Music Policy & Curriculum 2015
Overview
This policy reflects the requirements of the national curriculum framework; the Areas of Learning
and Early Learning Goals within the Foundation Stage Curriculum and the National Plan for Music
Education which highlights the importance of signing in schools and aims for every primary school
child to have opportunities for sustained and progressive instrumental tuition free of charge.
“Music is a universal language that embodies one of the highest forms of creativity. A high quality
music education should 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.”
Objectives – To ensure that all pupils:
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Sing and use their voices to create and compose music
Perform, listen to and review music across a range of historical periods, genres and styles
Have the opportunity to learn a musical instrument for a minimum of 1 term
Have the opportunity to express themselves creatively
Develop their musical skills through an understanding of the interrelated dimensions of
music – pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate
musical notations
Use technology appropriately
Have the opportunity to progress to the next level of musical excellence
Have the opportunity to perform in school and as part of the wider community
Strategies
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In the Early Years the teaching of music allows children to explore sound and have access to
musical instruments and listening stations. They also explore music through dance,
movement, story, role play and singing.
Music in taught weekly throughout the school and cross-curricular links are made wherever
possible.
Weekly phase singing assemblies are held.
Children have additional opportunities to develop their understanding of skills in music.
Extra-curricular activities are provided by teaching staff and peripatetic teachers.
Choirs and Music groups are available for all pupils and will have regular opportunities to
perform.
Pupils are given the opportunity to listen to a range of Music drawn from different traditions
and from great composers and musicians at the beginning and end of assemblies.
Assessment and Recording
Assessment will form an integral part of the teaching and learning of Music. This will be done by
observing children working and performing, by listening to their responses and by examining work
produced. As often as possible children’s work will be recorded and they will have the opportunity to
listen back to their singing and compositions, giving them the chance to assess and improve their
work.
Peripatetic Instrumental Lessons
Instrumental lessons are available in school for Years 3 - 5 following a year of free group tuition in
Year 3 and 5 where the children have the opportunity to learn recorder and guitar.
Resources
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Music resources are located KS2 Hall
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The music trolley is located KS2 Hall
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Resources are monitored by the music co-ordinator
Agreed by governors:
Policy to be reviewed:
Musical Elements
Pitch
KS1 – higher/lower
KS2 – graduations of high/low
Duration
KS1 – Longer/shorter, steady pulse/beat, rhythm
KS2 – Groups of beats, rhythm
Dynamics
KS1 – Louder/quieter/silence
KS2 – Graduations of volume
Tempo
KS1 – Faster/slower
KS2 – Different speeds
Timbre
Different types of sounds
Texture
Different ways sounds are combined
Structure
Different way sounds are organised
MUSIC NATIONAL CURRICULUM KEY SKILLS - SEPT 2014
The music curriculum is a spiral curriculum, with key skills being repeated constantly.
You may wish to extend children’s skills further and do additional work if children are ready for this.
This applies to rhythm skill based work and the inter-related elements of music (Dynamics, Tempo, Pitch, Duration (Pulse and Rhythm), Structure, Texture, Timbre).
EYFS Criteria:
Expressive arts and design: Children in Nursery and Reception should access music using the key skills below.
Exploring and using media and materials: Children sing songs, make music through dance and experiment with ways of changing them.
Being imaginative: Children to use what they have learnt about media and materials in original ways, thinking about uses and purposes. They should represent their ideas,
thoughts and feelings through design technology, art, music, dance, role-play and stories.
Key Stage 1:
Children should be inspired to develop a love of music hat increases their self confidence, creativity and sense of achievement.
KEY SKILLS
NURSERY
RECEPTION
YEAR 1
YEAR 2
Rhythm
Clap syllables
Clap crochet and quaver
Vocal
(Use their voices
expressively and creatively
by singing songs and
speaking, chants and
rhymes.)
Language Development
Use the singing voice in
different ways
Clap crochet, quaver and
rest
Speak chants and rhymes
Clap crochet, quaver, rest
and minim
Speak chants and rhymes
Pitch: Match/Sing songs
Sing questions (Call and
response songs)
Use singing face for
performing
Use individual voices
Class/assembly singing
Class/assembly singing
Instrumental
(Play tuned and untuned
instruments musically)
Use untuned percussion
instruments
Use tuned percussion
instruments
Use untuned percussion
instruments
Use untuned percussion
instruments
Introduce names of
instruments
Introduce names of
instruments
Use tuned percussion
instruments
Use tuned percussion
instruments
Develop use of naming
instruments
Develop use of naming
instruments
Intro how instruments are to
be played musically
Develop how instruments
should be played musically
Pitch: Match/Sing songs
Rhymes
Listening
(with concentration and
understanding to a range of
high quality live and
recorded music)
Musical elements
(Experiment with, create,
select and combine sounds
using the inter-related
elements of music –
dynamics, tempo, pitch,
duration, texture, timbre)
Movement to music
Develop movement to music
Explore how music makes
you feel etc?
Explore Dynamics = Loud /
Soft
Explore Pitch = High / Low
Explore Tempo = Fast / Slow
Explore Duration = Long /
Short
Represent their own ideas,
thoughts and feelings
through music.
Develop representing their
own ideas, thoughts and
feelings through music.
Create short pieces of music
in response to given stimulus
Create extended pieces of
music in response to given
stimulus
Recognise percussion
instruments being played in
music
Recognise percussion, brass
and string instruments being
played in music
Listen to and identify
male/female voice in music
Listen to and identify
male/female voice in music
Listen to and respond to live
music
Listen to and respond to live
music
Develop Dynamics = Loud /
Soft
Recognise changes in
dynamics and tempo
Explore Structure = Binary
Form A B
Develop Tempo = Fast / Slow
Explore Texture = Thick/Thin
sounds
Develop Pitch = High / Low
Develop Duration = Long /
Short
Select own instruments to
create short pieces of music
that reflect certain
moods/events/feelings etc.
Explore Timbre = Different
sounds
Intro Notation = Use of
rhythm flash cards: Graphic
Notation, Picture Scores
MUSIC NATIONAL CURRICULUM KEY SKILLS - SEPT 2014
The music curriculum is a spiral curriculum, with key skills being repeated constantly.
You may wish to extend children’s skills further and do additional work if children are ready for this.
This applies to rhythm skill based work and the inter-related elements of music (Dynamics, Tempo, Pitch, Duration (Pulse and Rhythm), Structure, Texture, Timbre).
Children participating in wider opportunities / music lessons need to be challenged and curriculum teachers should be aware of the skills being taught within wider
opportunities sessions and ideally observe a lesson to gain understanding about levels of skills and knowledge.
KEY SKILLS
YEAR 3
YEAR 4
YEAR 5
YEAR 6
Rhythm
Copy a rhythmic phrase
Improvise rhythmic phrases
Copy and improvise rhythmic
phrases
Clap the rhythm of a song
whilst others tap the pulse
Clap the rhythm of a song
whilst others tap the metre
Copy and improvise rhythmic
phrases (4 and 8 beat
phrases)
Tap the metre of songs
Tap the metre of songs
Play on beat one in a given
metre
Play on beat one in a given
metre
Play the metre of a song
whilst others play the
rhythm
Play the metre of a song
whilst others play the
rhythm
Say and tap eight beat
phrase rhythms
Say and tap eight beat
phrase rhythms
Clap two ostinato rhythms
simultaneously
Play two ostinato
Tap / Clap the metre of a
song whilst others tap the
metre
Combine ostinato phrases
Explore different metres
Explore different metres
Clap two ostinato rhythms
simultaneously
Combine ostinato phrases
vocally and instrumentally
Combine ostinato phrases
vocally and instrumentally
Play an ostinato
Play/sing an ostinato
Play / sing and perform
(with an understanding of
how to improve accuracy,
fluency, control and
expression)
simultaneously
accompaniment to a song
accompaniment to a song
Sing and play in class
Play as part of an ensemble
Improvise rhythms in the
metre of 3
Play as part of an ensemble
with an awareness of what
is happening in the group
Develop increased
leadership skills within
ensemble group
Develop increased
leadership skills within
ensemble group
Begin to use different tempi
and dynamics
Begin to use different tempi
and dynamics
Choose appropriate
dynamics, tempo and
instrumental sounds
Choose the most
appropriate way to perform
a song
Choose the most
appropriate way to perform
a song and choose
appropriate instrumental
sounds to accompany a song
Choose appropriate
dynamics, tempo,
instrumental sounds and
vocal quality for the
performance of songs and
compositions
Begin to sing in parts
Improve and compose
(for a range of purposes
using the inter-related
dimensions of music)
Sing an ostinato
accompaniment
Sing in parts
Sing in 2 parts
Sing in 2 and 3 parts
Organise musical phrases in
a simple structure
(Ternary Form A B A)
Organise rhythmic and
melodic phrases in a simple
structure
Organise rhythmic and
melodic phrases in a simple
structure
Create a simple melodic
phrase
Create a melodic phrase
Create an up and down tune
Create a tune using 2/3
phrases
Improvise rhythmic phrases
of equal length in pairs
Create a simple up and down
tune
Add a drone accompaniment
to a tune
Create a rhythmic phrase
(Binary Form A B)
Work in pairs to structure a
piece using two simple
musical ideas
Create an ostinato to reflect
Play an accompaniment to a
tune
Create and vary an ostinato
to evoke three contrasting
Invert a melodic phrase
Accompany a tune with a 2
note ostinato
Create a melodic cycle
Combine melody and
ostinato accompaniment
the mood suggested by a
painting, poem or other
external stimuli and
structure them in an
appropriate manner
moods suggested by a
stimulus and combine this
with accompaniments to
structure a continuous piece
Improvise melodic phrases
Create and play an
instrumental
accompaniment
Create harmony by adding
notes in parallel to a tune
Organise musical phrases
into a simple structure
Create tunes for word
phrases
Listen and recall
(with attention to detail and
recall sounds with increasing
aural memory)
Recognise individual key
instruments in a piece of
music
Pick out individual key
instruments in a piece of
music
Play simple tunes by ear
Play simple tunes by ear
Listen to an individual
rhythm in a five part
structure
Play simple tunes by ear
Sing songs from memory
Sing songs from memory
Play the tune of a four
phrase, five note song
moving in step
Play simple tunes by ear
Identify repeated and
contrasting sections in
recorded music
Match the metre of recorded
music
Play the tune of a 8 note
song by ear
Trace the shape of a tune
and match it to convention
notation
Trace the shape of an 8 note
song
Analyse the phrase structure
of a song
Trace the shape of an up and
down tune and match it to
conventional notation
Read and play 4 and 8 beat
Analyse the phrase structure
of a song
Read, play and write 4 and 8
Identify phrases of a song
Notation
Listen to an individual part in
three and four part music
Read and play 4 and 8 beat
Match the metre of recorded
music
Analyse phrase structure
Copy melodic phrases
Notate compositions using
(Use and understand staff
and other musical notation)
Listen and appreciate
(to a wide range of high
quality live and recorded
music drawn from different
traditions and great
composers and musicians)
Music History
rhythm notation (crotchets,
crotchet rest, quavers)
rhythm notation (crotchets,
crotchet rest, quavers)
Single simple melodic
phrases from staff notation
(3 notes – E, G, A)
Read and play pitch notation
(Use notation from middle
note C to High Note C)
beat rhythm notation
(crotchets, crotchet rest,
quavers, minim, dotted
crotchets and semi breeves)
the most appropriate
method where applicable)
Read a chord sequence from
a chord chart
Play from pitch notation.
Write simple melodic
phrases
Notate simple melodic
phrases from dictation
Match conventional notation
to known phrases
Read conventional notation
from known phrases
Explore scales, chords and
chord sequences
Explore major, minor scales,
chords and triads
Listen to a selection of
different pieces of music
Talk about how a piece of
music makes you feel
Listen to a variety of
composers / musicians
Explore the pentatonic scale
Make comparisons across
different genres of music
Listen to live music
Listen to live music
Respond to live music
Evaluate live music
Recognise how sounds are
used to achieve an intended
effect
Explore the use of
sequencing in recorded
music
Recognise layers of sound in
recorded music
Develop an understanding of the history of music
Identify the use of ostinato
in recorded music
Relate music to historical curriculum topics covered where possible