Music Curriculum

Why do we teach music?

Music is arguably the most life-enriching academic subject of them all. A universal language that can trigger emotional responses and kickstart creativity like no other, music is a fundamental pillar of arts education. It is a subject that, besides having enormous intrinsic value in its own right, has far-reaching benefits that stretch way beyond the subject itself. Studying music through learning an instrument can help develop language, maths and cognitive skills, inspire creativity and exploration, enhance memory and coordination, encourage team work and develop social skills, instil discipline and perseverance, bring confidence through a sense of achievement and can be used as a way to relive stress at all stages of life.

Illustration of guitar, recorder, music notes and African drum

Year 3

Week 1

Outcomes

  • To maintain a steady pulse

 

Listening

  • Home is Where the Heart Is (Country)
  • Bach – E major Prelude (Baroque)

 

Performing

  • Plucking the open strings

 

Vocabulary

  • pulse
  • pitch
  • posture
  • beat
  • rhythm

 

Revision

  • To understand the importance of a regular pulse in music

Week 2

Outcomes

  • To perform a simple tune by rote

 

Listening

  • Hallelujah Chorus From Messiah (Baroque)
  • Autumn from The Four Seasons (Baroque)

 

Performing

  • Ups and Downs

 

Vocabulary

  • chinrest
  • sound holes
  • fingerboard
  • pizzicato
  • pluck
  • rhythm
  • melody

 

Revision

  • To consolidate the importance of maintaining a regular pulse

Week 3

Outcomes

  • To differentiate between longer and shorter note values

 

Listening

  • Let’s Work It Out Together (Pop)

 

Performing

  • Ups and Downs
  • Downs and Ups

 

Vocabulary

  • rhythm
  • quaver
  • crotchet
  • minim
  • rest
  • note groupings

 

Revision

  • To explore long and short sounds

Week 4

Outcomes

  • To improvise clapping rhythms

 

Listening

  • The Loco-Motion (Pop)
  • Excerpts (Chinese traditional)

 

Performing

  • Pagoda

 

Vocabulary

  • strum
  • improvise
  • rhythm
  • pulse
  • beat

 

Revision

  • To echo clapping rhythms

Week 5

Outcomes

  • To recognise and perform rhythmic notation

 

Listening

  • Please be Kind (Pop)
  • Excerpts (Rap)

 

Performing

  • Rosin rap

 

Vocabulary

  • bow
  • rosin
  • notation
  • stick notation
  • crotchet
  • quaver
  • rest

 

Revision

  • To improvise clapping rhythms to make patterns of increasing complexity

Week 6

Outcomes

  • To produce a clear sound using the correct bow hold

 

Listening

  • Danse Macabre (Romantic)

 

Performing

  • Trick or Treat

 

Vocabulary

  • pull
  • push
  • note values
  • pitch
  • rhythm

 

Revision

  • To demonstrate an understanding of pitch

Week 7

Outcome

  • To perform with a clear sense of the direction of the bow (pull and push)

 

Listening

  • Half Term Listening Quiz

 

Performing

  • Trick or Treat

 

Vocabulary

  • heel
  • point
  • unison
  • ensemble
  • string family

 

Revision

To improve performance based on feedback

Week 1

Outcome

  • To revise and reinforce the concept of pulling and pushing the bow

 

Listening

  • Love What We Do (Disco)

 

Performing

  • Ravioli Rock

 

Vocabulary

  • pull
  • push
  • heel
  • point
  • string family
  • metre

 

Revision

  • To maintain a steady pulse

Week 2

Outcomes

  • To develop skills playing short notes on different strings

 

Listening

  • Let’s Groove (Disco)

 

Performing

  • Brad’s Blues

 

Vocabulary

  • blues
  • rest
  • rhythm
  • crotchet
  • quaver
  • strings
  • pitch

 

Revision

  • To discuss the importance of silence in music

Week 3

Outcomes

  • To perform fast repeated notes (tremolo)

 

Listening

  • When the Saints Go Marchin’ In (Jazz)

 

Performing

  • Brad’s Blues

 

Vocabulary

  • tremolo
  • tempo
  • repetition
  • pitch
  • pulse

 

Revision

  • To analyse patterns in music

Week 4

Outcomes

  • To interpret and perform staff notation

 

Listening

  • Theme from ‘Jaws’ (Film music)
  • Sea Shanties (English Traditional)

 

Performing

  • D shanty

 

Vocabulary

  • parallel
  • bow
  • notation
  • stave
  • ledger line
  • clef

 

Revision

  • To identify and describe different musical features

Week 5

Outcomes

  • To demonstrate an increasing awareness of tone production

 

Listening

  • My Bonny Lies Over The Ocean (English Traditional)
  • Sea Shanties (English Traditional)

 

Performing

  • In Flight

 

Vocabulary

  • timbre
  • tone
  • sound
  • intonation
  • pitch
  • string family

 

Revision

  • To identify different musical genres

Week 6

Outcome

  • To analyse and perform a more complex tune by rote

 

Listening

  • Sea Shanties (English Traditional)

 

Performing

  • Anna Lou

 

Vocabulary

  • string crossing
  • swing
  • pitch
  • notation
  • structure
  • pitch
  • rhythm

 

Revision

  • To stay in time while performing

Week 7

Outcome

  • To perform with movements that help to keep the whole body free from tension

 

Listening

  • Half term listening quiz

 

Performing

  • Anna Lou

 

Vocabulary

  • form
  • structure
  • awareness
  • posture
  • bow hold

 

Revision

  • To perform with an awareness of different musical styles

Week 1

Outcomes

  • To perform rhythms using minims, crotchets and quavers on all strings

 

Listening

  • Your Imagination (Pop)
  • ‘Winter’ from The Four Seasons (Baroque)

 

Performing

  • Follow me

 

Vocabulary

  • rhythm
  • minim
  • crotchets
  • quavers
  • note groupings
  • rest

 

Revision

  • To revise clapping rhythms by rote and from notation

Week 2

Outcomes

  • To perform rhythms from notation

 

Listening

  • Disco Fever (Disco)
  • Various (Folk Fiddle Music)

 

Performing

  • Hoe Down

 

Vocabulary

  • improvise
  • notation
  • solo
  • unison
  • stave

 

Revision

  • To improvise rhythms

Week 3

Outcomes

  • To perform a more complex tune using all four strings

 

Listening

  • You’re a shining Star (Pop)
  • The Entertainer (Ragtime)

 

Performing

  • Hoe Down
  • Back Scratcher

 

Vocabulary

  • string family
  • pitch
  • tempo
  • note groupings
  • note values

 

Revision

  • To recognise the features of a piece of music

Week 4

Outcomes

  • To understand and identify some of the basic features of Ragtime

 

Listening

  • Amazing Grace (Gospel)
  • The Entertainer (Ragtime)

 

Performing

  • Back Scratcher

 

Vocabulary

  • syncopation
  • beat
  • pulse
  • orchestration
  • arrangement

 

Revision

To offer constructive feedback on a performance

Week 5

Outcomes

  • To demonstrate what is meant by pizzicato

 

Listening

  • Music Makes the World Go Round (Musicals)
  • Paganini Caprice No.24 (Romantic)

 

Performing

  • Way Up High

 

Vocabulary

  • pitch
  • vibrations
  • frequency
  • hertz
  • pizzicato

 

Revision

  • To understand a basic musical structure

Week 6

Outcomes

  • To perform a piece using both pizzicato and the bow

 

Listening

  • Half term listening quiz
  • Paganini Caprice No.1 (Romantic)

 

Performing

  • 1st Finger Rag

 

Vocabulary

  • pizzicato
  • bow
  • tone
  • timbre
  • pitch
  • metre

 

Revision

  • To further refine the concept of pitch

Week 1

Outcomes

  • To identify do and re on staff notation

 

Listening

  • Friendship Song (Pop)
  • ‘Spring’ from The Four Seasons (Baroque)

 

Performing

  • Chinese Checkers

 

Vocabulary

  • solfege
  • do
  • re
  • treble clef
  • stave

 

Revision

  • To identify the different instrumental groups

Week 2

Outcomes

  • To identify some traditional Chinese instruments

 

Listening

  • A Night on Bare Mountain (Romantic)
  • Various (Erdu Music)

 

Performing

  • Chinese Checkers

 

Vocabulary

  • erdu
  • bamboo flute
  • tradition
  • pitch
  • timbre
  • dynamics

 

Revision

  • To explore musical styles from around the world

Week 3

Outcomes

  • To recognise and be able to play semibreves

 

Listening

  • Family (Rock)
  • Sea Shanties (English trad.)

 

Performing

  • Drunken Sailor

 

Vocabulary

  • quaver
  • crotchet
  • minim
  • semibreve
  • notation
  • pitch

 

Revision

  • To develop listening skills and be able to analyse a piece of music

Week 4

Outcomes

  • To recognise dotted minims and understand what value a dot adds to a note

 

Listening

  • Double Beat Song (Native American trad.)
  • Various (Scottish trad. Folk)

 

Performing

  • Celtic Song

 

Vocabulary

  • bagpipe
  • Celtic music
  • tempo
  • timbre
  • dotted rhythms
  • note values

 

Revision

  • To identify different musical instruments

Week 5

Outcomes

  • To copy different combinations of the notes do, re and mi both singing and playing

 

Listening

  • Come on Over (Soul)

 

Performing

  • Do, re and me combinations by rote

 

Vocabulary

  • solfege
  • do
  • re
  • mi
  • pitch

 

Revision

  • To improvise simple melodic patterns

Week 6

Outcomes

  • To play a simple tune using notation for do, re and mi

 

Listening

  • Half term listening quiz

 

Performing

  • Ballad

 

Vocabulary

  • semibreves
  • pause
  • style
  • orchestration
  • arrangement
  • do
  • re
  • mi
  • solfege

 

Revision

  • To describe how tempo and dynamics affect a piece of music

Week 1

Outcomes

  • To perform an allegro tune using do, re and mi

 

Listening

  • He’s Got the Whole World in His Hands (Gospel)

 

Performing

  • Charleston Music

 

Vocabulary

  • tempo
  • allegro
  • do
  • re
  • mi
  • solfege
  • rhythm
  • melody

 

Revision

  • To discuss contrasts in musical styles from around the world

Week 2

Outcomes

  • To perform using the key features of a Charleston

 

Listening

  • Porgy and Bess, Act 1: Summertime (Jazz)

 

Performing

  • Charleston Music

 

Vocabulary

  • syncopation
  • accent
  • pitch
  • rhythm
  • note groupings
  • pause
  • style

 

Revision

  • To demonstrate an understanding of key musical features

Week 3

Outcomes

  • To understand the relationship between do, re and mi as D, E and F sharp

 

Listening

  • Porgy and Bess, Act 1: Summertime (Jazz)
  • Haydn – String Quartet (Classical)

 

Performing

  • Summer Sun
  • Hot Cross Buns

 

Vocabulary

  • do
  • re
  • mi
  • solfege
  • sharp
  • quartet
  • genre
  • pitch

 

Revision

  • To aurally identify and name instruments from the string family

Week 4

Outcomes

  • To demonstrate fluency and accuracy when performing and singing using D, E, F sharp and A

 

Listening

  • The Young Person’s Guide to the Orchestra (20th Century Orchestral)

 

Performing

  • Summer Sun
  • Hot Cross Buns

 

Vocabulary

  • mood
  • character
  • genre
  • sharp
  • note values
  • pitch
  • note groupings

 

Revision

  • To discuss how musical features affect the character of a piece of music

Week 5

Outcomes

  • To improvise using notes from A to C sharp

 

Listening

  • Panda Extravaganza (Hip Hop)
  • Ysaÿe – Sonata for Solo Violin (20th Century)

 

Performing

  • Call and response using A, B and C sharp

 

Vocabulary

  • improvise
  • solo
  • call and response
  • melody
  • beat
  • pulse

 

Revision

  • To improvise using a small set of notes

Week 6

Outcomes

  • To identify notes from B to C sharp when performing from staff notation

 

Listening

  • Half Term Listening Quiz
  • Bartók – Duos for two violins (20th Century)

 

Performing

  • Au clair de la line

 

Vocabulary

  • duet
  • arrangement
  • stave
  • notation
  • sharp
  • natural
  • pitch
  • rhythm

 

Revision

To improvise simple melodic patterns

Week 1

Outcomes

  • To perform using staff notation

 

Listening

  • Michael Row The Boat Ashore (Gospel)
  • Piazzola- Libretango (Argentina traditional)

 

Performing

  • Two to Tango

 

Vocabulary

  • tango
  • notation
  • stave
  • pitch
  • rhythm
  • rest
  • note value

 

Revision

  • To understand and describe a simple ABA structure

Week 2

Outcomes

  • To demonstrate some of the characteristics of a Tango

 

Listening

  • The Nutcracker Suite, Op. 71A – Dance Of The Reed Flutes (Romantic )

 

Performing

  • Two to Tango

 

Vocabulary

  • accents
  • dynamics
  • expressive techniques
  • timbre
  • tempo
  • pulse

 

Revision

  • To improve performance based on feedback

Week 3

Outcomes

  • To perform using the 3rd finger on the D string

 

Listening

  • The Dragon Song (Pop)

 

Performing

  • Let’s Rock

 

Vocabulary

  • beat
  • chords
  • chord progression
  • sequence
  • echo playing

 

Revision

  • To reinforce the importance of maintaining a strong pulse

Week 4

Outcomes

  • To recognise the note G from notation

 

Listening

  • The Firebird Suite: Finale (20th Century Orchestral)

 

Performing

  • Let’s Rock

 

Vocabulary

  • electric violin
  • notation
  • pitch
  • ledger lines
  • beat
  • pulse

 

Revision

  • To follow notated music accurately while listening

Week 5

Outcomes

  • To perform with an awareness of Calypso rhythms

 

Listening

  • Follow Me (Hip Hop)

 

Performing

  • Calypso

 

Vocabulary

  • Caribbean
  • calypso
  • rhythm
  • note groupings
  • note value
  • tempo

 

Revision

  • To explore music from different countries and cultures

Week 6

Outcome

  • To play ‘String Street Calypso’ while conveying mood and character

 

Listening

  • Summer from The Four Seasons (Baroque)

 

Performing

  • Calypso

 

Vocabulary

  • syncopation
  • mood
  • style
  • genre
  • calypso
  • rhythm
  • pause

 

Revision

  • To offer constructive feedback to a performance

Week 7

Outcome

  • To gain confidence and fluency performing using the notes D, E, F sharp and A

 

Listening

  • Half Term Listening Quiz

 

Performing

  • Pupil Choices

 

Vocabulary

  • sharp
  • natural
  • notation
  • pitch
  • pulse
  • metre
  • key

 

Revision

  • To offer constructive feedback to a performance

Violin – Performance skills

In Year 3 we build upon the listening, performing and compositional work of KS1 by learning how to play the violin. Pupils learn to hold the violin and bow correctly as well as being taught how to produce a clear sound through use of both the bow and plucking. Pupils read a range of notes using staff notation and are able to play these on their instruments.

Listening skills

Pupils are taught to listen to and internalise various notes and sounds before being introduced to both graphic and staff notation which represent these sounds. Singing forms an essential part of this process and pupils are taught to sing a range of notes and songs throughout their lessons. Pupils are introduced to a wide variety of musical styles for both listening and performing. They are able to identify some of the key characteristics of various styles of music and can place them in their historical and geographical context.

Compositional skills

Pupils are given regular opportunities to compose and improvise using graphic and staff notation where appropriate. They use the features of different styles of music to inform their decisions related to composition.

Year 4

Week 1

Outcomes

  • To recognise the parts of my instrument and how they are used

 

Listening

  • Hoedown (Orchestral Pop)
  • Mozart Clarinet Concerto (Classical)
  • Mozart Flute Concerto (Classical)

 

Performing

  • Try out clarinet

 

Vocabulary

  • woodwind family
  • tuned instruments
  • reeds mouthpiece
  • sound hole

 

Revision

  • To keep a steady pulse

Week 2

Outcomes

  • To maintain a steady beat when performing

 

Listening

  • Go Tell It On the Mountain (Reggae)
  • Mozart Clarinet Concerto (Classical)
  • Mozart Flute Concerto (Classical)

 

Performing

  • One long note
  • Try out flute

 

Vocabulary

  • pulse
  • beat
  • metre
  • rhythm

 

Revision

  • To recognise different sounds and pitches

Week 3

Outcomes

  • To demonstrate call and response patterns

 

Listening

  • I’m Always There (Soul)
  • Mozart Clarinet Concerto (Classical)
  • Mozart Flute Concerto (Classical)

 

Performing

  • One long note

 

Vocabulary

  • call and response
  • beat
  • pulse
  • melodic
  • rhythmic

 

Revision

  • To demonstrate different note values

Week 4

Outcomes

  • To listen to and analyse a piece of music

 

Listening

  • Trick or Treat (20th and 21st Century)
  • Copland Rodeo (20th and 21st Century)

 

Performing

  • Three note shuffle

 

Vocabulary

  • crotchet
  • minim
  • quaver
  • structure
  • timbre
  • dynamics
  • pitch
  • duration

 

Revision

  • To echo a rhythm

Week 5

Outcomes

  • To sing and perform from graphic notation

 

Listening

  • Understand (Hip Hop)
  • Copland Rodeo (20th and 21st Century)

 

Performing

  • Three note shuffle

 

Vocabulary

  • embouchure
  • diaphragm
  • graphic notation
  • pulse
  • beat
  • unison

 

Revision

  • To name different rhythmic values

Week 6

Outcomes

  • To discuss the timbre of different woodwind instruments

 

Listening

  • Copland Rodeo (20th and 21st Century)

 

Performing

  • Merrily We Roll Along

 

Vocabulary

  • timbre
  • sound
  • woodwind family
  • reedy
  • brassy
  • tone colour

 

Revision

  • To clap and sing using different rhythms

Week 7

Outcomes

  • To perform using staff notation

 

Listening

  • Half term listening quiz

 

Performing

  • Merrily We Roll Along

 

Vocabulary

  • stave
  • clef
  • time signature
  • key signature

 

Revision

  • To identify the notes on the stave

Week 1

Outcomes

  • To maintain a steady beat

 

Listening

  • Looking in the Mirror (Electronic Dance)
  • Various (Big Band)

 

Performing

  • Jingle bells
  • Hot Cross Buns

 

Vocabulary

  • pulse
  • time signature
  • beat
  • metre

 

Revision

  • To identify the number of beats in a bar

Week 2

Outcomes

  • To perform a simple tune in unison

 

Listening

  • It’s All About Love (Pop)
  • Various (Big Band)

 

Performing

  • Jingle Bells
  • Hot Cross Buns

 

Vocabulary

  • dynamics
  • tempo
  • unison
  • ensemble
  • pulse
  • rhythm

 

Revision

  • To identify the difference between pulse and the rhythm

Week 3

Outcomes

  • To describe what chords and triads are

 

Listening

  • Take Time in Life (Folk)
  • Various (Big Band)

 

Performing

  • Jingle bells
  • Hot Cross Buns

 

Vocabulary

  • harmony
  • chords
  • triads
  • key
  • major
  • minor

 

Revision

  • To play in time with others

Week 4

Outcomes

  • To analyse and describe tempo changes within a piece of music

 

Listening

  • Perdido (Jazz)
  • Various (Big Band)

 

Performing

  • Jingle bells
  • Hot Cross Buns

 

Vocabulary

  • upbeat
  • downbeat
  • tempo
  • rhythm
  • beat
  • note groupings

 

Revision

  • To maintain a steady beat

Week 5

Outcomes

  • To understand the roles of different instruments in a an ensemble

 

Listening

  • Scarborough Fair (Folk)
  • Various (Big Band)

 

Performing

  • Own compositions

 

Vocabulary

  • ensemble
  • rhythm
  • orchestration
  • woodwind
  • string
  • brass
  • percussion

 

Revision

  • To perform a rhythmic composition

Week 6

Outcomes

  • To recognise different time signatures

 

Listening

  • Various (Big Band)

 

Performing

  • Own compositions

 

Vocabulary

  • sharps
  • flats
  • naturals
  • time signature
  • 3/4
  • 4/4
  • pulse

 

Revision

  • To identify notes on the stave

Week 7

Outcomes

  • To perform as a member of a small ensemble

 

Performing

  • Own compositions

 

Vocabulary

  • ensemble
  • orchestration
  • unison
  • solo
  • time signature
  • key

 

Revision

  • To discuss how to perform effectively

Week 1

Outcomes

  • To recognise and demonstrate an awareness of beat within a piece

 

Listening

  • Bringing Us Together (Disco)
  • Short Ride in a Fast Machine (20th Century Orchestral)

 

Performing

  • Low note blues

 

Vocabulary

  • pulse
  • beat
  • metre
  • unison
  • ensemble

 

Revision

  • To demonstrate how to assemble my instrument

Week 2

Outcomes

  • To demonstrate how to produce a clear, articulate sound of my instrument

 

Listening

  • ‘Mambo’ from West Side Story (20th Century Orchestral)
  • Various (Blues)

 

Performing

  • Low note blues

 

Vocabulary

  • joints
  • reeds
  • mouthpiece
  • pitch
  • note groupings

 

Revision

To explain the relationship between notes and the fingerings

Week 3

Outcomes

  • To discuss the roles of different woodwind instruments within a piece of music

 

Listening

  • Old Joe Clark (Folk)
  • Various (Blues)

 

Performing

  • Low note blues
  • Frere Jacques

 

Vocabulary

  • woodwind family
  • orchestration
  • arrangement
  • timbre

 

Revision

  • To name the sections of the orchestra

Week 4

Outcomes

  • To play different rhythms while maintaining a steady pulse

 

Listening

  • Bachianas Brasileiras No. 2 – The Little Train Of The Caipira (20th Century Orchestral)
  • Various (Jazz)

 

Performing

  • Low note blues
  • Frere Jacques

 

Vocabulary

  • crotchet
  • quaver
  • semiquaver demisemiquaver
  • hemidemisemiquaver
  • pulse
  • note groupings

 

Revision

  • To improvise a rhythm over a steady beat

Week 5

Outcomes

  • To compose a short piece using graphic and staff notation

 

Listening

  • Dance with Me (20th Century Orchestral)
  • Carnival of the Animals (Classical)

 

Performing

  • Frère Jacques

 

Vocabulary

  • notation
  • stave
  • ledger lines
  • composition
  • note groupings
  • rhythm
  • metre

 

Revision

  • To echo a rhythm

Week 6

Outcomes

  • To edit and improve my composition

 

Listening

  • Half Term Listening Quiz

 

Performing

  • Own pieces

 

Vocabulary

  • beat groupings
  • paired quaver
  • rests
  • stave
  • pitch

 

Revision

  • Using different methods to record ideas

Week 1

Outcomes

  • To perform my composition and respond to feedback

 

Listening

  • Let your Spirit Fly (R&B)
  • Various John Williams (Film music)

 

Performing

  • Own compositions

 

Vocabulary

  • composition
  • note groupings
  • pitch
  • stave
  • notation
  • arrangement

 

Revision

  • To explain how to begin and end a performance

Week 2

Outcomes

  • To recognise different notes on the stave

 

Listening

  • Symphony No. 5 – 4th Movement (Classical)
  • Various John Williams (Film music)

 

Performing

  • Back and forth

 

Vocabulary

  • stave
  • pitch
  • ledger lines
  • scale
  • dot notations

 

Revision

  • To demonstrate the correct  hand position on instruments

Week 3

Outcomes

  • To explain what a transposing instrument is

 

Listening

  • Frere Jacque (Jazz – 1910 version)

 

Performing

  • Higher and Lower

 

Vocabulary

  • clef
  • octave
  • transpose
  • key
  • treble
  • bass
  • alto

 

Revision

  • To explain what harmony is

Week 4

Outcomes

  • To play in harmony with other members of the class ensemble

 

Listening

  • On the Beautiful Blue Danube (Classical)

 

Performing

  • Two-part shuffle

 

Vocabulary

  • triad
  • chord
  • chord progression
  • harmony
  • major
  • minor

 

Revision

  • To listen to and analyse the roles of instruments within an ensemble

Week 5

Outcome

  • To perform as a member of a small ensemble with an awareness of how the parts relate to each other

 

Listening

  • The Other Side of the Moon (Rock)

 

Performing

  • Two-part shuffle

 

Vocabulary

  • syncopation
  • beat
  • layered texture
  • key
  • metre

 

Revision

  • To maintain a steady beat

Week 6

Outcomes

  • To interpret different notes written using staff notation

 

Listening

  • Half term listening quiz

 

Performing

  • Here we go again

 

Vocabulary

  • minim
  • semibreve
  • quaver
  • crotchet
  • paired quaver
  • rest
  • pitch
  • ledger lines

 

Revision

  • To recognise different note values

Week 1

Outcomes

  • To demonstrate how to assemble, disassemble and clean my instrument

 

Listening

  • Train is A-Comin’ (Gospel)
  • William Byrd excerpts (Renaissance)

 

Performing

  • Up and down the scale

 

Vocabulary

  • joints
  • pull-through
  • swab
  • woodwind family

 

Revision

  • To name the parts of the instrument

Week 2

Outcomes

  • To perform in two part harmonies

 

Listening

  • O Euchari (Medieval)
  • William Byrd excerpts (Renaissance)

 

Performing

  • March

 

Vocabulary

  • harmony
  • melody
  • score
  • two-part
  • solo
  • duet
  • major
  • minor

 

Revision

  • To gain fluency and confidence in singing

Week 3

Outcomes

  • To demonstrate the difference between concord and discord

 

Listening

  • Oh Happy Day (Gospel)
  • Mozart Piano Concerto (Classical)
  • Berg Violin Concerto (Romantic)

 

Performing

  • Close harmony

 

Vocabulary

  • concord
  • discord
  • triad
  • major
  • minor
  • pitch

 

Revision

  • To recognise if a chord sounds major or minor

Week 4

Outcomes

  • To perform with an accompanist and maintain a steady beat

 

Listening

  • Romeo and Juliet Overture (Romantic)
  • Selected Greats (Jazz)

 

Performing

  • Close Harmony

 

Vocabulary

  • beat
  • rhythm
  • note groupings
  • note values
  • pulse
  • accompany
  • melody

 

Revision

  • To demonstrate an awareness of pulse

Week 5

Outcomes

  • To analyse and discuss different musical styles

 

Listening

  • A World Full Of Sound (20th Century/Orchestral Pop)
  • Shostakovich excerpts (20th Century Orchestral)

 

Performing

  • Long note Boogie

 

Vocabulary

  • texture
  • structure
  • dynamics
  • timbre
  • pitch
  • duration
  • diaphragm
  • embouchure

 

Revision

  • To analyse the characteristics of a piece

Week 6

Outcomes

  • To explain how music changes the mood of a film

 

Listening

  • Half term listening quiz
  • Selected excerpts (Film music)

 

Performing

  • Long note Boogie

 

Vocabulary

  • texture
  • structure
  • dynamics
  • timbre
  • pitch
  • duration

 

Revision

  • To discuss the features of a piece of music

Week 1

Outcomes

  • To plan a short soundtrack for a piece of film

 

Listening

  • You Can See it Through (Electronic)
  • Various (Film and Theatre)

 

Performing

  • Own compositions

 

Vocabulary

  • soundtrack
  • genre
  • instrumentation
  • arrangement
  • mood
  • style

 

Revision

  • To explain how to collaborate as an ensemble

Week 2

Outcomes

  • To discuss how music can convey a particular mood

 

Listening

  • A Ceremony of Carols (20th Century Choral)
  • Various (Film and Theatre)

 

Performing

  • Own compositions

 

Vocabulary

  • major
  • minor
  • note groupings
  • pulse
  • key
  • metre
  • pitch
  • dynamics
  • texture

 

Revision

  • To recognise different musical sounds

Week 3

Outcomes

  • To produce a score for my film soundtrack

 

Listening

  • The Octopus Slide (Funk)
  • Various (Film)

 

Performing

  • Own compositions

 

Vocabulary

  • multi-track recording
  • notation
  • ledger lines
  • pitch
  • rhythm
  • note groupings

 

Revision

  • To record music in different ways

Week 4

Outcomes

  • To edit and refine my soundtrack

 

Listening

  • The Octopus Slide (Funk)

 

Performing

  • Own compositions

 

Vocabulary

  • arrangement
  • pause
  • rest
  • rhythm
  • pitch
  • note groupings
  • note values

 

Revision

  • To provide constructive feedback

Week 5

Outcomes

  • To record my groups soundtrack / video and evaluate the performance

 

Listening

  • Connect (Electronic)
  • Various (Film)

 

Performing

  • Own compositions

 

Vocabulary

  • performance
  • ensemble
  • unison
  • solo
  • dynamics
  • expressive techniques

 

Revision

  • To explain what is needed for a successful performance

Week 6

Outcome

  • To compare and contrast two pieces of music

 

Listening

  • Various John Williams (Film)
  • Half Term Listening Quiz

 

Performing

  • Our pieces

 

Vocabulary

  • harmony
  • ensemble
  • texture
  • pitch
  • timbre
  • duration
  • structure

 

Revision

  • To discuss the features of different styles of music

Woodwind – Performance skills

During year 4, pupils build upon their knowledge of how to read notation by learning a woodwind instrument. They are challenged to further develop their performance skills by applying what they know to a new instrument. Pupils learn about the woodwind family, the history of woodwind instruments and how to produce a wide variety of notes clearly and accurately using the reed and mouthpiece. Building upon the skills taught in Year 3, pupils read staff notation, perform as a class ensemble and develop their awareness of how to play in unison and as a soloist through both instrumental and singing activities.

Listening skills

Pupils use the elements of music to discuss music drawn from different musical periods. They apply their understanding of different musical styles when listening to new pieces drawn from different eras and are able to explain how music has evolved. Pupils listen to film music and can describe the features of music composed for the purpose of telling different stories.

Compositional kills

Pupils compose a piece to accompany a short film, using their understanding of film music to do so. They work in small groups to compose, developing their skills listening, collaborating and playing together. Pupils use the elements of music to inform their decisions about composing and conveying the purpose of their pieces.

Year 5

Week 1

Outcome

  • To demonstrate how to buzz and control sounds on the mouthpiece

 

Listening

  • Ghost Parade (20th and 21st Century Orchestral)
  • Haydn Trumpet Concerto – Finale (Classical)

 

Performing

  • Buzzing

 

Vocabulary

  • buzz
  • embouchure
  • mouthpiece
  • valves
  • bell
  • brass
  • timbre

 

Revision

  • To maintain a steady beat

Week 2

Outcome

  • To demonstrate correct instrument hold

 

Listening

  • Lively (20th and 21st Century Orchestral)
  • Haydn Trumpet Concerto – Finale (Classical)

 

Performing

  • Playing C

 

Vocabulary

  • tonguing
  • rhythm
  • pulse
  • tempo
  • score

 

Revision

  • To adopt a good posture and playing technique

Week 3

Outcomes

  • To control the pitch and duration of a note

 

Listening

  • Words Can Hurt (20th and 21st Century Orchestral)
  • What Shall We Do With a Drunken Sailor? (English traditional)

 

Performing

  • C-Shanty

 

Vocabulary

  • stave
  • ledger lines
  • semibreve
  • minim
  • note groupings
  • pitch
  • major
  • minor

 

Revision

  • To read basic staff notation

Week 4

France residential and Harvest Festival rehearsal

Week 5

Outcomes

  • To revise understanding of tonguing and perform from staff notation

 

 

Listening

  • His Eye is on the Sparrow (Gospel)
  • What Shall We Do With a Drunken Sailor? (English traditional)

 

Performing

  • C-Shanty

 

Vocabulary

  • articulation
  • call and response
  • notation
  • pitch
  • crotchet
  • quaver
  • semibreve
  • rest

 

Revision

  • To demonstrate clear articulation

Week 6

Outcomes

  • To describe how music is used to convey a particular mood

 

Listening

  • Joyful, Joyful (Gospel)
  • Theme from the Pink Panther (Film Music)

 

Performing

  • Secret Agent C

 

Vocabulary

  • crotchet instrumentation
  • layered texture
  • major
  • minor
  • duration
  • structure

 

Revision

  • To explain how music supports film

Week 7

Outcomes

  • To perform with a steady beat and sense of pulse

 

Listening

  • Half Term Listening Quiz
  • Theme from the Pink Panther (Film Music)

 

Performing

  • Secret Agent C

 

Vocabulary

  • swing rhythm
  • pulse
  • metre
  • beat
  • awareness
  • unison

 

Revision

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

Week 1

Outcomes

  • To improvise 1-bar phrases

 

Listening

  • The Sparkle in My Life (Pop)
  • St. Louis Blues (Blues)

 

Performing

  • Secret Agent C
  • Trumpet Blues

 

Vocabulary

  • improvise
  • blues
  • ostinato
  • key
  • pitch
  • rhythm

 

Revision

  • To improvise rhythmic patterns

Week 2

Outcomes

  • To develop improvisation skills and be able to improvise 2-bar phrases

 

Listening

  • Glassworks: I (Minimalism)

 

Performing

  • Trumpet Blues

 

Vocabulary

  • 12 bar blues structure
  • walking bass line lyrics
  • phrasing
  • slur

 

Revision

  • To use correct musical vocabulary when describing music

Week 3

Outcomes

  • To demonstrate an understanding of quaver rhythms and how they are notated

 

Listening

  • Dreaming of Mars (20th and 21st century orchestral)
  • Crocodile Rock (Rock ‘n’ Roll)

 

Performing

  • The Tonguing Train

 

Vocabulary

  • quaver
  • note groupings
  • notation
  • rhythm
  • beat
  • pulse

 

Revision

  • To understand basic rhythmic notation

Week 4

Outcomes

  • To demonstrate sight-reading skills

 

Listening

  • Macaroni Sundae (Rock ‘n’ Roll)

 

Performing

  • The Tonguing Train

 

Vocabulary

  • sight reading
  • notation
  • clef
  • note groupings
  • pitch
  • rhythm

 

Revision

  • To read and play basic staff notation

Week 5

Outcomes

  • To distinguish between the pitches C, D & E

 

Listening

  • Get on Board (Gospel)
  • One Love (Reggae)

 

Performing

  • The Tonguing Train
  • Trumpet Jam

 

Vocabulary

  • off beat
  • syncopation
  • pitch
  • clef

 

Revision

  • To explore different musical styles from around the world

Week 6

Outcomes

  • To compare and contrast two pieces in different musical styles

 

Listening

  • One Love (Reggae)
  • Crocodile Rock (Rock ‘n’ Roll)

 

Performing

  • Trumpet Jam

 

Vocabulary

  • texture
  • structure
  • pitch
  • dynamics
  • timbre
  • duration
  • style

 

Revision

  • To use the elements of music to describe a composition

Week 7

Outcomes

  • To recap the key features of different musical genres and styles learnt this term

 

Listening

  • Half term listening quiz

 

Performing

  • Trumpet Jam

 

Vocabulary

  • genre
  • style
  • major
  • minor
  • scale
  • notation
  • structure

 

Revision

  • To perform simple pieces from notation

Week 1

Outcomes

  • To understand and perform dotted minim rhythms

 

Listening

  • Freedom is Coming (Pop)
  • On the Beautiful Blue Danube (Romantic)

 

Performing

  • Easy Peasy Waltz
  • The Trumpet Jam

 

Vocabulary

  • classical
  • orchestra
  • time signature
  • dotted rhythms
  • metre
  • note values

 

Revision

  • To play a piece in ¾ time

Week 2

Outcomes

  • To identify the Key features of a Classical Waltz and perform a piece in ¾ time

 

Listening

  • Forever Always (Pop)
  • On the Beautiful Blue Danube (Romantic)

 

Performing

  • Easy Peasy Waltz

 

Vocabulary

  • duet
  • ensemble
  • waltz
  • dotted rhythms
  • time signature

 

Revision

  • To explore playing music in two parts with an awareness of the other part

Week 3

Outcomes

  • To compare and contrast two pieces of Samba music using appropriate musical vocabulary

 

Listening

  • All Over (20th Century Classical)
  • Various pieces (Samba)

 

Performing

  • B & Cuba
  • Easy Peasy Waltz

 

Vocabulary

  • samba
  • call & response
  • improvisation
  • structure
  • texture
  • dynamics

 

Revision

  • To explore different musical styles from around the world

Week 4

Outcomes

  • To aurally recognize and copy 4 beat patterns using the notes B-E

 

Listening

  • Free (Soul)
  • Bamboleo (Samba)

 

Performing

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

 

Vocabulary

  • cue
  • note groupings
  • ostinato
  • pattern
  • pitch

 

Revision

  • To copy simple patterns by rote

Week 5

Outcomes

  • To learn the position of B on the stave and read from notation

 

Listening

  • Do you Ever Wonder (20th Century Orchestral)
  • Pick up the Pieces (Funk)

 

Performing

  • B & Cuba
  • Trumpet Funk

 

Vocabulary

  • staff notation
  • pitch
  • time signature
  • key signature
  • unison

 

Revision

  • To demonstrate an understanding of staff notation

Week 6

Outcomes

  • To perform from staff notation

 

Listening

  • Half Term Listening Quiz

 

Performing

  • Trumpet Funk

 

Vocabulary

  • articulation
  • staff notation
  • unison
  • pulse
  • note groupings

 

Revision

  • To develop listening skills and be able to analyse a piece of music

Week 1

Outcomes

  • To recognise the characteristics of Jazz music how it is phrased

 

Listening

  • Erie Canal (Reggae)
  • April in Paris (Jazz)

 

Performing

  • Level Up
  • Mind the Gap
  • Trumpet Funk

 

Vocabulary

  • jazz
  • swing rhythm
  • phrasing
  • articulation
  • orchestration
  • time signature
  • key signature
  • scale

 

Revision

  • To play music with a swing feel

Week 2

Outcomes

  • To demonstrate improvisation skills using the notes C-F

 

Listening

  • Dances In The Canebrakes: No. 2, Tropical Noon (20th Century Orchestral)
  • A Night in Tunisia (Jazz)

 

Performing

  • Level Up
  • Mind the Gap

 

Vocabulary

  • improvisation
  • solo
  • pitch
  • echo-playing
  • note values

 

Revision

  • To improvise simple melodic patterns

Week 3

Outcomes

  • To perform ‘Mind the Gap’, improvising a short solo

 

Listening

  • Heroes (Pop)

 

Performing

  • Level Up
  • Mind the Gap

 

Vocabulary

  • staff notation
  • improvisation
  • solo
  • unison
  • key
  • scale
  • structure

 

Revision

  • To perform a short solo section in front of peers

Week 4

Outcome

  • To demonstrate accurate articulation and strengthen embouchure

 

Listening

  • Star Wars Episode IV: A New Hope: Main Title (Film Music)
  • J’ose Encore Aimer (Tango)

 

Performing

  • Level Up
  • The ‘P’ Word

 

Vocabulary

  • stamina
  • articulation
  • embouchure
  • phrasing
  • rest
  • pause
  • note values

 

Revision

  • To understand how to build stamina through repetition

Week 5

Outcomes

  • To identify more musical instruments by sound alone

 

Listening

  • Happy to be Me (20th  Century Orchestral)
  • J’ose Encore Aimer (Tango)

 

Performing

  • The ‘P’ Word

 

Vocabulary

  • tango
  • accents
  • timbre
  • characteristics
  • instrument family
  • ensemble

 

Revision

  • To aurally identify different musical instruments

Week 6

Outcomes

  • To describe the characteristics and mood of a Tango

 

Listening

  • Half term Listening Quiz

 

Performing

  • The ‘P’ Word

 

Vocabulary

  • texture
  • pitch
  • structure
  • timbre
  • dynamics
  • duration

 

Revision

  • To explore different musical styles from around the world

Week 1

Outcomes

  • To demonstrate slurred articulation

 

Listening

  • Look into the Night (K-Pop)
  • Dilemma – Nelly ft. Kelly Rowland (R&B)

 

Performing

  • Smooth Groove
  • The ‘P’ Word

 

Vocabulary

  • R&B (Rhythm & Blues)
  • slurs
  • phrasing
  • articulation
  • note groupings

 

Revision

  • To be able to identify and describe musical features from different genres

Week 2

Outcomes

  • To incorporate slurs in to a performance and play with a number of different articulations

 

Listening

  • The Lark Ascending (20th Century)

 

Performing

  • Smooth Groove

 

Vocabulary

  • tongued articulation
  • genre
  • slur
  • phrasing

 

Revision

  • To perform with a number of different articulations

Week 3

Outcomes

  • To identify and perform the note G using staff notation

 

Listening

  • Breathe (20th and 21st Century Orchestral)
  • Maple Leaf Rag (Ragtime)

 

Performing

  • Oily Rag

 

Vocabulary

  • notation
  • staff
  • pitch
  • metre
  • time signature
  • ragtime

 

Revision

  • To  explain the features of Ragtime music

Week 4

Outcomes

  • To understand ‘syncopation’ and perform syncopated rhythms from notation

 

Listening

  • Stay Connected (Native American Tradition and Hip Hop)
  • The Entertainer (Ragtime)

 

Performing

  • Oily Rag

 

Vocabulary

  • syncopation
  • syncopated rhythm
  • notation
  • staff
  • metre
  • beat

 

Revision

  • To interpret staff notation

Week 5

Outcomes

  • To build confidence and stamina when playing in the upper register

 

Listening

  • Keeping Time (Pop, Funk and Hip Hop)
  • Jump in Time (Calypso)

 

Performing

  • Blow, Blow, Blow!

 

Vocabulary

  • texture
  • tuned instruments
  • orchestration
  • structure
  • brass family

 

Revision

  • To  explain the features of Calypso music

Week 6

Outcomes

  • To sight-read short melodies that incorporate the notes C-G

 

Listening

  • Half Term Listening Quiz
  • Under the Sea (Calypso)

 

Performing

  • Blow Blow Blow!

 

Vocabulary

  • melody
  • notation
  • staff
  • sight-reading
  • metre

 

Revision

  • To perform a piece from memory

Week 1

Outcomes

  • To improve flexibility across my instrument by using lip

 

Listening 

  • You and Me (Pop)
  • Never Gonna Give You Up (Pop)

 

Performing

  • One Small Step
  • Fizz-A Pop!

 

Vocabulary

  • hook
  • melody
  • accompaniment
  • characteristics

 

Revision

  • To be able to control a range of pitches over an increasing range

Week 2

Outcomes

  • To identify and describe the key features of Pop music

 

Listening

  • The Song Of Hiawatha: Overture Op. 30 (20th Century Classical)
  • Reach For The Stars (Pop)

 

Performing

  • One Small Step
  • Fizz-A Pop!

 

Vocabulary

  • harmony
  • major
  • minor
  • chorus
  • verse
  • intro
  • outro

 

Revision

  • To be able to identify and describe musical features from different genres

Week 3

Outcomes

  • To further develop improvisation skills over a wider range and changing chord sequence

 

Listening

  • A Bright Sunny Day (20th Century Classical)

 

Performing

  • One Small Step
  • Fizz-A Pop

 

Vocabulary

  • improvisation
  • solo
  • chord progressions
  • sequence
  • staff notation
  • note groupings

 

Revision

  • To be able to improvise short musical phrases

Week 4

Outcomes

  • To perform different dynamics levels on the instrument with an understanding of how volume affects pitch

 

Listening

  • Central Park in the Dark (20th Century Classical)
  • I Don’t Need Anything But You (Musical Theatre)

 

Performing

  • The Dynamics Song

 

Vocabulary

  • dynamics
  • volume
  • forte
  • piano
  • mezzo forte
  • mezzo piano

 

Revision

  • To understand dynamic markings

Week 5

Outcome

  • To incorporate different dynamic levels throughout a known piece

 

Listening

  • ‘Loud’ from Matilda (Musical Theatre)

 

Performing

  • The Dynamics Song

 

Vocabulary

  • crescendo
  • diminuendo
  • dynamics
  • expressive techniques

 

Revision

  • To be able to control sounds at different dynamic levels

Week 6

Outcome

  • To evaluate the success of the performance using appropriate musical vocabulary

 

Listening

  • You Belong with Me (Rhythm and Blues)

 

Performing

  • The Dynamics Song
  • Half Term Listening Quiz

 

Vocabulary

  • expression
  • texture
  • duration
  • structure
  • dynamics
  • timbre
  • pitch

 

Revision

  • To be able to offer constructive feedback on a performance

Brass – Performance skills

During this year, pupils continue to build on the musical learning achieved in Year 4 and have the opportunity to transfer their skills on to a brass instrument. Pupils learn how to hold the instrument correctly, produce and control initial sounds, and gradually build embouchure strength. As their technical skill increases, they are able to play a variety of pieces over an increasing range of notes while building upon their skills reading staff notation. Singing is also an important part of the Y5 curriculum and many of the pieces studied include opportunities to develop singing techniques and aural awareness.

Listening skills

As well as learning how to play a brass instrument to a good standard, pupils also
develop their awareness of different musical styles: they are able to identify key characteristics and name prominent artists and composers. By focusing on a different musical genre every 2-3 weeks, pupils develop an awareness of a very wide range of music and are able to identify and describe differences and similarities between them using appropriate musical vocabulary.

Compositional skills

Improvisation and composition is explored in further detail and pupils become more confident at improvising over longer phrases and a wider range of notes. Improvisation is presented as a way to further develop compositional skills and pupils learn to do this as individuals or as part of a smaller group.

Year 6

Week 1

Outcomes

  • To describe and demonstrate ground bass

 

Listening

  • Do what you want to (Soul)
  • Pachelbel’s Canon (Baroque)

 

Performing

  • Time Lapse

 

Vocabulary

  • bass
  • ground bass
  • layered texture
  • repetition
  • melody
  • structure

 

Revision

  • To identify and describe musical features from different genres

Week 2

Outcomes

  • To improvise and compose rhythmic variations on Time Lapse bass line

 

Listening

  • Fanfare for the Common Man (20th and 21st Century Orchestral)
  • Time Lapse – Michael Nyman (20th and 21st Century Orchestral)

 

Performing

  • Time Lapse

 

Vocabulary

  • bass
  • improvise
  • rhythm
  • notation
  • repetition

 

Revision

  • To improvise simple rhythmic patterns

Week 3

Outcomes

  • To define chords and describe how they can be used as harmonic building blocks

 

Listening

  • It’s All About Love (Pop)

 

Performing

  • Time Lapse

 

Vocabulary

  • chords
  • triad
  • major
  • minor
  • suspension
  • harmony

 

Revision

  • To use appropriate musical vocabulary when describing musical features

Week 4

Outcomes

  • To describe the texture in Time Lapse

 

Listening

  • Let’s Write a Song (Pop)

 

Performing

  • Time Lapse

 

Vocabulary

  • ensemble
  • duet
  • texture
  • instrumentation

 

Revision

  • To perform a piece in 2 parts with an awareness of the other performers

Week 5

Outcomes

  • To perform different melodic layers from Time Lapse

 

Listening

  • Sunshine on a Rainy Day (Soul)

 

Performing

  • Time Lapse

 

Vocabulary

  • counter-melody
  • melody
  • notation
  • unison

 

Revision

  • To read and play melodic phrases from notation

Week 6

Outcomes

  • To evaluate an initial class performance of Time Lapse incorporating the bass, chord and melodic layers

 

Listening

  • Stand By Me (Pop)

 

Performing

  • Time Lapse

 

Vocabulary

  • bass
  • chords
  • melody
  • harmony
  • texture

 

Revision

  • To offer constructive feedback on a performance

Week 7

Outcomes

  • To understand and describe the structure of the original Time Lapse composition

 

Listening

  • Half Term Listening Quiz

 

Performing

  • Time Lapse

 

Vocabulary

  • structure
  • note groupings
  • beats
  • metre
  • texture
  • timbre
  • pulse

 

Revision

  • To identify and describe musical features

Week 1

Outcomes

  • To develop skills performing as part of a small ensemble

 

Listening

  • My Best Friend (Soul)

 

Performing

  • Time Lapse

 

Vocabulary

  • ensemble
  • unison
  • balance
  • harmony
  • melody
  • structure
  • notation

 

Revision

  • To collaborate with others during rehearsal

Week 2

Outcomes

  • To discuss the texture and structure of an arrangement

 

Listening

  • Why (Hip-Hop)

 

Performing

  • Time Lapse

 

Vocabulary

  • layered texture
  • instrumentation
  • structure
  • beat
  • metre
  • notation

 

Revision

  • To understand how different pieces of music are structured

Week 3

Outcomes

  • To perform and record Time Lapse

 

Listening

  • Singing Swinging Star (Swing)

 

Performing

  • Time Lapse

 

Vocabulary

  • time signature
  • structure
  • metre
  • pause
  • melody
  • harmony

 

Revision

  • To perform in an ensemble setting with an awareness of others

Week 4

Outcome

  • To evaluate and improve upon a previous performance

 

Listening

  • The Rite of Spring, PT.1 Adoration of the Earth (20th Century Orchestral)

 

Performing

  • Time Lapse

 

Vocabulary

  • evaluate
  • feedback
  • balance
  • ensemble

 

Revision

  • To improve a performance in relation to feedback

Week 5

Outcomes

  • To record a final performance of Time Lapse arrangements

 

Listening

  • Roll Alabama (Rock)

 

Performing

  • Time Lapse

 

Vocabulary

  • ensemble
  • arrangement
  • dynamics
  • harmony
  • melody

 

Revision

To perform in a more formal setting in front of peers

Week 6

Outcomes

  • To evaluate recorded performances

 

Listening

  • Time Lapse Arrangements
  • Half Term Listening Quiz

 

Performing

  • Time Lapse

 

Vocabulary

  • evaluate
  • feedback
  • balance
  • ensemble
  • pitch
  • tonality
  • features

 

Revision

  • To take on board feedback in order to improve future performance

Week 1

Outcomes

  • To develop an understanding of the history of the ukulele and its use in different genres of music

 

Listening

  • Disco Fever (Disco)

 

Performing

  • A selection of chords

 

Vocabulary

  • ukulele
  • genre
  • strum
  • fret
  • major
  • minor

 

Revision

To adopt a good posture and technique when performing

Week 2

Outcomes

  • To read and understand chord diagrams

 

Listening

  • 1812 Overture (Romantic Era)

 

Performing

  • Dance the Night Away

 

Vocabulary

  • chord
  • chord diagram
  • chord sequence
  • fluency
  • key
  • beat
  • pulse

 

Revision

To interpret staff notation

Week 3

Outcomes

  • To perform the chord of A minor and use alongside the chords of C and F

 

Listening

  • La Bamba (Rock ‘n’ Roll)

 

Performing

  • Stay With Me

 

Vocabulary

  • fingerboard
  • sound hole
  • fret
  • tuning pegs
  • minor
  • major
  • strum
  • beat
  • pulse

 

Revision

  • To maintain a sense of beat when performing with an accompaniment

Week 4

Outcomes

  • To improvise strumming rhythms and patterns

 

Listening

  • Vakuru (Pop)

 

Performing

  • Don’t Worry, Be Happy

 

Vocabulary

  • up stroke
  • down stroke
  • style
  • syncopation
  • swing rhythm
  • minor

 

Revision

  • To improvise rhythmic patterns

Week 5

Outcomes

  • To perform using a  muted stroke

 

Listening

  • Change (Pop)

 

Performing

  • Uptown Funk

 

Vocabulary

  • 7th chord
  • muted

 

Revision

  • To copy simple patterns by rote

Week 6

Outcomes

  • To demonstrate how to read Ukulele TAB notation

 

Listening

  • Half Term listening quiz

 

Performing

  • Uptown Funk

 

Vocabulary

  • TAB
  • pick
  • stave
  • notation
  • pulse
  • metre
  • unison

 

Revision

  • To perform pieces from notation

Week 1

Outcomes

  • To perform a riff and a series of chords

 

Listening

  • Let’s Rock! (Rock)

 

Performing

  • I Feel Good

 

Vocabulary 

  • riff
  • verse
  • chorus
  • introduction
  • structure
  • chord
  • chord progression

 

Revision 

  • To consolidate knowledge of different types of musical notation

Week 2

Outcomes

  • To discuss suitable pieces to perform on my instrument

 

Listening

  • Mazurka In G Minor, Op. 24 No. 1 (Romantic Era)

 

Performing

  • I Feel Good
  • Over The Rainbow
  • Uptown Funk

 

Vocabulary 

  • duet
  • ensemble
  • pulse
  • timing
  • tempo

 

Revision 

  • To be able to play a number of pieces from memory

Week 3

Outcomes

  • To develop the skill of playing and singing simultaneously

 

Listening

  • Simple Gifts (Folk)

 

Performing

  • I Feel Good
  • Over The Rainbow
  • Uptown Funk

 

Vocabulary 

  • vocal range
  • pitch
  • tuning
  • dynamics
  • vocal balance
  • layered texture

 

Revision 

  • To play in a group with an awareness of other parts and how layers work together

Week 4

Outcomes

  • To examine how to structure performance

 

Listening

  • Danny Boy (Folk)

 

Performing

  • I Feel Good
  • Over The Rainbow
  • Uptown Funk

 

Vocabulary 

  • lead vocal
  • backing vocals
  • harmony
  • melody
  • verse and chorus
  • texture
  • ensemble

 

Revision 

  • To understand how different pieces of music are structured

Week 5

Outcome

  • To record ukulele performance in pairs

 

Listening

  • Friendship should never end (Pop)

 

Performing

  • I Feel Good
  • Over The Rainbow
  • Uptown Funk

 

Vocabulary

  • metre
  • tempo
  • balance
  • structure
  • dynamics
  • chord progression

 

Revision 

  • To perform in a formal setting in front of peers

Week 6

Outcome

  • To evaluate and assess recorded ukulele performances

 

Listening

  • Half Term Listening Quiz

 

Vocabulary

  • balance
  • structure
  • feedback
  • assess
  • pulse
  • ensemble

 

Revision 

  • To be able to offer constructive feedback on a performance

Week 1

Outcomes

  • To arrange a piece for a small ensemble

 

Listening

  • Wake up! (Hip Hop)

 

Performing

  • Hold Back the River

 

Vocabulary 

  • rehearsal technique ensemble
  • note value
  • pulse
  • arrangement
  • structure
  • texture

 

Revision 

  • To collaborate with others in rehearsals to benefit the overall performance

Week 2

Outcomes

  • To discuss the importance of collaboration when performing an ensemble piece

 

Listening

  • We Shall Overcome (Gospel)

 

Performing

  • Hold Back the River

 

Vocabulary 

  • fluency
  • unison
  • layered texture
  • ensemble
  • structure
  • awareness

 

Revision 

  • To perform from memory or from notation

Week 3

Outcome

  • To perform and record a performance

 

Listening

  • Down By the Riverside (Gospel)

 

Performing

  • Hold Back the River

 

Vocabulary

  • performance
  • metre
  • tempo
  • balance
  • structure
  • chord progression
  • dynamics

 

Revision 

  • To develop performance confidence in front of peers

Week 4

Outcomes

  • To evaluate a recorded performance and identify strengths and targets

 

Listening

  • You Belong with Me (Rhythm and Blues)

 

Performing

  • Hold Back the River

 

Vocabulary 

  • evaluate
  • harmony
  • melody
  • verse and chorus
  • texture
  • ensemble

 

Revision 

  • To explain how to incorporate different textures into a piece of music

Week 5

Outcome

  • To consider feedback and targets in a final ensemble recording

 

Listening

  • Dance the Night Away (Salsa)

 

Performing

  • Hold Back the River

 

Vocabulary

  • adapt
  • change
  • consider
  • balance
  • verse and chorus

 

Revision 

  • To discuss what contributes to a successful ensemble performance

Week 6

Outcomes

  • To evaluate the strengths and targets of recorded performances

 

Listening

  • Half Term Listening Quiz

 

Performing

  • Hold Back the River

 

Vocabulary 

  • pitch
  • structure
  • texture
  • ensemble
  • timbre
  • dynamics

 

Revision 

  • To judge a performance giving justified musical reasoning

Week 1

Outcomes

  • To develop ensemble and communication skills in a rehearsal environment

 

Listening

  • Heal the Earth (Reggae)

 

Performing

  • Hold Back the River

 

Vocabulary

  • tuned instruments
  • collaborate
  • ensemble
  • texture
  • melody and accompaniment

 

Revision 

  • To work well with others in rehearsals to benefit the overall performance

Week 2

Outcomes

  • To discuss and demonstrate how to start and finish the performance appropriately

 

Listening

  • My Funny Valentine (Jazz)

 

Performing

  • Hold Back the River

 

Vocabulary

  • introduction
  • ending
  • unison
  • balance
  • dynamics
  • structure

 

Revision 

To perform longer sections of music fluently, either from memory or from notation

Week 3

Rhos y Gwaliau

Week 4

Outcomes

  • To assess the use of the elements of music in a recorded performance

 

Listening

  • Let’s Go Surfin’ (Pop)

 

Performing

  • Hold Back the River

 

Vocabulary

  • structure
  • harmony
  • melody
  • verse and chorus
  • texture
  • ensemble
  • pitch
  • duration

 

Revision 

  • To develop performance confidence in front of peers

Week 5

Outcome

  • To record my final piece with an awareness of how to perform in an ensemble

 

Listening

  • Main Title from Schindler’s List (Film Music)

 

Performing

  • Hold Back the River

 

Vocabulary

  • chords
  • tonality
  • ensemble
  • major
  • minor
  • vocal balance
  • dynamics

 

Revision 

  • To evaluate previous work to inform future targets

To work well with others in rehearsals to benefit the overall performance

Week 6

Outcomes

  • To peer and self-assess recorded performances

 

Listening

  • So Amazing (Soul)

 

Performing

  • Hold Back the River

 

Vocabulary

  • evaluate
  • harmony
  • melody
  • verse and chorus
  • texture
  • ensemble

 

Revision 

To take apply feedback in order to improve future performances

Week 7

Outcome

  • To perform in the Battle of the Bands Grand Finale

 

Listening

  • Half Term Listening Quiz

 

Performing

  • Hold Back the River

 

Vocabulary

  • ensemble
  • phrase
  • compare
  • contrast
  • beat groupings
  • vocal balance

 

Revision 

  • To be able to offer feedback and describe a performance giving justified musical reasoning

Keyboard, ukulele and Battle of the Bands – Performance skills

The Y6 music curriculum builds upon the instrumental skills developed in the whole class lessons in years 3, 4 and 5. It gives the pupils the opportunity to utilise their instrumental skills by performing in a variety of ensemble settings as well as developing a new skill through playing the keyboard and ukulele. During the autumn term, pupils can either learn keyboard skills or play another instrument that they already play to a reasonable standard. The unit is centred around the use of a ‘Ground Bass’ and pupils use the elements of music to identify and describe the use of ground basses across a wide range of styles and genres throughout music history.

 

Pupils use their instrumental skills to perform the piece Time lapse by Michael Nyman by working through the individual layers and then putting them together in a group performance. As well as developing musicianship skills such as listening and aural awareness, there is a key focus on team work and developing ensemble skills, such as communication, in rehearsals.

 

A further new skill is explored in the Spring term with a unit on learning the ukulele. A variety of basic chords are learnt and the pupils develop an appropriate instrument hold and strumming technique. Notation reading skills are further developed by introducing TAB and chord diagrams which enable the pupils to rehearse and perform songs independently. Singing is also an important part of the Y6 curriculum and many of the pieces studied include opportunities to develop singing technique and aural awareness.

 

In the final term, pupils utilise their instrumental and vocal skills in a grand Battle of the Bands performance. Ensemble skills are further developed and the student bands are encouraged to rehearse independently, whilst being guided to produce the best possible outcome through good teamwork and communication. The performances are then recorded and peer evaluated to find the best band of each class. These four bands are then invited to battle it out to be crowned the winner in a performance in front

Listening skills

Pupils are introduced to the set songs for performance and use their analysis skills to explore the different musical layers and structure. Pupils develop their understanding of texture by learning to play the different layers on their preferred instruments before being placed in their own bands. When learning the ukulele, pupils learn a brief historical context of the instrument and understand its usage across a number of styles and genres. Pieces composed in different musical styles are studied throughout the year and pupils use the elements of music to discuss these.

Compositional skills

Pupils further develop their compositional skills by creating their own unique arrangement of Time Lapse by deciding on the structure, texture, timbres and other musical elements as a group. They also apply their understanding of the compositional structure of pieces they have studied. Compositional techniques and rhythmic skills are built upon further and pupils also extend their improvisation skills by creating their own unique strumming patterns on the ukulele.