Westgate Academy
Learning and Growing Together
Music Curriculum at Westgate
Music Curriculum Intent
Through Westgate Academy’s Music curriculum, we strive to ensure that all children leave our school having developed their enjoyment for musical performance and theoretical music understanding through the disciplines of staff notation, appreciation of musical performance and playing and performing music. The ability to understand and play music is a skill that gives children many opportunities in life. We aim to develop children’s musical ability and understanding so that they can perform using basic notation and appreciate music as an enrichment to their lives. By creating a love for music as an enrichment to the soul, children will acquire knowledge and build on what they already know at Westgate and in the years beyond. We will follow the National Curriculum in a way that meets the needs of our changing cohorts and our individual children.
By the end of Key Stage 2, a Westgate Musician will be able to…
Curriculum Content Coverage
Year 3 | ||
Topic – ‘Past’
| Pupils should be taught to:
Pupils are beginning to:
-Find their voice and sing in tune. -Sing with confidence using a wider vocal range. -Sing expressively with awareness and control at the expressive elements. E.g. timbre, tempo, dynamics. -Recognise simple phrases. - Sing songs and create different vocal effects. - Understand how mouth shapes can effect voice sounds. -Internalise sounds by singing parts of a song ‘in their heads.’ -Recognise rhythmic patterns. -Perform a repeating pattern to a steady pulse. -Identify ways sounds are used to accompany a song. -Explore and perform different types of accompaniment. -Explore and select different melodic patterns. -Recognise and explore different combinations of pitch sounds. -Create textures by combining sounds in different ways. -Compose music in pairs and make improvements to their own work. -Create an accompaniment to a known song. - Create descriptive music in pairs or small groups. - Compose and perform using symbols and dot notation. - Begin to read staff notation – in conjunction with learning instruments. - Begin to compose using note names and dot notation to represent rhythms. - Perform in different ways, exploring the way the performers are a musical resource. - Perform with awareness of different parts. - Recognise how music can reflect different intentions.
National Curriculum Objectives and how they are covered:
- Play and perform (voice and instruments) – Play music from their own composition after being taught basic notation from ‘staff and notation’ objectives. Regularly practise singing and instrumental performance through starter activities.
- Improvise and compose – To create own improvised piece of music (1) based on the style of a chartist musician. Use evaluation of music techniques already learned to edit and improve their own song. Consider own composition and how it can be improved in terms of: duration, dynamics, pitch, tempo etc.
- Listen and recall – To listen and recall simple clap beats. Songs to be linked to local musicians and topic links where possible.
- Use staff and notation – -To sight read a simple mixture of ¼ 1/8 and 1/16 using notation. Achieved through starters and discrete lessons. -Introduction of the use of a rest. -To look at written notation alongside music when it is being appraised.
- Appreciate and understand recorded music – To appraise music with local links where possible. Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations. To score music in terms based on inter-related dimensions and own personal taste.
- Understand music in the context of history. To explore local music and appraise a song linked to the local area (either musician or in lyrics) in historical content – linked to our topic. To order and sequence pieces of music in terms of genre. To order and sequence pieces of music in terms of period in history.
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Topic – ‘Place’ | Pupils should be taught to:
Pupils can regularly:
-Find their voice and sing in tune. -Sing with confidence using a wider vocal range. -Sing expressively with awareness and control at the expressive elements. E.g. timbre, tempo, dynamics. -Recognise simple phrases. - Sing songs and create different vocal effects. - Understand how mouth shapes can effect voice sounds. -Internalise sounds by singing parts of a song ‘in their heads.’ -Recognise rhythmic patterns. -Perform a repeating pattern to a steady pulse. -Identify ways sounds are used to accompany a song. -Explore and perform different types of accompaniment. -Explore and select different melodic patterns. -Recognise and explore different combinations of pitch sounds. -Create textures by combining sounds in different ways. -Compose music in pairs and make improvements to their own work. -Create an accompaniment to a known song. - Create descriptive music in pairs or small groups. - Compose and perform using symbols and dot notation. - Begin to read staff notation – in conjunction with learning instruments. - Begin to compose using note names and dot notation to represent rhythms. - Perform in different ways, exploring the way the performers are a musical resource. - Perform with awareness of different parts. - Recognise how music can reflect different intentions.
National Curriculum Objectives and how they are covered:
Pupils can regularly:
- Play and perform (voice and instruments) – Play music from their own composition after being taught basic notation from ‘staff and notation’ objectives. Regularly practise singing and instrumental performance through starter activities.
- Improvise and compose – To create own improvised piece of music (1) based on the style of a chartist musician. Use evaluation of music techniques already learned to edit and improve their own song. Consider own composition and how it can be improved in terms of: duration, dynamics, pitch, tempo etc.
- Listen and recall – To listen and recall simple clap beats. Songs to be linked to place topic musicians where possible.
- Use staff and notation – -To sight read a simple mixture of ¼ 1/8 and 1/16 using notation. Achieved through starters and discrete lessons. -Introduction of the use of a rest. -To look at written notation alongside music when it is being appraised.
- Appreciate and understand recorded music – To appraise music with place topic links where possible. Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations. To score music in terms based on inter-related dimensions and own personal taste.
- Understand music in the context of history. To explore local music and appraise a song linked to the local area (either musician or in lyrics) in historical content – linked to our topic.
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Topic ‘Pick’ | Pupils should be taught to:
Pupils can securely:
-Find their voice and sing in tune. -Sing with confidence using a wider vocal range. -Sing expressively with awareness and control at the expressive elements. E.g. timbre, tempo, dynamics. -Recognise simple phrases. - Sing songs and create different vocal effects. - Understand how mouth shapes can effect voice sounds. -Internalise sounds by singing parts of a song ‘in their heads.’ -Recognise rhythmic patterns. -Perform a repeating pattern to a steady pulse. -Identify ways sounds are used to accompany a song. -Explore and perform different types of accompaniment. -Explore and select different melodic patterns. -Recognise and explore different combinations of pitch sounds. -Create textures by combining sounds in different ways. -Compose music in pairs and make improvements to their own work. -Create an accompaniment to a known song. - Create descriptive music in pairs or small groups. - Compose and perform using symbols and dot notation. - Begin to read staff notation – in conjunction with learning instruments. - Begin to compose using note names and dot notation to represent rhythms. - Perform in different ways, exploring the way the performers are a musical resource. - Perform with awareness of different parts. - Recognise how music can reflect different intentions.
National Curriculum Objectives and how they are covered:
- Play and perform (voice and instruments) – Play music from their own composition after being taught basic notation from ‘staff and notation’ objectives. Regularly practise singing and instrumental performance through starter activities.
- Improvise and compose – To create own improvised piece of music (1) based on the style of a chartist musician. Use evaluation of music techniques already learned to edit and improve their own song. Consider own composition and how it can be improved in terms of: duration, dynamics, pitch, tempo etc.
- Listen and recall – To listen and recall simple clap beats. Songs to be linked to local musicians and topic links where possible.
- Use staff and notation – -To sight read a simple mixture of ¼ 1/8 and 1/16 using notation. Achieved through starters and discrete lessons. -Introduction of the use of a rest. -To look at written notation alongside music when it is being appraised.
- Appreciate and understand recorded music – To develop a love for music and experience interest in specific genres. To appraise music with local links where possible. Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations. To score music in terms based on inter-related dimensions and own personal taste. Children are able to justify specific scores by reference to inter-related dimensions.
- Understand music in the context of history. To explore local music and appraise a song linked to the local area (either musician or in lyrics) in historical content – linked to our topic.
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Year 4 | ||
Topic – ‘Past’
| Pupils should be taught to:
Pupils are beginning to:
-Demonstrate the ability to recognise the use of structure and expressive elements through dance. -Identify phrases that could be used as an introduction, interlude and ending. -Identify and recall rhythmic and melodic patterns. -Identify repeated patterns used in a variety of music. (Ostinato). -Analyse and comment on how sounds are used to create different moods. -create music that describes contrasting moods/emotions. -improvise simple tunes based on the pentatonic scale.
Additionally, continue to:
-Find their voice and sing in tune. -Sing with confidence using a wider vocal range. -Sing expressively with awareness and control at the expressive elements. E.g. timbre, tempo, dynamics. -Recognise simple phrases. - Sing songs and create different vocal effects. - Understand how mouth shapes can effect voice sounds. -Internalise sounds by singing parts of a song ‘in their heads.’ -Recognise rhythmic patterns. -Perform a repeating pattern to a steady pulse. -Identify ways sounds are used to accompany a song. -Explore and perform different types of accompaniment. -Explore and select different melodic patterns. -Recognise and explore different combinations of pitch sounds. -Create textures by combining sounds in different ways. -Compose music in pairs and make improvements to their own work. -Create an accompaniment to a known song. - Create descriptive music in pairs or small groups. - Compose and perform using symbols and dot notation. - Begin to read staff notation – in conjunction with learning instruments. - Begin to compose using note names and dot notation to represent rhythms. - Perform in different ways, exploring the way the performers are a musical resource. - Perform with awareness of different parts. - Recognise how music can reflect different intentions.
National Curriculum Objectives and how they are covered:
- Play and perform (voice and instruments) – Play music from their own composition after being taught basic notation from ‘staff and notation’ objectives. Regularly practise singing and instrumental performance through starter activities.
- Improvise and compose – To create own improvised piece of music (1) based on the style of a chartist musician. Use evaluation of music techniques already learned to edit and improve their own song. Consider own composition and how it can be improved in terms of: duration, dynamics, pitch, tempo etc.
- Listen and recall – To listen and recall simple clap beats. Songs to be linked to local musicians and topic links where possible.
- Use staff and notation – -To sight read a simple mixture of ¼ 1/8 and 1/16 using notation. Achieved through starters and discrete lessons. -Introduction of the use of a rest. -To look at written notation alongside music when it is being appraised.
- Appreciate and understand recorded music – To appraise music with local links where possible. Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations. To score music in terms based on inter-related dimensions and own personal taste.
- Understand music in the context of history. To explore local music and appraise a song linked to the local area (either musician or in lyrics) in historical content – linked to our topic. To order and sequence pieces of music in terms of genre. To order and sequence pieces of music in terms of period in history.
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|
Topic – ‘Place’ | Pupils should be taught to:
Pupils can regularly:
-Demonstrate the ability to recognise the use of structure and expressive elements through dance. -Identify phrases that could be used as an introduction, interlude and ending. -Identify and recall rhythmic and melodic patterns. -Identify repeated patterns used in a variety of music. (Ostinato). -Analyse and comment on how sounds are used to create different moods. -create music that describes contrasting moods/emotions. -improvise simple tunes based on the pentatonic scale.
Additionally, continue to:
-Find their voice and sing in tune. -Sing with confidence using a wider vocal range. -Sing expressively with awareness and control at the expressive elements. E.g. timbre, tempo, dynamics. -Recognise simple phrases. - Sing songs and create different vocal effects. - Understand how mouth shapes can effect voice sounds. -Internalise sounds by singing parts of a song ‘in their heads.’ -Recognise rhythmic patterns. -Perform a repeating pattern to a steady pulse. -Identify ways sounds are used to accompany a song. -Explore and perform different types of accompaniment. -Explore and select different melodic patterns. -Recognise and explore different combinations of pitch sounds. -Create textures by combining sounds in different ways. -Compose music in pairs and make improvements to their own work. -Create an accompaniment to a known song. - Create descriptive music in pairs or small groups. - Compose and perform using symbols and dot notation. - Begin to read staff notation – in conjunction with learning instruments. - Begin to compose using note names and dot notation to represent rhythms. - Perform in different ways, exploring the way the performers are a musical resource. - Perform with awareness of different parts. - Recognise how music can reflect different intentions.
National Curriculum Objectives and how they are covered:
Pupils can regularly:
- Play and perform (voice and instruments) – Play music from their own composition after being taught basic notation from ‘staff and notation’ objectives. Regularly practise singing and instrumental performance through starter activities.
- Improvise and compose – To create own improvised piece of music (1) based on the style of a chartist musician. Use evaluation of music techniques already learned to edit and improve their own song. Consider own composition and how it can be improved in terms of: duration, dynamics, pitch, tempo etc.
- Listen and recall – To listen and recall simple clap beats. Songs to be linked to place topic musicians where possible.
- Use staff and notation – -To sight read a simple mixture of ¼ 1/8 and 1/16 using notation. Achieved through starters and discrete lessons. -Introduction of the use of a rest. -To look at written notation alongside music when it is being appraised.
- Appreciate and understand recorded music – To appraise music with place topic links where possible. Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations. To score music in terms based on inter-related dimensions and own personal taste.
- Understand music in the context of history. To explore local music and appraise a song linked to the local area (either musician or in lyrics) in historical content – linked to our topic.
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Topic ‘Pick’ | Pupils should be taught to:
Pupils can securely:
-Demonstrate the ability to recognise the use of structure and expressive elements through dance. -Identify phrases that could be used as an introduction, interlude and ending. -Identify and recall rhythmic and melodic patterns. -Identify repeated patterns used in a variety of music. (Ostinato). -Analyse and comment on how sounds are used to create different moods. -create music that describes contrasting moods/emotions. -improvise simple tunes based on the pentatonic scale.
Additionally, continue to:
-Find their voice and sing in tune. -Sing with confidence using a wider vocal range. -Sing expressively with awareness and control at the expressive elements. E.g. timbre, tempo, dynamics. -Recognise simple phrases. - Sing songs and create different vocal effects. - Understand how mouth shapes can effect voice sounds. -Internalise sounds by singing parts of a song ‘in their heads.’ -Recognise rhythmic patterns. -Perform a repeating pattern to a steady pulse. -Identify ways sounds are used to accompany a song. -Explore and perform different types of accompaniment. -Explore and select different melodic patterns. -Recognise and explore different combinations of pitch sounds. -Create textures by combining sounds in different ways. -Compose music in pairs and make improvements to their own work. -Create an accompaniment to a known song. - Create descriptive music in pairs or small groups. - Compose and perform using symbols and dot notation. - Begin to read staff notation – in conjunction with learning instruments. - Begin to compose using note names and dot notation to represent rhythms. - Perform in different ways, exploring the way the performers are a musical resource. - Perform with awareness of different parts. - Recognise how music can reflect different intentions.
National Curriculum Objectives and how they are covered:
- Play and perform (voice and instruments) – Play music from their own composition after being taught basic notation from ‘staff and notation’ objectives. Regularly practise singing and instrumental performance through starter activities.
- Improvise and compose – To create own improvised piece of music (1) based on the style of a chartist musician. Use evaluation of music techniques already learned to edit and improve their own song. Consider own composition and how it can be improved in terms of: duration, dynamics, pitch, tempo etc.
- Listen and recall – To listen and recall simple clap beats. Songs to be linked to local musicians and topic links where possible.
- Use staff and notation – -To sight read a simple mixture of ¼ 1/8 and 1/16 using notation. Achieved through starters and discrete lessons. -Introduction of the use of a rest. -To look at written notation alongside music when it is being appraised.
- Appreciate and understand recorded music – To develop a love for music and experience interest in specific genres. To appraise music with local links where possible. Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations. To score music in terms based on inter-related dimensions and own personal taste. Children are able to justify specific scores by reference to inter-related dimensions.
- Understand music in the context of history. To explore local music and appraise a song linked to the local area (either musician or in lyrics) in historical content – linked to our topic.
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Year 5 | ||
Topic – ‘Past’
| Pupils should be taught to:
Pupils are beginning to:
-Sing songs with increasing control of breathing, posture and sound projection. -Sing songs in tune and with an awareness of other parts. -Identify phrases through breathing in appropriate places. -Sing with expression and rehearse with others. -Sing a round in two parts and identify the melodic phrases and how they fit together. -Sing confidently as a class, in small groups and alone, and begin to have an awareness of improvisation with the voice. -Identify different moods and textures. -Identify how a mood is created by music and lyrics. -Identify different speeds of pulse (tempo) by clapping and moving. -Improvise rhythm patterns. - Perform and independent part keeping to a steady beat. -Identify and control different ways percussion instruments make sounds. -Play accompaniments with control and accuracy. -Create different effects using combinations of pitched sounds. -Use ICT to change and manipulate sounds. -Identify different starting points for composing music. -Explore, select, combine and exploit a range of different sounds. - Compose a short song to own lyrics based on everyday phrases.
Additionally, continue to:
-Demonstrate the ability to recognise the use of structure and expressive elements through dance. -Identify phrases that could be used as an introduction, interlude and ending. -Identify and recall rhythmic and melodic patterns. -Identify repeated patterns used in a variety of music. (Ostinato). -Analyse and comment on how sounds are used to create different moods. -create music that describes contrasting moods/emotions. -improvise simple tunes based on the pentatonic scale.
-Find their voice and sing in tune. -Sing with confidence using a wider vocal range. -Sing expressively with awareness and control at the expressive elements. E.g. timbre, tempo, dynamics. -Recognise simple phrases. - Sing songs and create different vocal effects. - Understand how mouth shapes can effect voice sounds. -Internalise sounds by singing parts of a song ‘in their heads.’ -Recognise rhythmic patterns. -Perform a repeating pattern to a steady pulse. -Identify ways sounds are used to accompany a song. -Explore and perform different types of accompaniment. -Explore and select different melodic patterns. -Recognise and explore different combinations of pitch sounds. -Create textures by combining sounds in different ways. -Compose music in pairs and make improvements to their own work. -Create an accompaniment to a known song. - Create descriptive music in pairs or small groups. - Compose and perform using symbols and dot notation. - Begin to read staff notation – in conjunction with learning instruments. - Begin to compose using note names and dot notation to represent rhythms. - Perform in different ways, exploring the way the performers are a musical resource. - Perform with awareness of different parts. - Recognise how music can reflect different intentions.
National Curriculum Objectives and how they are covered:
- Play and perform (voice and instruments) – Play music from their own composition after being taught basic notation from ‘staff and notation’ objectives. Regularly practise singing and instrumental performance through starter activities.
- Improvise and compose – To create own improvised piece of music (1) based on the style of a chartist musician. Use evaluation of music techniques already learned to edit and improve their own song. Consider own composition and how it can be improved in terms of: duration, dynamics, pitch, tempo etc.
- Listen and recall – To listen and recall simple clap beats. Songs to be linked to local musicians and topic links where possible.
- Use staff and notation – -To sight read a simple mixture of ¼ 1/8 and 1/16 using notation. Achieved through starters and discrete lessons. -Introduction of the use of a rest. -To look at written notation alongside music when it is being appraised.
- Appreciate and understand recorded music – To appraise music with local links where possible. Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations. To score music in terms based on inter-related dimensions and own personal taste.
- Understand music in the context of history. To explore local music and appraise a song linked to the local area (either musician or in lyrics) in historical content – linked to our topic. To order and sequence pieces of music in terms of genre. To order and sequence pieces of music in terms of period in history.
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Topic – ‘Place’ | Pupils should be taught to:
Pupils can regularly:
-Sing songs with increasing control of breathing, posture and sound projection. -Sing songs in tune and with an awareness of other parts. -Identify phrases through breathing in appropriate places. -Sing with expression and rehearse with others. -Sing a round in two parts and identify the melodic phrases and how they fit together. -Sing confidently as a class, in small groups and alone, and begin to have an awareness of improvisation with the voice. -Identify different moods and textures. -Identify how a mood is created by music and lyrics. -Identify different speeds of pulse (tempo) by clapping and moving. -Improvise rhythm patterns. - Perform and independent part keeping to a steady beat. -Identify and control different ways percussion instruments make sounds. -Play accompaniments with control and accuracy. -Create different effects using combinations of pitched sounds. -Use ICT to change and manipulate sounds. -Identify different starting points for composing music. -Explore, select, combine and exploit a range of different sounds. - Compose a short song to own lyrics based on everyday phrases.
Additionally, continue to:
-Demonstrate the ability to recognise the use of structure and expressive elements through dance. -Identify phrases that could be used as an introduction, interlude and ending. -Identify and recall rhythmic and melodic patterns. -Identify repeated patterns used in a variety of music. (Ostinato). -Analyse and comment on how sounds are used to create different moods. -create music that describes contrasting moods/emotions. -improvise simple tunes based on the pentatonic scale.
-Find their voice and sing in tune. -Sing with confidence using a wider vocal range. -Sing expressively with awareness and control at the expressive elements. E.g. timbre, tempo, dynamics. -Recognise simple phrases. - Sing songs and create different vocal effects. - Understand how mouth shapes can effect voice sounds. -Internalise sounds by singing parts of a song ‘in their heads.’ -Recognise rhythmic patterns. -Perform a repeating pattern to a steady pulse. -Identify ways sounds are used to accompany a song. -Explore and perform different types of accompaniment. -Explore and select different melodic patterns. -Recognise and explore different combinations of pitch sounds. -Create textures by combining sounds in different ways. -Compose music in pairs and make improvements to their own work. -Create an accompaniment to a known song. - Create descriptive music in pairs or small groups. - Compose and perform using symbols and dot notation. - Begin to read staff notation – in conjunction with learning instruments. - Begin to compose using note names and dot notation to represent rhythms. - Perform in different ways, exploring the way the performers are a musical resource. - Perform with awareness of different parts. - Recognise how music can reflect different intentions.
National Curriculum Objectives and how they are covered:
Pupils can regularly:
- Play and perform (voice and instruments) – Play music from their own composition after being taught basic notation from ‘staff and notation’ objectives. Regularly practise singing and instrumental performance through starter activities.
- Improvise and compose – To create own improvised piece of music (1) based on the style of a chartist musician. Use evaluation of music techniques already learned to edit and improve their own song. Consider own composition and how it can be improved in terms of: duration, dynamics, pitch, tempo etc.
- Listen and recall – To listen and recall simple clap beats. Songs to be linked to place topic musicians where possible.
- Use staff and notation – -To sight read a simple mixture of ¼ 1/8 and 1/16 using notation. Achieved through starters and discrete lessons. -Introduction of the use of a rest. -To look at written notation alongside music when it is being appraised.
- Appreciate and understand recorded music – To appraise music with place topic links where possible. Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations. To score music in terms based on inter-related dimensions and own personal taste.
- Understand music in the context of history. To explore local music and appraise a song linked to the local area (either musician or in lyrics) in historical content – linked to our topic.
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Topic ‘Pick’ | Pupils should be taught to:
Pupils can securely:
-Sing songs with increasing control of breathing, posture and sound projection. -Sing songs in tune and with an awareness of other parts. -Identify phrases through breathing in appropriate places. -Sing with expression and rehearse with others. -Sing a round in two parts and identify the melodic phrases and how they fit together. -Sing confidently as a class, in small groups and alone, and begin to have an awareness of improvisation with the voice. -Identify different moods and textures. -Identify how a mood is created by music and lyrics. -Identify different speeds of pulse (tempo) by clapping and moving. -Improvise rhythm patterns. - Perform and independent part keeping to a steady beat. -Identify and control different ways percussion instruments make sounds. -Play accompaniments with control and accuracy. -Create different effects using combinations of pitched sounds. -Use ICT to change and manipulate sounds. -Identify different starting points for composing music. -Explore, select, combine and exploit a range of different sounds. - Compose a short song to own lyrics based on everyday phrases.
Additionally, continue to:
-Demonstrate the ability to recognise the use of structure and expressive elements through dance. -Identify phrases that could be used as an introduction, interlude and ending. -Identify and recall rhythmic and melodic patterns. -Identify repeated patterns used in a variety of music. (Ostinato). -Analyse and comment on how sounds are used to create different moods. -create music that describes contrasting moods/emotions. -improvise simple tunes based on the pentatonic scale.
-Find their voice and sing in tune. -Sing with confidence using a wider vocal range. -Sing expressively with awareness and control at the expressive elements. E.g. timbre, tempo, dynamics. -Recognise simple phrases. - Sing songs and create different vocal effects. - Understand how mouth shapes can effect voice sounds. -Internalise sounds by singing parts of a song ‘in their heads.’ -Recognise rhythmic patterns. -Perform a repeating pattern to a steady pulse. -Identify ways sounds are used to accompany a song. -Explore and perform different types of accompaniment. -Explore and select different melodic patterns. -Recognise and explore different combinations of pitch sounds. -Create textures by combining sounds in different ways. -Compose music in pairs and make improvements to their own work. -Create an accompaniment to a known song. - Create descriptive music in pairs or small groups. - Compose and perform using symbols and dot notation. - Begin to read staff notation – in conjunction with learning instruments. - Begin to compose using note names and dot notation to represent rhythms. - Perform in different ways, exploring the way the performers are a musical resource. - Perform with awareness of different parts. - Recognise how music can reflect different intentions.
National Curriculum Objectives and how they are covered:
- Play and perform (voice and instruments) – Play music from their own composition after being taught basic notation from ‘staff and notation’ objectives. Regularly practise singing and instrumental performance through starter activities.
- Improvise and compose – To create own improvised piece of music (1) based on the style of a chartist musician. Use evaluation of music techniques already learned to edit and improve their own song. Consider own composition and how it can be improved in terms of: duration, dynamics, pitch, tempo etc.
- Listen and recall – To listen and recall simple clap beats. Songs to be linked to local musicians and topic links where possible.
- Use staff and notation – -To sight read a simple mixture of ¼ 1/8 and 1/16 using notation. Achieved through starters and discrete lessons. -Introduction of the use of a rest. -To look at written notation alongside music when it is being appraised.
- Appreciate and understand recorded music – To develop a love for music and experience interest in specific genres. To appraise music with local links where possible. Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations. To score music in terms based on inter-related dimensions and own personal taste. Children are able to justify specific scores by reference to inter-related dimensions.
- Understand music in the context of history. To explore local music and appraise a song linked to the local area (either musician or in lyrics) in historical content – linked to our topic.
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Year 6 | ||
Topic – ‘Past’
| Pupils should be taught to:
Pupils are beginning to:
-Write lyrics to a known song. - Sing songs with staff notation. -Present performances effectively with awareness of audience, venue and occasion. -Improve their work through analysis, evaluation and comparison. -Compose music individually or in pairs using a range of stimuli and developing their musical ideas into a completed composition. -Subdivide the pulse while keeping to a steady beat. -Identify the metre of different songs through recognising the pattern of strong and weak beats. - Internalise short melodies and play these on pitched percussion (play by ear). -Listen to longer pieces of music and identify features.
Additionally, continue to:
-Sing songs with increasing control of breathing, posture and sound projection. -Sing songs in tune and with an awareness of other parts. -Identify phrases through breathing in appropriate places. -Sing with expression and rehearse with others. -Sing a round in two parts and identify the melodic phrases and how they fit together. -Sing confidently as a class, in small groups and alone, and begin to have an awareness of improvisation with the voice. -Identify different moods and textures. -Identify how a mood is created by music and lyrics. -Identify different speeds of pulse (tempo) by clapping and moving. -Improvise rhythm patterns. - Perform and independent part keeping to a steady beat. -Identify and control different ways percussion instruments make sounds. -Play accompaniments with control and accuracy. -Create different effects using combinations of pitched sounds. -Use ICT to change and manipulate sounds. -Identify different starting points for composing music. -Explore, select, combine and exploit a range of different sounds. - Compose a short song to own lyrics based on everyday phrases.
-Demonstrate the ability to recognise the use of structure and expressive elements through dance. -Identify phrases that could be used as an introduction, interlude and ending. -Identify and recall rhythmic and melodic patterns. -Identify repeated patterns used in a variety of music. (Ostinato). -Analyse and comment on how sounds are used to create different moods. -create music that describes contrasting moods/emotions. -improvise simple tunes based on the pentatonic scale.
-Find their voice and sing in tune. -Sing with confidence using a wider vocal range. -Sing expressively with awareness and control at the expressive elements. E.g. timbre, tempo, dynamics. -Recognise simple phrases. - Sing songs and create different vocal effects. - Understand how mouth shapes can effect voice sounds. -Internalise sounds by singing parts of a song ‘in their heads.’ -Recognise rhythmic patterns. -Perform a repeating pattern to a steady pulse. -Identify ways sounds are used to accompany a song. -Explore and perform different types of accompaniment. -Explore and select different melodic patterns. -Recognise and explore different combinations of pitch sounds. -Create textures by combining sounds in different ways. -Compose music in pairs and make improvements to their own work. -Create an accompaniment to a known song. - Create descriptive music in pairs or small groups. - Compose and perform using symbols and dot notation. - Begin to read staff notation – in conjunction with learning instruments. - Begin to compose using note names and dot notation to represent rhythms. - Perform in different ways, exploring the way the performers are a musical resource. - Perform with awareness of different parts. - Recognise how music can reflect different intentions.
National Curriculum Objectives and how they are covered:
Pupils are beginning to:
- Play and perform (voice and instruments) – Play music from their own composition after being taught basic notation from ‘staff and notation’ objectives. Regularly practise singing and instrumental performance through starter activities.
- Improvise and compose – To create own improvised piece of music (1) based on the style of a chartist musician. Use evaluation of music techniques already learned to edit and improve their own song. Consider own composition and how it can be improved in terms of: duration, dynamics, pitch, tempo etc.
- Listen and recall – To listen and recall simple clap beats. Songs to be linked to place topic musicians where possible.
- Use staff and notation – -To sight read a simple mixture of ¼ 1/8 and 1/16 using notation. Achieved through starters and discrete lessons. -Introduction of the use of a rest. -To look at written notation alongside music when it is being appraised.
- Appreciate and understand recorded music – To appraise music with place topic links where possible. Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations. To score music in terms based on inter-related dimensions and own personal taste.
- Understand music in the context of history. To explore local music and appraise a song linked to the local area (either musician or in lyrics) in historical content – linked to our topic.
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Topic – ‘Place’ | Pupils should be taught to:
Pupils can regularly:
-Write lyrics to a known song. - Sing songs with staff notation. -Present performances effectively with awareness of audience, venue and occasion. -Improve their work through analysis, evaluation and comparison. -Compose music individually or in pairs using a range of stimuli and developing their musical ideas into a completed composition. -Subdivide the pulse while keeping to a steady beat. -Identify the metre of different songs through recognising the pattern of strong and weak beats. - Internalise short melodies and play these on pitched percussion (play by ear). -Listen to longer pieces of music and identify features.
Additionally, continue to:
-Sing songs with increasing control of breathing, posture and sound projection. -Sing songs in tune and with an awareness of other parts. -Identify phrases through breathing in appropriate places. -Sing with expression and rehearse with others. -Sing a round in two parts and identify the melodic phrases and how they fit together. -Sing confidently as a class, in small groups and alone, and begin to have an awareness of improvisation with the voice. -Identify different moods and textures. -Identify how a mood is created by music and lyrics. -Identify different speeds of pulse (tempo) by clapping and moving. -Improvise rhythm patterns. - Perform and independent part keeping to a steady beat. -Identify and control different ways percussion instruments make sounds. -Play accompaniments with control and accuracy. -Create different effects using combinations of pitched sounds. -Use ICT to change and manipulate sounds. -Identify different starting points for composing music. -Explore, select, combine and exploit a range of different sounds. - Compose a short song to own lyrics based on everyday phrases.
-Demonstrate the ability to recognise the use of structure and expressive elements through dance. -Identify phrases that could be used as an introduction, interlude and ending. -Identify and recall rhythmic and melodic patterns. -Identify repeated patterns used in a variety of music. (Ostinato). -Analyse and comment on how sounds are used to create different moods. -create music that describes contrasting moods/emotions. -improvise simple tunes based on the pentatonic scale.
-Find their voice and sing in tune. -Sing with confidence using a wider vocal range. -Sing expressively with awareness and control at the expressive elements. E.g. timbre, tempo, dynamics. -Recognise simple phrases. - Sing songs and create different vocal effects. - Understand how mouth shapes can effect voice sounds. -Internalise sounds by singing parts of a song ‘in their heads.’ -Recognise rhythmic patterns. -Perform a repeating pattern to a steady pulse. -Identify ways sounds are used to accompany a song. -Explore and perform different types of accompaniment. -Explore and select different melodic patterns. -Recognise and explore different combinations of pitch sounds. -Create textures by combining sounds in different ways. -Compose music in pairs and make improvements to their own work. -Create an accompaniment to a known song. - Create descriptive music in pairs or small groups. - Compose and perform using symbols and dot notation. - Begin to read staff notation – in conjunction with learning instruments. - Begin to compose using note names and dot notation to represent rhythms. - Perform in different ways, exploring the way the performers are a musical resource. - Perform with awareness of different parts. - Recognise how music can reflect different intentions.
National Curriculum Objectives and how they are covered:
Pupils can regularly:
- Play and perform (voice and instruments) – Play music from their own composition after being taught basic notation from ‘staff and notation’ objectives. Regularly practise singing and instrumental performance through starter activities.
- Improvise and compose – To create own improvised piece of music (1) based on the style of a chartist musician. Use evaluation of music techniques already learned to edit and improve their own song. Consider own composition and how it can be improved in terms of: duration, dynamics, pitch, tempo etc.
- Listen and recall – To listen and recall simple clap beats. Songs to be linked to place topic musicians where possible.
- Use staff and notation – -To sight read a simple mixture of ¼ 1/8 and 1/16 using notation. Achieved through starters and discrete lessons. -Introduction of the use of a rest. -To look at written notation alongside music when it is being appraised.
- Appreciate and understand recorded music – To appraise music with place topic links where possible. Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations. To score music in terms based on inter-related dimensions and own personal taste.
- Understand music in the context of history. To explore local music and appraise a song linked to the local area (either musician or in lyrics) in historical content – linked to our topic.
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Topic ‘Pick’ | Pupils should be taught to:
Pupils can securely:
-Write lyrics to a known song. - Sing songs with staff notation. -Present performances effectively with awareness of audience, venue and occasion. -Improve their work through analysis, evaluation and comparison. -Compose music individually or in pairs using a range of stimuli and developing their musical ideas into a completed composition. -Subdivide the pulse while keeping to a steady beat. -Identify the metre of different songs through recognising the pattern of strong and weak beats. - Internalise short melodies and play these on pitched percussion (play by ear). -Listen to longer pieces of music and identify features.
Additionally, continue to:
-Sing songs with increasing control of breathing, posture and sound projection. -Sing songs in tune and with an awareness of other parts. -Identify phrases through breathing in appropriate places. -Sing with expression and rehearse with others. -Sing a round in two parts and identify the melodic phrases and how they fit together. -Sing confidently as a class, in small groups and alone, and begin to have an awareness of improvisation with the voice. -Identify different moods and textures. -Identify how a mood is created by music and lyrics. -Identify different speeds of pulse (tempo) by clapping and moving. -Improvise rhythm patterns. - Perform and independent part keeping to a steady beat. -Identify and control different ways percussion instruments make sounds. -Play accompaniments with control and accuracy. -Create different effects using combinations of pitched sounds. -Use ICT to change and manipulate sounds. -Identify different starting points for composing music. -Explore, select, combine and exploit a range of different sounds. - Compose a short song to own lyrics based on everyday phrases.
-Demonstrate the ability to recognise the use of structure and expressive elements through dance. -Identify phrases that could be used as an introduction, interlude and ending. -Identify and recall rhythmic and melodic patterns. -Identify repeated patterns used in a variety of music. (Ostinato). -Analyse and comment on how sounds are used to create different moods. -create music that describes contrasting moods/emotions. -improvise simple tunes based on the pentatonic scale.
-Find their voice and sing in tune. -Sing with confidence using a wider vocal range. -Sing expressively with awareness and control at the expressive elements. E.g. timbre, tempo, dynamics. -Recognise simple phrases. - Sing songs and create different vocal effects. - Understand how mouth shapes can effect voice sounds. -Internalise sounds by singing parts of a song ‘in their heads.’ -Recognise rhythmic patterns. -Perform a repeating pattern to a steady pulse. -Identify ways sounds are used to accompany a song. -Explore and perform different types of accompaniment. -Explore and select different melodic patterns. -Recognise and explore different combinations of pitch sounds. -Create textures by combining sounds in different ways. -Compose music in pairs and make improvements to their own work. -Create an accompaniment to a known song. - Create descriptive music in pairs or small groups. - Compose and perform using symbols and dot notation. - Begin to read staff notation – in conjunction with learning instruments. - Begin to compose using note names and dot notation to represent rhythms. - Perform in different ways, exploring the way the performers are a musical resource. - Perform with awareness of different parts. - Recognise how music can reflect different intentions.
National Curriculum Objectives and how they are covered:
Pupils are securely:
- Play and perform (voice and instruments) – Play music from their own composition after being taught basic notation from ‘staff and notation’ objectives. Regularly practise singing and instrumental performance through starter activities.
- Improvise and compose – To create own improvised piece of music (1) based on the style of a chartist musician. Use evaluation of music techniques already learned to edit and improve their own song. Consider own composition and how it can be improved in terms of: duration, dynamics, pitch, tempo etc.
- Listen and recall – To listen and recall simple clap beats. Songs to be linked to place topic musicians where possible.
- Use staff and notation – -To sight read a simple mixture of ¼ 1/8 and 1/16 using notation. Achieved through starters and discrete lessons. -Introduction of the use of a rest. -To look at written notation alongside music when it is being appraised.
- Appreciate and understand recorded music – To appraise music with place topic links where possible. Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations. To score music in terms based on inter-related dimensions and own personal taste.
- Understand music in the context of history. To explore local music and appraise a song linked to the local area (either musician or in lyrics) in historical content – linked to our topic.
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Skills/Key subject disciplines
Engaging and Inspiring |
Music is a universal language that embodies one of the highest forms of creativity. Westgate Academy’s aim is to engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon. Children should be encouraged to appraise music by: -asking relevant questions about a piece of music. Critiquing a piece of music and considering whether it can be improved. -editing their own work and the work of others by asking whether the music would be improved with a variant of dynamics, pitch, tempo etc.
Alongside the above content, at Westgate Academy, we encourage children to aspire to certain attributes that model a successful musician: Patience Confidence Practice Creativity Hard work
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Vocabulary
Building on this from Y3 Y6
YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
Chord Pulse Pitch Lyrics Melody Notation Tempo Composers Duration Dynamics
| Time Signature Unison Crotchet Echo Improvise Quaver Rehearse Rhythm
| Texture Harmony Phrase Rest Staff Structure Sustain Timbre
| Ostinato Coda Minim Pentatonic Scale Semibreve
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Implementation
At Westgate children have a one-hour lesson of music for 2 terms. Children read notation; appreciate recorded music; learn the history of music; play and perform; improvise and compose; and listen and recall music during these sessions. All children also engage in a 30-minute Singing Assembly in the hall, where they sing a mixture of contemporary songs, accompanied by a live instrument. Select children from each class practice as part of our Singing Leaders once a week for 30 minutes. Westgate Singing Stars is made up of a select group of 15 singers from around the school. They practice once a week for an additional 30 minutes. On top of this, 50 children (average taken from previous years) take music instrument lessons taught by private tutors in school. These take place once a week for up to 30 minutes. Year 4 children receive whole-class drum lessons for 2-3 terms of the year each. Year 5 children receive whole-class string lessons for 2-3 terms of the year each. Three extra-curricular clubs provide enrichment for children at Westgate and focus on different areas within Music: Ukulele, Taiko Drums and Musical Majors (a school band of instrumentalists). These allow children to further develop a life-long love for music.
| Term 1 | Term 2 | Term 3 | Term 4
| Term 5 | Term 6 |
Year 3 | Romans music topic | Romans music topic | Music around the world | Music around the world | Dependent on Pick topic | Dependent on Pick topic |
Year 4 | Tudor music | Tudor music | Music from Europe | Music from Europe | Dependent on Pick topic | Dependent on Pick topic |
Year 5 | Victorian Music | Victorian Music | Music relating to natural disasters – atmospheric music and composers | Music relating to natural disasters – atmospheric music and composers | Dependent on Pick topic | Dependent on Pick topic |
Year 6 | World War Music | World War Music | The planets – Music with space theme | The planets – Music with space theme | Dependent on Pick topic | Dependent on Pick topic |
Opportunities to revisit learning
Children revisit the areas of learning year on year as they progress through Westgate Academy. By Year 6, they are constantly reassessing all of these areas:
-Write lyrics to a known song.
- Sing songs with staff notation.
-Present performances effectively with awareness of audience, venue and occasion.
-Improve their work through analysis, evaluation and comparison.
-Compose music individually or in pairs using a range of stimuli and developing their musical ideas into a completed composition.
-Subdivide the pulse while keeping to a steady beat.
-Identify the metre of different songs through recognising the pattern of strong and weak beats.
- Internalise short melodies and play these on pitched percussion (play by ear).
-Listen to longer pieces of music and identify features.
-Sing songs with increasing control of breathing, posture and sound projection.
-Sing songs in tune and with an awareness of other parts.
-Identify phrases through breathing in appropriate places.
-Sing with expression and rehearse with others.
-Sing a round in two parts and identify the melodic phrases and how they fit together.
-Sing confidently as a class, in small groups and alone, and begin to have an awareness of improvisation with the voice.
-Identify different moods and textures.
-Identify how a mood is created by music and lyrics.
-Identify different speeds of pulse (tempo) by clapping and moving.
-Improvise rhythm patterns.
- Perform and independent part keeping to a steady beat.
-Identify and control different ways percussion instruments make sounds.
-Play accompaniments with control and accuracy.
-Create different effects using combinations of pitched sounds.
-Use ICT to change and manipulate sounds.
-Identify different starting points for composing music.
-Explore, select, combine and exploit a range of different sounds.
- Compose a short song to own lyrics based on everyday phrases.
-Demonstrate the ability to recognise the use of structure and expressive elements through dance.
-Identify phrases that could be used as an introduction, interlude and ending.
-Identify and recall rhythmic and melodic patterns.
-Identify repeated patterns used in a variety of music. (Ostinato).
-Analyse and comment on how sounds are used to create different moods.
-create music that describes contrasting moods/emotions.
-improvise simple tunes based on the pentatonic scale.
-Find their voice and sing in tune.
-Sing with confidence using a wider vocal range.
-Sing expressively with awareness and control at the expressive elements. E.g. timbre, tempo, dynamics.
-Recognise simple phrases.
- Sing songs and create different vocal effects.
- Understand how mouth shapes can effect voice sounds.
-Internalise sounds by singing parts of a song ‘in their heads.’
-Recognise rhythmic patterns.
-Perform a repeating pattern to a steady pulse.
-Identify ways sounds are used to accompany a song.
-Explore and perform different types of accompaniment.
-Explore and select different melodic patterns.
-Recognise and explore different combinations of pitch sounds.
-Create textures by combining sounds in different ways.
-Compose music in pairs and make improvements to their own work.
-Create an accompaniment to a known song.
- Create descriptive music in pairs or small groups.
- Compose and perform using symbols and dot notation.
- Begin to read staff notation – in conjunction with learning instruments.
- Begin to compose using note names and dot notation to represent rhythms.
- Perform in different ways, exploring the way the performers are a musical resource.
- Perform with awareness of different parts.
- Recognise how music can reflect different intentions.
Children also revisit and constantly aim to develop the objectives of the national curriculum:
- Play and perform (voice and instruments) – Play music from their own composition after being taught basic notation from ‘staff and notation’ objectives. Regularly practise singing and instrumental performance through starter activities.
- Improvise and compose – To create own improvised piece of music (1) based on the style of a chartist musician. Use evaluation of music techniques already learned to edit and improve their own song. Consider own composition and how it can be improved in terms of: duration, dynamics, pitch, tempo etc.
- Listen and recall – To listen and recall simple clap beats. Songs to be linked to place topic musicians where possible.
- Use staff and notation –
-To sight read a simple mixture of ¼ 1/8 and 1/16 using notation.
Achieved through starters and discrete lessons.
-Introduction of the use of a rest.
-To look at written notation alongside music when it is being appraised.
- Appreciate and understand recorded music – To appraise music with place topic links where possible. Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations. To score music in terms based on inter-related dimensions and own personal taste.
- Understand music in the context of history. To explore local music and appraise a song linked to the local area (either musician or in lyrics) in historical content – linked to our topic.
Local Links
Establishing local links is an important part of Westgate’s Music curriculum. In Year 3, children appraise and perform the local Lincolnshire folk songs, The Lincolnshire Poacher and Brigg Fair. Year 3 also look at the local modern rock/folk song, Lincoln Castle Soldier. In Year 5, children compose their own songs about famous local people or well-known local figures. Children also appreciate the music of others during this unit of work. In Years 5 and 6, children are taken to a local nursing home to sing Christmas songs as an enrichment opportunity. Every year, all children sing at a Christmas Carol service at nearby Eastgate Church. Every year, Westgate Singing Stars compete in the Lincoln Music Festival.
SMSC
SMSC | |
Spiritual | This aspect of the curriculum is encouraged through the experience and emotion of responding to performing, listening and composing music. We encourage our pupils to express their feelings verbally and in written form to improve their levels of articulacy. Where pupils are sensitive about expressing their feelings we nurture the confidence to do this by creating a supportive environment.
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Moral | We encourage our pupils to engage in critical discussions of musical performances and dramas/presentations from other students and also visiting professionals. Where there is a specific cultural or social reference that is explicit in the work examined, we encourage pupils to reflect upon this. Where pupils present their own work, we ensure fair and objective assessment and evaluation of their work |
Social | Students collaborate routinely in group tasks where they take responsibility for their own learning outcomes and progress. We encourage the skills of independence, resilience and time management. Where they engage in group tasks, we build a sense of unity which leads to them addressing their individual abilities and strengths and learning to build upon these collaboratively. Where they are required to express their feelings, students are encouraged to do this sensitively with an awareness of the needs of others. Through our programme of extra-curricular activities and clubs, we ask students for ideas for repertoire and to organise themselves in specific groups/pairs. |
Cultural | The resources and musical examples used across all year groups for our students encourage a respect and deep appreciation for cultures around the world that have contributed to the development of our current popular musical styles. This philosophy also underpins our selection of music for performance events whether they are informal or formal occasions. We encourage students to create their own music and to incorporate different musical influences in their own composition. We use a wide variety of instruments including Japanese Taiko Drums, Samba Drums, Violin, Cello, Ukulele, Bass, Guitar, Piano, Xylophones and woodwind instruments to enrich the cultural experiences of our students. We also have a wide ranging curriculum with bespoke units covering music from around the world, local music, African music and European music. |
British Values | Showing and understanding of individual liberty by being able to express their musical creativity through performance and written creation. Developing mutual respect for others’ musical creations: both performance and written efforts. Showing a tolerance of those with other faiths and beliefs - Tolerance and understanding of cultural music through discussions and the understanding of relevance that different genres of music have to different cultures. |
Impact
Teachers use a some/most/many document to assess the level of each child during one performance lesson for each term.
Children are assessed on staff and notation work at the end of each term by completing a show what you know document.