Music

"Tell me, I forget; show me, I remember; Involve me, I understand".

                                                                                          Chinese proverb

At Van Gogh Primary, we believe that music enhances our children's physical, emotional and aesthetic development, and is why we want to create a passion for the subject that will stay with them through all their lives. We want to ensure that music is an inspiring and engaging experience that enables every child to develop their musical potential. We want children to create a good appreciation for music and a respect for the role that it may play in any person's life. 

We are committed to ensuring children understand the value and importance of music in the wider community and can use their musical skills, knowledge and experiences to involve themselves in music-making activities.

The National Curriculum for music aims to ensure that all children:

  • perform, listen to, review and evaluate music
  • be taught to sing, create and compose music
  • understand and explore how music is created, produced and communicated

Key Principles

The Bigger Picture: We give all children equal opportunities to follow the National Curriculum for Music; extra-curricular activities and musical performances enhance this.

Knowledge rich: We plan our work to ensure the progression of content and skills across each Key Stage is appropriate to the children's ages and abilities. Teaching may be individual, small group or whole class or may include qualified tuition from external agencies.

Enrichment: We make cross-curricular links with other subjects, including ICT, where appropriate. We recognised that individuals are likely to respond differently; we encouraged this while promoting others’ awareness in group, class and public performances.      

Deliberate practice: At all key stages, in all activities, the music teaching should develop each of the inter-related dimensions of music: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate music notation.

Retrieval: Teachers should extend music skills by applying listening skills, knowledge and understanding of music to various musical and non-musical activities.

Music makes its distinctive contribution to the school curriculum and the broader aims of primary education. It encourages and assists thinking skills such as information processing, reasoning, enquiring, creative thinking and evaluation. Music brings together intellect and feeling and enables personal expression, reflection and emotional development. 

How do we teach music?

The music curriculum ensures children sing, listen, play, perform and evaluate. It is embedded in our weekly school's timetable as part of the teacher's PPA time, weekly singing assemblies, concerts, end of the term performances, music clubs and instrumental lessons from our local Lambeth music hub.

We teach our music lessons in specially adapted music rooms. Children can use various instruments and resources to dissect it, and understand how it is made, played, recorded, appreciated and analysed. 

In our lessons, children learn vital aspects of music through cross-curricular links. They also learn how to compose, focusing on the different music dimensions, which feeds their understanding of it when listening, playing, or analysing music. 

Composing or performing using body percussion and vocal sounds is also part of the curriculum, which develops the understanding of musical elements without an instrument's added complexity.


Curriculum overview 

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

EYFS

Listen with concentration and internalise and recall sounds with increasing aural memory.

Use their voices expressively by singing songs and speaking chants and rhymes.

Play tuned and untuned instruments.

Notation: How can sounds be made differently and described using given and invented signs and symbols.

Create musical patterns

 Explore, choose and organise sounds and musical ideas.


 

Perform:

A range of musical activities that integrate performing, composing and appraising

Year 1

Listen with concentration and internalise and recall sounds with increasing aural memory.

Use their voices expressively by singing songs and speaking chants and rhymes.

Play tuned and untuned instruments.

Notation: How can sounds be made differently and described using given and invented signs and symbols.

Create musical patterns

 Explore, choose and organise sounds and musical ideas.


 

Perform:

A range of musical activities that integrate performing, composing and appraising

Year 2

 

I'm going to be in the band

 

To play in an ensemble with any combination of singing, body percussion and tuned and untuned instruments.


 

Use their voices expressively by singing songs and speaking chants and rhymes.

 

Let's celebrate Christmas

 

In this unit, pupils learn to sing and play various Christmas songs, some of which they will perform in the annual school Christmas carol service.  

Play tuned and untuned instruments.

 

Introduction to the recorder.

Notes B-A

 

All the learning in this unit is focused around knowing the instrument, play position and rest position thorough an integrated approach to music where games, singing and playing instruments are all linked.


 

Notation: How can sounds be made differently and described using given and invented signs and symbols.

 

Recorder biggest mistakes.

Notes B, A and G

 

All the learning in this unit is focused around knowing the instrument, play position and rest position, the recorder biggest mistakes and what you can do to prevent them as described on "My recorder book".

Create musical patterns

 Explore, choose and organise sounds and musical ideas.

 

Pitch.

Notes B, A, G, C and high D.

The Treble clef

 

All the learning in this unit is focused on the understanding pitch and the Treble clef using all the pieces, songs and activities described in "My recorder book" The material presents an integrated approach to music where games, singing and playing instruments are all linked.


 

Perform:

A range of musical activities that integrate performing, composing and appraising

 

"Rewind"

 

This unit of work consolidates learning that has occurred during the year.  All the teaching is focused on the revision of chosen units for a performance.

Year 3

Dynamics

Notes B, A, G, C, high D and E

 

All the learning in this unit is focused on the songs and activities described in "My recorder book" The material presents an integrated approach to music where games, singing and playing instruments are all linked.

Use their voices expressively by singing songs and speaking chants and rhymes.

 

Let's celebrate Christmas

 

In this unit, pupils learn to sing and play various Christmas songs, some of which they will perform in the annual school Christmas carol service.  

Play tuned and untuned instruments.

 

Rhythm

Notes B, A, G, C, high D and E

 

This unit continues to teach about the language of music through playing the recorder. The learning is focused on exploring and developing playing skills using "My recorder book".

Notation: How can sounds be made differently and described using given and invented signs and symbols.

 

Rhythm

Notes B, A, G, C, high D and E

 

This unit continues to teach about the language of music through playing the recorder. 

Create musical patterns

 Explore, choose and organise sounds and musical ideas.

 

Learning to 

listen to music

Notes B, A, G, C, high D, E and low D

 

The learning in this unit is focused on the exercises and activities described in "Improve your aural, grade 1, ABRSM".

The material presents an integrated approach to music where games, singing and playing instruments are all linked.


 

Perform:

A range of musical activities that integrate performing, composing and appraising

 

"Rewind"

 

This unit of work consolidates learning that has occurred during the year.  All the teaching is focused on revising chosen units for a performance, a context for the history of music and the language of music.

Year 4

Play tuned and untuned instruments.

 

Dynamics 

Notes B, A, G, C, high D and E

 

This unit develops children's ability to recognise and explore some characteristics of an orchestral instrument. It consolidates their sense of pulse and ability to perform with others.

In this unit, children sing and play a selection of traditional and contemporary pieces of music. They look at their characteristics, e.g. structure, tempo, rhythm, tunes, words, actions. They think about the origins and times of these music pieces


 

Use their voices expressively by singing songs and speaking chants and rhymes.

 

Let's celebrate Christmas

 

In this unit, pupils learn to sing and play various Christmas songs, some of which they will perform in the annual school Christmas carol service.

We work in the ability to perform rhythmic patterns confidently and with a strong sense of pulse while playing in an ensemble

Listen with concentration and internalise and recall sounds with increasing aural memory.

 

Building repertoire.

Notes B, A, G, C, high D, E and low D

 

This unit develops children's ability to sing and play music in two (or more) parts. They explore the effect of two or more pitched notes sounding together - harmony. They experiment with clusters of pitched notes and discover which combinations are comfortable and which clash. They sing rounds and experiment with melodic ostinato. This unit will be revisited.

Create musical patterns

 Explore, choose and organise sounds and musical ideas.

 

Garage band

Create your music

This unit develops children's ability to extend their music vocabulary, including using ICT, and compose a soundscape. In this unit, children explore a wide range of sound sources, including the loops in Garage band, to capture, explore, change and communicate sounds. They make expressive use of vocal and instrumental possibilities to create and structure composition in pairs and share these with the class. 



 

Notation: How can sounds be made differently and described using given and invented signs and symbols.

 

Improve your aural

Learning to listen to music

 

The learning in this unit is focused on the exercises and activities described in "Improve your aural, grade 1, ABRSM".

 

The material presents an integrated approach to music where games, singing and playing instruments are all linked.

Perform:

A range of musical activities that integrate performing, composing and appraising

 

"Rewind"

 

This unit of work consolidates learning that has occurred during the year.  All the teaching is focused on revising chosen units for a performance, a context for the history of music and the language of music.

Year 5

Listen with concentration and internalise and recall sounds with increasing aural memory.

 

Garage band

Songwriter

Create your song.

This unit develops children's ability to compose a song with an awareness of the relationship between lyrics and melody. In this unit, children learn of the vital role played by lyrics in songs. In particular, they focus on the different functions of lyrics in conveying mood, expressing attitude or telling a story. They employ simple techniques for composing lyrics of their own and setting these to melodies. They learn about the cultural and social significance of many lyrics and how that meaning should be reflected in performance and the composition itself. 


 

Use their voices expressively by singing songs and speaking chants and rhymes.

 

Let's celebrate Christmas

 

In this unit, pupils learn to sing and play various Christmas songs, some of which they will perform in the annual school Christmas carol service.

We work in the ability to perform rhythmic patterns confidently and with a strong sense of pulse while playing in an ensemble

Play tuned and untuned instruments.

 

Performing together

This unit develops and demonstrates children's ability to participate in class performance with confidence, expression and control.

In this unit, children sing and play a two-part song, play instrumental accompaniments, rehearse and develop musical and performance ideas to understand how to achieve a quality class performance.

Create musical patterns

 Explore, choose and organise sounds and musical ideas.

 

Exploring musical processes

This unit provides children with an opportunity to develop and demonstrate their musical skills, knowledge, and understanding achieved in years 4 and 5.

During the unit, children will understand the process of composing by listening, analysing and playing music created by the great composers like Beethoven, Mozart, Bach and others.


 

Notation: How can sounds be made differently and described using given and invented signs and symbols.

 

Improve your aural

Learning to listen to music

 

All the learning in this unit is focused on the exercises and activities described in "Improve your aural, grade 2, ABRSM".

This book's material presents an integrated approach to music where games, singing, and playing instruments are all linked.

Perform:

A range of musical activities that integrate performing, composing and appraising

 

"Rewind"

 

This unit of work consolidates learning that has occurred during the year.  All the teaching is focused on revising chosen units for a performance, a context for the history of music and the language of music.

Year 6

Play tuned and untuned instruments.

 

Form and structure (exploring structures)

This unit develops pupils' ability to recognise, explore and use different musical structures and understand how they can create other effects

Use their voices expressively by singing songs and speaking chants and rhymes.

 

Let's celebrate Christmas

 

In this unit, pupils learn to sing and play various Christmas songs, some of which they will perform in the annual school Christmas carol service.

We work in the ability to perform rhythmic patterns confidently and with a strong sense of pulse while playing in an ensemble

Create musical patterns

 Explore, choose and organise sounds and musical ideas.

 

Musical cycles (exploring cyclic patterns)

This unit develops pupils' ability to identify and create music based on cyclic patterns.

Pupils will perform rhythmically and compose and improvise with given structures, using musical notation. They will analyse and compare musical features with an awareness of how different parts fit together


 

Listen with concentration and internalise and recall sounds with increasing aural memory.

 

Musical clichés (exploring the way music is used)

This unit develops pupils' ability to recognise, analyse and use a range of musical clichés used in different musical genres; they will improvise, refine and create musical material and maintain their own vocal/ instrumental part in group performances plus identify and describe particular musical clichés.

Notation: How can sounds be made differently and described using given and invented signs and symbols.

 

Improve your aural

Learning to listen to music

 

All the learning in this unit will continue to focus on the exercises and activities described in "Improve your aural, grade 2, ABRSM".

This book's material presents an integrated approach to music where games, singing, and playing instruments are all linked.

Perform:

A range of musical activities that integrate performing, composing and appraising

 

"Rewind"

 

This unit of work consolidates learning that has occurred during the year.  All the teaching is focused on revising chosen units for a performance, a context for the history of music and the language of music.


 

How is music taught in KS1 and KS2?

Each year group in the school receives a weekly lesson of 60 minutes. 

In EYFS and year one we sing and play music games; children learn rhymes and traditional songs from around the world and Kodaly’s hand signs. 

Years 2 & 3 learn to play tuned and untuned instruments like the recorder, glockenspiel and drum kit.

From Year 4 onwards they can choose a bigger instrument. Students can pick a wind, brass, string or percussion instruments up. 

Pupils enjoy the pleasure of playing at the school’s music rooms, with a range of Orff and orchestral instruments, plus the use of technology resources such as smart boards, iPads and iMacs. We also practice during morning breaks, lunch breaks and afterschool clubs.

Those who are being prepared for the ABRSM (Associated Board of the Royal Schools of Music) certificates, take priority at these sessions. 

SEND and Inclusion

As in all areas of the curriculum, teachers should deliver 'quality-first' teaching and differentiate to support children with learning barriers. On an individual basis, teachers should consider any limitations that a child has in accessing the planned lesson and provide resources, scaffolds, adapted tasks, adult support and differentiated questioning where appropriate. As music demands a high-level of vocabulary understanding, it may be beneficial to 'pre-teach' vocabulary to specific children.

Music lessons should provide a challenge for those children demonstrating a secure understanding. Teachers should use open-ended questions and scenarios to promote deep thinking and encourage the children's application of prior knowledge. This could be done verbally or through 'challenge strips' where children provide a written response in their books.

Staff professional learning

Curriculum guidance and supporting resources are accessible both within this document and on the google drive within the music folder. There are lots of investigation and experiment ideas, linked to all aspects of working scientifically within each year group.

Cross curricular links

Where possible, teachers should plan for and promote the cross-curricular links between Music and other areas of the curriculum:

  • Maths - accurate recording, measure, sound, data handling, pattern seeking, pitch, dynamics.

  • English - essays, reports, sentence formation, composition.

  • Speaking & Listening - debating, justifying, presenting, questioning, voice positioning, singing.

  • PE - movement, dance, how our body responds to music.

  • Music - how sound travels.

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