Music at Field End Junior School
Intent
Our aim is for all children to become mastery learners, confident orators, active learners and lifelong readers.
This means that in music we aim to give the children the skills and enthusiasm to become confident performers and musicians. Our sequential, progressive and enjoyable music curriculum encourages our children to develop a curiosity for the subject as well as gain a firm understanding of what music is through the music national curriculum and beyond.
Learning through music reflects the culture capital and diverse world in which we live and enables our children to be imaginative, appreciative, creative and increasingly knowledgeable global citizens. We enable the children to have opportunities to listen to and appreciate different forms of music across different time periods and cultures.
Children have the option of receiving 1:1 tuition from a music specialist through Hillingdon Music. We recognise the importance of music in a range of settings and so assembly regularly begins with a piece of classical music to broaden the children’s musical experience.
Performance is a fundamental aspect of the music curriculum. We have a very active choir .We view music as a form of self-expression and communication and so through our class and wider school performances, children are encouraged to become confident orators and active learners.
Implementation
In order to fulfil the above, Field End Junior School uses the ‘Charanga Music School’ scheme which provides detailed lesson plans and practical online resources enabling teaching staff to deliver a high quality and engaging musical curriculum. Children develop musical skills each year by recalling prior knowledge and building upon skills previously learnt.
The lessons are split into units with manageable weekly lessons. Each unit focuses on a different genre of music allowing the children to appreciate a wide range of musical styles from different periods as they progress through the curriculum over the academic year. The aim is to allow children to experience diversity in music, over and beyond what they may be exposed to in their home environments.
Each lesson begins with a ‘Listen and Appraise’ activity during which the children listen to and discuss different aspects of the musical piece. Question prompts enable the teaching staff to focus on clear objectives, allowing the children to understand the style, the structure and the instruments being used in each piece.
Impact
Children will develop an appreciation of a range of music and its history.
They will develop their skills of performing either in a group or as a solo.
They will begin to develop their skills of composing and be able to identify an increasing range of musical notation.
Music Progression Skills
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Skill Focus
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Year 3
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Year 4
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Year 5
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Year 6
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Key Stage 2
National Curriculum
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Pupils should be taught to:
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Progression of skills
Listening and applying knowledge and understanding.
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•I listen carefully and recall short rhythmic and melodic patterns.
•I use my knowledge of dynamics, timbre and pitch to organize my music.
•I know how sounds can be made and changed to suit a situation.
•I know how many beats in a minim, crotchet and semibreve and recognize their symbols.
•I know that music can be played or listened to for a variety of purposes. (including throughout history and in different cultures)
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•I recognise how musical elements can be used together to compose music.
•I recognise the correct symbol for a minim, crotchet and semibreve and use them in compositions.
•I know the symbol for a rest in music, and use silence for effect in my music.
•I describe the different purposes of music throughout history and in other cultures.
•I know that music can be played or listened to for a variety of purposes. (including throughout history and in different cultures)
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•I can read the musical stave, including the time signature.
•I can draw a treble clef at the correct position on the stave.
•I know that music can be played or listened to for a variety of purposes. (including throughout history and in different cultures).
•I can begin to discuss how music has been changed over time.
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•I know and use standard musical notation to both perform and record my music.
•I use my musical vocabulary to help me understand how best to combine musical elements.
•I understand the different cultural meanings and purposes of music, including contemporary cultural
• I know that music can be played or listened to for a variety of purposes. (including throughout history and in different cultures)
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Progression of skills
Appraising
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•I can identify the beat in music.
•I recognise changes in timbre, dynamics and pitch.
•I can recognise the build up of layers in music.
•I can suggest ways to increase layers of sound to improve performance.
To comment on the effectiveness of own work, identifying and making improvements.
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•I can listen to and evaluate a wide range of live and recorded music, including from different times and cultures.
•I describe music using words such as duration, timbre, pitch beat, tempo, and texture.
•I use these words to identify where my music works well and how it can be improved.
•I listen to several layers of sound and talk about the effect on the mood and feelings.
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•I have a range of words to help me describe music. (e.g. pitch, duration, dynamics, tempo, timbre, texture, and silence)
-I can describe my music using musical words and I use this to identify strengths and weaknesses in my music.
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•I understand how lyrics reflect the cultural context and have social meaning.
•I use this knowledge to enhance my own compositions.
•I appreciate harmonies and work out how drones and melodic ostinati are used to accompany singing.
•I can vary and maintain rhythms to fit style e.g. blues, waltz, African etc.
•I can evaluate the success of own and others work, suggesting specific improvements based on intended outcomes and comment on how this could be achieved.
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Progression of skills
Performing
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•I take part in singing songs, following the tune (melody) well, with accurate pitch and using expression.
•I use my voice to maintain a simple part.
•I perform with others’, singing in unison and taking instructions from the leader.
•I can vary dynamics with my voice and instruments when working alone or with others
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•I sing in unison and in tune with expression and sense of phrase, showing control in my voice.
•I use my voice or an instrument to maintain a simple part.
•I understand the importance of pronouncing the words in a song well.
•I play notes on instruments with care so they sound clear.
•I perform with control and awareness of what others in the group are singing or playing.
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• I sing in tune and show control, breathing well and using clear diction.
•I perform songs with an awareness of the meaning of the words.
I perform songs in a way that reflects their meaning and the occasion.
•I can sustain a drone or melodic ostinato to accompany singing.
•I can improvise within a group.
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•I sing or play from memory with confidence, expression and in tune.
•I perform alone and in a group, with clear diction, controlled pitch and sense of phrase.
•I take turns to lead a group.
•I hold my part in a round.
•I am confident in singing or playing solo.
•I sing a harmony part confidently and accurately.
•I maintain my own part with an awareness of what others are playing or singing
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Progression of skills
Compose
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-I can compose and perform melodic songs.
-I can choose sounds to create an effect.
-I can create short, musical patterns.
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-I can compose and perform melodic songs.
-I can create repeated patterns with a range of instruments.
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-I can create songs with verses and a chorus.
-I can choose order, combine and control sounds to create effect.
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-I can create songs with verses and a chorus.
-I can combine a variety of musical devices including melody, rhythm and chords.
I can convey the relationship between the rhythm and the melody.
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