Staindrop CE Primary School Music Curriculum

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


• The Lark Ascending – Vaughan Williams


• 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


• 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


• 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)


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


• 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


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 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


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


• 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


• 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…

Documents

Staindrop CE Primary School Music Curriculum