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

Rules, expectations and presentation

Week 2

Outcome

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

 

Listening

  • String piece

 

Performing

  • Plucked open strings

Week 3

Outcome

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

 

Listening

  • Orchestral pieces

 

Performing/Singing

  • Rhythm songs

Week 4

Outcome

  • To distinguish between different sounds and notes

 

Listening

  • 12 bar blues

 

Performing/Singing

  • 12 bar blues
  • Copy Cat

Week 5

Outcome

  • To demonstrate a range of different sounds and notes

 

Listening

  • Jazz and blues

 

Performing

  • Copy Cat

Week 6

Outcome

  • To demonstrate how to hold the bow correctly

 

Performing

  • Rosin rap
  • Trick or Treat

Week 7

Outcome

  • To play a range of notes using the correct bow hold

 

Performing

  • Four on each string
  • Trick or Treat
  • Rosin rap

Week 7

Outcome

  • To revise musical terminology

 

Performing

  • Four on each string

Week 1

Outcome

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

 

Performing

  • Anna Lou
  • Four on each string

Week 2

Outcome

  • To control my bow whilst playing different notes

 

Performing

  • Circles in the air

Week 3

Outcome

  • To demonstrate how to control my bow whilst performing

Week 4

Outcome

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

Performing

  • Jingle bells

Week 5

Outcome

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

Week 6

Outcome

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

Week 7

Outcome

  • To perform as a class ensemble

 

Performing

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

Week 1

Outcome

  • To revise correct playing techniques and perform

 

Performing

  • Way Up High

Week 2

Outcome

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

Week 3

Outcome

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

 

Performing

  • 1st finger rag

Week 4

Outcome

  • To perform with confidence  using the 1st finger

 

Performing

  • Busy Fingers

Week 5

Outcome

  • To rehearse and revise learned songs

 

Performing

  • D and E March

Week 6

Outcome

  • To perform in a concert and assessment

 

Performing

  • Variety of pieces  to demonstrate control and understanding

Week 1

Outcome

  • To revise and perform range of pieces

 

Performing

  • Have You Ever

Week 2

Outcome

  • To recognise how  elbow movement relates to performing

 

Performing

  • Fiddle Faddle

Week 3

Outcome

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

 

Performing

  • In Flight
  • Hundred Pipers

Week 4

Outcome

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

 

Performing

  • Hoe Down

Week 5

Outcome

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

 

Performing

  • Back stretcher

Week 6

Outcome

  • To assess my understanding of composing, listening and performing

 

Concert

  • To perform all known notes and pieces on the instruments

Week 1

Outcome

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

 

Performing

  • Fiddle faddle
  • Back scratcher

Week 2

Outcome

  • To demonstrate confidence using 1st finger

 

Performing

  • Copy Cat
  • Do Ray Me

Week 3

Outcome

  • To perform a range of pieces using 1st finger

 

Performing

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

Week 4

Outcome

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

 

Performing

  • Red Parrot
  • Green Parrot

Week 5

Outcome

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

 

Performing

  • Hazy days
  • Au Clare de la Lune

Week 6

Outcome

  • To demonstrate how to play with the 2nd finger

 

Performing

  • Quick March

Week 1

Outcome

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

 

Performing

  • Two to Tango

Week 2

Outcome

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

 

Performing

  • Twinkle twinkle

Week 3

Outcome

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

 

Performing

  • Twinkle twinkle

Week 4

Outcome

  • To rehearse as a class ensemble

Week 5

Outcome

  • To rehearse as a class ensemble

Week 6

Outcome

  • To perform in front of an audience

Violin

In Year 3 we build on the listening, performing and creative work of KS1 by learning to play the violin. Pupils learn to hold the violin and bow well, learn how to make a good sound both plucking and with the bow. They learn to use the left hand to produce a good range of notes.

Aural skills

Aural skills form an essential part of learning an instrument and there is a focus on being able to hear and internalise the notes and sounds pupils are trying to play before the notation is introduced. Singing forms an essential part of this process. There are also opportunities for improvising and composing.

Musical styles

Pupils are introduced to a wide variety of musical style for listening and performing. They will be able to identify some of the key characteristics of each as well as being able to place them in their historical and geographical context.

Year 4

Week 1

Rules, expectations and presentation

Week 2

Outcome

  • To produce  a sound on both instruments

 

Listening

  • Mozart Clarinet Concerto
  • Mozart Flute Concerto

 

Performing

  • Try out clarinet

Week 3

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

Week 4

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

Week 5

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

Week 6

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

Week 7

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?

Week 8

Outcome

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

 

Listening

  • Vocal acapella pieces

Week 1

Outcome

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

 

Listening

  • Big Band piece

 

Performing

  • Jingle bells

Week 2

Outcome

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

 

Listening

  • Big Band pieces

 

Performing

  • Jingle Bells

Week 3

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

Week 4

Outcome

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

 

Listening

  • Big Band pieces

 

Performing

  • Jingle bells
  • Hot Cross Buns

Week 5

Outcome

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

 

Listening

  • Big Band pieces 

 

Performing

  • Jingle bells
  • Hot Cross Buns

Week 6

Outcome

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

 

Listening

  • Big Band pieces

 

Performing

  • Jingle bells
  • Hot Cross Buns

Week 7

Outcome

  • To record and evaluate our composition

 

Listening

  • Own compositions

 

Performing

  • Own compositions

Week 8

Outcome

  • To play all known notes

 

Performing

  • Assessment week

Week 1

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?

Week 2

Outcome

  • To interpret and perform using musical notation

 

Listening

  • Blues

 

Performing

  • Across the break
  • Low note blues

Week 3

Outcome

  • To interpret and perform using musical notation

 

Listening

  • Blues

 

Performing

  • Low note blues
  • Frere Jacques

Week 4

Outcome

  • To perform in two or three part harmony

 

Listening

  • Jazz

 

Performing

  • Low note blues
  • Frère Jacques
  • Brother John

Week 5

Outcome

  • To perform in two or three part harmony

 

Listening

  • Carnival of the Animals

 

Performing

  • Low Note Blues
  • Frère Jacques
  • Brother John

Week 6

Outcome

  • To demonstrate how to play a major and minor scale

 

Listening

  • Carnival of the Animals

 

Performing

  • Low Note Blues
  • Frère Jacques
  • Brother John

Week 1

Outcome

  • To produce a  clear sound when performing different notes

 

Listening

  • Frère Jacques

 

Performing

  • Across the Break
  • Low Note Blues

Week 2

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?

Week 3

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?

Week 4

Outcome

  • To compose and record a short piece of music

 

Listening

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

Week 5

Outcome

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

Week 6

Outcome

  • To assess the playing of our instruments

 

Listening

  • 10 pieces full orchestra

Week 1

Outcome

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

Week 2

Outcome

  • To produce a clear sound when performing from musical notation

Week 3

Outcome

  • To perform  a complex piece, with several parts

Week 4

Outcome

  • To perform  a complex piece, with several parts

Week 5

Outcome

  • To perform  a complex piece, with several parts

Week 1

Outcome

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

 

Listening

  • Opera
  • Orchestral pieces
  • Modern

Week 2

Outcome

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

 

Listening

  • Opera
  • Orchestral pieces
  • Modern

Week 3

Outcome

  • To write a quiz about my instrument

 

Listening

  • Opera
  • Orchestral pieces
  • Modern

Week 4

Outcome

  • To rehearse all pieces in preparation for a performance

 

Listening

  • Orchestral pieces
  • Modern

Week 5

Outcome

  • To rehearse all pieces in preparation for a performance

Week 6

Outcome

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

Woodwind

During year 4 pupils apply their knowledge to learning a woodwind instrument. They are challenged to further developing their musical skills by learning to play a woodwind instrument.

 

In Autumn Year 4 pupils learn about woodwind instruments. How they fit into the orchestra, where they sit and the history of their development. Pupils learn how we assemble them, what we have to do to make a sound and learning the first notes. Continuous building upon the year 3 skills of reading music, starting and stopping together, listening to and supporting each other’s development.

Music Development and Understanding

Then in the Spring Term we look at how pupils can compose a piece using a graphic score. Thinking about how teamwork can be used to achieve the best results and share our skills. Pupils also develop their understanding about how to set up the reed and mouthpiece to get the best sound out of the instrument.

Instrument

The year will be completed by pupils being confident with handling and playing their instrument. They will have the ability to set up the instrument, reed and mouthpiece to suit themselves. Work as an ensemble, listen and play together.

Composing a Piece of Music

During the term we compose a piece of music to accompany a short film, this
challenges our listening, observation, counting, recording and knowledge of different musical styles.

 

By the end of the year children will be able to confidently produce a sound, know how to adjust the reed or mouthpiece, recognise the notes on the musical stave for their instrument and understand how the skills they developed in year 3 can be applied to a new instrument.

Skills

Pupils will build upon the skills learnt in year 3:

  • developing their ability to read musical notation
  • singing and keeping a regular beat
  • composing their own music
  • listening to a range of different musical styles from all the musical periods
    and understand how music evolved.

 

All these skills are developed and built on in year 5 and 6.

Year 5

Week 1

Rules, expectations and presentation

Week 2

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’

Week 3

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

Week 4

  • 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’

Week 5

France residential and Harvest Festival rehearsal

Week 6

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’

Week 7

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’

Week 8

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

Week 1

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

Week 2

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

Week 3

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

Week 4

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

Week 5

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

Week 6

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

Week 7

Outcome

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

Week 1

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

Week 2

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

Week 3

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

Week 4

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)

Week 5

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

Week 6

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

Week 1

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

Week 2

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

Week 3

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

Week 4

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

Week 5

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

Week 6

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

Week 1

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

Week 2

Outcome

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

 

Focus style

  • Ragtime

 

Listening

  • The Entertainer

 

Playing

  • Smooth Groove
  • Oily Rag

Week 3

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

Week 4

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)

Week 5

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

Week 1

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!

Week 2

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)

Week 3

Outcome

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

 

Playing

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

Week 4

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

Week 5

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

Week 6

Outcome

  • To recall key musical terminology

Brass Curriculum

During this year the 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.

 

As well as learning how to play a brass instrument to a good standard, pupils also
develop their awareness of different musical styles and be able to identify their key characteristics and name prominent artists and composers.

Music Genres

By focusing on a different musical genre every 2-3 weeks, the 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.

Aural Memory and Listening

All-round musicianship skills are further developed with reinforcement of staff notation reading and continued focus on strengthening aural memory and listening skills. Improvisation 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 composition skills.

Singing

Singing is also an important part of the Y5 curriculum and many of the pieces studied include opportunities to develop singing technique and aural awareness.

Year 6

Week 1

Rules, expectations and presentation

Week 2

Outcome

  • To explore our instruments and play as a band

 

Singing

  • Rhythm games
  • Flash cards

 

Listening

  • Band music
  • What is a band?

Week 3

Outcome

  • To discover ground base and play as a group

 

Listening

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

Week 4

Outcome

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

Week 5

Outcome

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

Week 6

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

Week 7

Outcome

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

Week 8

Outcome

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

Week 1

Outcome

  • To play as an ensemble team work

 

Listening

  • Hold Back the River

Week 2

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

Week 3

Outcome

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

Week 4

Outcome

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

Week 5

Outcome

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

Week 6

Outcome

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

Week 7

Outcome

  • To play a variety of Christmas music and celebration pieces

Week 1

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

Week 2

Outcome

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

Week 3

Outcome

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

Week 4

Outcome

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

Week 5

Outcome

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

Week 6

Outcome

  • To perform and evaluate a piece of blues music

Week 1

Outcome

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

Week 2

Outcome

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

Week 3

Outcome

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

Week 4

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

Week 5

Outcome

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

Week 6

Outcome

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

Week 1

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

Week 2

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?

Week 3

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?

Week 4

Outcome

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

Week 5

Outcome

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

Week 1

Outcome

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

Week 2

Outcome

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

Week 3

Rhos y Gwaliau

Week 4

Outcome

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

Week 5

Outcome

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

Week 6

Outcome

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

Instrumental Skills

The Y6 music curriculum builds on 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 Ukulele.

Ground Bass – Ensemble Performance

During this term, pupils can either continue with their brass instrument studies or play another instrument that they already play to a reasonable standard. The unit is centered around the use of a ‘Ground Bass’ and pupils use the key musical elements (pitch, rhythm, texture, timbre etc…) to identify and describe the use of Ground Basses across a wide range of styles and genres throughout music history.

 

The pupils then 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. The pupils further develop their compositional skills by creating their own unique arrangement of Time lapse by deciding on the structure, texture, timbres and other elements as a group.

Ukulele

A further new skill is explored in the Spring term with a unit on learning the Ukulele. The pupils learn a brief historical context of the instrument and understand its usage across a number of styles and genres. A variety of basic chords are learnt and the pupils develop an appropriate instrument hold and strumming technique.

Notation Reading

Notation reading skills are further developed by introducing TAB and Chord diagrams, that enable the pupils to work out and perform songs independently. Rhythmic skill is built upon further and pupils also extend their improvisation skills by creating their own unique strumming patterns. The pupils are encouraged to sing along whilst playing and by doing so develop better coordination skills.

Singing

Singing is also an important part of the Y5 curriculum and many of the pieces studied include opportunities to develop singing technique and aural awareness.

Battle of the Bands

In the final term, the pupils utilise their instrumental and vocal skills (now including the Ukulele!) in a grand Battle of the Bands performance. Pupils are introduced to the set song for performance and use their analysis skills to explore the different musical layers and structure. They then learn to play the different layers on their preferred instruments before being placed in their own bands. 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 of the school community and guest judges.