Staindrop CE Primary School Music Curriculum 2021-2022
Staindrop CE Primary School
MusicCurriculum
2021-2022
“Through God’s love, we are the rich soil where roots grow and seeds flourish”
Intent:Music is a universal language that embodies one of the highest forms of creativity and here at Staindrop CE Primary School, i t is our aim is to nurture and enable children to develop a love of music and embrace their talent as musicians and increase their self-confidence, creativity and sense of achievement.
At Staindrop CE Primary School, we believe that Music is a vital part of the children’s education and we offer a rich and varied curriculum to aid learning academically, emotionally, physically and spiritually. Music is used to unite the school, bringing children and the school community together.
Children actively participate in a sequence of music lessons to learn and understand the different components that make up a piece of music. They learn to sing and to use their voices, to create and compose music on their own and with others while also exploring how to use the different instruments we have in school.
The knowledge children acquire from each lesson is continuously revisited and built on lesson on lesson, year on year and as pupils progress, they develop a critical engagement with music. Therefore, we are continuously providing children with the opportunity to compose, and to listen, review and evaluate.
Aims:
The national curriculum for music aims to ensure that all pupils: • 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.
Music Subject Story: EYFS and KS1Year Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
EYFS Me!(Charanga) BBC – Bring the Noise
NATIVITY PREP
Everyone!(Charanga)
Our World
(Charanga)
BBC 10 PiecesClassical MusicHolst –Mars –Planets
Big Bear Funk(Charanga)
Year 1 Rhythm in the way we walk and Banana rap
(Charanga)Reggae and Hip Hop
BBC – Bring the Noise
• Bring the Noise• Be in the Band
CHRISTMAS PLAY PREP
In the Groove(Charanga)
BBC 10 PiecesClassical Music
No Place Like Home – Kerry Andrew
BBC Teach Radio
Sun Sea and Song
DMS -Ukulele
Your Imagination
(Charanga)
DMS -Ukulele
Year 2 Zootime Reggae(Charanga)
BBC Teach Radio
• The Great Fire of London (3 lessons)
CHRISTMAS PLAY PREP
Hands, feet and heart(Charanga)
South African Styles
BBC 10 PiecesClassical Music
• The Lark Ascending – Vaughan Williams
BBC – Bring the Noise
• Take you home• Hands in the air• Far
Friendship Song
(Charanga)
DMS -Ukulele
• DMS - Ukulele
Music Subject Story: EYFS/KS1Year Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
EYFS Me!(Charanga)• Learn to sing rhymes and
action songs.• Listening and responding
to different styles of music• Embedding foundations of
the interrelated dimensions of music
• Improvising leading to playing classroom instruments (percussion)
• Share and perform the learning that has taken place
BBC – Bring the Noise
• When the cold wind blows –responding to music through movement, Exploring sounds;Improvisation; Playing together; Tempo; Dynamics; Long and short sounds (seasons)
• I am Robot - Listen and respond;Moving in time;Creativity, rhythm, and imagination
NATIVITY PREP
Everyone!(Charanga)• Learn to sing rhymes and action
songs, including using musical instruments.
• Listening and responding to different styles of music
• Embedding foundations of the interrelated dimensions of music
• Improvising leading to playing classroom instruments (percussion)
• Share and perform the learning that has taken place
Our World
(Charanga)• Listening and responding to different
styles of music• Embedding foundations of the
interrelated dimensions of music• Learning to sing or sing along with
nursery rhymes and action songs• Improvising leading to playing classroom
instruments• Singing and learning to play instruments
within a song• Share and perform the learning that has
taken place
BBC 10 PiecesClassical MusicHolst –Mars –PlanetsListen to a new piece of music● Explore spikey and smooth in the context of music● Learn a new song and sing it in different styles● Play simple patterns on the drum, and repeat simple patterns back● Write new lyrics to a familiar tune about all the things you might find on your way to Mars!● Make your own space map with lots of different sounds● Play some classroom instruments
Big Bear Funk(Charanga)Transition unit for Year 1• Listening and appraising Funk music• Embedding foundations of the
interrelated dimensions of music using voices and instruments
• Learning to sing Big Bear Funk and revisiting other nursery rhymes and action songs
• Playing instruments within the song• Improvisation using voices and
instruments• Riff-based composition• Share and perform the learning that has
taken place
Year 1 Rhythm in the way we walk and Banana
rap(Charanga)Reggae and Hip Hop• Pulse, rhythm and pitch• Singing• Perform the song
BBC – Bring the Noise
• Bring the NoisePulse; Rhythm; Playing as an ensemble• Be in the BandPulse; Playing as an ensemble; singing.
CHRISTMAS PLAY PREP
In the Groove(Charanga)• Listen and appraise a different style
each week.Blues, Baroque, Latin, Bhangra, Folk and Funk. • singing• Improvise and compose using notes
CDE (Boomwhackers/Glocks)
BBC 10 PiecesClassical Music
No Place Like Home – Kerry AndrewListen to a new piece of music and describe what they hear● Listen to the environment around them, and find new sounds
● Practise start and stop● Conduct the class in starting and stopping● Make their own ‘Home’ sound piece● Think of new words for songs● Link their topic or book to this piece of music
● Help write a story with sound effects
BBC Teach RadioSun Sea and Song• High / low / different paces / timbre / texture.• Structure (phrase, chorus, verse).• Breathing, posture, articulation, sound projection.
• Practicing, rehearsing and presenting performances with an awareness of the audience.• Listening and recalling sounds with increasing aural memory.• Rehearsal and performance tips.
• Singing songs in unison and in two parts, with clear diction, control of pitch, a sense of phrase and musical expression.• Call and response.
Your Imagination(Charanga)• Pulse, rhythm, singing• Improvise using CD• Compose using CDE
(Boomwhackers/Glocks plus percussion instruments
• Class/group performance
DMS Uke
Year 2 Zootime Reggae(Charanga)• Pulse rhythm and singing• Improvising using CD• Compose with CDE• Perform the song
BBC Teach Radio
• The Great Fire of London (3 lessons)
CHRISTMAS PLAY PREP
Hands, feet and heart(Charanga)South African Styles• Pulse rhythm and singing• Improvise with CDCompose with CDEGA (glocks)
BBC 10 PiecesClassical MusicThe Lark Ascending – Vaughan Williams
BBC – Bring the Noise
• Take you home• Hands in the air• Far
Friendship Song(Charanga)• Pulse, rhythm, singing• Improvise using CD• Compose using CDEG (glocks)
Perform the song
DMS Uke
Music subject story: ks2Year Group Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Year 3 Let your spirit fly(Charanga)R&B
Glock Stage 1
BBC 10 PiecesClassical Music
Musical Contexts
Water MusicMelodic shapes and dynamics
DMS -Ukulele
DMS - Ukulele Musical ContextsAncient Egypt
Bringing us together(Charanga)DISCO
Year 4DMS - Ukulele
DMS – Music SpecialistUkulele
Lean on Me(Charanga)Gospel
BBC 10 PiecesClassical Music
BBC Teach RadioRocking Romans
Stop!(Charanga)Rap
ORMusical Contexts
Weather and Seasons
Musical ContextsAncient Greece
Year 5 Musical ContextJourney into Space
Music and Dynamics
BBC Teach RadioViking Saga
Glock Stage 2
DMS -Ukulele
DMS - Ukulele Musical ContextTudorsMusic from a historical period
BBC Teach RadioThe Tempest
BBC 10 PiecesClassical MusicSymphony – finale (excerpt) by Ravi ShankarIndian musician and composer (1920-2012)
Year 6 DMS - Ukulele BBC 10 PiecesClassical Music
DMS - Ukulele Musical ContextsThe VictoriansExploring street cries and music hall
Recorder – Blown Away BBC Teach RadioWW1 Music – Archie Dobson’s War
ANDMusical ContextsBritain since 1930Music of the 2nd WW
Musical ContextsAnimal CrackersCarnival of the Animals
END OF YEAR SHOW PREP
Year Group
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Year 3 Let your spirit fly(Charanga)R&B• Listen and appraise• Sing in 2 parts• Improvise with CDE
(glocks)• Perform with CDEFG• Share the performance
Glock Stage 1• Learn to read and play the notes CDEF• Improvise, compose and perform
ANDBBC 10 PiecesClassical MusicJazz and blues inspiredRhapsody in Blue (excerpt) by George Gershwin• play and perform in ensemble contexts,
using voices and playing musical instruments
• improvise and compose music for a range of
purposes using the interrelated dimensions of music
• listen with attention to detail and recall sounds with increasing aural memory
• Learn about the blues scale
Dynamics, motif, sound scapes, tempo
Musical ContextsWater Music• Melodic shapes• Compositions based on art• Pitch timbre and dynamics• Harmony and melody• Smetana ‘s “Vltava”• Debussy’s “La Mer”• Handel’s “Water Music”
DMS UkeMusical Contexts
Ancient Egypt• dynamics and texture which are
explored using graphic scores in the shape of an Egyptian pyramid.
• musical symbols used to show dynamics
• harmonic minor scale - “middle eastern” sound, exploring this through singing a round, accompanied by chords and ostinati patterns
• Class performance• listen to a range of “Egyptian-
inspired” music.• explore Ancient Egyptian dance
and hand clapping to the popular song “Walk Like an Egyptian”
Bringing us together(Charanga)DISCO• Listen and appraise• Sing in 2 parts• Improvise and compose using the
pentatonic scale
Year 4 DMS Uke DMS – Music SpecialistUkulele
Lean on Me(Charanga)Soul/Gospel• Listen and appraise• Sing in unison• Improvise and play using FGADE
BBC 10 PiecesClassical Music
Hungarian Dance No. 5 in G minor by Johannes Brahms
• play and perform in ensemble contexts, using voices and playing musical instruments
• improvise and compose music for a range of purposes using the interrelated dimensions of music
• listen with attention to detail and recall sounds with increasing aural memory
• Learn and play off beats
BBC Teach RadioRocking Romans
• See attached sheet for details of each session
Musical ContextsWeather and Seasons• explore how sounds can be
changed, combined and organized to create class and group compositions
• Learn about the Baroque period and to the genre of the solo concerto focusing on “The Four Seasons” by Vivaldi
• Weather sound scapes• Dynamics in storm music• Explore dynamics and harmony in
‘Autumn’ The Four Seasons• Explore textures in ‘Winter’ The
Four Seasons
Musical ContextsAncient Greece• exploration into triple time - inspired
by the three prongs on Poseidon’s trident
• explore the Pentatonic Scale (made up of two Greek words in itself! - “pente” (five) and “tonic” (tone)), creating and performing pentatonic melodies
• Leitmotif for the Greek Gods, Perseus and Medusa
• Class performance inspires by Greek myths
Music subject story: Lower ks2
Year Group
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Year 5 Musical ContextJourney into SpaceMusic and Dynamics• “The Planets” as a basis for creative
composition tasks leading to a class musical performance of a “Journey Into Space”
• perform and create their own ostinato
patterns, adding dynamic contrasts in the form of crescendos and diminuendos
• mood, tempo, dynamics and instrumentation (or timbre) and these are explored through Richard Strauss’s “Also
Sprach Zarathustra” which pupils explore in terms of a piece of descriptive music used to describe a “Rocket Launch
• pupils create musical soundscapes for the other planets
BBC Teach RadioViking Saga• See attached sheet for details of
each session
Glock Stage 2• Learn more complex
rhythm patterns.• Revise, play and
read the notes C, D, E, F + G.
• Compose using the notes C, D, E, F + G.
• Perform and share
BBC Teach RadioThe Tempest
• 8 videos to explore• The styles range from rap to
rock anthem to ballad and back. There’s an African vibe, lots of opportunity for percussion
• See attached sheet for further coverage
Musical ContextTudorsMusic from a historical period• identify characteristic musical features and rhythms before
attempting to dance The Pavane • perform and compose their own modal Pavane melodies over a
drone accompaniment
• learn about traditional Tudor Musical Instruments before exploring Tudor and Madrigal-style songs with a “fa-la-la” refrain, where they compose their own lyrics to a given melody.
• Fanfares are explored• pupils work towards putting on a “Tudor-style Banquet Concert”
combining elements of the unit into a class performance
BBC 10 PiecesClassical MusicSymphony – finale (excerpt) by Ravi ShankarIndian musician and composer (1920-2012)• Learn about drones and ragas
Improvise a solo • Create two-note patterns, learn
about call and response• Learn about Indian Drum Syllables
and learn to sing a melody using them
• Create a coda • Structure sections of music into a
bigger piece • Perform in a concert
Year 6 DMS Uke BBC 10 PiecesClassical MusicSymphony No. 1 in E minor (3rd mvt) by Florence Price
• (1887–1953) African-American composer
• create movement inspired by the music
• Learn and invent body percussion ostinatos
• Learn to play an ‘um-pah’ pulse
• Create and play ostinatos. Transfer body percussion patterns onto instruments
• Structure ideas into a piece. Learn about rondo form and coda Create a rondo and coda
• Perform in a concert, teach and create a dance to go along with your music
Recorder unit (Charanga)
Musical ContextsThe VictoriansExploring street cries and music hall• Learn about different Victorian
musical inventions• Learn about Victorian street
cries• Learn about differences in
pitch, pitch range and melodic
shape in• relation to street cries• Learn about overlapping
textures• Learn about metres and beat in
songs from Victorian Music Hall taking part in a class Victorian Music Hall performance with an awareness of occasion, venue and audience
Musical ContextsBritain since 1930Music of the 2nd WW• Learn about the changes in musical styles in Britain from the 1930’s• Learn about music in Britain during the Second World War• Learn some traditional Second World War songs and move to a
piece of• Swing music
• Learn about the shape of melodies in World War II songs and how melodies can move by steps and leaps
• Learn about the sounds of WWII sirens and how their “sliding sound” can be produced by using the Chromatic Scale which moves entirely by stepwise pitches
• Learn how the sounds of WWII can be shown and performed in a graphic
• score and can be combined with Chromatic Scale WWII Siren calls in a Soundscape using a graphic score
• Learn about Big Bands and Swing Music during the 1930’s and
1940’s• Learn about Theme and Variations in Big Band and Swing Music
Learn to sing and perform the melody of a famous song
BBC Teach RadioWW1 Music – Archie Dobson’s War3 sessions
Musical ContextsAnimal CrackersCarnival of the Animals• Learn how composers have created
programme music/descriptive music based on the stimulus of animals
• Learn about the importance of timbre and how the elements of music can be manipulated and used to create the characteristics of animals in a range of animal-inspired descriptive music
• Explore how animals can be described through music and how different
• sounds and the elements of music can be used to effectively describe an animal’s size, shape, appearance and special characteristics
END OF YEAR SHOW PREP
Music subject story: Upper ks2
Progression of skills…Key stage 1 Pupils should be taught to:• use their voices expressively and creatively by singing songs and speaking
chants and rhymes
• play tuned and untuned instruments musically • listen with concentration and understanding to a range of high-quality live
and recorded music • experiment with, create, select and combine sounds using the inter-
related dimensions of music.
Key stage 2 Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical
composition, organising and manipulating ideas within musical structures
and reproducing sounds from aural memory.
Pupils 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 expression
• improvise and compose music for a range of purposes using the inter-related dimensions of music
• listen with attention to detail and recall sounds with increasing aural memory
• use and understand staff and other musical notations
• appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
• develop an understanding of the history of music.
National Curriculum…