GLF Schools

GLF Schools

GLF Schools was founded in 2012 in order to enable the federation of Glyn School (an academy in 2011) and Danetree Junior School. Together, we began our journey to become a MAT of more than 1000 talented staff working with over 10,000 children in 40 schools across 5 regions in southern England.

Our Schools

Banbury Region

Banstead Region

Berkshire & Hampshire Region

Caterham Region

Crawley Region

Didcot Region

Epsom Region

London Boroughs

Redhill Region

Sunbury & Camberley Region

Music

Back to Subject List

Subject Leaders:

Intent of the Music Curriculum

At Warren Mead we aim to engage, motivate 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.  In EYFS and KS1 the music curriculum focuses on the pupils developing the basic musical principles of rhythm and melody.  Pupils learn about pulse and rhythm using untuned percussion instruments and melody through  songs, chants and tuned percussion.  Children are introduced to standard rhythmic notation using the Kodaly system and follow the requirements of the National Curriculum for Music,  providing a broad, balanced and differentiated curriculum which ensures the progressive development of musical concepts, knowledge and skills.

Implementation of the Music Curriculum

Music is taught through our curriculum, using a variety of resources in weekly lessons by our specialist music teacher. We learn to listen carefully and respond physically to a wide range of music. We play a range of tuned and untuned musical instruments and work together to create short compositions.  We explore how sounds and silence can create different moods and effects and learn to control the sounds we create with our voices and instruments.  Through singing songs and performing children learn about the structure and organisation of music and are taught to listen and appreciate different genres. Children learn how music can represent different feelings, emotions and stories. We use and teach musical vocabulary such as volume, pitch, beat and rhythm and encourage children to discuss music using these terms.

Musical teaching and learning is not linear and our curriculum allows children to develop new music skills and concepts whilst revisiting and embedding established musical skills and concepts.  Our progression of skills document ensures that the curriculum is covered and the skills, knowledge and vocabulary taught are progressive from year to year.

Performance is an important part of our musical teaching and learning and all pupils participate in a key stage performance. Pupils also take part in Harvest assemblies, singing assemblies and pupils from Reception to Year 6 perform at our annual carol concerts. Pupils who are confident are encouraged to perform in solo performances in our concerts and also regularly at our singing assemblies. 

Music teaching at Warren Mead is not only focused on performance but also providing our pupils with an understanding and appreciation for music. Through our music lessons children study a wide range of musical styles and genres from a range of musical periods.

Impact of the Music Curriculum

Our music curriculum is planned to demonstrate progression, build on and embed current skills. We focus on progression of knowledge and skills in the different musical components, teaching of musical terms, the elements of music and vocabulary.

If children are achieving the knowledge and skills in lessons, they are deemed to be making good or better progress. We measure the impact of our curriculum through the following methods:

•          Pupil discussions and interviewing the pupils about their learning (pupil voice).

•          Annual reporting and tracking of standards across the curriculum.

•          Photo evidence and images of the pupils practical learning.

PRIMARY-national-curriculum-Music.pdf

Curriculum Content Overview

 

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 1

Pulse and Rhythm

  • use their voices expressively and creatively by singing songs and speaking chants and rhymes
  • play tuned and untuned instruments musically

(Rhythm games; -singing,

-body percussion,

-clapping games,

-read rhythmic

music notation, 

Use untuned

percussion instruments

Harvest performance)

 

Pulse and Rhythm Continued …

(Learn songs ,

Learn tuned and untuned percussion,

Christmas Nativity)

The Elements of Music and Glockenspiels

  • use voices expressively and creatively by singing songs and speaking chants and rhymes 
  • play tuned and untuned instruments musically

(Introduction to the elements of music,

Develop awareness of pitch, volume, respond to and explore changes in tempo, copy back rhythms, simple improvisation,

Singing and playing to a common pulse. )

 

 

 

Listening, Appraising and The Orchestra

  •  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

(Centred around Prokofiev’s ‘Peter and The Wolf’. 

Learn to visually and aurally identify instruments of the orchestra, and families of instruments,

Develop compositional skills.)

Composition and Performance

  • 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

(Revisit and consolidate the elements of music,

Compose,  notate and perform their composition)

Year 2

Pulse and Rhythm

  • use voices expressively and creatively by singing songs and speaking chants and rhymes
  • play tuned and untuned instruments musically

(Rhythm games; -singing,

-body percussion,

-clapping games,

-read rhythmic

music notation, 

Use untuned

percussion instruments

Harvest performance)

 

Pulse and Rhythm Continued …

(Learn songs ,

Learn tuned and untuned percussion,

Christmas Nativity)

 

 

The Elements of Music

  • use voices expressively and creatively by singing songs and speaking chants and rhymes 
  • play tuned and untuned instruments musically

(Introduction to the elements of music,

Develop awareness of pitch, volume, respond to and explore changes in tempo, copy back rhythms, simple improvisation,

Singing and playing to a common pulse. )

Pitch - Singing, Glockenspiels and Boomwhackers

  • use 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

(Learn about pitch, high and low sounds, the stave, written notation,

Use skills to play tuned instruments,

Introduction to different forms of music,

Introduction to the glockenspiel.)

Listening and Appraising - Carnival of the Animals

  • 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

Introduction to orchestral instruments, Identify ‘families’ of instruments-audibly and visually,

Manipulation of the elements of music.)

 

Appraising and Composing

  • 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

 

(Music of Africa.

Build on the skills from previous terms;

-use tuned and untuned percussion,

-sing a traditional African call and response song,

-represent animals through use of instruments and voice, -create own rhythms)

 

Year 3

Pulse and Rhythm

  • 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
  • listen with attention to detail and recall sounds with increasing aural memory 
  • use and understand staff and other musical notations

(Standard rhythmic notation and graphic notation, rhythm games, tuned and untuned percussion, Harvest and Christmas songs for performances)

 

Pitch and Melody

  • 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
  • listen with attention to detail and recall sounds with increasing aural memory 
  • use and understand staff and other musical notations

(Reading pitched notation, playing tuned percussion, and introduction to the  recorder)

 

Graphic Scores and Musical Patterns

  • 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
  • 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 composer musicians  
  • develop an understanding of the history of music.

(Little Train of the Caipira, Graphic score, repeating patterns using body percussion and vocal sounds, activities and composition based on the theme of machines.)

Descriptive Music

  • 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
  • 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 composers and musicians 
  • develop an understanding of the history of music.

(Carnival of the Animals, listening and appraising,  composing to stimulus of animals)

 

Year 4

Pulse and Rhythm

  • 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
  • listen with attention to detail and recall sounds with increasing aural memory 
  • use and understand staff and other musical notations

(Standard rhythmic notation and graphic scores, rhythm games, playing tuned and untuned percussion, Harvest and Christmas songs for performance)

 

 

 

Pitch and Melody

  • 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
  • listen with attention to detail and recall sounds with increasing aural memory 
  • use and understand staff and other musical notations

(Reading pitched notation, playing tuned percussion, and ocarina)

 

Textures, Harmony and Baroque Period

  • 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
  • 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 composers and musicians 
  • develop an understanding of the history of music.

(Baroque period, Vivaldi - Four Seasons, create a class and a group composition, programme music.)

Descriptive Music

  • 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
  • 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 composers and musicians 
  • develop an understanding of the history of music.

(The Planet Suite listening and appraising, ostinato composition)

. 

 

Year 5

Pulse and Rhythm

  • 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
  • listen with attention to detail and recall sounds with increasing aural memory 
  • use and understand staff and other musical notations

(Standard rhythmic notation and graphic scores, rhythm games, playing tuned and untuned percussion, chair drumming, Harvest and Christmas songs for performance)

 

 

 

 

 

 

Pitch and Melody

  • 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
  • listen with attention to detail and recall sounds with increasing aural memory 
  • use and understand staff and other musical notations

(Reading pitched notation, playing tuned percussion, introduction to the keyboard)

 

The Blues

  • 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
  • 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 composers and musicians 
  • develop an understanding of the history of music.

(Bass lines, chords as a harmonic foundation, improvisation, 12 bar blues, walking bass line, history of the blues)

The Orchestra

  • 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
  • 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 composers and musicians 
  • develop an understanding of the history of music.

(Instruments and families of instruments, sections of the orchestra, The Young Person’s Guide to the Orchestra listening and appraising)

Year 6

Pulse and Rhythm

  • 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
  • listen with attention to detail and recall sounds with increasing aural memory 
  • use and understand staff and other musical notations

(Standard rhythmic notation and graphic scores, rhythm games, playing tuned and untuned percussion, Samba, Harvest and Christmas songs for performance)

.

Pitch and Melody

  • 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
  • listen with attention to detail and recall sounds with increasing aural memory 
  • use and understand staff and other musical notations

(Reading pitched notation,chords,  playing tuned percussion, keyboard and ukulele)

 

 

 

 

 

 

 

Programme and Film Music

  • 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
  • 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 composers and musicians 
  • develop an understanding of the history of music.

(Telling a story through music, orchestral instruments, compose to a storyboard)

 

 

Musical Theatre

  • 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
  • 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 composers and musicians 
  • develop an understanding of the history of music.

(Singing in parts, different voices - SATB, different styles of musicals, history from opera to present day)

 

 

 

 

Warren Mead Infant and Junior Schools Progression of Skills Document

Music Progression of Skills Document 2020-21