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Newton Burgoland Primary School

Newton Burgoland Primary School

Together We Can Achieve Excellence

Music

Together We Make Learning A Memorable, Unmissable Adventure

Class 4 enjoying Scratch DJ, a fantastic musical opportunity offered to all of our KS2 students. 

Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire learners to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As learners 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.

Our music curriculum was reviewed in 2018/19 when we adopted the Leicestershire scheme for music.

Intent

We want all learners to reach at least the expected National Curriculum standard by the end of year 6 and to be keen to continue their studies in key stage 3 and beyond. We want learners to be able to see themselves as musicians.

The music  lesson should be one our learners look forward to and greet with enthusiasm. They should leave lessons wanting to find out more.

When studying music, learners will draw on their developing learning habits, making progress in their ability to persevere, work effectively as a team, respect and celebrate difference, ask questions and create.

We aim to inspire learners to take up a musical instrument, to want to continue their learning at secondary school and to appreciate the role music plays in our lives- supporting mental health and wellbeing.

Our curriculum ensures that pupils meet and explore pulse, pitch, voice, rhythm, digital composition and 20C musicians at greater depth as they progress from EYFS to Y6.

Those working at greater depth will be able to make connections between units of study, Experiment with sounds digitally and otherwise. They will be able to practise and refine their compositions drawing on increasing musical knowledge. They will go beyond the knowledge studied and ask questions to further their understanding. They are playful and creative with sound and composition

Implementation

The music curriculum is organised so that each year, learners revisit the interrelated dimensions of music: pulse, voice, pitch and rhythm- building upon previous learning and skills. Within each unit of study, learners listen, appraise, compose, appraise and improve. They then apply their learning within the summer term units to work with digital composition and to compose, using ideas drawn from a range of music styles. Learners develop their aural memory.

In key stage 2 learners are taught by a music specialist. In key stage 1 the class teacher, teaches music using the Leicestershire scheme

During Key stage 2 learners are taught to play a range of instruments: P-Buzz, turntablism, sound sampling, steel pans, tuned percussion. They perform for parents and the school community.

A variety of music is chosen for assemblies to extend learners musical knowledge and musical diet.

  • Key vocabulary has been identified, alongside enrichment opportunities including trips and visitors.
  • Themes are revisited, and teaching makes links to what has already been learnt and what will be learnt next.
  • A progression document is in place to support the assess, plan, do review cycle
  • Teachers are careful to avoid cognitive overload by planning learning in small steps with time to develop understanding and spaced retrieval to aid long term memory
  • Pupils listen to and appraise a variety of music and learn to sing and perform.
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Assessment, Recording and Reporting

In all subjects there are three broad areas for assessment:

  • Children’s knowledge and understanding
  • How well children can use and apply their knowledge, understanding and skills at the end of a unit of work to complete an independent (of an adult) task or challenge.
  • How well learners are developing habits for learning and character

Teachers assess learner’s work, their attitudes, increasing skills, knowledge and understanding, by making informal judgements as they observe them during lessons. This assessment enables planning to be tailored to meet learners needs. Assessment encompasses teacher, peer and self-assessment. In all subjects, opportunities for both Assessment for Learning and Assessment of Learning are built into provision. Learners are supported to reflect on their own learning and, age appropriately, to make judgements about their strengths and needs, beginning to plan how to make progress and set personal targets

Baseline assessment, in order to understand pupils’ prior learning, is an essential part of planning to ensure new learning is relevant and progress can be assessed.

The learners work, in particular baseline assessments and end of unit assessments, which are recorded within learners’ workbooks are used to make decisions at the end of each unit, and at the end of each year, as to next learning steps and whether or not learners are making strong progress and are on track for end of key stage expectation.

Progress is recorded and reported to parents as part of the child’s annual school report.

Special Educational Needs

Music is taught to all children, whatever their ability, in accordance with the school curriculum policy of providing a broad and balanced education to all children. Teachers provide learning opportunities matched to the needs of children with learning difficulties.

Impact

Prior to the pandemic:

  • Pupils made good progress in music to achieve at least ARE by the end of year 6.
  • Continuous provision and direct teaching in EYFS prepared pupils well for the national curriculum.
  • All children used musical vocabulary accurately
  • Pupils were able to play and perform – turntablism, steel pans, P-Buzz
  • Children could speak confidently and positively about their learning in music

Those working at greater depth were able to make connections between units of study. They went beyond the knowledge studied and asked questions to further their understanding.

As a result of the pandemic:

  • Pupils have had fewer opportunities to work together to learn, play and perform
  • Singing opportunities were curtailed for health and safety –  older pupils are generally less confident when singing

Pupils have listened to a narrower range of music

By following the assess, plan, do, review cycle teachers will identify areas which need more or less focus over the next 2 years and support all pupils to make strong progress from starting points.

the national Curriculum

Aims

The national curriculum for music aims to ensure that all learners:

  • perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
  • learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
  • 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.

Year 2 pupils created this piece of art work in the style of Kandinsky, They then composed and created a piece of music to accompany the picture using music technology. Our first attempt can be found below. In discussion the children decided that they wanted to change the dynamics so we will be rerecording following further rehearsal.

A composition by one of our year 6 pupils can be downloaded and listened to using then link at the bottom of this page: Olivia Composition.

orchestra Unwrapped

Pupils in key stage 2 visit the philharmonic orchestra and participate in the orchestra unwrapped programme. In 2019/ 20, we joined in with the Orchestra to tell the story of Copeland's Appalachian Spring.

In 2020/21 we attended the concert virtually.

More about the orchestra.

Music in early years Foundation Stage

Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.

Expressive arts and design has two aspects:

Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.

Learning in Music will support learning in Personal, Social and Emotional Development and Communication and Language.

EYFS

By the end of EYFS learners :

  • Can use their voice to speak, sing and chant.
  • Can use instruments to perform.
  • Can clap short rhythmic patterns.
  • Can make different sounds with voice and with instruments.
  • Can repeat short rhythmic and melodic patterns.
  • Can make a sequence of sounds.
  • Can respond to different moods in music. can say whether I like or dislike a piece of music.
  • Can choose sounds to represent different things.
  • Can follow instructions about when to play and sing

They Know

  • A variety of simple rhymes and songs
  • The names of some tuned and unturned percussion instruments
  • How to treat instruments with respect
  • How to make loud and quiet sounds with instruments and their voice
  • The vocabulary: pulse, pitch, rhythm

Key Stage 1

By the end of KS 1 learners :

  • Can sing and follow a melody.
  • Can perform simple patterns and accompaniments keeping a steady pulse.
  • Can play simple rhythmic patterns on an instrument.
  • Can sing or clap increasing and decreasing tempo.
  •  can order sounds to create a beginning, middle and an end.
  • Can create music in response to different starting points.
  • Can choose sounds which create an effect.
  • Can use symbols to represent sounds.
  • Can make connections between notations and musical sounds.
  • Can listen out for particular things when listening to music.
  • Can improve my own work.

Learners know:

  • A wider range of songs
  • The names of instruments used and seen
  • That music can be recorded in a written form to be played again
  • That music can be created digitally

The children in class one composed, recorded and performed their penguin hunt songs, based on their learning about Antarctica.

Key stage 2

By the end of Key stage 2 learners:

  • can sing in harmony confidently and accurately.
  • can breathe in the correct place when singing.
  • can maintain my part whilst others are preforming their part.
  • can improvise within a group using melodic and rhythmic phrases.
  • can perform parts from memory.
  • can take the lead in a performance.
  • can use a variety of different musical devices in my composition (including melody, rhythms and chords).
  • can evaluate how the venue, occasion and purpose affects the way a piece of music is created.
  • can analyse features within different pieces of music.
  • can compare and contrast the impact that different composers from different times have had on people of that time.
  • can explain why I think music is successful or unsuccessful
  • can suggest improvement to my own work and that of others.

They know:

  • How to improvise within a group using melodic and rhythmic phrases.
  • How to change sounds or organise them differently to change the effect.
  • How to compose music which meets specific criteria.
  • How to use notation to record groups of pitches (chords).
  • How to choose the most appropriate tempo for a piece of music.
  • How to describe, compare and evaluate music using musical vocabulary.
  • How to contrast the work of a famous composer and explain preferences.

A short video of Class 4 performing a clapping rhythm routine they wrote and practised before performance:

 

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Pulse- progress

At the end of the unit of work learners will be able :

EYFS:

  • I can imitate movements in response to music.
  • I can keep a steady pulse with some accuracy (eg clapping, marching, tapping)
  • I can explore, respond and identify long and short sounds.

Year 1

  • I can create, explore, respond and identify long and short sounds.
  • I can follow and create simple musical directions for faster, slower, stopping and starting.
  • I can keep a steady pulse with some accuracy (eg clapping, marching, tapping and playing instruments)

Year 2

  • I can sing / play with good sense of pulse.
  • I can demonstrate an understanding of the differences between pulse and rhythm through physical movement / playing / singing.
  • I can begin to recognise rhythmic patterns found in speech, e.g. saying / chantingnames / syllables in names etc.

Year 3

  • I can sing and play confidently and fluently, maintaining a steady pulse.
  • I can maintain a part in a piece/ rhythm game consisting of twoor more parts.
  • I can offer comments about own and others’ work and ways to improve, using appropriate musical vocabulary.
  • I can accept feedback and suggestions from others.
  • I can respond to visual and aural cues.
  • I can follow and lead simple performance directions, demonstrating my understanding of pulse.

Year 4

  • I can sing and play confidently and fluently, maintaining an appropriate pulse.
  • I can follow and lead simple performance directions. (eg call and response patterns)
  • I can maintain an independent part in a small group when playing or singing (eg a drone, ostinato, rhythm)
  • I can offer comments about own and others’ work and ways to improve, using appropriate musical vocabulary.
  • I can accept feedback and suggestions from others.
  • I can respond to basic symbols (standard notation and graphical).

Year 5

  • I can maintain a strong sense of pulse throughout pieces with and without syncopation.
  • I can create simple rhythmic pieces which demonstrate understanding of rhythm / melodies / accompaniments.
  • I can maintain an independent part in a group when singing or playing.
  • I can offer comments about own and others’ work and ways to improve, using appropriate musical vocabulary; accept feedback and suggestions from others.
  • I can respond to and use graphic / standard notation (crotchets and quavers) when playing and creating melodies and rhythms.

Year 6

  • I can maintain a strong sense of pulse and recognise when going out of time.
  • I can sing / play regular (2/4 , ¾, 4/4) and irregular (7/4, 5/4)
  • I can maintain an independent part in a group when singing or playing with an awareness of other parts / performers.
  • I can share opinions about own and others’ music and be willing to justify these using musical vocabulary.
  • I can listen to and evaluate a range of live and recorded music from different traditions, genres, styles and times, responding appropriately to the context.
  • I can follow basic shapes of music (including staff and other notations) through singing and playing short passages of music.

Voice - progress

At the end of the unit of work learners will be able :

EYFS

  • I can sing songs, which contain a small range of notes (2 or 3 notes for example).
  • I can perform actions to accompany songs. (Move like a snake etc)

Year 1

  • I can sing and perform songs, which contain a small range of notes (3 - 5 notes for example), with growing confidence.
  • I can follow performance instructions including starting and stopping with accuracy.
  • I can recognise and represent higher and lower sounds using graphic notation.

Year 2

  • I can sing, with accuracy, within a range of notes.
  • I can follow and use performance instructions. (including, starting, stopping, dynamics and tempo)
  • I can recognise and demonstrate the link between pitch and shape using graphic notation.

Year 3

  • I can sing fluently.
  • I can create, use and lead a group with performance instructions. (tempo, dynamics, start, stop,)
  • I can hear a melody and create a graphic score represent it.

Year 4

  • I can sing with an awareness of my breathing and pronunciation.
  • I can sing fluently with confidence.
  • I can use standard or graphic notation to create a melody.
  • I can play and sing as part of an ensemble.
  • I understand and can sing songs from different cultures.
  • I can share opinions about a class performance using musical vocabulary.

Year 5

  • I can sing and maintain an independent part.
  • I can experiment and perform sounds made by my voice.
  • I can follow and perform a vocal piece using a graphic / notated score.

Year 6

  •  I can read and write graphic scores and perform sung interpretations of different pitches.
  • I can experiment with and refine sounds and pitches with my voice.
  • I can maintain a sung part in a group performance.
  • I can maintain a sung part in a group performance.
  • I can work with a group to perform parts from a song with accurate pitch.
  • I can self assess and peer asses our sung performances.

Pitch

At the end of the unit of work learners will be able :

EYFS

  • I can recognise and broadly control changes in timbre, tempo, pitch and dynamics when playing instruments and vocally
  • I can sing broadly in tune with a limited pitch range
  • I can create music, and suggest symbols to represent sounds
  • I can comment on and respond to recordings of own voice, other classroom sounds and musical instruments

Year 1

  • I can sing in tune and perform songs, which contain a small range of notes (3 - 5 notes for example), with growing confidence.
  • Recognise and broadly control changes in timbre, tempo, pitch and dynamics when playing instruments and vocally
  • I can use graphic notation to record pitch
  • I can listen to ideas from others and use them to help improve my work

Year 2

  • I can sing in tune within a given pitch range, and perform with a good sense of pulse and rhythm
  • I can listen with increased concentration, responding appropriately (through movement, sound-based and other creative responses) to a variety of live and recorded music, making statements and observations about the music.
  • I can musically demonstrate increased understanding and use of basic musical features (Eg graduation of sound – getting louder, softer, higher, lower, faster, slower).
  • I can begin to recognise and musically demonstrate awareness of a link between shape and pitch using graphic notation.

Year 3

  • I can sing fluently.
  • I can begin to create simple rhythmic patterns, melodies and accompaniments
  • I can begin to aurally identify, recognise, respond to and use musically graphic notation to represent basic changes in pitch within a limited range
  • I can offer comments about my own and others’ work and accept suggestions from others

Year 4

  • I can begin to demonstrate increasing confidence, expression, skill and level of musicality through taking different roles in performance and rehearsal (playing a solo melody, group ostinato, conductor, evaluator, pulse keeper).
  • I can begin to create music which demonstrates understanding of basic structure (focusing on contrasting pitches and melodies) and evaluate the choices made.
  • I can begin to use a variety of musical devices, timbres, textures, techniques etc when creating and making music.
  • I can listen and evaluate a range of live and recorded music from different traditions, genres, styles and times, responding appropriately through composition, discussion, mind map etc....
  • I can begin to critique own and others’ work, offering specific comments and justifying these with musical examples and technical vocabulary.

Year 5

  • I can begin to demonstrate increasing confidence, expression, skill and level of musicality through taking different roles in performance and rehearsal (playing a solo melody, group ostinato, conductor, evaluator, pulse keeper).
  • I can begin to create music which demonstrates understanding of basic structure (focusing on contrasting pitches and melodies) and evaluate the choices made.
  • I can begin to use a variety of musical devices, timbres, textures, techniques etc when creating and making music.
  • I can listen and evaluate a range of live and recorded music from different traditions, genres, styles and times, responding appropriately through composition, discussion, mind map etc....
  • I can begin to critique own and others’ work, offering specific comments and justifying these with musical examples and technical vocabulary.

Year 6

  • I can demonstrate increasing confidence, expression, skill and level of musicality through taking different roles in performance and rehearsal(playing a solo melody, group ostinato, conductor, evaluator, pulse keeper)
  • I can create music which demonstrates understanding of basic structure (focusing on contrasting pitches and melodies) and evaluate the choices made
  • I can use a variety of musical devices, timbres, textures, techniques when creating and making music.
  • I can listen and evaluate a range of  live and recorded music from different traditions, genres, styles and times, responding appropriately through composition, discussion, mind map etc.
  • I can critique own and others’ work, offering specific comments and justifying these with musical examples and technical vocabulary

rhythm

At the end of the unit of work learners will be able :

EYFS

  • I can explore rhythm through play
  • I can create rhythms and suggest symbols to represent rhythms
  • I can keep a steady pulse with some accuracy while playing
  • I can recognise and control changes in tempo
  • I can listen to ideas from others, taking turns

Year 1

  • I can begin to play rhythmic patterns found in speech
  • I can confidently copy given rhythms
  • I can begin to understand the differences between pulse and rhythm through physical movement, playing and singing
  • I can use graphic notation to record rhythms
  • I can listen to ideas from others and use them to help improve my work

Year 2

  • I am beginning to recognise rhythmic patterns found in speech
  • I can demonstrate I understand the differences between pulse and rhythm through physical movement, playing and singing
  • I can perform with a good sense of pulse and rhythm
  • I can use graphic notation to record rhythms
  • I can offer comments about others’ work and accept suggestions from others

Year 3

  • I can listen and copy rhythmic patterns
  • I can play rhythms confidently while maintaining an appropriate pulse
  • I can demonstrate I understand the differences between pulse and rhythm through playing an instrument
  • I can create graphic notation to represent rhythm
  • I can offer comments about my own and others’ work and accept suggestions from others

Year 4

  • I can create simple rhythmic patterns
  • I can confidently maintain an independent part when playing an instrument in a small group
  • I can play confidently and fluently maintaining an appropriate pulse
  • I can aurally identify, recognise, respond to and use musically basic symbols including Western notation
  • I can offer comments about my own and others work and ways to improve, and I can accept feedback and suggestions from others

Year 5

  • I can use a variety of timbres and techniques when creating and playing music
  • I can confidently maintain an independent part when playing an instrument in a small group
  • I can respond to and use musically basic symbols including Western notation
  • I can critique my own and others’ work and justify the comments

Year 6

  • I can use a variety of musical devices, timbres, textures, techniques when creating and playing music
  • I can confidently maintain an independent part when playing an instrument (smaller groups / more parts)
  • I can follow staff and other notations while playing short passages of music
  • I can critique my own and others’ work, offering specific comments and justifying these.

20C music

At the end of the unit of work learners will be able :

EYFS

  • To comment and respond to recorded music from different traditions, genres,

Year 1

  • To listen to recorded music, and use one element, from different traditions, genres,

Year 2

  • To listen to and use features of recorded music from different traditions, genres, styles, and times.

Year 3

  • To listen to and use features of recorded music from different traditions, genres, styles, and times.

Year 4

  • To listen to and use features of recorded music from different traditions, genres, styles, and times.
  • To demonstrate quality of key musical skills and elements.

Year 5

  • To use a variety of musical devices, timbres, textures, techniques etc. when creating and making music.
  • To experiment with voice, sounds, technology, and instruments in creative ways to explore new techniques.
  • To listen to and evaluate a variety of recorded music from different traditions, genres, styles, and times.
  • To critique own and other’s work offering specific comments and justifying these.

Year 6

  • To use a variety of musical devices, timbres, textures, techniques etc. when creating and making music.
  • To experiment with voice, sounds, technology, and instruments in creative ways to explore new techniques.
  • To listen to and evaluate a variety of recorded music from different traditions, genres, styles, and times.
  • To listen to and evaluate a variety of recorded music from different traditions, genres, styles, and times.

Digital music

At the end of the unit of work learners will be able :

EYFS

  • To explore and change sounds and music through play and technology.
  • To comment and respond to recordings of own voice, other classroom sounds.
  • To create music and suggest symbols to represent the sounds.
  • To begin to demonstrate an understanding of musical structure

Year 1

  • To use technology to create and change sounds.
  • To use technology to create and change sounds.
  • To use technology to create and change sounds.

Year 2

  • To experiment changing and combining sounds, through technology.
  • To comment and respond to a variety of live and recorded music, making statements and observations about musical structure.
  • To demonstrate a deeper understanding of musical structure, through discussing musical structure.

Year 3

  • To use technology to create, change and combine sounds.
  • To recognise and use basic musical structure.
  • To offer comments about mine and other’s work and accept suggestions from others with a focus on musical structure. 

Year 4

  • To use technology to create, change and combine sounds.
  • To recognise and use basic musical structure.
  • To offer comments about mine and other’s work and accept suggestions from others with a focus on musical structure. 

Year 5

  • To use voice, sounds, technology and instruments in creative ways.
  • To recognise, respond and use basic musical structure.
  • To comment about own and other’s music, with a focus on the structure used.

Year 6

  • To use a variety of musical devices when making music to include timbres, textures, techniques etc.
  • To create music which demonstrates an understanding of structure and discuss the choices made.
  • To listen, evaluate and share opinions about range of live and recorded music from different traditions, genres, styles and times with a focus on structure, using technical.
  • To share opinions about own and others music and be willing to justify these, using technical vocabulary