Autumn Term:

First Half Term

Autumn Term:

Second Half Term

Spring Term:

Summer Term:

First Half Term

Summer Term:

Second Half Term

Singing Skills

Knowledge:

Basic knowledge of the physiology of singing and effective warm-ups, breath control and how this links to phrasing, knowledge of various textures, including unison, round, canon, two-part harmony

Skills:

Singing with good technique, maintaining a part within an ensemble, listening to fit vocal line with others in the group, performance skills

Vocabulary: posture, breath control, pitch, technique, dynamics, phrasing, round, canon, unison, harmony

Instrumental Skills - Ukulele

Knowledge:

Know how to read chord diagrams, the names of parts of the ukulele and strings, correct finger placement for C, Am, F and G chords

Skills:

Able to play simple chords on ukulele with good technique, maintaining a steady pulse, performance skills, accompanying other performers, playing along to a song, practice skills, singing skills

Vocabulary: Chord, ukulele strum, fluent, fret, neck, tuning pegs, strings, pitch

Music Notation & Keyboard Skills

Knowledge:

Knowledge of what pitch is and how it can be notated, lines and spaces in treble clef, dotted notes, pitches on a keyboard

Skills: How to read different forms of notation, how to identify changes in pitch, playing keyboard with good technique, practice skills, using basic recording features in a DAW, performance skills, correct hand placement

Vocabulary: Pitch, stave, treble clef, ledger lines, dotted notes, fluent, accurate

Inter-Related Dimensions of Music

Knowledge:

Names and notation for rhythms and common note durations, how to break down words into syllables to create rhythms, definitions of the inter-related dimensions of music, knowledge of various textures and dynamics, knowledge of different body percussion techniques and the timbres they create

Skills:

Maintaining an individual part within a group, body percussion skills, maintaining a steady pulse, performance skills, singing/vocal skills, composing skills, using inter-related dimensions of music, listening for inter-related dimensions of music.

Vocabulary: Rhythm, duration, semibreve, minim, crotchet, quaver, semiquaver, rest, syllables, body percussion, texture, instrumentation, dynamics, forte, piano, crescendo, diminuendo, structure, pitch, tempo

Musical Moods – We’re Going on a Bear Hunt

Knowledge:

Knowledge of inter-related dimensions of music and musical devices that can be used to portray different scenes in We’re Going on a Bear Hunt

Skills: cooperation in group work, ability to identify musical features through listening, composing skills, combining inter-related dimensions of music to create a full piece

Vocabulary: pitch, duration, rhythm, tempo, structure, texture, instrumentation, motif, tone, semitone

Autumn Term:

First Half Term

Autumn Term:

Second Half Term

Spring Term:

First Half Term

Spring Term:

Second Half Term

Summer Term:

First Half Term

Summer Term:

Second Half Term

Instrumental Skills - Keyboard Brahms Lullaby

Knowledge:

Knowledge of what pitch is and how it can be notated, lines and spaces in treble clef, dotted notes, Time signatures, pitches on a keyboard, Background information about Brahms’s lullaby

Skills: how to identify changes in pitch, playing keyboard with good technique and accuracy of pitch and rhythm, maintaining a steady pulse, practice skills, using basic recording features in a DAW, performance skills, correct hand placement, playing with two hands

Vocabulary: Pitch, stave, treble clef, ledger lines, dotted notes, 3/4-time signatures fluent, accurate

Composition and Instruments of the Orchestra – Handa’s Surprise

Knowledge:

Background information about the story of Handa’s Surprise by Eileen Browne, orchestral instruments and their sounds, notation of common note durations, grid notation, textures, what a motif is, how chords work, understanding how inter-related dimensions of music can be combined to express characteristics and tell stories

Skills:

Performance skills, group composition work, composing for a stimulus, composing using motifs, listening for inter-related dimensions of music and devices, keyboard skills, recording using multiple tracks and voices in a DAW

Vocabulary: Orchestra, metronome, crotchet, quaver, minim, semibreve, semiquaver, motif, piano roll, melody, harmony, rhythm, instrumentation, movement

Samba Drumming

Knowledge:

Background to samba drumming and its place within Brazilian culture, knowledge of musical features of samba including call and response, polyrhythms, samba groove, recall of specific patterns learned in previous lessons, samba instrument names

Skills:

Performing as part of a class ensemble, maintaining a steady pulse, performance and practice skills, following and leading using non-verbal signals, listening as part of or leader of an ensemble

Vocabulary: rhythm, pulse, samba, groove, call and response, polyrhythms, surdo, Caixa, repinique, agogo, tambourim, apito, ostinato, break

Instrumental Skills - Ukulele

Knowledge:

Basic construction of the ukulele and factors affecting pitch, know how to read chord diagrams and ukulele tab, correct finger placement for a range of chords

Skills:

Able to play a range of chords on ukulele with good technique, maintaining a steady pulse, performance skills, accompanying other performers, performing in a small group, practice skills, reading and playing ukulele tab

Vocabulary: Chord, ukulele strum, fluent, fret, neck, tuners, strings, pitch, tab, pulse

Carnival of the Animals

Knowledge:

Background information about Saint-Saens and Carnival of the Animals, understanding how inter-related dimensions of music can be combined to express characteristics

Skills:

Listening for instruments and inter-related dimensions of music, exploring the links between music, story-telling and image, composing a motif to represent an animal, recording using multiple tracks in a DAW, using edit features

Vocabulary: orchestra, strings, woodwind, brass, percussion, keyboard, violin, viola, cello, double bass, harp, flute, oboe, clarinet, bassoon, saxophone, trumpet, French horn, trombone, tuba, snare drum, timpani, bass drum, triangle, glockenspiel, xylophone, tubular bells, triangle, piano, conductor, motif, texture, instrumentation, duration, pitch, tempo, dynamics, structure

Instrumental Skills - Guitar

Knowledge:

Basic construction of the guitar and the similarities and differences between how a guitar works compared to how a ukulele works, how to read guitar chord diagrams, finger placement for chords

Skills:

Play basic chords on the guitar with good technique, performance skills, performing songs with common chord progressions, practice skills

Vocabulary:

Chord, pitch, strum, fret, neck, fluent, neck tuning pegs, strings, plectrum

Autumn Term:

First Half Term

Autumn Term:

Second Half Term

Spring Term:

First Half Term

Spring Term:

Second Half Term

Summer Term:

First Half Term

Summer Term:

Second Half Term

Instrumental Skills

Knowledge:

Recapping how ukulele and keyboard work, knowledge of how guitar works, how to read different notation depending on instrument, understanding how different instruments affect the interpretation of a song

Skills:

Playing chords on each instrument, reading tab and staff notation, practice skills, identifying instruments based on sound

Vocabulary:

Chords, tab, staff notation, pitch, tuning pegs, neck, frets, tone, semitone, strum, plectrum, strings

Film Music (Performance)

Knowledge:

Well-known film composers and some of their music, what a leitmotif is and how it is used in films, how music is used in films and what purpose it serves, knowledge of staff notation in treble clef, including accidentals

Skills:

Playing keyboard with good technique, instrumental skills on ukulele/guitar/keyboard, performance and practice skills, reading staff notation, reading tab, listening to film scores and identifying techniques used by film composers and the effect on the listener

Vocabulary: leitmotif, pitch, tempo, dynamics, instrumentation, accidental, sharp, flat, natural, pulse, soundtrack

Ostinato and Polyrhythms

Knowledge:

Using words to memorise rhythms, know and be able to identify ostinato, polyrhythms, call and response and syncopation, know how to read and use grid notation

Skills:

Listening for inter-related dimensions of music, understanding how musical, dramatic and dance performance skills can be combined, performing and practice skills, memorising simple patterns, exploring and describing timbres, composing using rhythmic ostinato and polyrhythms, rhythmic improvisation, following and leading using non-verbal signals, working constructively with others to improve a music performance

Vocabulary: rhythm, timbre, beat, pulse, ostinato, polyrhythms, improvisation, call and response, question and answer, syncopation

African Drumming

Knowledge:

Of the historical and social context of African Drumming and links to samba (year 6), recall of specific patterns learned in previous lessons, African instrument names know how to read and use grid notation

Skills:

Playing djembe musically and with a sense of pulse in a variety of styles, developing listening skills to play as part of a group, develop rhythmic improvisation skills, learn djembe drumming techniques

Vocabulary: djembe, doundoun, talking drum, gankogui, shekere, improvisation, call and response, polyrhythm, bass, tone and slap techniques

Song-Writing

Knowledge:

Know the different ingredients that go into creating a successful song, know what a riff, hook and chord sequence are and how to identify them, recognise major and minor triads and know which degrees of the major scale are major and which are minor triads, know roman numerals from I-VII for chord labelling purposes, know the most common sections in a song-structure and how to identify them

Skills:

Composing a riff, creating a chord sequence using triads, writing lyrics, composing a melody, listening to and analysing features of songs, selecting, combining and refining ideas to create a song, using recording, editing, drummer and loops features of a DAW to create a backing track

Vocabulary: riff, ostinato, hook, structure, harmony, lyrics, melody, chord sequence, scale, chord, degree of a scale, triad, major, minor, semitones, verse, chorus, intro, outro, middle 8, bridge, instrumental solo, phrase

Autumn Term:

First Half Term

Autumn Term:

Second Half Term

Spring Term:

First Half Term

Spring Term:

Second Half Term

Summer Term:

First Half Term

Summer Term:

Second Half Term

Musical Devices and Inter-Related Dimensions of Music

Knowledge:

Background information about Verdi’s Dies Ire and Tuba Mirem from Requiem, describe a chromatic chord progression, scales, notes of treble clef including sharps, flats and naturals, know how to use a range of features in a DAW / notation software

Skills:

Learn to play a chromatic chord progression on keyboard, create a chromatic chord progression, compose a melody, listen to and analyse Verdi’s Dies Ire, use notation software or a DAW to create a backing track, read staff notation in treble clef

Vocabulary: requiem, chromatic, chord, triad, word painting, orchestration, tempo, time signature, dynamics, octaves, fanfare, bass drum, trumpet, stanza, Latin, word-setting, sharp, flat, natural

Musical Fusions

Knowledge:

Background information about Bach’s Toccata and Fugue in D minor, know what a remix is and how samples can be used to create a remix,

Skills:

Aural dictation/repetition of rhythms and pitches, composing using pitched call and response and ostinato patterns, evaluating students’ own work and that of others, critical listening by comparing two versions of the same piece, composing a remix using samples and loops, applying EQ settings and editing features to create a remix of a classical piece, planning a structure for a composition, read staff notation in treble clef

Vocabulary: rhythm, pitch, phrase, sharp, pentatonic scale, ostinato, remix, samples, mood, dynamics, tempo, EQ settings, automation edit, panning, structure

Music and the Media – Novelty Songs

Knowledge:

Gain an understanding of the ways in which music can be used to enhance adverts, know the features of an effective novelty song, know how to use a range of features in a DAW, use of rhyming structure

Skills:

Listen to and discuss how novelty songs are used in a range of adverts, record vocal parts using a DAW, compose lyrics for a novelty song to be used in an advert

Perform and record a vocal part for novelty song

Vocabulary: novelty songs, DAW, lyrics, hook, rhyming structure, pitch, melody

Music and the Media – Foley

Knowledge:

Background of what Foley artistry is and where it comes from, understand how everyday sounds are recorded then manipulated to sound like something else

Skills:

Recording audio into a DAW, manipulating and editing audio to create different sounds, synchronising sound effects to a video, using voice and instruments in unconventional and creative ways

Vocabulary:

Synchronisation, audio effects, Foley, sound effects, audio manipulation, DAW, EQ settings, sampling

Blues

Knowledge:

Background knowledge of the blues and its links to slavery and the civil rights movement in the USA, understand that most modern popular music has its roots in blues, know the 12-bar blues chord progression, notes of treble and bass clef

Skills: Play a 12-bar blues chord progression on the keyboard using two-hands, improvise using the blues scale, aurally identify chord changes, playing with fluency and accuracy, perform improvisation, chords and bassline for 12 bar blues simultaneously in a group

Vocabulary: Blues, jazz, folk, gospel, blues scale, 12-bar blues, chord, triad, walking bass, head arrangement, structure, blue notes

Rap Beats

Knowledge:

Know how drum beats, basslines and chords can be arranged to create an effective accompaniment, know how to structure a song to ensure a balance of repetition and new ideas, know how to use a range of features in a DAW

Skills:

Record and add effects to a vocal part, use combine recorded parts with loops and samples using a DAW,

Perform and record rap vocals

Vocabulary: Bassline, Drop, bass, kick drum, snare drum, hi-hat, acapella, vocal, rap, riff, ostinato, hook, structure, harmony, lyrics, melody, chord sequence, scale, chord, degree of a scale, triad, major, minor, semitones, verse, chorus, intro, outro, middle 8, bridge, instrumental, phrase

Year 5

Year 6

Year 7

Year 8

Mutual Respect: All pupils are taught the importance of listening respectfully to the work of others and giving constructive criticism.

Mutual Respect: All pupils are taught the importance of listening respectfully to the work of others and giving constructive criticism.

Mutual Respect: All pupils are taught the importance of listening respectfully to the work of others and giving constructive criticism.B27:D31

Mutual Respect: All pupils are taught the importance of listening respectfully to the work of others and giving constructive criticism.

Tolerance: When introducing a piece of music pupils are encouraged to express their likes and dislikes. The ethos that we can learn from things we dislike or disagree with is encouraged throughout the curriculum.

Tolerance: When introducing a piece of music pupils are encouraged to express their likes and dislikes. The ethos that we can learn from things we dislike or disagree with is encouraged throughout the curriculum.

Tolerance: When introducing a piece of music pupils are encouraged to express their likes and dislikes. The ethos that we can learn from things we dislike or disagree with is encouraged throughout the curriculum.

Tolerance: When introducing a piece of music pupils are encouraged to express their likes and dislikes. The ethos that we can learn from things we dislike or disagree with is encouraged throughout the curriculum.

Democracy: The importance of valuing everyone's contribution and working democratically in groups is reinforced every time groupwork is done in class.

Democracy: The importance of valuing everyone's contribution and working democratically in groups is reinforced every time groupwork is done in class.

Democracy: The importance of valuing everyone's contribution and working democratically in groups is reinforced every time groupwork is done in class.

Democracy: The importance of valuing everyone's contribution and working democratically in groups is reinforced every time groupwork is done in class.  We also explore themes of democracy when learning about the history of the Blues and links to slavery.

Rule of Law: Across the curriculum children are taught to use instruments, equipment and their voices safely.

Rule of Law: Across the curriculum children are taught to use instruments, equipment and their voices safely.

Rule of Law: Across the curriculum children are taught to use instruments, equipment and their voices safely.  In addition, children are made aware of the importance of copywrite law with regard to song-writing.

Rule of Law: Across the curriculum children are taught to use instruments, equipment and their voices safely.  In addition, children are made aware of the importance of copywrite law with regard to using samples in their remixes.

Individual Liberty: Whilst often working within a brief, children are encouraged to make their own creative choices when composing.  As they progress through the school children are encouraged to work more independently, taking responsibility for their creative decisions.

Individual Liberty: Whilst often working within a brief, children are encouraged to make their own creative choices when composing.  As they progress through the school children are encouraged to work more independently, taking responsibility for their creative decisions.

Individual Liberty: Whilst often working within a brief, children are encouraged to make their own creative choices when composing.  As they progress through the school children are encouraged to work more independently, taking responsibility for their creative decisions.

Individual Liberty: Whilst often working within a brief, children are encouraged to make their own creative choices when composing.  As they progress through the school children are encouraged to work more independently, taking responsibility for their creative decisions.

Year 5

Year 6

Year 7

Year 8

Singing and the Elements of Music: Pop / jazz music related professions including performer and songwriter.

BBC Ten Pieces:  Children are introduced to the idea of composing as a job, and start to consider composing to a simple brief.  The Ten Pieces videos also enable class discussions around the role of the conductor, orchestral musicians and soloists (horn concerto).

Film Music: Film, TV and video game composers, sound and audio technicians.  A range of indirectly related roles within the film and TV industry, e.g. animator, director, screen-writer,  editor etc.

BBC Ten Pieces: choirmaster, chorister, organist, church musician, composer conductor, orchestral musician, music producer

Keyboard skills and ukulele skills: Pop / jazz / classical music related professions including performer and songwriter.

Samba Drumming: percussion group leaders and performers, ethnomusicologist, pop-music related professions, including performer and songwriter.

Stomp and African Drumming: percussion group leaders and performers, ethnomusicologist, musical theatre and pop-music related professions, including performer, songwriter, choreographer.

Music and the Media: Composer, radio careers (presenter, producer, sound engineer etc.), advertising careers including jingle writer.

Musical Moods: Composer, music producer

Carnival of the Animals: Composer, music producer

Song-Writing: Song-writer, pop and rock music performers, producers, recording engineers.

Blues: Song-writer, pop, jazz and blues performers and composers, musical historian and musicologist.

Year 5

Year 6

Year 7

Year 8

Social & Moral: The intricacies of working in groups are taught explicitly across all topics, through whole class discussion and teacher intervention during groupwork.  We openly discuss taking turns, compromising with others, listening skills and resolving disagreements.

Social & Moral: The intricacies of working in groups are taught explicitly across all topics, through whole class discussion and teacher intervention during groupwork.  We openly discuss taking turns, compromising with others, listening skills and resolving disagreements.

Social & Moral: The intricacies of working in groups are taught explicitly across all topics, through whole class discussion and teacher intervention during groupwork.  We openly discuss taking turns, compromising with others, listening skills and resolving disagreements.

Social & Moral: The intricacies of working in groups are taught explicitly across all topics, through whole class discussion and teacher intervention during groupwork.  We openly discuss taking turns, compromising with others, listening skills and resolving disagreements.

Cultural: Children are exposed to a wide variety of musical styles from a range of cultures: from African, Australian and Scottish traditional songs to orchestral and pop music from the Western musical traditions.

Cultural: Children are exposed to a wide variety of musical styles from a range of cultures: from Brazilian Samba to orchestral, contemporary and pop music from the Western musical traditions

Cultural: Children are exposed to a wide variety of musical styles from a range of cultures: from African djembe drumming to film, orchestral, musical theatre and pop music from the Western musical traditions

Cultural: Children are exposed to a wide variety of musical styles from a range of cultures: from Blues to orchestral and pop music from the Western musical traditions, and the use of music in the media.

Spiritual: All music has the potential to invoke a spiritual response in the listener / performer.  Specific links to religious or spiritual themes in year 5 include the singing of True Colors, Gospel songs (Oh when the Saints, Amazing Grace, I Wanna Sing) and listening to different musical moods, such as those in Peer Gynt and The Sorcerer's Apprentice

Spiritual: All music has the potential to invoke a spiritual response in the listener / performer.  Specific links to religious or spiritual themes in year 6 include discussion of the place of Samba in celebrating Mardi Gras.

Spiritual: All music has the potential to invoke a spiritual response in the listener / performer.  Specific links to religious or spiritual themes in year 7 include discussion of the role of djembe drumming in West African rituals and traditions.

Spiritual: All music has the potential to invoke a spiritual response in the listener / performer.  Specific links to religious or spiritual themes in year 8 include the exploration of Choral music in church services in Verdi's Dies Irae and links to spirituals and gospel music in Blues.