Music

Music Curriculum

Intent

At Crook Primary children gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing, and composing across a wide variety of historical periods, styles, traditions, and musical genres. Our objective is to develop a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music. We are committed to ensuring children understand the value and importance of music in the wider community, and are able to use their musical skills, knowledge, and experiences to involve themselves in music, in a variety of different contexts.

 

Implementation

We follow the Charanga Music School. The Charanga Musical School Scheme provides teachers with week-by-week lesson support for each year group in the school. It provides lesson plans, assessment, clear progression, and engaging and exciting whiteboard resources to support every lesson. 

Each Unit of Work comprises the of strands of musical learning which correspond with the National Curriculum for music:

  1. Listening and Appraising
  2. Musical Activities
    1. Warm-up Games
    2. Optional Flexible Games
    3. Singing
    4. Playing instruments
    5. Improvisation
    6. Composition
  3. Performing

 

Charanga Musical School Units of Work enable children to understand musical concepts through a repetition-based approach to learning. Learning about the same musical concept through different musical activities enables a more secure, deeper learning and mastery of musical skills. Musical teaching and learning is not neat or linear. The strands of musical learning, presented within the lesson plans and the on-screen resources, are part of the learning spiral. Over time, children can both develop new musical skills and concepts, and re-visit established musical skills and concepts. 

Music is taught each term in a block with each lesson covering  -Listen and Appraise -Musical Activities include Games, Singing, Playing, Improvising and Composing and Perform/Share

All activities are based around a song with a number of different interactive activities used to engage children. 

  1. Games embed the Interrelated Dimensions of Music through repetition
  2. Singing is at the heart of all the musical learning
  3. Playing instruments with the song to be learnt - tuned/un-tuned classroom percussion and an option to play any band instrument. 
  4. Improvising with the song using voices and instruments occurs in some Units of Work
  5. Composing with the song using instruments occurs in some Units of Work

 

Key Stage 1

 

AUTUMN

SPRING

SUMMER

YEAR 1

Your Imagination 

POP - MUSICALS

Music linked to films. - Joseph & the technicolour raincoat

OUTCOME: Create own song lyrics (1)

Hands,Feet, Heart

SOUTH AFRICAN STYLES/ FREEDOM SONG (1)

Historical context of music. 

OUTCOME: Improvisation with musical instruments (without notation) (1)

Rhythm In The Way We Walk & Banana Rap 

REGGAE/ HIP HOP (1)

Action songs & the foundations of music

OUTCOME: Sing & perform song (1)

YEAR 2

Ho Ho Ho!

BIG BAND / FREEDOM SONG (2)

Link to freedom song yr 1. Rapping & improvisation

OUTCOME: Sing & perform song (2)

Round & Round 

LATIN BOSSA NOVA

Latin American music around the world. 

OUTCOME: Improvisation with musical instruments (with notation) (2)

I Wanna Play in a Band

ROCK

Historical context of musical styles, teamwork, working together. 

OUTCOME: Sing, play, improvise & compose as a class band (1)

 

Lower Key Stage 2

 

AUTUMN

SPRING

SUMMER

YEAR 1

Glockenspiel 1

MIXED STYLES (1)

Music, theory & composition 

Play a musical instrument

OUTCOME: Explore playing skills with an understanding for language of music (1)

Reflect/Rewind/Replay 

CLASSIC (1)

The history of music - place music in era/time period

OUTCOME: Listen & appraise music (1)

The Dragon Song 

FOLK

Exploring friendship, kindness, acceptance through music from around the world

OUTCOME: Sing & perform song - choreography (3)

YEAR 2

Glockenspiel 2

MIXED STYLES (2)

Music, theory & composition 

Play a musical instrument - continuation from yr 3

OUTCOME: Develop playing skills with musical notation (lnk to yr 3 autumn) (2)

Blackbird

POP - ARTIST STUDY

The development of pop music in the UK. Black power movement/civil rights - Martin Luther King 

OUTCOME: Sing & perform song (4)3594

Stop!

GRIME 

Bullying -computer aided composition

OUTCOME: Create own song lyrics (2)


Upper Key Stage 2

 

AUTUMN

SPRING

SUMMER

YEAR 5

Make You Feel My Love

POP - BALLADS

Historical context for ballards 

OUTCOME: Improvisation with musical instruments (with notation), composition of own lyrics (3)

Fresh Prince of Bel Air

HIP HOP (2)

Culture, historical context of hip hop. Link to yr 1 summer unit

OUTCOME: Create own song lyrics (3)

Dancing in the Streets

MOTOWN (1)

History of motown music & importance in development of popular music. Influence on the civil rights movement. 

OUTCOME: Sing & perform song - backing vocals & choreography (5)

YEAR 6

Reflect, Rewind, Replay 

CLASSIC (2)

The history of music - place music in era/time period. Build on year 3 spring unit. 

OUTCOME: Listen & appraise music (2)

Music & Me: Identity

CONTEMPORARY/ELECTRONIC/ ACOUSTIC

Women in music, british female contemporary artists -computer aided composition

OUTCOME: Create own song lyrics (4)

Happy

POP/ NEO SOUL

Building on yr 5 summer uni - motown/soul music. Link to  yr 4 spring & yr1 spring

OUTCOME: Sing, play, improvise & compose as a class to create a music video  (2)

 

Impact

Whilst in school, children have access to a varied programme, which allows students to discover areas of strength, as well as areas they might like to improve upon. The integral nature of music and the learner creates an enormously rich palette from which a student may access fundamental abilities such as: achievement, self-confidence, interaction with and awareness of others, and self-reflection. Music will also develop an understanding of culture and history, both in relation to children individually, as well as ethnicities from across the world. Children are able to enjoy music, in as many ways as they choose- either as listener, creator or performer. They can dissect music and comprehend its parts. They can sing and feel a pulse. They have an understanding of how to further develop skills less known to them, should they ever develop an interest in their lives.

At the end of each year, children’s musical skill, knowledge and understanding will be summatively assessed against a set of progressive National Curriculum objectives. Children will be assessed as either working at age related expectations or working below. 

 

Progression of Skills

 
  • Key Musician Progression Map
    Key Musician Progression Map
  • Music Subject Specific Vocabulary
    Music Subject Specific Vocabulary