Music

Music at Carr Lodge Academy

Introduction

This document outlines the knowledge, language and concepts that should be taught in Music. It includes:

A summary of the Music knowledge and principles that underpin our approach

Long Term Sequence (curriculum map) for music.

Progression of Music including alignment with the National Curriculum, whilst taking a holistic approach, in which individual strands of music are woven together to create engaging and enriching learning experience.

Intent

Our Music curriculum precisely follows the intended learning and ambition of the National Curriculum, to ensure that pupils require to become confident performers, composers, and listeners. It is our intention that through studying music, pupils will have the opportunity to enjoy, succeed and excel in music and develop a life-long love of music.  At Carr Lodge Academy we believe that Music should be an enjoyable experience for pupils and teachers. Children participate in a range of musical experiences, to help learn about themselves and develop their skills and knowledge in different context, as well as building up their confidence and resilience at the same time. Through music our curriculum supports children to develop transferable skills such as team-working, leadership, creative thinking, problem solving, decision making and as children’s confidence builds, they enjoy the performance aspects of music.

The three strands of our curriculum through which children refine their skills are:

1. Technical Development - this is pupils being able to translate their intentions successfully into sound. This will often involve instrumental playing or singing, but it may also focus on music technology.

2. Constructive Development – this is knowing how different musical components come together, both analytically and in the creative process.

3. Expressive Development is focused on the more indefinable aspects of music: quality, meaning and creativity.

Music is planned so that it supports pupils in developing these 3 strands, which in turn support the core areas of study:  performing, composing, musical notation, study of  musicians and compositions and the study of the history of music.  

Our Music curriculum has been deliberately built around the principles evidence-led practise. This is to ensure that pupils are equipped to successfully think, work and communicate like a musician.  Our music curriculum focuses on pupils using both their conscious and unconscious minds through different learning experiences. We strive to develop musicianship and enjoyment throughout our musical experience at Carr Lodge Academy. It is our intention that through studying Music, pupils become more expert as they progress through the curriculum, accumulating, connecting and making sense of procedural and declarative knowledge.

Procedural knowledge is the knowledge exercised in the performance of a task.

Declarative knowledge refers to facts or information stored in the memory.

Our curriculum recognises that pupils may need regular repeated opportunities in order to become long term knowledge, therefore we plan regular opportunities for further practise and application of skills taught, so that knowledge becomes embedded, both within year groups, and across year groups.

Implementation

Music is taught through units which enable pupils to become confident, create and expressive musicians. The music curriculum is taught progressively through three interrelated strands: Technical, Constructive and Expressive. We implement our intent using a bespoke music curriculum, using and Charangra as a supportive resource aligned to the Model Music Curriculum. A guiding principle is that each scheme of learning draws upon prior learning. This makes it easier to cognitively process. This helps to accelerate new learning as children integrate prior understanding.  Our curriculum follows a spiral model where previous skills and knowledge are returned to and built upon. Children are taught to sing fluently and expressively and play tuned and untuned instruments accurately and with control. We provide our children with opportunities to develop their expertise in using a tuned instrument for a minimum of one term as recommended in the Model music curriculum.  Children progress in terms of tackling more complex tasks and doing more simple tasks better, as well as developing understanding and knowledge of the history of music, staff, and other musical notations, as well as learn to recognise and name the interrelated dimensions of music – pitch, duration, tempo, timbre, structure, texture and dynamics- and use these expressively in their own improvisations and compositions.

Music is taught as a discrete subject but also across the curriculum. Areas of learning, such as times tables in maths, vocabulary in languages and movement in dance can all incorporate different elements of music. A weekly singing assembly allows the children opportunities to develop their singing skills and gain an understanding of how ensembles work. Performances, such as Christmas plays and nativities, end of term concerts, end of year productions, and links we have made within our local and wider community, but also nationally, demonstrate that music is important to the life of the school. Extracurricular activities, such as choir and peripatetic music lessons, also provide children with experience of making music.

Learning Sequences

We organise intended learning into modules or units. These group the knowledge, skills and understanding that we want children to remember, do and use.   Each module aims to activate and build upon prior learning, including from the early years, to ensure better cognition and retention.  It includes contextual reference materials, vocabulary modules focusing on language of emotion, explanatory videos and annotated exemplifications. Teachers are also provided with a list of resources that they will need to teach each module. 

Central to the learning modules are activities designed to develop pupils’ oracy and vocabulary skills to enable them to use musical language meaningfully when talking about their work and the work of others.

An overview of the core content provides information about the skills covered across the term in each year group. This enables teachers to see the progression of skills covered within each aspect of music.

Lesson Structure

Lessons typically are split into six phases:

CONNECT This provides an opportunity to connect the lesson to prior learning from a previous module or lesson. Teachers return children’s attention to the previous lesson’s knowledge note/the big idea for the learning module, including key vocabulary. Examples of thinking harder routines include Flick Back 5, Recap questions, Quizzing. Retrieval practice allows all pupils to take time to remember things and activate their memories. Quizzing allows questions to be asked and allows pupils to carry out retrieval practice. Cumulative quizzing allows for a few questions to be asked each lesson, which are built upon the previous lesson.

EXPLAIN This is the explicit teaching that needs to take place. Teachers should ensure they are clear what they want children to know and remember. They plan for and explicitly address common misconceptions so they can address these in lessons as they arise. They should be clear about the declarative knowledge and the vocabulary that they want children to understand in the session.  This can be developed using key information, facts, and images so that explanations are precise.

EXAMPLE Providing pupils with high-quality examples is essential for learning. Pupils need to see worked examples. My turn, our turn, your turn is a technique that can be used to explicitly teach vocabulary and new concepts.  Prepared examples should be carefully planned and need to be evident in teaching.

ATTEMPT Guiding pupil practice allows pupils to rehearse, rephrase and elaborate their learning. Children need the chance to attempt and verbalise their understanding. Children’s own attempts are what help them to secure their understanding. Children need to have time to struggle and understand for themselves. This is not necessarily something that is recorded in books. This phase provides opportunities for teachers to check in with pupils to see who may need more challenge/support/scaffolds and if any misconceptions have arisen that need to be addressed.

APPLY This is where pupils would typically begin to record in books. The number of scaffolds may vary, and recording is only done when necessary.

CHALLENGE Teachers get the children to interrogate their learning - summarise, explain, compare and contrast. Tools are built into routines to reduce overload and allow for hard thinking. These can be adapted for children based on their individual needs.

SEND (Special Educational Needs and Disabilities) Learners

We adapt the curriculum to meet children’s special educational needs and disabilities by:

Identifying the CRITICAL CORE CONTENT that pupils with SEND need to know and use. 

CHUNKING knowledge notes/models into manageable sections.

Teachers use structured RESPONSE FRAMEWORKS to promote hard thinking.

Teachers use structured DELIBERATE PRACTICE to increase attention and retention.

Impact

The expected impact of following our music curriculum is that children will:

Be confident performers, composers and listeners and will be able to express themselves musically at and beyond school

Show an appreciation and respect for a wide range of musical styles from around the world and will understand how music is influenced by the wider cultural, social, and historical contexts in which it is developed.

Understand the ways in which music can be written down to support performing and composing activities.

Demonstrate and articulate an enthusiasm for music and be able to identify their own personal musical preferences.

Meet the end of key stage expectations outlined in the national curriculum for music.

Progression Overview

Early Years

In the EYFS, children have regular opportunities to engage with and learn about music.

Listening: children will have opportunities to respond to music through movement, altering movement to reflect the tempo, dynamics or pitch of the music. They will explore lyrics by suggesting appropriate actions and explore the story behind the lyrics or music. Children will be exposed to opportunities to listen to and follow a beat using body percussion and instruments. When listening to music they will consider whether a piece of music has a fast or slow tempo.  Children will be listening to sounds and match them to the object or instrument and begin to develop an understanding of identifying high and low pitch. Children will copy and repeat a simple rhythm, as well as repeating simple lyrics. Children in EYFS will begin to understand that different instruments make different sounds and group them accordingly.

Composing: will provide opportunities for children to play untuned percussion ‘in time’ with a piece of music. They will be able to select classroom objects to use as instruments, and experiment with body percussion and vocal sounds to respond to music. Children in EYFS will be able to select appropriate instruments to represent action and mood, and experiment with playing instruments in different ways. They will also be provided with opportunities to change the lyrics to familiar nursery rhymes.

Performing: element will allow children to use their voices to join in with well-known songs from memory, as well as, remembering and maintaining their role within a group performance. They will move to music with instruction to perform actions. Opportunities will be provided for children to participating in performances to a small audience. Children will be able to stop and start playing at the right time, following the directions of a conductor.

The interrelated dimensions of music:

Pitch – To understand what ‘high’ and ‘low’ sounds are.

Duration – To recognise that different sounds can be long or short.

Dynamics – To understand that instruments can be played loudly or softly.

Tempo – To recognise music that is ‘fast’ or ‘slow’

Timbre – To know that different instruments can sound like a particular character.

Texture – To know that music often has more than one instrument being played at a time.

Structure- To recognise the chorus in a familiar song.

Notation – To know that signals can tell us when to start or stop playing.

Key Stage 1

During KS1, we aim to secure strong musical foundations for pupils. This includes a strong focus on learning musical vocabulary and significant opportunities to master rhythm and pulse.  In year 2 they will have experience of playing un-tuned percussion and will begin to know how play a glockenspiel.

Listening: children will recognise and understand the difference between pulse and rhythm. They will be understanding that different types of sounds are called timbres. There will be regular opportunities for children to recognising basic tempo, dynamic and pitch changes. Children will be able to describe the character, mood, or ‘story’ of music they listen to, both verbally and through movement. They will describe the differences between two pieces of music, expressing a basic opinion about music (like/dislike). Children will have opportunities to Listen to and repeat short, simple rhythmic patterns. Listening and responding to other performers by playing as part of a group. As pupils move into Year 2, they will recognise timbre changes in music that they listen to, as well as the structural features. There will be opportunities for children to recognise instrumentation. Children will begin to use musical vocabulary to describe music. They will be identifying melodies that move in steps and represent this with dot notation. They will be able to and repeat a short, simple melody by ear, and suggest improvements to their own and others’ work.

Composing:  Children will select and create short sequences of sound with voices or instruments to represent a given idea or character. They will combine instrumental and vocal sounds within a given structure and create simple melodies using a few notes. Children will choose dynamics, tempo and timbre for a piece of music. Creating a simple graphic score to represent a composition. Children will begin to make improvements to their work as suggested by the teacher. As pupils move into year 2, they will select and create longer sequences of appropriate sounds with voices or instruments to represent a given idea or character. They will successfully combine and layer several instrumental and vocal patterns within a given structure, creating simple melodies from five or more notes. Children will be able to choose appropriate dynamics, tempo and timbre for a piece of music. They will begin to use letter name and graphic notation to represent the details of their composition. Children will begin to suggest improvements to their own work.

Performing:  Children will use their voices expressively to speak and chant., and sing short songs from memory, maintaining the overall shape of the melody and keeping in time. They will be able to maintain the pulse using hands and tuned and untuned instruments. Pupils will copy back short rhythmic and melodic phrases on percussion instruments. They will respond to simple musical instructions such as tempo and dynamic changes as part of a class performance and being to perform from simple graphic notation. As pupils move into year 2, they will use their voices expressively when singing, including the use of basic dynamics. They will sing short songs from memory, with melodic and rhythmic accuracy. Children will copy longer rhythmic patterns on untuned percussion instruments, keeping a steady pulse. They will perform expressively using dynamics and timbre to alter sounds as appropriate. Pupils will sing back short melodic patterns by ear and playing short melodic patterns from letter notation.

Lower Key Stage 2

As pupils move into KS2 (Key Stage 2), they will begin to learn the glockenspiel and recorders alongside exploring a range of other tuned and untuned instruments. The aim is that by the end of Year 4, pupils will have secured a proficient level of technical and creative skill in playing the glockenspiel.

Listening: Children will discuss the stylistic features of different genres, styles and traditions of music using musical vocabulary. They will understand that music from various parts of the world has distinctive features. Children will recognise and explain the changes within a piece of music using musical vocabulary. Children will begin to show an awareness of metre. They will begin to use musical vocabulary when discussing improvements to their own and others’ work. As pupils move into year 4, they will recognise, use, and understand the development of motifs in music. They will identify gradual dynamic and tempo changes within a piece of music. Pupils will recognise and discuss the stylistic features of different genres, styles and traditions of music using musical vocabulary. They will Identify common features between different genres, styles, and traditions of music. Children will recognise, name, and explain the effect of the interrelated dimensions of music. They will be able to identify scaled dynamics (crescendo/decrescendo) within a piece of music and use musical vocabulary to discuss the purpose of a piece of music. They will use musical vocabulary when discussing improvements to their own and others’ work.

Composing:  Pupils will compose a piece of music in each style with voices and instruments. They will combine melodies and rhythms to compose a multi-layered composition in each style (pentatonic). Pupils will use letter name and rhythmic notation (graphic or staff), and key musical vocabulary to label and record their compositions. They will suggest and implement improvements to their own work, using musical vocabulary. As pupils move into year 4, they will compose a coherent piece of music in a given style with voices, bodies, and instruments, and begin to improvise musically within a given style. They will develop melodies using rhythmic variation, transposition, inversion, and looping. Pupils will create a piece of music with at least four different layers and a clear structure. They will use letter name, graphic and rhythmic notation and key musical vocabulary to label and record their compositions. Pupils will suggest improvements to others’ work, using musical vocabulary.

Performing:  Pupils will sing songs in a variety of musical styles with accuracy and control, demonstrating developing vocal technique. They will sing and play in time with peers, with some degree of accuracy and awareness of their part in the group performance. Pupils will be performing from basic staff notation, incorporating rhythm and pitch and be able to identify these symbols using musical terminology. As pupils move into year 4, they will sing longer songs in a variety of musical styles from memory, with accuracy, control, fluency and a developing sense of expression including control of subtle dynamic changes. They will sing and play in time with peers with accuracy and awareness of their part in the group performance. Children will play melody parts on tuned instruments with accuracy and control and developing instrumental technique. They will begin playing syncopated rhythms with accuracy, control and fluency.

Upper Key Stage 2

Pupils will have learnt the foundations of playing tuned percussion, so that they go on to learn the keyboard throughout Years 5 and 6.

Listening: Pupils will recognise and confidently discuss the stylistic features of different genres, styles and traditions of music using musical vocabulary. They will represent the features of a piece of music using graphic notation, and colours, justifying their choices with reference to musical vocabulary. They will compare, discussing and evaluating music using detailed musical vocabulary. Pupils will develop confidence in using detailed musical vocabulary to discuss and evaluate their own and others’ work. As they move into year 6, they will discuss musical eras in context, identifying how they have influenced each other, and discussing the impact of different composers on the development of musical styles. Recognising and confidently discussing the stylistic features of music and relating it to other aspects of the Arts. Pupils will represent changes in pitch, dynamics and texture using graphic notation, justifying their choices with reference to musical vocabulary. They will identify the way that features of a song can complement one another to create a coherent overall effect. Pupils will use musical vocabulary correctly when describing and evaluating the features of a piece of music. They will be able to evaluate how the venue, occasion and purpose affects the way a piece of music sounds. Pupils will confidently use detailed musical vocabulary to discuss and evaluate their own and others work.

Composing:  Pupils will compose a detailed piece of music from a given stimulus with voices, bodies and instruments. They will be able to improvise coherently within a given style. Pupils will combine rhythmic patterns (ostinato) into a multi-layered composition using all the inter-related dimensions of music to add musical interest. Using staff notation to record rhythms and melodies. Pupils will select, discuss and refine musical choices both alone and with others, using musical vocabulary with confidence, suggesting and demonstrating improvements to own and others’ work. As pupils move into year 6, they will improvise coherently and creatively within a given style, incorporating given features. They will compose a multi-layered piece of music from a given stimulus with voices, bodies and Instruments. Pupils will compose an original song, incorporating lyric writing, melody writing and the composition of accompanying features, within a given structure. They will develop melodies using rhythmic variation, transposition and changes in dynamics, pitch and texture, recording their own composition using appropriate forms of notation and/or technology and incorporating. They will be able to constructively critique their own and others’ work, using musical vocabulary.

Performing:  Pupils will sing songs in two or more parts, in a variety of musical styles from memory, with accuracy, fluency, control and expression. They will work as a group to perform a piece of music, adjusting dynamics and pitch according to a graphic score, keeping in time with others and communicating with the group. Pupils will perform with accuracy and fluency from graphic and simple staff notation. They will be able to play a simple chord progression with accuracy and fluency. As pupils move into year 6, they will sing songs in two or more secure parts from memory, with accuracy, fluency, control and expression. Pupils will work as a group to perform a piece of music, adjusting the interrelated dimensions of music as required, keeping in time with others and communicating with the group. They will perform a solo or take a leadership role within a performance. Pupils will perform with accuracy and fluency from graphic and staff notation and from their own notation. They will perform by following a conductor’s cues and directions.

Music Self-Evaluation & Action Plan