Music Curriculum

Rules, expectations and presentation

Outcome

• To recognise the parts of my instruments and how to hold it

Listening

• String piece

Performing

• Plucked open strings

Outcome

• To recall the correct hand positions and parts of my instrument

Listening

• Orchestral pieces

Performing/Singing

• Rhythm songs

Outcome

• To distinguish between different sounds and notes

Listening

• 12 bar blues

Performing/Singing

• 12 bar blues
• Copy Cat

Outcome

• To demonstrate an awareness of others in my ensemble when performing

Performing

• Anna Lou
• Four on each string

Outcome

• To control my bow whilst playing different notes

Performing

• Circles in the air

Outcome

• To demonstrate how to control my bow whilst performing

Outcome

• To demonstrate how to  pluck the strings and control my bow whilst playing different notes

Performing

• Jingle bells

Outcome

• To rehearse  a number of pieces as part of an ensemble

Outcome

• To refine and perform a number of pieces as part of an ensemble

Outcome

• To perform as a class ensemble

Performing

• Various piece form the term and a variety of seasonal fair

Outcome

• To revise correct playing techniques and perform

Performing

• Way Up High

Outcome

• To recognise how to use the 1^st finger on the strings

Outcome

• To demonstrate how to use the 1^st finger on the strings

Performing

• 1^st finger rag

Outcome

• To perform with confidence  using the 1^st finger

Performing

• Busy Fingers

Outcome

• To rehearse and revise learned songs

Performing

• D and E March

Outcome

• To perform in a concert and assessment

Performing

• Variety of pieces  to demonstrate control and understanding

Outcome

• To revise and perform range of pieces

Performing

• Have You Ever

Outcome

• To recognise how  elbow movement relates to performing

Performing

• Fiddle Faddle

Outcome

• To develop elbow movement and bow control
• To demonstrate an understanding of how to read different notes

Performing

• In Flight
• Hundred Pipers

Outcome

• To improvise and compose independently
• To demonstrate my understanding of different notes in my own composition

Performing

• Hoe Down

Outcome

• To improvise and compose independently
• To demonstrate my understanding of different notes in my own composition

Performing

• Back stretcher

Outcome

• To assess my understanding of composing, listening and performing

Concert

• To perform all known notes and pieces on the instruments

Outcome

• To use the 1st finger to perform a range of  new notes

Performing

• Fiddle faddle
• Back scratcher

Outcome

• To demonstrate confidence using 1^st finger

Performing

• Copy Cat
• Do Ray Me

Outcome

• To perform a range of pieces using 1^st finger

Performing

• Lazy Days
• Copy Cat
• Summer Sun
• Hot Cross Buns

Outcome

• To demonstrate how to read musical notation when performing new pieces

Performing

• Red Parrot
• Green Parrot

Outcome

• To identify the use of the 2^nd finger when playing

Performing

• Hazy days
• Au Clare de la Lune

Outcome

• To demonstrate how to play with the 2^nd finger

Performing

• Quick March

Outcome

• To demonstrate how to use 1^st and 2^nd fingers to change the notes, listening to the pitch

Performing

• Two to Tango

Outcome

• To identify how to use the 3^rd finger correctly and demonstrate controlled change

Performing

• Twinkle twinkle

Outcome

• To reflect on the skills I have learnt in order to read music and perform

Performing

• Twinkle twinkle

Outcome

• To rehearse as a class ensemble

Outcome

• To rehearse as a class ensemble

Outcome

• To perform in front of an audience

Rules, expectations and presentation

Outcome

• To produce  a sound on both instruments

Listening

• Mozart Clarinet Concerto
• Mozart Flute Concerto

Performing

• Try out clarinet

Outcome

• To demonstrate how to stand and sit the correct way when playing

Listening

• Mozart Clarinet Concerto
• Mozart Flute Concerto

Performing

• Three note shuffle
• Try out flute week

Outcome

• To demonstrate how to assemble and disassemble both the clarinet and the flute

Listening

• Mozart  Clarinet Concerto
• Mozart Flute Concerto

Performing

• Three note shuffle
• Assign  instruments record numbers

Outcome

• To identify the different parts when assembling and disassembling both the clarinet and the flute

Listening

• Copland Rodeo

Performing

• Three note shuffle
• Head joint on flute
• Clarinet sounds

Outcome

• To produce  a clear sound and put ensure I hold my instrument correctly

Listening

• Copland Rodeo

Performing

• Merrily We Roll Along
• Head joint/whole instrument songs

Outcome

• To make a clear sound and ensure I hold my instrument correctly

Listening

• Copland Rodeo

Performing

• Merrily We Roll Along
• Simple tunes on the instrument
• Can you put that one together?

Outcome

• To recognise notes on a stave and be able to name them

Listening

• Vocal acapella pieces

Outcome

• To recognise notes on the stave and to be able to name them

Listening

• Big Band piece

Performing

• Jingle bells

Outcome

• To know where the notes are on my music and to be able to name them

Listening

• Big Band pieces

Performing

• Jingle Bells

Outcome

• To perform a piece of well-known music as part of a class ensemble

Listening

• Big Band pieces

Performing

• Jingle bells
• Hot Cross Buns

Outcome

• To compose a simple piece
• Structure
• Notes
• Sound

Listening

• Big Band pieces

Performing

• Jingle bells
• Hot Cross Buns

Outcome

• To compose a simple piece
• Structure
• Notes
• Sound

Listening

• Big Band pieces 

Performing

• Jingle bells
• Hot Cross Buns

Outcome

• To compose a simple piece
• Structure
• Notes
• Sound

Listening

• Big Band pieces

Performing

• Jingle bells
• Hot Cross Buns

Outcome

• To record and evaluate our composition

Listening

• Own compositions

Performing

• Own compositions

Outcome

• To play all known notes

Performing

• Assessment week

Outcome

• To listen to and assess a piece of music

Listening

• Short Ride in a Fast Machine
• What does it sound like?
• How does the composer make us feel?

Outcome

• To interpret and perform using musical notation

Listening

• Blues

Performing

• Across the break
• Low note blues

Outcome

• To interpret and perform using musical notation

Listening

• Blues

Performing

• Low note blues
• Frere Jacques

Outcome

• To perform in two or three part harmony

Listening

• Jazz

Performing

• Low note blues
• Frère Jacques
• Brother John

Outcome

• To perform in two or three part harmony

Listening

• Carnival of the Animals

Performing

• Low Note Blues
• Frère Jacques
• Brother John

Outcome

• To demonstrate how to play a major and minor scale

Listening

• Carnival of the Animals

Performing

• Low Note Blues
• Frère Jacques
• Brother John

Outcome

• To produce a  clear sound when performing different notes

Listening

• Frère Jacques

Performing

• Across the Break
• Low Note Blues

Outcome

• To compose a short piece of music
• In the jazz style

Listening

• Listening to various player and performers
• What are they trying to show in their piece?

Outcome

• To compose and record a short piece of music

Listening

• Listening to various player and performers
• What are they trying to show in their piece?

Outcome

• To compose and record a short piece of music

Listening

• How are our pieces developing?
• What can we do to make them better?

Outcome

• To compose, record and evaluate a short piece of music
• Using iPads to record and view our pieces

Outcome

• To assess the playing of our instruments

Listening

• 10 pieces full orchestra

Outcome

• To produce  a clear sound, when performing from musical notation

Outcome

• To produce a clear sound when performing from musical notation

Outcome

• To perform  a complex piece, with several parts

Outcome

• To perform  a complex piece, with several parts

Outcome

• To perform  a complex piece, with several parts

Outcome

• To perform  as a large ensemble, applying listening and performing skills

Listening

• Opera
• Orchestral pieces
• Modern

Outcome

• To perform  as a large ensemble, applying listening and performing skills

Listening

• Opera
• Orchestral pieces
• Modern

Outcome

• To write a quiz about my instrument

Listening

• Opera
• Orchestral pieces
• Modern

Outcome

• To rehearse all pieces in preparation for a performance

Listening

• Orchestral pieces
• Modern

Outcome

• To rehearse all pieces in preparation for a performance

Outcome

• To perform our assessment piece demonstrating understanding and control of the instrument

Rules, expectations and presentation

Outcome

• To recognise how to buzz on the mouthpiece
• To recognise crotchets, minims semibreves and crotchet rests

Listening

• Haydn Trumpet Concerto (Finale)

Playing

• Buzzing
• ‘A Quick Warm-Up’

Outcome

• To produce an initial sound on the trumpet
• To recognise crotchets, minims, semibreves and crotchet rests, and be able to read 4 beat rhythms

Listening

• Haydn Trumpet Concerto (Finale)

Playing

• ‘A Quick Warm-Up’
• Holding the Trumpet
• Playing C

• To demonstrate how to play the note C and identify position on the stave
• To identify and discuss  similarities and differences between 2 arrangements

Focus style

• Sea Shanty

Listening

• What Shall We Do With a Drunken Sailor?

Playing

• Learning C
• Playing ‘C-Shanty’

France residential and Harvest Festival rehearsal

Outcome

• To recognise what tonguing is and how to start each note using the tongue
• To perform a piece together from notation

Focus style

• Sea Shanty

Listening

• What Shall We Do With a Drunken Sailor?

Playing

• Introducing Tonguing & playing ‘C-Shanty’

Outcome

• To articulate notes with the tongue and do so within the context of a piece of music
• To describe how music is used to convey a particular mood and identify characteristics within a piece of music

Focus style

• Film Spy Theme

Listening

• Theme from the Pink Panther

Playing

• ‘C-Shanty’
• ‘Secret Agent C’

Outcome

• To demonstrate how to play the note D and recognise it on the stave
• To discuss time signatures and number of beats in a bar

Focus style

• Film Spy Theme

Listening

• Theme from the Pink Panther

Playing

• ‘Secret Agent C’
• Introducing D
• To recap different musical genres and styles through listening and performance

Outcome

• To recall what improvisation means and be able to improvise 1-bar phrases
• To identify the features of Blues music

Focus style

• Blues

Listening

• St Louis Blues

Playing

• Secret Agent C
• Trumpet Blues
• Improvisation

Outcome

• To apply my improvisation skills and be able to improvise  two bar phrases
• To identify the pulse and beat of different pieces

Focus style

• Blues

Listening

• St Louis Blues

Playing

• Trumpet Blues
• Improvisation

Outcome

• To identify notation, understand value and clap quaver rhythms
• To use pitch recognition and repeat short phrases using these notes on their instrument

Focus style

• Rock

Listening

• Crocodile Rock

Playing

• The Tonguing Train

Outcome

• To demonstrate sight-reading skills (children can read and play flashcards using the notes and rhythms they have learnt so far)
• To find the pulse and identify first beat of the bar

Focus style

• Rock

Listening

• Crocodile Rock

Playing

• The Tonguing Train

Outcome

• To identify and perform the note E and its position on the stave
• To distinguish between the pitches C, D & E and copy short phrase on their instruments

Focus style

• Reggae

Listening

• One Love

Playing

• The Tonguing Train
• Trumpet Jam

Outcome

• To perform a piece from notation using the notes C, D & E
• To compare and contrast two pieces in different musical styles – (Crocodile Rock and One Love)

Focus style

• Reggae

Listening

• One Love

Playing

• Trumpet Jam

Outcome

• To recall  different musical genres and styles through listening and performance

Outcome

• To perform in 3 / 4 time
• To identify and perform dotted rhythms

Focus style

• Classical (Waltz)

Listening

• On the Beautiful Blue Danube

Playing

• Easy Peasy Waltz
• The Trumpet Jam

Outcome

• To perform a piece in 3/4 time
• To perform  music in two parts

Focus style

• Classical (Waltz)

Listening

• On the Beautiful Blue Danube

Playing

• Easy Peasy Waltz

Outcome

• To identify the note B
• To compare and contrast two pieces of Samba music

Focus style

• Samba

Listening

• 2 contrasting pieces of Samba music

Playing

• B & Cuba
• Easy Peasy Waltz

Outcome

• To perform a piece of Latin American music – children can play ‘B & Cuba’ with the backing track
• To demonstrate my sight reading skills

Focus style

• Samba

Listening

• Bamboleo

Playing

• B & Cuba
• Flashcard Sight-reading (C-E)

Outcome

• To recognise the  position of B on the stave and read from notation
• To aurally recognise and copy 4 beat patterns using the notes B-E

Focus style

• Funk

Listening

• Pick Up the Pieces

Playing

• B & Cuba
• Trumpet Funk

Outcome

• To discuss the characteristics of Funk music
• To perform Trumpet Funk, reading middle section from notation

Focus style

• Funk

Listening

• Pick Up the Pieces

Playing

• Trumpet Funk

Outcome

• To identify and perform the note F
• To identify the characteristics of Jazz music and explore jazz phrasing

Focus style

• Jazz

Listening

• April in Paris

Playing

• Level Up
• Mind the Gap
• Trumpet Funk

Outcome

• To develop improvisation skills – children can improvise using the notes C-F
• To describe and express an opinion on ‘A night in Tunisa’

Focus style

• Jazz

Listening

• A Night in Tunisa

Playing

• Level Up
• Mind the Gap

Outcome

• To read and play the note F from notation
• To perform Mind the Gap from memory, improvising a short solo

Focus style

• Tango

Listening

• J’ose Encore Aimer

Playing

• Mind the Gap
• The ‘P’ Word

Outcome

• To identify musical instruments by sound
• To improve articulation and strengthen embouchure through choosing a more challenging level of difficulty in ‘Level Up’

Focus style

• Tango

Listening

• J’ose Encore Aimer

Playing

• Mind the Gap
• The ‘P’ Word

Outcome

• To develop skills in rhythmic composition – children understand that music can be made from rhythms alone
• To compose and perform a piece using predefined rhythms

Focus style

• Classical (Minimalism)

Listening

• Music for Pieces of Wood

Playing

• Composition Exercise
• The ‘P’ Word

Outcome

• To develop rhythmic compositions by adding pitch and performing on instruments
• To evaluate compositions

Focus style

• Classical (Minimalism)

Listening

• Short Ride in a Fast Machine

Playing

• Composition Exercise

Outcome

• To identify the key features of R & B music
• To introduce ‘slurs’ and demonstrate slurred articulation

Focus style

• R&B

Listening

• Dilemma

Playing

• Smooth Groove
• The ‘P’ Word

Outcome

• To perform the note G
• To discuss the characteristics of Ragtime music

Focus style

• Ragtime

Listening

• The Entertainer

Playing

• Smooth Groove
• Oily Rag

Outcome

• To identify the position of G on the stave and read from notation
• To demonstrate ‘syncopation’ and read syncopated rhythms from notation

Focus style

• Ragtime

Listening

• Maple of Leaf Rag

Playing

• Oily Rag

Outcome

• To demonstrate confidence and stamina when playing in the upper register
• To identify the key characteristics of Calypso music

Focus style

• Calypso

Listening

• Jump In The Line

Playing

• Blow Blow Blow!
• Flashcard sight-reading (C-G)

Outcome

• To identify the key features of R & B music
• To perform ‘slurs’ and demonstrate slurred articulation

Focus style

• R&B

Listening

• Dilemma

Playing

• Smooth Groove
• The P Word

Outcome

• To identify and describe the key features of Pop music
• To demonstrate improvisation skills over a wider range and changing chord sequence

Focus style

• Pop 

Listening 

• Reach For The Stars

Playing

• One Small Step
• Fizz-A Pop!

Outcome

• To discuss melodic composition techniques
• To compose own melodies using notes that have been introduced so far

Playing

• Composition Exercise
• Flashcard Sight-reading (C-A)

Outcome

• To notate melodic ideas on manuscript, adding a second part
• To perform and evaluate compositions

Playing

• Composition Exercise
• Flashcard Sight-reading (C-A)

Outcome

• To define ‘dynamics’ and interpret the Italian terms
• To perform different dynamics levels on the instrument with an understanding of how volume effects pitch

Focus style

• Musical Theatre

Listening

• I Don’t Need Anything But You

Playing

• The Dynamics Song

Outcome

• To perform ‘The Dynamics Song’
• To evaluate the success of the performance using appropriate musical vocabulary

Focus style

• Musical Theatre

Listening

• ‘Loud’ Matilda

Playing

• The Dynamics Song

Outcome

• To recall key musical terminology

Rules, expectations and presentation

Outcome

• To explore our instruments and play as a band

Singing

• Rhythm games
• Flash cards

Listening

• Band music
• What is a band?

Outcome

• To discover ground base and play as a group

Listening

• Bass line
• Examples of ground bae
• Whole class play the bass line

Outcome

• Exploring ground base
• Chord Layer listen to the chord sequence
• How does it flow, where does it go?

Outcome

• Melody layer
• How the melody layer fit above the chords

Outcome

• Perform whole ground bass piece x4 adding parts
• See how the structure builds upon each part
• Each layer is independent but also supports each other

Outcome

• Perform
• Record
• Evaluate our whole class ground bass piece

Outcome

• Evaluate our whole class ground bass piece
• Improve and develop compositions

Outcome

• To play as an ensemble team work

Listening

• Hold Back the River

Outcome

• To play as an ensemble, work as a team, break down the structure of a piece

Listening

• Smoke on the water – layers

Performing

• Bass parts/chords

Outcome

• To play as ensemble, work as a team, break down the structure of a piece

Outcome

• To play as ensemble, work as a team, perform the whole piece

Outcome

• To play in small groups, plan and prepare a band piece

Outcome

• To play in small groups, plan and prepare a band piece

Outcome

• To play a variety of Christmas music and celebration pieces

Outcome

• To understand how to improvise and play in  a jazz style
• Listen to the chords and look at how the melody can be built on top

Outcome

• To play in small groups, plan and prepare a band piece
• Use the given chord sequence to build the piece of music

Outcome

• To play in small groups, plan and prepare a band piece
• Work together to refine and evaluate our performances

Outcome

• To play in small groups, plan and prepare a band piece
• Rehearse the pieces of music and show what is needed

Outcome

• To play in small groups, plan and prepare a band piece
• Practice the pieces and performances

Outcome

• To perform and evaluate a piece of blues music

Outcome

• To write song lyrics, understanding beat, metre and shape
• Look at lyric structure
• Metre and rhyme

Outcome

• To work in small groups to write lyrics to fit them to a melody
• Fitting words to melody

Outcome

• To work in small groups to write lyrics to fit them to a melody
• Editing and refining the tune and melody

Outcome

• To work in small groups to write lyrics to fit them to a melody
• Rehearse how the melody and tune fit with the chord progression

Outcome

• To work in small groups to write lyrics to fit them to a melody
• Rehearse and complete the song

Outcome

• Assessment – did the lyrics reflect the music or did your music reflect your lyrics
• How do the two things work together

Outcome

• To use our skills of composition to produce our own music
• Review all the skills we have looked
• Think about structure of the song

Outcome

• To use our skills of composition to produce our own music
• Write the chord progression, does it work well? How does it make you feel?

Outcome

• To use our skills of composition to produce our own music
• Write the chord progression, does it work well? How does it make you feel?

Outcome

• To use our skills of composition to produce our own music
• Add lyrics and/or melody to the chords

Outcome

• To use our skills of composition to produce our own music
• Add lyrics and/or melody to the chords

Outcome

• To use our skills of composition to produce our own music

Outcome

• To use our skills of composition to produce our own music

Rhos y Gwaliau

Outcome

• To use our skills of composition to produce our own music

Outcome

• To use our skills of composition to produce our own music

Outcome

• To use our skills of composition to produce our own music