Presentation on theme: "Overview of KS2 Primary Music Curriculum 1.What is the new music curriculum? Purpose of Study: “Music is a universal language that embodies one of the."— Presentation transcript:
Overview of KS2 Primary Music Curriculum 1.What is the new music curriculum? Purpose of Study: “Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.” National Curriculum in England: Music Programmes of Study September 2013 Aims: The NC 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. Attainment targets: By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Subject content for KS2: 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 as part of an aural memory. Play and perform in solo and ensemble contexts, using their voice and playing musical instruments with increasing accuracy, fluency, control and expression Improvise and compose music 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 musicians and composers Develop an understanding of the history of music Learning about music & developing musical skills through engagement with it - listening, appraising, improvising, composing, rehearsing & performing.
2. What is OFSTED looking for? High quality musical learning and teaching Demonstrated & supported by: Music Policy for the school Whole school scheme of work including long & medium term plans Skills progression maps showing which skills and vocabulary are to be covered each year, incorporated within the Key Stage expectations How are TA’s and other support staff used by teacher leading the lesson Tracking of pupils – inclusion, access, data keeping & data analysis Assessment, recording, reporting Use of technologies Performance opportunities – formal and informal Appropriate resources Correct application of copyright regulations Safeguarding Performance Management First Access Musical learning prior to entering First Access and how this relates to the programme? Exit strategy & continuation pathways: further instrumental learning on same/different instruments building on outcomes of First Access when re-entering class music Enhancement & Extra-Curricular Activities Choirs, orchestras, ensembles First Access Recorders Instrumental teaching – links to class curriculum, and scheme of work Extra performing opportunities (i.e. assemblies, Open Evenings, Formal Performances, Local Festivals, Hertfordshire Schools Gala Concert) Some other things to think about: How do these activities enhance the curriculum? How are instrumental learners drawn into the music curriculum? Is differentiation applied? Are specific groups of children targeted for their needs, not just their ability or interests? (SEND, LAC, EFL, FSM’s etc.)
Partnerships with: The music hub: Herts Music Service & Local Music Centre/School Other discrete arts: visual arts, poetry, drama, story-telling, dance etc. Community organisations Visiting music teachers Visiting professional musicians Other professional bodies (i.e. Exam boards, Arts Award) Parents – how are they encouraged to become involved, participate and share any relevant skills? Transition & Integration Between Key Stages, but also between schools both in terms of curriculum and First Access Integration of First Access pupils and other instrumental learners A variety of opportunities for performances (see above!) 3. Progression and Key Skills across the Primary School – see separate sheets KS2 Early Years and KS1 Joined-up thinking – in all areas of provision and practise
Music Skills Progression Key Stage 2 Year 3Year 5Year 4Year 6 Pitch Duration Dynamics Tempo Timbre Texture Structure Steps & Leaps Basic pitch notation C-G Pentatonic scales Increased basic pitch notation to octave (c-c) Major & Minor scales & arpeggios Raga Blues (Pentatonic) Legato/staccato Strong & weak beats Fitting rhythm to a beat in 2, 3 or 4 4, 4,or 4 Crotchets, quavers, rests Minims Add semi-quavers Metre Time signatures in 2, 3, 4,6 4, 4, 4,8 Dotted minims & semibreve & equivalent rests Dotted rhythms Syncopation Time signatures in 5, 6 4, 8 Crescendo Diminuendo p – mf - f Wider dynamic range pp-ff Strong contrasts Accents Articulation (staccato/ legato) Accelerando Rallantando Comparing tempi lento, andante, adagio, allegretto, Tempi vocab (moderato, allegro presto a tempo, piu/meno mosso largo) Use of tempi for mood effects Identify instruments by names & sounds Correct beaters, 1 & 2 hands Identify non-percussion instruments by name, picture & some by sound Orchestral Families (woodwind, strings, brass, percussion) Other instrumental groupings: e.g jazz band, rock band, pop, world music Keyboards Computer music Electronic sounds Keyboards Melody Accompaniment Unison, 2 part, Solo, Drones Simple Ostinato Note clusters/chords Weaving parts together Major / minor chords Chords I, IV, V Simple chord sequences 12 Bar blues Ostinato – rhythmic & melodic Question & Answer Chorus & Verse Rounds & Partner songs Simple 2 part pieces Rounds & part singing increasing in difficulty Binary Form (AB) Theme & Variation Ternary Form (ABA) Rondo Form (ABACAD...) Contrasting style arrangements (same song/piece, different styles)
Music Skills Progression Early Years & Key Stage 1 E Year NYear 1Year RYear 2 Pitch Duration Dynamics Tempo Timbre Texture Structure High notes Low notes Low to high High to low Reaching up, staying low, Musical ladders Pitch relative to another High – Middle - Low Long notes Short notes Simple rhythm patterns Crotchets Quavers Whisper, talk, shout Loud (f = forte) Quiet (p = piano) Tiptoe/stamp/ Wider graduation of dynamics ( p – mf - f, and technical language for each) Fast Slow Walking, running, striding, skipping, cantering, galloping etc Moving (& playing) to a beat Exploring different sound sources Free-play Exploring the voice Recognising names of percussion instruments Recognising percussion instruments by sound Sorting by wood, metal, skin, string, wind Exploring the voice in many different ways; find singing voice TogetherPlaying together Playing on your own Lots of sounds together Only one sound Layers of sound Adding sounds together Start Stop Beginning Middle End Simple repeated patterns Question & Answer Verse & Chorus Phrases Feel the pulse Noticing the tempo Playing on the beat Playing word rhythms Making word rhythms fit to a beat Add rests Silence How are different instruments played? (strummed, plucked, hit, scraped, blown, etc) Echoes