Music

Music: Curriculum Intent

At The Holy Spirit Catholic Primary School we deliver the music scheme, Charanga, we believe that music has a positive impact on our children's emotional, physical and mental well-being therefore aim to ensure that our children develop an appreciation and a love for music. Our children gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing and composing, across a wide variety of historical periods, styles, traditions and musical genres. We are committed to developing a curiosity for the subject, as well as an understanding and accepting of all types of musicical genre.   

Through Charanga we are able to produce inclusive lessons for all children to access the musical curriculum in a fun and engaging way. Children will learn to play the recorder and learn to play the glockenspiel. At The Holy Spirit we also aim to provide opportunities for our children to play the samba drums and experience the feeling of awe when performing to an audience.

Our Curriculum Drivers

Spirituality: As a Catholic School we are driven by a spiritually rich curriculum that holds Gospel values at its heart, encompassing the importance of British values and Equality.

Possibilities: A curriculum that provides quality experiences, encouraging our children to have high aspiration for their future and to be aware of all the opportunities available to them.

Resilience: Our curriculum encourages children to learn how to think well, it seeks to remove barriers to learning through growth mind-set.

 

Characteristics of a Musician 

  • A rapidly widening repertoire which they use to create original, imaginative, fluent and distinctive composing and performance work. 
  • A musical understanding underpinned by high levels of aural perception, internalisation and knowledge of music, including high or rapidly developing levels of 
  • technical expertise. 
  • Very good awareness and appreciation of different musical traditions and genres.
  • An excellent understanding of how musical provenance - the historical, social and cultural origins of music - contributes to the diversity of musical styles.
  • The ability to give precise written and verbal explanations, using musical terminology effectively, accurately and appropriately.
  • A passion for and commitment to a diverse range of musical activities.

Implementation 

  • Perform
    This concept involves understanding that music is created to be performed.
  • Compose
    This concept involves appreciating that music is created through a process which has a number of techniques.
  • Transcribe
    This concept involves understanding that compositions need to be understood by others and that there are techniques and a language for communicating them.
  • Describe music
    This concept involves appreciating the features and effectiveness of musical elements.
     
     
                                                                     Impact

 

Milestone 1 Milestone 2 Milestone 3
Perform
This concept involves understanding that music is created to be performed.

• Take part in singing, accurately following the melody.

• Follow instructions on how and when to sing or play an instrument.

• Make and control long and short sounds, using voice and instruments.

• Imitate changes in pitch.

• Sing from memory with accurate pitch.

• Sing in tune.

• Maintain a simple part within a group.

• Pronounce words within a song clearly.

• Show control of voice.

• Play notes on an instrument with care so that they are clear.

• Perform with control and awareness of others.

• Sing or play from memory with confidence.

• Perform solos or as part of an ensemble.

• Sing or play expressively and in tune.

• Hold a part within a round.

• Sing a harmony part confidently and accurately.

• Sustain a drone or a melodic ostinato to accompany singing.

• Perform with controlled breathing (voice) and skillful playing (instrument).

Compose
This concept involves appreciating that music is created through a process which has a number of techniques.

• Create a sequence of long and short sounds.

• Clap rhythms.

• Create a mixture of different sounds (long and short, loud and quiet, high and low).

• Choose sounds to create an effect.

• Sequence sounds to create an overall effect.

• Create short, musical patterns.

• Create short, rhythmic phrases.

• Compose and perform melodic songs.

• Use sound to create abstract effects.

• Create repeated patterns with a range of instruments.

• Create accompaniments for tunes.

• Use drones as accompaniments.

• Choose, order, combine and control sounds to create an effect.

• Use digital technologies to compose pieces of music.

• Create songs with verses and a chorus.

• Create rhythmic patterns with an awareness of timbre and duration.

• Combine a variety of musical devices, including melody, rhythm and chords.

• Thoughtfully select elements for a piece in order to gain a defined effect.

• Use drones and melodic ostinati (based on the pentatonic scale).

• Convey the relationship between the lyrics and the melody.

• Use digital technologies to compose, edit and refine pieces of music.

Transcribe
This concept involves understanding that compositions need to be understood by others and that there are techniques and a language for communicating them.

• Use symbols to represent a composition and use them to help with a performance.

• Devise non-standard symbols to indicate when to play and rest.

• Recognise the notes EGBDF and FACE on the musical stave.

• Recognise the symbols for a minim, crotchet and semibreve and say how many beats they represent.

• Use the standard musical notation of crotchet, minim and semibreve to indicate how many beats to play.

• Read and create notes on the musical stave.

• Understand the purpose of the treble and bass clefs and use them in transcribing compositions.

• Understand and use the # (sharp) and ♭ (flat) symbols.

• Use and understand simple time signatures.

Describe music
This concept involves appreciating the features and effectiveness of musical elements.

• Identify the beat of a tune.

• Recognise changes in timbre, dynamics and pitch.

• Use the terms: duration, timbre, pitch, beat, tempo, texture and use of silence to describe music.

• Evaluate music using musical vocabulary to identify areas of likes and dislikes.

• Understand layers of sounds and discuss their effect on mood and feelings.

• Choose from a wide range of musical vocabulary to accurately describe and appraise music including: 

    • pitch 

    • dynamics 

    • tempo 

    • timbre 

    • texture 

    • lyrics and melody 

    • sense of occasion 

    • expressive 

    • solo

    • rounds

    • harmonies

    • accompaniments

    • drones

    • cyclic patterns

    • combination of musical elements

    • cultural context.

• Describe how lyrics often reflect the cultural context of music and have social meaning.

Aspirations for the Future

Pupils develop an understanding of how subjects and specific skills are linked to future jobs.

Here are some of the jobs you could aspire to do in the future as a Musician:

  • Theatre performer
  • Songwriter
  • Casting director
  • RAF Musician
  • Performer 

For more careers, please visit First Careers.

Impact 

Assessment   

At the end of mile stone expectations with the expected musical learning against which to assess The Holy Spirit continuously assess progression using the model of Plan Do Check and Review. Children learn to self-assess their music ability and are encouraged to improve through reflection and evaluation of their work. We use one-page lesson plans with the facility for teachers to formatively assess childrens' skills. Charanga also offers a digital evidence storage facility to help you build a musical E-profile for classes and individual pupils.