Download Key Stage 2 - Northern Grid for Learning

Aims
 To promote the self-expression, social involvement, creativity and interaction of
pupils through musical performance and experience of group musical activities,
within a range of cultural and historical styles.
 To provide each pupil with access to an appropriately modified National Curriculum
Programme of Study for Music
 To encourage appropriate, thoughtful responses to a range of musical forms, styles,
moods and contexts
 To support pupils’ enjoyment and appreciation of music and to provide them,
wherever possible, with the skills to access audiovisual equipment and control or
choose their own listening
 To facilitate learning, memory and communication in other curriculum areas through
the use of music, rhythm and cues in everyday teaching
Scheme of Work for Music
The Scheme provides a framework that lays out Areas of Study and possible activities
for discrete music teaching. The National Curriculum Learning Objectives most relevant
to the Area of Study are cited and themes are chosen to ensure full coverage at each
Key Stage. Strict year groups cannot always be maintained at Kingsbury School;
therefore the scheme is cyclic at each Key Stage to avoid repetition for individual pupils.
Targets for music should be set with reference to IEP and previous individual
evaluations and next-steps, to ensure appropriate progression is maintained.
Additional to music lessons, both departments set aside time for preparation of hymns,
songs and performances in assembly. Throughout the year these sessions may provide
opportunities for assessment and learning additional to those in the scheme.
Foundation Stage and 16+ Pupils follow separate or external schemes of work
ICT
ICT in Music is explored through;
 Use of electronic keyboards, drum machines and MIDI controllers in performance
and exploration activities
 Control of playback, referencing and recording using domestic audiovisual
equipment
 Manipulation of graphics to produce simple sequences of notation
 Use of computer software which allows basic composition and arrangement, targets
and explores simple musical knowledge or provides a data source for musical
reference
 ICT activities in lightroom, drama and sensory activities with musical and rhythmic
basis
Music Policy and Scheme of Work
Simon Evans Page 1
Key Stage 1
Term
National Curriculum
Learning Objectives
Scheme of Work For Music at Kingsbury School
1/2
Area of Study
2000-01
2001-02
Possible Activities
2002-03
2003-04
1. Performing
a) Use their voices expressively
by singing songs and speaking
chants and rhymes
b) Play tuned and untuned
instruments
c) Rehearse and perform with
others
2. Composing
b) Explore, choose and organise
sounds and musical ideas.



1
3. Appraising
b) Make improvements to their
own work.
1
Exploring &
Performing
Exploring &
Performing
Exploring &
Performing
Exploring &
Performing
Halloween
Soundscape
Autumn
Soundscape
Fireworks
Soundscape
The Storm
Soundscape



4. Listening and Understanding
b) How the combined musical
can be organised and used
expressively within simple
structures
c) How sounds can be made in
different ways
d) How music is used for
particular purposes





2
Christmas Performances
Christmas Sounds and Music



Music Policy and Scheme of Work
Listen to a broad selection of pre-recorded music
appropriate to theme to provide context for
performance
Explore the range of sounds and ways of
playing a variety of instruments and
devices (ICT)
Use voice and body rhythm/assisted movement
to emulate the sounds and feelings of the theme
in interacting with pre-recorded music
With adult support and orchestration practice a
sequence of sounds as a group following a
simple structure (ICT)
Record and listen to performances, identifying
individual parts, moods or ideas (ICT)
Use real instruments and computer software to
explore high and low, loud and soft (ICT)
Use a Big Mac to trigger sound effects
appropriate to the performance (ICT)
Use a music keyboard to make sound in context
(ICT)
Practice and refine a contribution to a group
musical performance, using voice, body
percussion, sign, cues or instruments
Listen to a range of pre-recorded Christmas
music, identify and copy sounds and effects
Explore musical ideas in recorded music via free
or assisted movement, signs and actions
Consider that Christmas songs are seasonal, that
some relate stories and others have special
purpose and meaning
Accompany the performances of others using
simple instruments or cueing sound effects via
ICT
Work towards and practice a group or individual
performance for the Xmas assembly or concert
Simon Evans Page 2
Key Stage 1
Term
National Curriculum
Learning Objectives
Scheme of Work For Music at Kingsbury School
1/2
Area of Study
2000-01
2001-02
Possible Activities
2002-03
2003-04
1. Performing
a) Use their voices expressively
by singing songs and speaking
chants and rhymes
b) Play tuned and untuned
instruments
2
4. Listening and Understanding
a) To listen with concentration
and to internalise and recall
sounds with increasing aural
memory
b) How the combined musical
can be organised and used
expressively within simple
structures
c) How sounds can be made in
different ways



1
Appraising &
Listening
Appraising &
Listening
Appraising &
Listening
Appraising &
Listening
Animals,
Beasts and
Creatures
Moods and
Feelings
Film and TV
Themes and
Characters
Old Music
and New
Music






2
Patterns and
Form
Patterns and
Form
Patterns and
Form
Patterns and
Form
Nursery
Rhymes
Claps,
Drums and
Rhythm
Pop Songs
Voices,
Chants and
Rap





Music Policy and Scheme of Work
Simon Evans Page 3
Listen to a range of musical styles and
forms which illustrate the theme
Mimic the ideas, attitudes and feelings
expressed by pieces, making supported or
free movements in illustration
Keep the pulse/beat of the music with
claps, movements and/or percussion
Match music to pictures, signs or gestures
which signify its meaning or the ideas it
explores
Contrast pieces in terms of loud, quiet,
happy and sad, fast and slow (ICT)
Interact with recorded music, by clapping,
drumming, signing or using cues
Categorise and/or describe music in simple
terms
Listen to a range of music with simple
repetitive structures or choruses, call and
response, simple sequences.
Learn words, signs and actions which
illustrate particular sections
Take turns clapping, playing, singing or
moving following musical cues
Copy simple rhythms, dynamics, actions or
styles of playing, clapping and moving with
music
Play simple call and response games
Respond to verbal and gestured prompts
from a ‘conductor’
Conduct the group and use instruments
controlling dynamics in terms of loud and
soft (ICT)
Key Stage 1
Term
National Curriculum
Learning Objectives
1. Performing
a) Use their voices expressively
by singing songs and speaking
chants and rhymes
b) Play tuned and untuned
instruments
c) Rehearse and perform with
others
Scheme of Work For Music at Kingsbury School
1/2
2000-01
2001-02
Possible Activities
2002-03
2003-04



1
2. Composing
a) create musical patterns
b) Explore, choose and organise
sounds and musical ideas.
3
Area of Study
Responding &
Moving
Responding &
Moving
Responding &
Moving
Responding &
Moving
Moving and
Still
Walking and
Flying in
Space
Wind and Sun
Good Days
and Bad Days




3. Appraising
a) Explore and express their
ideas and feelings about music
using movement, dance and
expressive and musical language
b) Make improvements to their
own work.
4. Listening and Understanding
a) To listen with concentration
and to internalise and recall
sounds with increasing aural
memory
b) How the combined musical
can be organised and used
expressively within simple
structures
c) How sounds can be made in
different ways
d) How music is used for
particular purposes




2
Composing &
Performing
Composing &
Performing
Composing &
Performing
Composing &
Performing
Soundpicture
Hurricane
Story
Soundpicture
Fierce
Creatures
Soundpicture
Robots
Soundpicture
Dawn Chorus




Music Policy and Scheme of Work
Simon Evans Page 4
Listen to a range of music illustrating
the contrasts and ideas of the theme
Pick out sounds, develop and copy
illustrative gestures and movements
Respond to changes and key sections
of music, by adjusting movement and
gestures
Use claps, voice and movement to
accompany familiar music
Contribute to group movement
activities performing idea, or adjusting
movement with musical cues
Take and wait for turns or prompts
Give prompts or cues to others
Listen to a medley of pieces defining
the extreme they represent
Use images, objects, storyboards,
videos or recorded music to set
context of composition
Use voice, ‘make noises’ or the body to
portray ideas as sound and/or
movement (ICT)
With necessary support explore
instruments and devices finding
sounds or ways of playing which fit
with a predetermined idea (ICT)
Listen to and appraise the sounds
made by other pupils and instruments
(ICT)
With verbal and physical prompts,
build sequences of sounds into a
simple musical narrative
Practice, record on tape and refine
with support, the composition as it
progresses (ICT)
Listen to final composition alongside
other recordings
Key Stage 2
Term
Scheme of Work For Music at Kingsbury School
National Curriculum
Learning Objectives
1/2
Area of Study
2000-01
2001-02
Possible Activities
2002-03
2003-04

1. Performing skills
a) Sing songs, in unison and two parts,
with clear diction, control of pitch, a
sense of phrase and musical expression
b) Play tuned and untuned instruments
with control and rhythmic accuracy
3. Appraising skills
a) Analyse and compare sounds
b) Explore and explain their own ideas
and feelings about music using
movement, dance, expressive language
and musical vocabulary
c) Improve their own and others' work
in relation to its intended effect.
1


Appraising
&
Listening
Appraising
&
Listening
Appraising
&
Listening
1
Military
Band
vs
Church
Music
4. Listening, and Understanding
a) To listen with attention to detail and
to internalise and recall sounds with
increasing aural memory
b) How the combined musical elements
of pitch, duration, dynamics, tempo,
timbre, texture and silence can be
organised within musical structures
and used to communicate different
moods and effects
c) How music is produced in different
and described through relevant
established and invented notations
d) How time and place can influence
the way music is created, performed
and heard
Jazz
vs
Opera
1990’s Pop
vs
1890’s Pop
Appraising
&
Listening


Early
Dance
pre-1700
vs
Modern
Rock Music








2
Christmas Performances
Christmas Sounds and Music



Music Policy and Scheme of Work
Simon Evans Page 5
Listen to a range of music illustrating the
contrasts of the theme; identify musicians,
composers, styles or instruments
Use the structure, tempo and volume of the
music as cues for movement gesture
Keep the pulse/beat of the music with claps,
movements and/or percussion
Describe music with words, signs or gestures
which signify mood and style, fast, slow, loud,
soft, high, low, happy, sad, miserable, funny
Practise conducting recorded music, with
attention to dynamics or structure
Make choices and/or offer opinions on a
selection of excerpts
Compare the theme’s music with what they
listen too at home (ICT)
Pick out styles in a medley of excerpts
Illustrate work, making colour choices for
abstract patterns, line drawings or pictures
Use Software on the computer to appraise the
mood and style of music (ICT)
Practice and refine a contribution to a group
musical performance, using voice, body
percussion, sign, cues or instruments
Listen to a range of pre-recorded Christmas
music, identify and copy sounds and effects
Explore musical ideas in recorded music via
free or assisted movement, signs and actions
Consider that Christmas songs are seasonal,
that some relate stories and others have
special purpose and meaning
Accompany the performances of others using
simple instruments or cueing sound effects via
ICT
Work towards and practice a group or
individual performance for the Xmas assembly
or concert
Key Stage 2
Term
Scheme of Work For Music at Kingsbury School
National Curriculum
Learning Objectives
1/2
Area of Study
2000-01
2001-02
Possible Activities
2002-03
2003-04

1. Performing skills
a) Sing songs, in unison and two parts,
with clear diction, control of pitch, a
sense of phrase and musical expression
b) Play tuned and untuned instruments
with control and rhythmic accuracy
2. Composing skills
a) Improvise, developing rhythmic and
melodic material when performing
b) Explore, choose, combine and
organise musical ideas within musical
structures.
2


Responding
& Moving
Responding
& Moving
Responding
& Moving
Responding
& Moving
Spring in
the Forest
Races:
Winning &
Losing
War &
Peace
All At Sea
1


3. Appraising skills
a) Analyse and compare sounds
b) Explore and explain their own ideas
and feelings about music using
movement, dance, expressive language
and musical vocabulary
4. Listening, and Understanding
a) To listen with attention to detail and
to internalise and recall sounds with
increasing aural memory
b) How the combined musical elements
of pitch, duration, dynamics, tempo,
timbre, texture and silence can be
organised within musical structures and
used to communicate different moods
and effects
c) How music is produced in different
and described through relevant
established and invented notations
d) How time and place can influence the
way music is created, performed and
heard




2
Patterns
and Form
Patterns
and Form
Patterns
and Form
Patterns
and Form
African and
Tribal
Rhythms
Chants,
Work
Songs, Raps
and
Choruses
African and
Tribal
Rhythms
Chants,
Work
Songs, Raps
and
Choruses






Music Policy and Scheme of Work
Simon Evans Page 6
Listen to a range of music illustrating the
contrasts, ideas characters and activities
of the theme
Pick out and emulate sounds (ICT)
Identify melodic themes or percussion
which illustrates a particular idea or
character
Use claps, voice and movement to
accompany familiar music
Contribute to group movement activities,
developing movement ideas and
gestures with support
Contribute to group movement
performances cued from a medley of
music of the theme
Give prompts, control equipment and
conduct others (ICT)
Make choices of favourite pieces,
instruments and sections
Listen to a range of music with simple
repetitive structures or choruses, call
and response, simple sequences
Consider the purposes music serves and
the people who use it (ICT)
Learn words, signs, rhythms and actions
to accompany recordings
Take turns clapping, playing, singing or
moving following musical cues and
patterns
Copy rhythms from recorded music and
use them externally
Play, clap and sing simple call and
response games
Conduct the group, controlling dynamics
in terms of loud and soft, fast and slow,
Stop and Start
Key Stage 2
Term
Scheme of Work For Music at Kingsbury School
National Curriculum
Learning Objectives
1/2
Area of Study
2000-01
2001-02
Possible Activities
2002-03
2003-04

1. Performing skills
a) Sing songs, in unison and two parts,
with clear diction, control of pitch, a
sense of phrase and musical expression
b) Play tuned and untuned instruments
with control and rhythmic accuracy
c) Practise, rehearse and present
performances with an awareness of the
audience.



1
2. Composing skills
a) Improvise, developing rhythmic and
melodic material when performing
b) Explore, choose, combine and
organise musical ideas within musical
structures.
3
Pitch and
Melody
Pitch and
Melody
Pitch and
Melody
Pitch and
Melody
Irish/Celtic
Music
Modern
Orchestral
Music
Indian and
Asian Music
Broadway
and Musicals



3. Appraising skills
a) Analyse and compare sounds
b) Explore and explain their own ideas
and feelings about music using
movement, dance, expressive language
and musical vocabulary
c) Improve their own and others' work
in relation to its intended effect.
4. Listening, and Understanding
a) To listen with attention to detail and
to internalise and recall sounds with
increasing aural memory
b) How the combined musical elements
of pitch, duration, dynamics, tempo,
timbre, texture and silence can be
organised within musical structures
and used to communicate different
moods and effects
c) How music is produced in different
and described through relevant
established and invented notations
d) How time and place can influence
the way music is created, performed
and heard




2
Composing &
Performing
Composing &
Performing
Composing &
Performing
Composing &
Performing
Soundpicture
Soundpicture
Soundpicture
Soundpicture
My Typical
Day
Rocket to the
Moon
All Around
the World
Nightfall in
the Jungle








Music Policy and Scheme of Work
Simon Evans Page 7
Listen to a range of music illustrating the
contrasts and ideas of the theme
Make contrast in terms of high and low
Categorise the mood, style and tempo of
melodies (ICT)
Move, gesture, draw or describe the ideas
and emotions of the music
Use software to explore high, low and to
categorise styles of sound clips
Sing, play or gesture notes which are higher
or lower than examples played (ICT)
Interact as a group using melodic percussion
instruments, playing simple form and pattern
games
Examine melodic instruments considering
whether they play lots of notes, high notes
or low notes (ICT)
Consider how a range of instruments
produce sound (ICT)
Use images, objects, storyboards, videos or
recorded music to set context of composition
Use voice, instruments, effects, Bigmacs and
gestures to develop and portray ideas and
events in the story (ICT)
Explore ways of playing and using
instruments to produce desired effects (ICT)
Listen to and appraise the sounds made by
other pupils and instruments
Follow written symbols/pictures/storyboard
in performing compositions
Listen to and consider the role of, others
involved in the performance
Practice, record on tape and refine with
support, the composition as it progresses
Listen to final composition alongside other
recordings expressing similar ideas
Find and review own performances when
listening to recordings of work (ICT)
Conduct the performances of others
Key Stage 3
Term
Scheme of Work For Music at Kingsbury School
National Curriculum
Learning Objectives
Area of Study
1/2
1
4. Listening and Understanding
a) Listen with discrimination and to
internalise and recall sounds
B identify the expressive use of musical
elements, devices, tonalities and
structures
c) Identify the resources, conventions,
processes and procedures, including use
of ICT, staff notation and other relevant
notations, used in selected musical
genres, styles and traditions
d) Identify the contextual influences that
affect the way music is created,
performed and heard
2001-02
2002-03
Possible Activities
2003-04
2004-05

1. Performing skills
a) Sing unison and part songs developing
vocal techniques and musical expression
b) Perform with increasing control of
instrument-specific techniques
c) Practise, rehearse and perform with
awareness of different parts, the roles and
contribution of the different members of
the group, and the audience and venue.
3. Appraising skills
a) Analyse, evaluate and compare pieces
of music
b) Communicate ideas and feelings about
music using expressive language and
musical vocabulary to justify their own
opinions
2000-01


1
Appraising
&
Listening
Appraising
&
Listening
Appraising
&
Listening
Appraising
&
Listening
Appraising
&
Listening

Military
Band
vs
Church
Music
Beethoven
vs
The
Beatles
Bach
vs
The Blues
Scotland
vs
Stravinsky
C 20th
Orchestral
Vs
Oriental
Music







2
Christmas Performances
Christmas Sounds and Music




Music Policy and Scheme of Work
Simon Evans Page 8
Listen to a range of music illustrating the
contrasts of the theme
Examine the structure, style and themes of
pieces heard, copying rhythms, keeping pulses,
moving rhythmically
Keep the pulse/beat of the music with claps,
pitched and non-pitched percussion
Describe and contrasts music from each
extreme of the topic. Make choices from
suggested, and use own, descriptive language
of style, mood and formal aspects
Practise conducting recorded music, with
attention to dynamics, changes in
orchestration, form and rhythm (ICT)
Pick out broad styles, composers and
instruments in a medley of excerpts
Illustrate work, using abstract patterns and
storyboards
Use a drum machine to ‘measure’ the bpm of
excerpts (ICT)
Find related music or information using a
multimedia database (ICT)
Practice and refine a contribution to a group
musical performance, using voice, instruments,
sign, cues or dance
Listen to and review a range of pre-recorded
Christmas music, considering origins,
composers, instrumentation and meaning
(ICT)
Use expression and tone/style of voice/sign to
confer additional meaning in performance
Use non-pitched, pitched and electronic
instruments to accompany the singing of
others (ICT)
Use symbolic notation, and structured
cues/prompts in performance
Work towards and practice a group or
individual performance for the Xmas assembly
or concert
Key Stage 3
Term
Scheme of Work For Music at Kingsbury School
National Curriculum
Learning Objectives
1. Performing skills
a) Sing unison and part songs developing
vocal techniques and musical expression
b) Perform with increasing control of
instrument-specific techniques
c) Practise, rehearse and perform with
awareness of different parts, the roles and
contribution of the different members of the
group, and the audience and venue.
2
1/2
2000-01
2001-02
2002-03
Possible Activities
2003-04
2004-05


1
3. Appraising skills
a) Analyse, evaluate and compare pieces of
music
b) Communicate ideas and feelings about
music using expressive language and
musical vocabulary to justify their own
opinions
c) Adapt their own musical ideas and refine
and improve their own and others' work.
4. Listening and Understanding
a) Listen with discrimination and to
internalise and recall sounds
B identify the expressive use of musical
elements, devices, tonalities and structures
c) Identify the resources, conventions,
processes and procedures, including use of
ICT, staff notation and other relevant
notations, used in selected musical genres,
styles and traditions
d) Identify the contextual influences that
affect the way music is created, performed
and heard
Area of Study
Patterns,
style and
Form
Patterns,
style and
Form
Patterns,
style and
Form
Patterns,
style and
Form
Patterns,
style and
Form
Modern
Dance
and
Electronic
Music
Rap,
World and
Gregorian
Chants
Ancient
Music
Baroque
Music
English
Folk
Music








2
Imitating
and
Notating
Imitating
and
Notating
Imitating
and
Notating
Imitating
and
Notating
Imitating
and
Notating
War of
the
Worlds
Carnival
Of The
Animals
Fantasia
West Side
Story
Marriage
of Figaro




Music Policy and Scheme of Work
Simon Evans Page 9
Listen to a range of music from within
the topic theme, considering structure,
form and style
Listen to and perform rhythmic and
melodic ideas including, Call and
Response, Chorus, Solos, Unison,
Harmony, Repetition, Ostinato, Major
and Minor
Categorise style of music from a
selection of styles (ICT)
Identify characteristics of a particular
style, make observations by reference to
other familiar music
Identify pieces of music, composers or
instruments associated with particular
styles of music
Use the Shape Painter to build patterns
of sounds and animations (ICT)
Use ICT to sequence sounds and samples
Listen to each section of the musical
narrative, identifying key musical ideas
Build up a visual map of the music and
narrative using storyboards and more
symbolic notation (ICT)
Identify, copy and play rhythmic and
melodic fragments from the music
Follow symbolic notation and musical
maps, diagrams and formulae in simple
performances, drawing on the
narrative’s theme
Identify instruments and sounds, relate
them to the composers imagery (ICT)
Move rhythmically, use sign or gestures
to interact with the themes music.
Develop awareness of where sections
and musical changes begin and end
Use Thinkin’ Things to read and write
simple notation for Oranga’s Band (ICT)
Key Stage 3
Term
National Curriculum
Learning Objectives
Scheme of Work For Music at Kingsbury School
1/2
1. Performing skills
a) Sing unison and part songs developing
vocal techniques and musical expression
b) Perform with increasing control of
instrument-specific techniques
c) Practise, rehearse and perform with
awareness of different parts, the roles and
contribution of the different members of
the group, and the audience and venue.
2. Composing skills
a) Improvise, exploring and developing
musical ideas when performing
b) Produce, develop and extend musical
ideas, selecting and combining resources
within musical structures and given
genres, styles and traditions.
3
Area of Study
2000-01
2001-02
2002-03
Possible Activities
2003-04
2004-05



1
Timelines
Timelines
Timelines
Timelines
Timelines
Woodwind
Drums
Keyboards
Strings
Brass




3. Appraising skills
a) Analyse, evaluate and compare pieces
of music
b) Communicate ideas and feelings about
music using expressive language and
musical vocabulary to justify their own
opinions
c) Adapt their own musical ideas and
refine and improve their own and others'
work.
4. Listening and Understanding
a) Listen with discrimination and to
internalise and recall sounds
B identify the expressive use of musical
elements, devices, tonalities and
structures
c) Identify the resources, conventions,
processes and procedures, including use
of ICT, staff notation and other relevant
notations, used in selected musical
genres, styles and traditions
d) Identify the contextual influences that
affect the way music is created,
performed and heard





Composing
&
Performing
2
The
Vikings
Composing
&
Performing
Star Wars
Composing
&
Performing
Marco
Polo
Composing
&
Performing
Composing
&
Performing
Krakatoa
Troika






Music Policy and Scheme of Work
Simon Evans Page 10
Listen to a broad historical range of music
strongly featuring the instruments of the
theme
Make contrasts in terms melody, rhythm,
tempo, style, age, timbre, pitch and form
Pick out the sound of a particular instrument
or section in recordings/medleys
Move, gesture, draw, paint and describe the
ideas and emotions of the music
Explore ‘real’ instruments and consider how
their sounds are produced and controlled
Copy or relate fragments from pieces
Make thoughtful judgements about photos,
recordings and artefacts associated with the
music and periods of the theme
Consider the different purposes and cultural
uses of music through history, and how they
effect the style and sound (ICT)
Pick out instruments from selections both
visual and aural (ICT)
Use video, sound and music to set context of
compositions
Explore a range of instruments, develop
sounds and melodic/rhythmic phrases
Use symbolic notation to build a formal
structure for composition (ICT)
Consider and use the effects of changing
tempo and dynamics in composition
Appraise the sounds made by other pupils
and instruments and suggest how they
might be developed or used in performance
Develop awareness of the parts of others
within group performance
Record, review and develop own
performances (ICT)
Conduct the performances of others,
following a simple score
Use voice and effects units as instruments
(ICT)
Music Policy and Scheme of Work
Simon Evans Page 11