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Music VisionMusic is a universal language that allows personal expression and speaks to us in many different ways. It creates strong feelings, builds memories, ignites passion and develops ideas.?At Village Primary School, children see Music as an inspiring, engaging and active subject. During music lessons, children will explore and create sounds in many different ways, which includes the use of technology. They will learn to sing and use their voices in interesting ways. They will experience playing musical instruments, which are tuned and un-tuned and begin to read appropriate music notation. Children will develop clear subject knowledge about how music is created, produced and communicated through a range of elements including pitch, duration, dynamics, tempo, timbre, texture and structure. Children of all abilities will be actively involved in all lessons. In addition, children will be encouraged to access additional music provision, such as the school choir, guitar, and ukulele, keyboard and trumpet lessons in order for every child to discover their musical potential. This provision will be facilitated by inspirational musicians who will help the children to create and fulfil their individual musical dream, whatever that may be. The children of Village Primary will learn to appreciate the ‘language of music’ by exploring and listening to the music of great composers, music from a range of cultures and across many genres to inspire and stimulate their creative minds. Through music, children will discover and develop a sense of group identity and togetherness composing, rehearsing and performing music with others, to an audience. Half termly, musical celebrations will showcase individual and group achievements in music. Children will also have opportunity to perform publically.It is our aim that children understand that music is one of the few common threads that links peoples and ideas together. Therefore, high quality music education makes an essential contribution to the creativity, culture, economy and well-being of the nation. Meaningful links are made to Global Goals and the UNICEF Rights of the Child where relevant.Music - Curriculum Map(Themes are linked with Charranga Musical School)Autumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2Year 1Hey you!How pulse, rhythm and pitch work together.Article 13 & 31Rhythm in the way we walk!Banana rapHow pulse, rhythm and pitch work togetherArticle 13 & 31In the grovePlaying/singing in different styles Article 13 & 31Article 15Round and roundPlaying/singing in different stylesArticle 13 & 31Your ImaginationCreating lyricsArticle 13 & 31Reflect, rewind and replayRevisit unitPerforming a piece of music Article 13 & 31End pointsTo take part in singing.To explore how sounds can be made using instruments.To listen for different sounds in music.To listen for loud and quiet sounds in music.To explore how sounds can be changed.To identify the pitch of sounds. To follow instructions on how and when to sing To begin to make a sequence of long and short sounds with help.To begin to follow instructions on how and when to play an instrument To make a sequence of long and short sounds.To begin to make long and short sounds using voices and instruments To begin to clap longer rhythms.To initiate changes in pitchTo clap longer rhythms.Year 2Hands, feet, heartBegin to recognise styles, find the pulse, recognise instruments, listen and discuss other dimensions of music.Global Goal 3Article 13 & 31Ho, Ho, Ho!Creating a performance using musical instruments and dance.Article 13 & 31I wanna play in a band!Rock music and movementArticle 13 & 31Article 15 ZootimeSong structureArticle 13 & 31Friendship songExploring mixed style of musicGlobal Goal 3Article 13 & 31Reflect, rewind and replayRevisit unitPerforming a piece of musicArticle 13 & 31End pointsTo use vocabulary such as high/low, loud/quiet, fast/slow when describing music To describe how music makes me feelTo take notice of others when I am singing and performingTo use instruments to make long and short soundsTo follow symbols which represent sounds and keep a steady beatTo take part in singing songs following the tune (melody) wellTo use actions to show change in pitchTo use my voice to good effectTo keep a steady beat when singing To make my voice high and lowTo describe what I can hearTo perform with others, taking instructions from the leaderTo use vocabulary such as high/low, loud/quiet, fast/slowTo make and control long and short sounds using my voice and instrumentsTo choose sounds to make different effects.SkillsKS1Pupils should be taught to:use their voices expressively and creatively by singing songs and speaking chants and rhymesplay tuned and untuned instruments musicallylisten with concentration and understanding to a range of high-quality live and recorded musicexperiment with, create, select and combine sounds using the interrelated dimensions of musicYear 3Let your spirit flyBegin to recognise styles, find the pulse, recognise instruments, discuss, listen, and discuss other dimensions of music.RnB. Singing in two parts.Global Goal 3Article 13 & 31Glockenspiel Stage 1Playing the glockenspiel. The language of music.Article 13 & 31Three Little BirdsReggae and Bob Marley.Global Goal 3Article 13 & 31The dragon songSinging in two partsArticle 13 & 31Article 15Bringing us togetherHow Disco music is structured Article 13 & 31Reflect, rewind and replayRevisit unitPerforming a piece of musicArticle 13 & 31End pointsTo use pulse and rhythm to create patternsTo listen to and describe recorded musicTo use selected notes to create a patternTo follow pictorial notation for simple rhythms To compose and perform simple melodiesTo follow hand movements to indicate pitchTo use sounds to create effectsTo sing a song in a group and keep in timeTo sing songs from memory with accurate pitchTo maintain a part within a groupTo describe different structure e.g. different sections of music and repetition To describe music using words such as duration, timbre, pitch, beat and textureTo recognise how musical elements can be used together to compose music To know how many beats in a minim, crotchet and semibreve and recognise their symbolsYear 4Mamma MiaBegin to recognise styles, find the pulse, recognise instruments, listen, and discuss other dimensions of music.Article 13 & 31Glockenspiel Stage 2Playing the glockenspiel. The language of music.Article 13 & 31STOP!Writing lyrics related to ‘Grime’ genre.Article 13 & 31Lean on meGospel/links to Religious musicArticle 13 & 31BlackbirdThe Beatles and the development of pop music. The Civil Rights Movement.Global Goal 3Article 13 & 31Reflect, rewind and replayRevisit unitPerforming a piece of musicGlobal Goal 3Article 15End pointsTo describe and compare different kinds of musicTo describe music using words such as duration, timbre, pitch, beat , temp and texture To use pulse, rhythm and pitch to create effectsTo compose and perform melodies and songsTo sustain a note, chord or repeating pattern to accompany a songTo create accompaniments for songsTo sing as a group keeping in tuneTo use layers of sound with awareness of the effect created To begin to understand that music reflects time and placeTo listen to several layers of sound and talk about the effect on my mood and feelingsTo know the symbol for a rest in music and use silence for effect in my workTo know sense of occasion affects the performance Year 5Livin’ On A PrayerRecognise styles, find the pulse, recognise instruments, listen, and discuss other dimensions of music.Rock anthemsGlobal Goal 3Article 13 & 31Classroom Jazz 1Jazz and improvisation.Article 13 & 31Make You Feel My LovePop balladsArticle 15Fresh prince of Bel AirOld school Hip HopGlobal Goal 3Article 13 & 31Dancin’ In The StreetRecognise styles, find the pulse, recognise instruments, listen, and discuss other dimensions of music.Rock anthemsArticle 13 & 31Reflect, rewind and replayRevisit unitPerforming a piece of musicArticle 13 & 31End pointsTo develop my range of words to help me describe music (pitch, duration, dynamics, timbre, texture and silence) I perform songs showing awareness of the meaning of wordsTo compose music for a range of purposes using chords, melody, rhythm, timbre, dynamics and structure. I can follow traditional notation for simple rhythms (crotchets, rests, quavers, minims)To sing expressively as part of a groupTo hold a part in a 2 part groupTo understand how music reflects time and place To combine sounds expressively To start to evaluate music using musical vocabulary To know how to make creative use of the ways that sounds can be changed, organised and controlled including uses of ICT. To breathe well, pronounce words, change pitch and show control in my singing To create rhythmic patterns with awareness of timbre and duration. To know and use standard musical notation of crotchet, minim and semibreve. Year 6Songs about happinessIn greater depth and with more confidence, recognise styles, ?nd the pulse, recognise instruments, listen, and discuss all?dimensions of music.Global Goal 3Article 13 & 31Classroom Jazz 2Jazz and improvisationArticle 13 & 31Benjamin Brittan – A New Year CarolBenjamin Britton’s musicArticle 13 & 31You’ve Got A FriendCarole King’s music - her life as a composer.Article 13 & 31Women and their influences in music Global Goal 3Article 13 & 31Reflect, rewind and replayRevisit unitPerforming a piece of musicArticle 13 & 31Article 15 To sing confidently and expressively as part of a group or solo To use a range of words to describe music e.g. pitch, duration, dynamics, timbre, texture and silence To understand elements of traditional musical notation To create a piece of music showing awareness of timbre and duration To suggest improvements for others workTo listen and notice different styles/genres of music To describe music using musical words To understand how music reflects time and place To play an accompaniment on an instrumentTo listen and notice different styles/genres of musicTo create music which reflects given intensions and uses notation as a support for performance.To appreciate and understand music form different traditions. To use graphic notation.Skills KS2Pupils should be taught to:play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expressionimprovise and compose music for a range of purposes using the interrelated dimensions of musiclisten with attention to detail and recall sounds with increasing aural memoryuse and understand staff and other musical notationsappreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musiciansdevelop an understanding of the history of music ................
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