Music Curriculum

Music Curriculum Intent The National Curriculum for music aims to ensure that all pupils: • Perform, listen to, review and evaluate music • Be taught to sing, create and compose music • Understand and explore how music is created, produced and communicated.

At Jotmans Hall the intention is that children gain a firm understanding of what music is through listening, singing, playing, evaluatin g, analysing, and composing across a wide variety of historical periods, styles, traditions, and musical genres. Our objective at Jotmans Hall is to develop a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music, and an unbiased respect for the role that music may wish to be expressed in any person’ s life. We are committed to ensuring children understand the value and importance of music in the wider community, and are able to use their musical skills, knowledge, and experience s to involve themselves in music, in a variety of different contexts.

Teachers will find music to link to their individual year group’s History and Geography Topics as necessary.

Autumn Spring Summer Enjoys joining in with dancing and ring games. •Sings a few familiar songs. •Beginning to move rhythmically. • Imitates movement in response to music. •Taps out simple repeated rhythms. •Explores and learns how sounds can •Begins to build a repertoire of songs and Early Learning Goal - Children sing songs, make be changed. •Developing preferences for dances. •Explores the different sounds of music and dance, and experiment with ways of forms of expression. •Uses movement to instruments. Initiates new combinations of changing them. They safely use and explore a EYFS ELG express feelings. •Creates movement in movement and gesture in order to express and variety of materials, tools and techniques,

response to music. •Sings to self and makes up respond to feelings, ideas and experiences. experimenting with colour, design, texture, simple songs. •Makes up rhythms. •Notices form and function. what adults do, imitating what is observed and then doing it spontaneously when the adult is not there.

Autumn Spring Summer

band. I wanna play in a Spring Performance. Nativity Year Ho Ho Ho Year 2 Autumn Year 1/2

Year 1/2 – -

Year

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Year B Year A Year Year B Year

What are we learning?

you know what pulse is? Canis? pulse what you know Do music? in the instruments hear those Can you know? do you instruments What the song? compliment instruments these Do us? can hear audience ifthe know we How will etc. Ballad/rock/jazz know? do we songs of What style 1 Year fest What ownrhythm? your up make you rhythm? Can and back clap copy Can you pitch? is What pulse? you find the Canis? pulse what you know Do music? in the instruments hear those Can you know? do you instruments What 2 Year your own rhythm? Can you you Can ownrhythm? your up make you rhythm? Can and back clap copy Can you pitch? is What pulse? you find the ivals do we celebrate? do we ivals

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Nativity/HO HO HO HO HO Nativity/HO Nativity/ Hey you! Hey Nativity/

dynamics, tempo dynamics, rap, improvise, audience, perform, pitch, rhythm, pulse, saxophones, trumpets, percussion, guitar, bass, Keyboard, Vocabulary dynamics, tempo dynamics, rap, improvise, audience, perform, pitch, rhythm, pulse, saxophones, trumpet percussion, guitar, bass, Keyboard,

s, s,

singing voices. singing voices. and bass, guitar electric drums, keyboard, Identify dancing. or stamping clapping, by the pulse To find Improvisation. Pitch and instruments. of the names To know understanding will we gain? What knowledge and I wanna Play in aband/IMF Play in I wanna Round and Round/IMF andRound

Toabout learn band in a together To play rhythms To repeat To instruments name can hear. you voices and instruments To identify of music. the pulse To find What key skills will we learn?

rock music rock

Your Imagination Friendship Song passports. music the use of and teacher class On assessments. endofunit through Curriculum National inskills the on assessed willbe Students How will these be assessed? - going formative assessment by by assessment formative going

the key key the

find the notes F, D or C? Can you improvise? Summer – Year Can you find the pulse of the Keyboard, drums, To recognise instruments To compose a simple melody B music? Using up to three bass, glockenspiel, and voices. To use simple Rhythms. notes C or E and G, which part pulse, rhythm, pitch, To identify the pulse by To perform a finished piece Friendship song did you play? What is a improvise, perform, dancing, swaying and melody? Can you compose a audience, melody, moving. melody using C&D or C, D or dynamics, tempo To sing in 2 parts. E? How does it make you feel? How will you record it? Autumn – Year A Can you dance? Can you get Pulse, Rhythm, pitch, To recognise instruments To identify different instruments. funky? Can you find the rap, improvise, and voices. How to improvise. Hey you! groove? Can you hear the compose, melody, To recognise those To know what a melody is. male voice? Can you recognise bass guitar, drums, instruments in other songs, any of these instruments in decks, perform. to find the pulse. the other songs? Can you To clap a rhythm. improvise some funky moves that go with the music? How does the music make you feel? Spring – Year A Can you dance to the music? Keyboard, bass, To use your imagination to To compose a rhythm. Do you like the music? What guitar, percussion, find the pulse. To play instruments and find notes C, Round and instruments do you hear? Can trumpets, To copy and clap back D or F. Round you find the pulse? What saxophones, pulse, rhythms. instruments and voices can rhythm, pitch, To make up your own you hear? Can you recognise improvise, compose, rhythms. any of these instruments? perform, audience. To sing play and improvise.

Summer – Year Can you find the pulse of the Keyboard, drums, A music? Can you use your bass, pulse, rhythm, To find the pulse. To use your imagination when imagination as you move? pitch, improvise, To listen to music and listening to music. To recognize a Your What can you see as you compose, perform, imagine what you could see. female singing voice. To improvise, Imagination listen and close your eyes? audience, To clap a rhythm. To compose and perform. Can you be a pop star finding imagination. improvise. To compose the pulse? Can you copy and clap back rhythms? How does the music make you feel?

Autumn Spring Summer

Year A Let your Spirit Fly The Dragon Song Performance

Year 3/4 Year B Mamma Mia Performance Glockenspiel Stage 2

Year 3/4 What are we learning? Vocabulary What knowledge and What key skills will we learn? How will these be assessed? understanding will we gain? Autumn – Year B What instruments and Keyboard, electric To understand the structure of the To play glockenspiels/recorders. Students will be assessed on the key voice can you hear? guitar, bass, song. To improvise. skills in the National Curriculum Mamma Mia Who is Abba? What other drums, improvise, - Intro, verse, bridge, To compose. through end of unit assessments. Abba songs do you compose, melody, chorus, intro, verse, To reflect on a piece of music On-going formative assessment by know? What kind of pulse, rhythm, bridge, chorus. What did you like best? Why? Was class teacher and use of the music music is Abba? Where pitch, tempo. there anything you didn’t enjoy? passports. were Abba from? What Dynamics, texture, Why? Did you have any strong feelings year did Abba form? structure, about it? Were you proud of yourself, compose, happy, annoyed? Etc. improvise, hook, riff, melody, solo, pentatonic scale, unison. Spring Year B What is a rhythm Rhythm patterns, pattern? What is compose, melody, To Learn more complex rhythm To Learn to play tunes Glockenspiel improvisation? What does pulse, rhythm, patters. To compose stage 2 composition mean? Did pitch, tempo, To perform you have any strong dynamics, texture To explore and develop glockenspiel feelings about this structure. skills. instrument? Do you feel proud, happy annoyed etc.

Summer – Year B Free topic space - please apply this module to the term where your year group show appears. Lean on me

Autumn – Year A Can you name any Structure, Let your Spirit current RnB singers? introduction, To understand what makes up RnB To recognise the structure of the song Fly (Beyonce, Usher Rihanna verse, chorus, music and how it differs from other To recognise the instruments/voices & Stevie Wonder) How Do improvise, styles. within the song you know this is RnB compose, pulse, To find the pulse as you are listening music? rhythm, pitch, To play the glockenspiel using notes C, tempo, dynamics, D, E, F & G bass, drums, To compose guitar, keyboard, To perform synthesizer, hook, To reflect melody. Spring – Year A What does this song Keyboard, drums, How music can be used to tell a To recognise the structure of the song make you think about? bass, pentatonic story or convey a message, To recognise the instruments/voices The Dragon What do you like best scale, pulse, within the song Song about this unit? rhythm, pitch, To find the pulse as you are listening How else could you tempo, dynamics, To play the glockenspiel using notes D, represent the issues of texture, structure, E, G, A, B (pentatonic scale) kindness, respect, compose, To compose friendship, acceptance improvise, hook, To perform and happiness? Does the melody. To reflect music create a story in your imagination? Summer – Year A Free topic space - please apply this module to the term where your year group show appears.

Autumn Spring Summer

Year A Happy You’ve got a friend Performance

Year 5/6 Year B Livin’ on a prayer Fresh Prince of Bel Air Performance

Year 5/6 What are we learning? Vocabulary What knowledge and What key skills will we learn? How will these be assessed? understanding will we gain? Autumn – Year B What era is this song Rock, structure, .What the ‘style indicators’ of To recognise the structure of the song Students will be assessed on the key from? What do the lyrics pulse, rhythm, pitch, rock music are. To recognise the instruments/voices skills in the National Curriculum Livin’ on a tell us? Do you like the bridge, backbeat, About rock anthems. within the song through end of unit assessments. prayer song? Can you find the amplifier, tempo, To find the pulse as you are listening On-going formative assessment by pulse? What are the Style texture, dynamics, To play the glockenspiel using notes G, class teacher and use of the music indicators of rock music? chorus, bridge, riff, A, B, D, E. (pentatonic scale) passports. How do you know this is hook, improvise, To compose rock music? compose To perform To reflect

Spring Year B What is the theme of the Old-school Hip Hop, To recognise the structure of the song music? (Old School Hip Rap, riff, synthesizer, What ‘style indicators’ of Hip Hop To recognise the instruments/voices The Fresh Prince Hop) Why was this song deck, backing loops, Music are. within the song of Bel Air written? What year was it Funk, scratching, What the structure of Hip Hop To find the pulse as you are listening written? Who wrote the unison, melody, music is. To play the glockenspiel using notes D, music? compose, improvise, E, F, G & A cover, pulse, To compose rhythm, pitch, To perform tempo, dynamics, To reflect timbre, texture, structure.

Summer – Year B Free topic space - please apply this module to the term where your year group show appears.

Dancing in the street Autumn – Year A What style indicators can style indicators, To recognise the style indicators To recognise the structure of the song you hear? Describe the melody, compose, of pop music. To recognise the instruments/voices Happy structure? improvise, cover, The root of pop/soul music such within the song What instruments/voices pulse, rhythm, pitch, as this dating back to the 60’s To find the pulse as you are listening you can hear? Describe tempo, dynamics, that is similar to Motown. To play the glockenspiel using notes C, the musical dimensions? timbre, texture, D, E, F & G structure, To compose dimensions of music, To perform using improvisations, neo soul, producer, instrumental performances and groove, Motown, compositions. hook, riff, solo To reflect on your own performance by talking about it afterwards. To add choreography to a performance.

Spring – Year A What style indicators can Melody, compose, Who Carole King was. To recognise the structure of the song You’ve got a you hear? Describe the improvise, cover, Why Carole King was influential. To recognise the instruments/voices friend structure? pulse, rhythm, pitch, About the structure of this iconic within the song What instruments/voices tempo, dynamics, song and her other works. To To find the pulse as you are listening you can hear? Describe timbre, texture, choose your own challenge when To play the glockenspiel using notes C, the musical dimensions? structure, it comes to improvising and D, E, F & G dimensions of music, composing. To compose hook, riff, solo, civil To introduce their performance and rights, gender gain confidence in presenting how equality, unison, and why you learnt a song. harmony To perform using improvisations, instrumental performances and compositions. To reflect on your own performance by talking about it afterwards. To add choreography to a performance.

Summer – Year A Free topic space - please apply this module to the term where your year group show appears.

Impact Assessments are made in order to improve. They are used to identify where there are gaps in learning for particular pupils. Planning is adjusted as a result in order to ensure that identified pupils catch up or close the gap. All pupils are individual and will be assessed in this way to ensure that they fulfil their individual potential. The founding assumption is that all pupils can achieve mastery (breadth and depth) if they are supported to do so.

Pupils’ progress is continually monitored throughout their time at the school and is used to inform future learning and teaching. Teaching staff will assess the children’s knowledge at the end of each unit by asking the Key Questions identifies on the Knowledge Organisers.

End points are set by the National Curriculum. By the end of each key stage, pupils are expected to know, apply and understand the knowledge, skills and competencies as specified in the programme of study.

Assessment for learning is continuous throughout the planning, teaching and learning cycle.

Impact End points are set by the National Curriculum. By the end of each key stage, pupils are expected to know, apply and understand the knowledge, skills and competencies as specified in the programme of study.

In order to achieve the Intent of the Music curriculum, assessment for learning is continuous throughout the planning, teaching and learning cycle. Assessments are made in order to improve. They are used to identify where there are gaps in learning for particular pupils. Planning is adjusted as a result in order to ensure that identified pupils catch up or close the gap. All pupils are individual and will be assessed in this way to ensure that they fulfil their individual potential. The founding assumption is that all pupils can achieve mastery (breadth and depth) if they are supported to do so.

Subject leader monitoring will include the following aspects:  Work sampling to ensure development of key learning and key vocabulary;  Discussing and checking understanding of learning and work with pupils, including effective challenge for more able pupils;  Monitoring planning to ensure full coverage of the curriculum;  Checking that there are opportunities to use and apply reading and writing skills in each subject area, consistent with quality in Literacy books.  Monitoring language skills – ensuring pupils understand key vocabulary;  Climate walks;  Lesson visits;  Gathering and responding to stakeholder’s views, including pupils;  Links to other areas of the curriculum including PSHE, Relationships, Healthy Schools, Behaviours for Learning, British Values and Equality; Subject leaders will:  Evaluate the performance of pupil cohorts and identified individuals or groups;  Identify where interventions may be required;  Work with teachers to ensure pupils are supported to achieve at least sufficient progress and expected attainment.  Produce an annual Action Plan to work on key development points.