure everyone plays in the playing section of the song.
Help create at least one simple melody using
one, three or all five different notes.
Plan and create a section of music that can be
performed within the context of the unit song.
Talk about how it was created.
Listen to and reflect upon the developing composition and make musical decisions about pulse, rhythm, pitch, dynamics and tempo.
Record the composition in any way appropriate that recognises the connection between sound and symbol (e.g. graphic/pictorial notation).
To choose what to perform and create a programme.
Present a musical performance designed to capture the audience.
To record the performance and say how they
were feeling, what they were pleased with what they would change and why.
Year 5
Violins
To understand songs have a range of styles
How pulse, rhythm, pitch, tempo, dynamics, texture and structure work together and how they connect in a song
Use different ways of writing music down – e.g. staff notation, symbols
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Talk about the music and how it makes them feel.
To sing in unison and in simple two-parts.
Play any one, or all four, differentiated parts
on a tuned instrument – a one-note, simple or medium part or the melody of the song from memory or using notation.
To rehearse and perform their part within the context of the Unit song. To listen to and follow musical instructions from a leader.
To experience leading the playing by making
sure everyone plays in the playing section of the song.
Help create at least one simple melody using
one, three or all five different notes.
Plan and create a section of music that can be
performed within the context of the unit song.
Talk about how it was created.
Listen to and reflect upon the developing composition and make musical decisions about pulse, rhythm, pitch, dynamics and tempo.
Record the composition in any way appropriate that recognises the connection between sound and symbol (e.g. graphic/pictorial notation).
To choose what to perform and create a programme.
Present a musical performance designed to capture the audience.
To record the performance and say how they
were feeling, what they were pleased with what they would change and why.
Year 6
To know the style of the songs and to name other songs from the Units in those styles.
The discuss the style indicators of the songs (musical characteristics that give the songs their style).
Name some of the instruments used in the songs.
Know and be able to talk about: How pulse, rhythm, pitch, tempo, dynamics, texture and structure work together to create a song or music.
To know and be able to talk about different ways of writing music down – e.g. staff notation, symbols.
To know and be able to talk about improvisation.
To know that using one, two or three notes confidently.
is better than using five
To know and be able to talk about composition of music.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
To compare two songs in the same style, talking about what stands out musically in each of them, their similarities and differences.
Talk about the music and how it makes you feel, using musical language to describe the music.
To sing in unison and to sing backing vocals.
To experience rapping and solo singing.
To listen to each other and be aware of how you fit into the group.
To sing with awareness of being ‘in tune’.
Play a musical instrument with the correct technique within the context of the Unit song.
Select and learn an instrumental part that matches their musical challenge, using one of the
differentiated parts – a one-note, simple or medium part or the melody of the song from memory or using notation.
To rehearse and perform their part within
the context of the Unit song. lead a rehearsal session.
Improvise using instruments in the context of a song to be performed.
Compose simple melodies using up to five different notes and simple rhythms
Record the composition in any way appropriate that recognises the connection between sound and symbol (e.g. graphic/pictorial notation)
To choose what to perform and create a programme.
To record the performance and compare it to a previous performance.
To discuss and talk musically about it – “What went well?” and “It would have been even better if...?”