Music

"This is fun - music making!" Year 2

"We learn about different music from different cultures. We listen to music all around the globe." Year 4

Scissett C.E. Academy

Music Policy

Intent

Music is a practical, creative subject, which can be of benefit to all children in developing imagination, the ability to listen attentively and the ability to express personal thoughts and feelings. It is a valuable vehicle for encouraging spiritual, moral, social and cultural development and promoting diversity.

As part of a broad and balanced curriculum, Scissett CE Academy aims to develop pupils’ understanding and enjoyment of music, through activities that bring together the skills of music appreciation, composing and performing. In line with our School Vision, we provide opportunities for all children to achieve success, to respond to music in a variety of ways, and to develop confidence and enthusiasm in listening to, creating and performing music. We aim to broaden children’s experience of the wealth of different music from around the world and through history, and to develop their ability to listen with discrimination and respect, and discuss their ideas knowledgeably and with awareness of emotional impact.

Implementation

At Scissett CE Academy, our children’s musical journeys begin in EYFS, through singing songs, playing musical games, making sounds and purposeful silences using instruments, keeping a beat, and responding to music through hand or body movements, voices and mood.

These foundations are built upon in Key Stages 1 and 2, where we have devised a scheme of work combining songs and whole class-instrumental resources from the commercial ‘Charanga’ scheme and bespoke, thematic units that make cross-curricular links with other subjects studied by each year group, such as Space, South America, Glorious Gardens, Castles (Medieval Music) and Animal Magic. Within these units, all children experience activities that fulfil the following strands:

Listening with concentration and understanding (music appreciation)
Experimenting with, creating, selecting and combining sounds to achieve a desired effect (composing)
Playing tuned and untuned instruments (performing)
Using the voice expressively and creatively (performing)

Within these strands, the musical elements of pitch, duration, timbre, texture, dynamics and structure are progressively introduced, enabling children to discuss music with understanding and relevant vocabulary. In Key Stage 2, musical literacy is gradually developed, allowing children to read and write standard staff notation in both rhythm (Years 3 and 4) and pitch (Year 5). Music lessons are weekly, allowing a build up of skills and knowledge through the year, rather than in short blocks, where learning may be forgotten.

We present positive images of music and musicians, and the curriculum reflects a wide range of cultures and traditions. Our children will experience music from different periods of the “classical” music tradition, world music from Africa, China, India, the Caribbean and South America, and a variety of modern genres including pop, jazz, rock and film music, providing effective cultural capital.

Singing forms an important part of school life, in Collective Worship, Key Stages, and in individual classes, and is ongoing throughout the school year. Each class is also given instrumental tuition throughout the year: glockenspiel in Key Stage 1 and Recorder in Key Stage 2, allowing a good degree of expertise to be reached in these particular instruments, and providing a good platform for children to further their learning in other instruments through individual, peripatetic lessons should they wish to.

Music Overview:

	EYFS	y1	Y2	Y3	Y4	Y5
Autumn	Ongoing: singing, music games, using instruments and responding to music	The Seasons (Autumn & Winter) & Firework Music	Glockenspiel 1è2 (all year) Medieval Music	Recorder 1 (all year) Young Persons’ Guide to the Orchestra & The String family	Recorder 1è 2 (all year) Magic Flute & The Brass family	Recorder 2 (all year) Journey into Space
Spring		Animal Magic & The Seasons (Spring)	Stories in Music	Painting with Sound	Lights, Camera, Action	Water Music
Summer		The Keyboard family, The Seasons (Summer) & Glockenspiel 1 (ongoing)	The Percussion family & Afro-Caribbean Music	Glorious Gardens & Indian Music	South America & Samba!	Festival time & The Woodwind family
Ongoing skills revisited throughout each Year		Singing	Singing	Singing & notation (crotchets, quavers & rests)	Singing & notation (minims, semiquavers & rests)	Singing & notation (semibreves, rests & treble clef notes)

Impact

We believe that, through regular Music teaching, children will be able to sing and perform using instruments with increasing confidence, control, intention and awareness of the overall effect of the music. They will build up knowledge of key composers, performers, instruments and pieces from a wide variety of genres, times and places. They will be able to discuss and evaluate music using appropriate musical vocabulary, expressing their own personal preferences, while showing respect for diversity and the preferences of others, and use music as a means of communication and self-expression.

It is our intention that children will have had a wide and rich variety of musical experiences by the time they leave Scissett CE Academy, including hearing quality live performances. We hope that, by providing children with these experiences, it will enhance their musicianship and promote a love of creating, sharing and appreciating music in the wider world.

Assessment and Criteria - Purpose of Study (National Curriculum September 2014 onwards)

Music is a universal language that embodies one of the highest forms of creativity. A high-quality musical education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to listen with discrimination to the best of the musical canon.

The national curriculum for music aims to ensure 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
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
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

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Key Stage 1 (Years 1 and 2)

In Key Stage 1, 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 inter-related dimensions of music

Key Stage 2 (Years 3, 4 and 5)

Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.

In Key Stage 2, 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

At Scissett CE Academy, pupils develop knowledge, understanding and skills through musical practices to:

	Foundation Stage		Year 1	Year 2
Use voice expressively & creatively	Sing echo songs & perform movements to a steady beat. Explore singing at different speeds & pitch to create moods & feelings. Discover how to use the voice to create loud & soft sounds.		Explore the use of the voice in different ways such as speaking, singing & chanting. Discover how the voice can produce rhythm & pulse, high & low (pitch) to create different effects. Find out how to sing with expression, confidence & creativity to an audience.	Sing with a sense of the shape of a melody. To represent sounds with symbols. To improvise in making sounds with the voice. Perform songs using creativity and expression and create dramatic effect.
Play tuned & unturned instruments	Play instruments to a steady beat. Understand how to hold & play an instrument with care. Explore the different sounds instruments make. Choose an instrument to create a specific sound.		Play instruments showing an awareness of others. Understand how to play an instrument with care and attention. Repeat and investigate simple beats & rhythms. Learn to play sounds linking with symbols.	Perform simple patterns & accompaniments keeping to a steady pulse. Recognise & explore how sounds can be organised. Respond to starting points that have been given Understand how to control playing a musical instrument so that they sound as they should.
Listen with concentration & understanding	Express feelings in music by responding to different moods in a musical score. Listen to music & respond by using hand & whole body movements. Listen to different sounds (animal noise, water etc.) & respond with voice and movement.		Choose sounds to represent different things (ideas, thoughts, feelings, moods etc.). Reflect on music & say how it makes people feel, act & move. Respond to different composers & discuss different genres of music.	Notice how music can be used to create different moods & effects & to communicate ideas. Listen & understand how to improve own composition. Sort composers in to different genres & instruments into different types.
	Discriminate between sounds and silence	Vocab	Rhythm: sound/silence, long/short, fast/slow, beat & rhythm, rest, tempo Pitch: high/low, pitch direction (going up or down), pitch matching, unison Dynamics & expression: loud (forte) f & soft (piano) p Form: same/different, pattern, repetition, echo, introduction, verse, chorus Timbre: every voice & instrument has own distinct sound; sound produced by being hit, blown, plucked & shaken Texture: unison; melody & accompaniment
Experiment with, create, select & combine sounds	Choose different instruments, including the voice, to create sound effects in play. Investigate a variety of ways to create sound with different materials. Experiment performing songs & music together with body movements to a steady beat.		Create a sequence of long & short sounds with help, including clapping longer rhythms. Investigate making sounds that are very different (loud & quiet, high & low etc.). Explore own ideas and change as desired.	Choose carefully & order sounds in a beginning, middle and end. Use sounds to achieve an effect (including IT) Create short musical patterns. Investigate long & short sounds. Explore changes in pitch to communicate an idea.
Key genres/ composers/ pieces & instruments	Wide variety of music from all genres to use as stimulus for movement, discussion, artwork etc.		Classical: Firework music – Handel (firework theme) (Autumn) Carnival of the Animals (Spring) Other: (Summer)	Classical: Peter and the Wolf – Prokofiev World: African drumming Caribbean music (Pirates link) Other: Medieval music (Castles link)
	Percussion instruments at basic level		Keyboard family, including piano, church organ, celeste & harpsichord	Percussion family

	Year 3	Year 4	Year 5
Play & perform	Sing in tune. Perform simple melodic & rhythmic parts. Improvise repeated patterns. Beginning to understand the importance of pronouncing the words well in a song (diction). Start to show vocal control. Perform with confidence.	Sing in tune with awareness of others. Perform simple melodic & rhythmic parts with awareness of others. Improvise repeated patterns growing in sophistication. Sing songs from memory with accurate pitch. Maintain a simple part within a group. Understand the importance of pronouncing the words well in a song (diction). Show vocal control. Play notes on instruments with care so they sound clearly. Perform with control & awareness of what others in the group are singing or playing.	Create songs with an understanding of the relationship between lyrics & melody. Whilst performing by ear & from notations, maintain own parts with awareness of how the different parts fit together & the need to achieve an overall effect. Breathe well & pronounce words, adjust pitch & show control in singing. Perform songs with an awareness of the meaning of the words. Hold a part in a round or part song. Perform songs in a way that reflects their meaning & the occasion. Sustain a drone or melodic ostinato to accompany singing. Play an accompaniment on an instrument.
Improvise & compose music	Carefully choose sounds to achieve an effect. Order sounds to help create an effect. Create short musical patterns with long & short sequences & rhythmic phrases.	Compose music that combines several layers of sound & show awareness of the effect. Compose & perform melodies & songs (including IT). Use sound to create abstract effects. Recognise & create repeated patterns with a range of instruments. Create accompaniments for tunes. Carefully choose order, combine & control sounds with awareness of their combined effect.	Use the venue & sense of occasion to create performances that are well appreciated by the audience. Compose by developing ideas within musical structures. Improvise melodic and rhythmic phases as part of a group performance. Improvise within a group.
Listen with attention to detail and recall sounds	Notice & explore the way sounds can be combined & used expressively. Listen to different types of composers & musicians	Notice, analyse & explore the way sounds can be combined & used expressively. Comment on musicians’ and composers’ use of technique to create effect.	Notice & explore the relationship between sounds. Notice & explore how music reflects different intentions.
Listen with attention to detail and recall sounds	Rhythm: as KS1 plus ostinato, crotchet, crotchet rest, quavers in pairs, minim, (also experience of duple & triple metres) Pitch: as KS1 plus pentatonic scale, melodic shape, recognising steps & leaps Dynamics & expression: as KS1 plus very soft (pianissimo) pp and very loud (fortissimo) ff, gradually getting louder (crescendo), gradually getting softer (diminuendo), Form: as KS1 plus question & answer (call & response), repeat signs Timbre: as KS1 plus recognising familiar instrumental timbres in isolation & combination Texture: as KS1 plus round, drone		Rhythm: simple time signatures, bars & barlines; semibreve, minim, crotchet, quaver, semiquaver & associated rests Pitch: treble clef, staff Dynamics & expression: smoothly (legato), short & detached (staccato) Form: binary (AB) & ternary (ABA) forms, theme/motif, ostinato Timbre: acoustic, electronic sounds; voice & instrument types Texture: contrast within layers of sound
Use and understand staff and other musical notations	Use musical notation when composing. Know how many beats in a crotchet & quaver & recognise their symbols.	Use musical notation when composing. Know how many beats in a minim, crotchet & quaver & recognise their symbols. Know the symbol for a rest in music, & use silence for effect in own music.	Know & use standard musical notation of crotchet, minim, quaver & semibreve to indicate how many beats to play. Read the treble clef & work out the notes, EGBDF & FACE. Draw a treble clef at the correct position on the stave.

Appreciate and understand a wide range of high-quality live and recorded music	Begin to recognise & identify instruments being played. Comment on likes & dislikes. Recognise how musical elements can be used together to compose music.	Begin to recognise & identify instruments & numbers of instruments & voices being played. Compare music & express growing tastes in music. Explain how musical elements can be used together to compose music.	Compare & evaluate different kinds of music using appropriate musical vocabulary. Explain & evaluate how musical elements, features & styles can be used together to compose music.
Develop an understanding of the history of music	Describe the different purposes of music throughout history and in other cultures. Understand that the sense of occasion affects performance.	Understand that the sense of occasion affects the performance. Combine sounds expressively Explore different genres of popular music	Understand the different cultural meanings & purposes of music, including contemporary culture. Begin to recognise different styles of Classical music
Key genres/ composers/ pieces & instruments	Classical: Rule Britannia – Thomas Arne Land of Hope and Glory – Elgar National Anthem Young Person’s Guide to the Orchestra – Britten (Summer term) World: Indian music (Hinduism link) Other: Folk Music (with Violin peri)	Classical: Stripsody – Cathy Berberian Pieces at an Exhibition – Mussorgsky Little Train of the Caipira (Bachianas Brasileiras) - Villa-Lobos World: Latin American music Other: Film scores (Viking link)	Classical: Planet Suite – Holst Vltava – Smetana La Mer – Debussy Sea Symphony – Vaughan-Williams Hebrides Overture – Mendelssohn The Water Music – Handel Tintagel - Bax Other: Film music (Water link) Genres of Pop music
Key genres/ composers/ pieces & instruments	String family	Brass family	Woodwind family