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Music Curriculum Intent

Music is an important element in our lives and across the globe. Radcliffe Juniors intend to deliver a high quality Music Education, which will engage and inspire pupils to develop their love of music and their talent as musicians. Our intent is that our children are able to enjoy music in as many ways as they choose – either as a listener, creator or performer. This experience and achievement will then increase their self-confidence, creativity, interaction with others, behaviour, well-being and self-reflection: all fundamental attributes. All individuals will have opportunities to develop these skills in a wide range of teaching and learning activities, where they will be able to reflect on areas of strength and areas of development through ‘sticky knowledge quizzes’ and self-evaluations.

 

Connecting with learning:

*Children will connect to the music they have listened to and develop their opinions on types of musical genres, composers and music in different cultures, ethnicities and history across the world.

*ROTJS pupils will connect to their learning through creating, composing and improvising music for real life purposes.

*They will have the opportunity to learn a musical instrument.

*Our children will connect and develop an understanding of the terminology used within all music, which are referred to as the Inter-related dimensions of music: pitch, timbre, dynamics, dynamics, tempo, texture, structure as well as musical notation.

 

Connecting with others:

*Throughout musical events the children will connect with each other when they are singing and performing – feeling that unity, spiritual connection and experience a shared enjoyment, which music evokes.

*When learning and experiencing music together, pupils at ROTJS will have the opportunity to express, live and celebrate our school ‘Be Values:’ be creative and use our imaginations; be unique; be brave and bounce back; be positive and believe in yourself; be understanding and respect others and be curious and love learning.

 

Connecting with our community:

*Music is for everybody and at ROTJS we embrace this and enjoy connecting with the community through musical projects and events.

*Through performing and enjoying musical events within our community: at Church, The Grange Hall, Music Festivals, Music Halls, SNA and Residential homes, the children develop an understanding of the importance of being part of a community; that music has the power to bond and bring us all together, as well as, develop personal qualities and our ‘Be Values.’

ROTJS Music Curriculum

  

Year 3

Year 4

Year 5

Year 6

Performing

Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression.

Use their voices expressively (high and low, long and short, loud and quiet notes etc.) and creatively by singing songs and speaking chants and rhymes.

 

Make clear notes on musical instruments.

 

Copy and play simple rhythms in time with others.

 

Improve work; explaining how it has been improved.

Sing songs from memory with expression (high and low, long and short, loud and quiet notes etc.) and with greater accuracy in pitch

 

Play tuned and untuned instruments (triangle, drum, recorder etc.) musically by changing their sounds – volume, pitch and understanding how they can do this. 

Use their voices or an instrument to maintain their own part whilst others perform their part -keep in time with the group – e.g. singing a round.

 

Play an ostinato (repeated musical phrase) on a pitched instrument and change the dynamics (loudness/ crescendo and softness/ diminuendo)

Conduct a group in their performance, using signals to change the dynamics.

 Play and perform in solo and ensemble contexts, using notation or performing from memory.

Sing in harmony confidently and accurately

 

Perform parts from memory and take the lead in a performance

 

Use ICT to record and evaluate their performances to improve their work

Compose and Use

Improvise and compose music for a range of purposes using the inter-related dimensions of music.

 

 

 

 

 

Experiment with creating ways of drawing and using symbols to represent sounds/ music.

Select and combine sounds, choosing instruments for their sounds - timbre (quality of sound – metallic, wooden etc. – coconuts for horses hooves) to create a ‘mood’ or ‘feeling’

Start to compose music thinking about textures, tempo, and structure of piece (verse, chorus, bridge, and chorus), dynamics and pitch.

Experiment with creating ways of drawing and using symbols to represent sounds/ music and start to record musical notation more formally.

 

Create a pattern, rhythm and melody, using knowledge of Timbre to create a sound for the right effect.

Compose music thinking about textures, tempo, and structure of piece (verse, chorus, bridge, and chorus), dynamics and pitch.

Improvise and compose music/songs for specific criteria (Christmas, adverts, Rainforest raps) using the inter-related dimensions of music – think about timbre (different quality of sounds) textures, tempo, structure of piece (verse, chorus, verse, bridge, verse - A, B, A, C, A), dynamics, rhythm, pulse and pitch.

Start to use and understand staff and other musical notations and use a music diary when they compose a piece, collating ideas as they progress.

Improvise and compose music/song for a range of occasions (Christmas, Leavers, DARE) using the inter-related dimensions of music – think about timbre (different quality of sounds) textures, tempo, structure of piece (verse, chorus, verse, bridge, verse - A, B, A, C, A), dynamics, melody, rhythm, pulse and pitch.

Use and understand staff and other musical notations - crotchet, minim, semibreve, quaver, rest and treble clef

Listen and appreciate

Listen to a wide range of high-quality live and recorded music drawn from different eras, traditions and from great composers and musicians.

 

 

Use musical vocabulary to describe a piece of music, such as loud, quiet, fast, slow, high and low etc.

 

Use their bodies to express how the music makes them feel – marching, swirling etc.

 

 

Start to listen with greater concentration and understand the different purposes of music –to make you happy, sad or tense.

 

Draw, dance and express themselves when listening to music and explain their ideas.

 

Explain how silence is often needed in music and its effect

 

Identify instruments used in music.

Describe,  compare and evaluate pieces of music using musical language – tempo, dynamics, pitch etc. and say if they think it is successful or not.  

Listen to music and suggest or identify purposes for musical extracts – advert, theme tune, film score, ceremonial music, dance music etc.

 

Evaluate how the venue, occasion and purpose affects the way a piece of music is created

Describe, compare and analyse pieces of music using musical language – tempo, dynamics, pitch etc

 

Identify use of techniques like ‘call and response’, ternary (A, B, A form) rondo (A, B, A, C, A).

 

History of Music

Develop an understanding of the history of music.

 

Use Classical 100

Recognise the work of at least one famous composer.

 

Begin to identify the style of work of Beethoven, Mozart and Elgar.

 

Contrast the work of a famous composer with another and explain preferences.

 

Compare and contrast the impact that different composers from different times have had on people of that time.

 

Vocabulary

 

Texture, tempo, structure of piece (verse, chorus, bridge, chorus), dynamics, timbre and pitch. High and low, long and short, fast and slow, loud and quiet notes; chants and rhymes, rhythm

 

 

 

Textures, tempo, structure of piece (verse, chorus, bridge, chorus), dynamics, volume, timbre and pitch.  High and low, long and short, fast and slow, loud and quiet notes; chants and rhymes, pattern, rhythm and melody, crotchet, minim, semibreve, quaver, rest and treble clef

Ostinato, change of dynamics: crescendo diminuendo; timbre (different quality of sounds) textures, tempo, structure of piece (verse, chorus, verse, bridge, verse - A,B,A,C,A), rhythm, pulse and pitch, crotchet, minim, semibreve, quaver, rest and treble clef

Ostinato, change of dynamics: crescendo diminuendo; timbre (different quality of sounds) textures, tempo, structure of piece (verse, chorus, verse, bridge, verse - A, B, A, C, A), melody, rhythm, pulse and pitch.

‘call and response’, ternary (A,B,A form) , rondo (A,B,A,C,A), crotchet, minim, semibreve, quaver, rest and treble clef

Sticky Knowledge

 

*know how to use their voices and instruments to play clear notes

*know how to combine different sounds to create a specific mood or feeling when composing

*listen carefully and recognise high and low phrases

*know how to create repeated patterns with different instruments

*know how to improve work; explaining how it has been improved

*use musical words to describe a piece of music and compositions

*know the work of at least one famous composer

*know how to sing songs from memory with accurate pitch

*know how to use some form of notation to record compositions in a small group or individually

*know why silence is often needed in music and explain what effect it has

*identify and describe the different purposes of music

*to begin to know and identify the style of work of Beethoven, Mozart and Elgar

 

 

 

*know how to maintain own part whilst others are performing their part

*know how to compose music which meets specific criteria

*repeat a phrase from the music after listening intently.

*know how to use music diary to record aspects of the composition process

* Know how to describe, compare and evaluate music using musical vocabulary

*explain why they think music is successful or unsuccessful

*know the work of handful of famous composers and explain their preferences

 

*know how to sing in harmony confidently and perform parts from memory, taking the lead in a performance

*know a variety of different musical devices in composition

*accurately recall a part of the music listened to

*know how to analyse features within different pieces of music

*know that venue, occasion and purpose affects the way a piece of music is created

*know that different composers from different times have impacted people

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