Music Curriculum

KS2 Acquisition: The What?

KS3 Enculturation: The When, How and Why?

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St Johns Music Department
Scheme of Work Overview KS2
KS2
Year 5 Autumn 1 Year 5 Autumn 2 Year 5 Spring 1
Title
Rhythm Raps
Exploring Rhythm and Pulse
Round About
Exploring Rounds
Journey Into Space
Exploring Sound Sources
Stage of
Progression
Recognise and Respond Level 3 Recognise and Respond Level 3 Recognise and Respond Level 3
Repertoire
Cobbler Cobbler
Hot Cross Buns
2 4 6 8
Funky Beat, Move your feet!
Doggie Doggie
We are Dancing
Blackberry iPhone
Pass the Ball
Atmospheres
Depart
Kodaly
Pulse Ta Ti Ti
Strong Weak
Short Long
Accent
2/4
Bar Lines
Ostinati
Tritonic Mi So La (m s l)
Hand Signals m s l
Staff m s l
Rounds
Call and Response
Accompaniment
Structure Q+A, AA, AB
Repeat Sign
Phrasing
NC
Contrasting Sounds
Effects
Combine Sounds
Key
Outcomes
Students:
Recognise and imitate Ta Ti Ti
Read and Write Ta Ti Ti notation
Recognise 2/4 time
Notate Bar Lines
Perform, Create and Present Ostinati
that use Ta Ti Ti rhythms.
Students:
Recognise and imitate m s l as pitch
and can respond to relevant hand
signs.
Recognise a round and how parts fit
together, including simple
accompaniments
Combine Ta Ti Ti and m s l in
notation.
Students
Recognise different structures and can
uses the repeat sign.
Recognize phrase as a short melody,
question, answer or both.
Recognise contrasting sounds and use
them creatively to create effects.
St Johns Music Department
Scheme of Work Overview KS2
KS2
Year 5 Spring 2 Year 5 Summer 1 Year 5 Summer 2
Title
Rhythm Robots
Exploring Rhythm and Pulse 2
Pentatonic Pirates
Exploring Pentatonic Scales
Keyboards
Exploring Keyboard Music
Stage of
Progression
Recognise and Respond Level 3 Recognise and Respond Level 3 Recognise and Respond Level 3
Repertoire
Marching Band/African
Drumming
John Kanaka
Swing Low
All Night, All Day
HelloThereDoh!
Keyboard: Basic Course 1
Kodaly
Pulse Ta Ti Ti, Ta-oh, Tika Tika
2/4
4/4
Two Parts
Improvisation
Contrasts, Similar, Same
Pentatonic Do d r m s l
Hand Signals d r m s l
Staff d r m s l
Variations
Structure AA, AB, ABA
Pitched Ostinati P5 or Octave
Finger positions
Chords
Melody 5 Notes
Note Names and Keyboard Positions
Performing together
Key
Outcomes
Students:
Recognise and imitate Ta Ti Ti, Ta-oh,
Tika Tika
Read and Write Ta Ti Ti, Ta-oh, Tika
Tika notation
Recognise 2/4+4/4 time
Improvise short rhythms using learnt
rhythmic cells.
Perform, Create and Present
contrasting, similar and identical
ideas.
Students:
Recognise and imitate d r m s l and
can respond to and use relevant hand
signs.
Can notate and read using Do Clef
and staff.
Are able to compose variations on
melodies.
Can recognize and imitate different
structures.
Students
Recognize and perform using correct
hand and finger positions.
Recognize and perform chords
simultaneously with melody.
Read and notate keyboard names and
notes using staff.
Perform together as groups sustaining
their own parts.
St Johns Music Department
Scheme of Work Overview KS2
KS2
Year 6 Autumn 1 Year 6 Autumn 2 Year 6 Spring 1
Title
Rhythm Raps
Exploring Rhythm and Pulse
Pentatonic Pirates
Exploring Pentatonic Scales
Journey Into Space
Exploring Sound Sources
Stage of
Progression
Recognise and Respond Level 3 Recognise and Respond Level 3 Recognise and Respond Level 3
Repertoire
Cup Song
IDA Red
Early in the Morning
Korean Folk Recorder:
Various Pieces

Stockhausen
Ferrari
Kodaly
Pulse Ta Ti Ti, Ta-oh, Tika Tika, Tika-
Ti, Ti-Tika
2/4 - Conduct
4/4
Two Parts
Rhythmic Echoes 8-16 beats
Forte/Piano
Rounds and Canons
Pentatonic Do d r m s l
Hand Signals d r m s l
Staff d r m s l
Variations
Structure AA, AB, ABA
Recorders DE GAB
Structure Q+A, AA, AB
Rondo and Theme and Variations
Repeat Sign
Phrasing
NC
Contrasting Sounds
Effects
Combine Sounds
Key
Outcomes
Students:
Recognise and imitate Ta Ti Ti, Ta-oh,
Tika Tika
Read and Write Ta Ti Ti, Ta-oh, Tika
Tika notation
Recognise 2/4+4/4 time
Improvise short rhythms using learnt
rhythmic cells.
Perform, Create and Present
contrasting, similar and identical ideas.
Students:
Recognise and imitate d r m s l and
can respond to and use relevant hand
signs.
Can notate and read using Do Clef
and staff.
Are able to compose variations on
melodies.
Can recognize and imitate different
structures.
Students
Recognise different structures and can
uses the repeat sign.
Recognize phrase as a short melody,
question, answer or both.
Recognise contrasting sounds and use
them creatively to create effects.
St Johns Music Department
Scheme of Work Overview KS2
KS2
Year 6 Spring 2 Year 6 Summer 1 Year 6 Summer 2
Title
Rhythm Robots
Exploring Rhythm and Pulse 2
Melody Makers
Exploring Melody
Keyboards
Exploring Keyboard Music
Stage of
Progression
Recognise and Respond Level 3 Identify and Manipulate Level 4 Identify and Manipulate Level 4
Repertoire Samba
Early Morn
Our Old So
*Country Song*
Various Pop Songs
Kodaly
Pulse Ta Ti Ti, Ta-oh, Tika Tika, Tika-
Ti, Ti-Tika, Syn-co-pa
2/4 - Conduct
4/4 Conduct
3/4
Anacrusis
Rhythmic Echoes 8-16 beats
Forte/Piano
Rounds and Canons
Do/La/So Pentatonic Scales
Low La and So and High Do
Fa
Aural dictation using known melodic
and rhythmic symbols and signage.
Composing to given or composed
rhythms.
Finger positions
Chords Recognise I+V
Melody Octave, thumb under
technique
Note Names and Keyboard Positions
Performing together
Key
Outcomes
Students:
Recognise, imitate an notate Ta Ti Ti,
Ta-oh, Tika Tika, Ti-Tika, Tika-Ta and
Syn-co-pa
Recognise 2/4+4/4+3/4 time
Recognise and imitate forte/piano,
rounds, canons and perform Anacrusis.
Students:
Recognise, imitate, read and notate:
d r m f s l d
Compose and improvise rhythmic
ideas and apply the rhythms to new
melodic compositions.
Continue to conduct 2/4 and 4/4
pieces
Perform as partners, groups and
using movement to continue beat
hands and feet.
Students
Recognize and perform using correct
hand and finger positions.
Recognize and perform chords
simultaneously with melody.
Read and notate keyboard names and
notes using staff.
Perform together as groups sustaining
their own parts.
St Johns Music Department
Scheme of Work Overview KS2
Notes
Content The content of the KS2 curriculum will be based around the acquisition of the fundamental musicianship skills needed to
enjoy a fulfilling and enhancing relationship with music during school and beyond. The course will provide students with
the opportunity to experience high quality music from many cultural backgrounds, but will mostly focus on singing and
using the voice. Throughout the curriculum, students will also gain experience of tuned and unturned percussion and
opportunities to use ICT, to explore, create and manipulate sound sources; combing sounds to identify contrasts and
similarities. A carefully selected repertoire will effectively prepare, engage and develop musical skills gradually over time
and will draw upon the theories of Kodaly and Dalcroze whilst also satisfying the requirements of the Nation Curriculum.
Skills The basis for the acquisition of skills is based in the methodological approach of Kodaly and each unit will have a different
emphasis of skill development.The KS2 Scheme of Work will, therefore, follow a series of learning units that gradually
build on prior learning, moving forwards as suggested by the Kodaly Method, differencing in the difficultly and complexity
of the concepts taught. In year 5 and 6, students will be taught:
- 2 x Rhythm Units
- 2 x Pitch Units
- 1 x ICT Based Unit
- 1 x Keyboard Skills Unit
Integral to these units will be the acquisition of inner hearing and the ability to read and write notation and to recognize
form.
Review The department should aim to review, through student questionnaires and forums, the current curriculum once every two
years. Changes should be made to address:
- Relevance of content
- Available resources and authenticity of musical experience
- Inconsistency or poor quality of musical outcomes
- The opinions and responses of student voice forums
- Changes in the National Curriculum or Statutory Guidances.
Action
- Student Consultation - no later than 3 months after first year of implementation
- Departmental Consultation - no later than 4 months after first year of implementation
- Curriculum Redevelopment - to be completed no later than 8 months after first year of implementation
Start Date: September 2013
Student Consultation: Sep Nov 2014
Departmental Consultation: December 2014
Curriculum Redevelopment: Jan Apr 2015
































St Johns Music Department
Scheme of Work Overview KS3
KS3
Year 7 Autumn 1 Year 7 Autumn 2 Year 7 Spring 1
Title
Whos Calling?
African Singing
2+2=Mozart
3

Classical Piano Performance
Lets go to Jamaica
Popular Music
Stage of
Progression
Identify and Manipulate
Level 4
Identify and Manipulate
Level 4
Identify and Manipulate
Level 4
Composer/
Performer
Ladysmith Black Mambazo
Koko
Mozart Bob Marley
Composition
Ikanyezi Nezazi
Yiri
Piano Sonata No. 16 C Major Three Little Birds
Devices/
Elements
Call and Response
Melody
Dynamics
Motif
Major Chords C, F, G
Melody
Melodic Structure
Chord Structure
Organ Shuffle Chords
Syncopation Rhythm
Bass Riff
Verse/Chorus - Structure
Skills
Singing as an Ensemble
Singing as a Soloist
Composing as a group
Performing as a soloist
Reading notation.
(Extended composition opp)
Singing as an Ensemble
Performing as an Ensemble
Composing as a group
Key
Outcomes
Developed ability to manipulate
devices/elements of music.
Developed awareness of social, spiritual
and cultural context of African Music
Developed ability to identify melodic and
harmonic structures,
Developed values of the importance of
Western Art Music
Developed an ability to manipulate
devices/elements of music
Developed awareness of the social, spiritual
and cultural context of Jamaican Music
Reggae.
Syn. Links



St Johns Music Department
Scheme of Work Overview KS3
KS3
Year 7 Spring 2 Year 7 Summer 1 Year 7 Summer 2
Title
Mozart in Mumbai
Indian Classical Music
Tinie Tempah Teaches Texture
Popular Music
Beethoven Bites the Bullet
Western Art Music
Stage of
Progression
Identify and Manipulate
Identify and Relate
Level 4-5
Identify and Manipulate
Identify and Relate
Level 4-5
Identify and Manipulate
Identify and Relate
Level 4-5
Composer/
Performer
Chiranji Lal Tanwar Tinie Tempah Beethoven
Composition Mhara Jaham Written in the Stars Symphony No. 5
Devices/
Elements
Raga Scales
Drone
Alap/Vistar Structure
Tal Rhythmic Organisation
Texture Homophonic/Monophonic etc
Mirroring
Chords Gm, Eb, Bb, F
Structure
Germ Motif
Heroic Artist
Rhythmic Development
Sonata Form
Skills
Performance as a soloist
Composing as an individual
(Ensemble performance opp)
Singing and Performing as a group
Composing Pairs
ICT-Based Composition
Performance as a soloist
Composing as an individual
(Ensemble performance opp)
Key
Outcomes
Developed ability to identify and
manipulate devices/elements of music
associated with Indian Music
Developed awareness and value of the
function and purpose of Indian Music
Developed ability to identify and manipulate
devices/elements of music associated with
Rap/Hip Hop Music
Developed awareness and value of the
function and purpose of Rap/Hip hop Music
Developed ability to identify and manipulate
devices/elements of Beethoven and the
Early Romantic Period.
Developed awareness and value of the
function and purpose of Beethovens music.
Syn. Links


St Johns Music Department
Scheme of Work Overview KS3
KS3
Year 8 Autumn 1 Year 8 Autumn 2 Year 8 Spring 1
Title
Is it there if we cant hear it?
World Folk Music
Jessi and Jacopo
Solo Vocal Music
What does music sound like on Mars?
20
Th
Century Classical Music
Stage of
Progression
Identify and Relate
Level 5
Identify and Relate
Level 5
Identify and Relate
Level 5
Composer Various
Mozart
Jessie J
Webern
Varese
Shostakovich
Composition
Arirang
Oie leloila
Danny Boy
Queen of the Night Aria
Who You Are
Small Ensemble Works
Ionisation
String Quartet
Devices/
Elements
National Custom
Narrative Verse
Pentatonic Hemitonic/Anhemitonic
Strophic Form
Prima Donna Diva
Aria - Song
Singspiel Rap
Melisma Bel Canto (Vocal
Embellishments)
Gesture
Tone Row Retrograde/Inversion
Spatial Construction
Timbre Extended Techniques

Skills
Oral Transmission
Singing as an Ensemble
Singing as a Soloist
Composing as a group
Singing as a Soloist (and group)
Composing as an Individual
Performing as an Ensemble
Composing as a group
Key
Outcomes
Developed ability to identify, relate and
compare specific devices/elements to
their origins
Developed awareness and value of the
origins of Folk Music
Developed ability to identify, relate and
compare specific devices/elements to their
origins
Developed awareness and value of the
origins of Solo Vocal Music
Developed ability to identify, relate and
compare specific devices/elements to their
origins
Developed awareness and value of the
origins of 20
th
Century Art Music
Syn. Links


St Johns Music Department
Scheme of Work Overview KS3
KS3
Year 8 Spring 2 Year 8 Summer 1 Year 8 Summer 2
Title
Painting by Numbers
Gamelan Indonesian Music
And All That Jazz
Blues and Jazz
Music for Peace; Music for Change
Free Composition Unit
Stage of
Progression
Identify and Relate
Identify and Integrate.
Level 5 - 6
Identify and Relate
Identify and Integrate.
Level 5 - 6
Identify and Relate
Identify and Integrate.
Level 5 - 6
Composer Gong Kebyar Various
Composition Jauk Masal
Aint No Sunshine

Various
Devices/
Elements
Slendro(5)/Pelog(7)/Diapason(octave)
Irama (Tempo/Density)
Balungan (Core Melody)
Tabuhan Imbal (Offbeat Doubling)
Gong Ageng Keteg/Gongan (Structure)
Colotomic
Chords Major/Minor
Inversions
Blues Scale
Walking Bass
Improvisation - Licks
Free Composition Students to draw on
their knowledge of devices and elements to
create a unique composition.
Skills
Performing as an ensemble
Composing as an ensemble
Singing as an ensemble
Performing as a soloist
Improvisation
Performing as an ensemble
Composing as a group
Key
Outcomes
Developed ability to identify, relate,
compare and integrate the key
characteristics of Gamelan from their
origins into new authentic
compositions/performances.
Developed ability to identify, relate,
compare and integrate the key
characteristics of Blues and Jazz from
their origins into new authentic
compositions/performances.
Developed ability to identify, relate, compare
and integrate the key characteristics from a
variety of music, from their origins, into new
authentic compositions/performances.
Syn. Links



St Johns Music Department
Scheme of Work Overview KS3
Notes
Content The driving aim of the KS3 Scheme of Work is to enculture students through a musically diverse and comprehensive curriculum
that focuses on contextual understanding through the inter-related skills of performing, composing, listening and appraising.
Students focus on when, how and why music was created, Over the course of two years, students will study:
4 units of Traditional/World Music
4 units of Western Art Music
4 units of Popular Music
In order to ensure quality and depth of musical understanding, synoptic links should be identified and exploited in shorter-term
planning.
Additionally, discrete synoptic units of work can be delivered where the overall balance of curriculum time remains equal amongst
the three main areas of musical study.
Skills Effort should be made to ensure an equal balance between vocal and instrumental methods of delivery or content. This can be
achieved by broadly offering, across KS3
6 units of Vocal Work
6 units of Instrumental Work
These units should be further divided to reflect an equal balance of opportunities for ensemble/group and solo/individual work
At KS3, there is also a focus on transferable skills such as organisation, critical thinking, creativity, confidence and communication.
Review The department should aim to review, through student questionnaires and forums, the current curriculum once every two years.
Changes should be made to address:
- Relevance of content
- Available resources and authenticity of musical experience
- Inconsistency or poor quality of musical outcomes
- The opinions and responses of student voice forums
- Changes in the National Curriculum or Statutory Guidances.
Action
- Student Consultation - no later than 3 months after first year of implementation
- Departmental Consultation - no later than 4 months after first year of implementation
- Curriculum Redevelopment - to be completed no later than 8 months after first year of implementation
Start Date: September 2013
Student Consultation: Sep Nov 2014
Departmental Consultation: December 2014
Curriculum Redevelopment: Jan Apr 2015
St Johns Music: Assessing Progress
Moving Forwards!
Performing Creating Listening Feedback
Level 2
I make sound
I can keep the pulse (heart beat)
I can sing high and low notes to
make a melody.
I can use simple musical symbols.
I can make a sound story
beginning, middle and end.
I can name common sounds
I can hear the mood of the music
I can make my own work better.
Level 3
I copy ideas
I can sing in tune
I can perform simple rhythms and
melodies.
I can put two ideas together at
the same time.
I can improvise ideas and repeat
them.
I can hear mixed ideas and tell you
what mood they create.
I can show you how I completed my
performance or composition.
Level 4
I change ideas
I can perform in a group.
I can perform in time
I can change dynamics and tempo
to create an effect.
I can put ideas into bigger
patterns.
I can make changes to make new
ideas.
I can describe, compare and
evaluate different kinds of music
using musical words.
I can suggest improvements to my
own and others' work and comment
on how it has been achieved
Level 5
I compare ideas
I can perform using notation
I can perform from memory and
lead others.
I understand my role.
I can use a variety of notations.
I can create similar and
contrasting music for different
occasions.
I can use musical features.
I can explain and compare musical
devices
I can talk about when, where and
why music was made.
I can compare my work to others and
make changes that will improve my
work.
Level 6
I recreate style
I can perform in the style of other
musicians.
I can cover my own and others
mistakes.
I use suitable notations.
I can compose in different styles.
I can compose using stylistic
features.
I can analyse, compare and evaluate
how music reflects the contexts in
which it is created, performed and
heard.
I can tell if my own or others work
matches a style.
I can change my own and others
work to recreate a style.
Level 7
I combine styles
I can adapt my performance to
different styles.
I can use my own performance
style.
I can effectively lead a group.
I can compose a coherent piece of
music.
I can compose using my own ideas
from different styles.
I can develop or discard ideas
that arent effective.
I can evaluate and criticize the music that I listen to.
I can recognize the quality of musical devices and characteristics that are
used. I use comparisons to make judgments.
I can relate music to its origins and context.
I use my understanding of different styles and musical history to form
opinions.