Ainthorpe Primary School. Music Long Term Plan (in line with National Curriculum 2014).
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1 Ainthorpe Primary School Music Long Term Plan (in line with National Curriculum 2014).
2 Ainthorpe Primary School - National Curriculum 2014 for Music Long Term Plan. An overview of Music Ainthorpe Primary School aims to provide a broad and balanced music curriculum that encourages the children to develop their creative and expressive abilities. We know Music plays an important part in all our lives so the learning about music in school will help the children to: enjoy a wide range of music and make music themselves increase use of their imagination, creativity, aesthetic sensitivity and fulfilment express themselves and develop emotionally understand alternative forms of communication concentrate and become more self-disciplined develop their ability to listen with intent develop practical skills be encouraged in active involvement with other children to make music together be provided with the expression and development of individual skills and the sharing experience of cooperating with others. Singing, playing, composing and listening can give individual and collective satisfaction develop an awareness of musical traditions and developments in a variety of cultures and societies Music is part of our history and can be a good way to discover the past and understand the present. It can also bring other subjects to life from maths and reading to geography and science. The national curriculum for music 2014 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. Teaching of Music at Ainthorpe Primary School. At Ainthorpe Primary School we have a cross curricular themed approach to delivering Music wherever possible. The children spend a minimum of 50 minutes per week * enjoying music. The emphasis is on practical experiences through singing, playing, composing and listening. All these activities give pupils the opportunity to work individually, in pairs, in groups and as a class. Each lesson focuses on the relevant areas of learning taken from the Programmes of study. (identified on each year group LTP below) * inclusive of assembly singing time
3 The areas of Music that will be taught in each phase/year group. Music will be taught in line with the National Curriculum The relevant KS1 and KS2 Programmes of Study will be covered by each year group. These are :- Key stage 1! 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.! 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. As a school we are adopting the CQ Essential package where clear learning objectives have been identified and progress milestones used to promote appropriate inclusion and challenge. Music has been divided into 4 areas of skills progression:- To Perform/To Compose /To Transcribe/To Describe Timetable of teaching Music. Each POS will be covered at least once over the year. Some of the learning objectives will be revisited throughout the year and others identified to specific terms in the Medium term plan.. The coverage and standards of the provision will be monitored by the subject leader on a termly basis through the scrutiny of planning, work, pupil interviews etc.
4 Support for SEN and AGT Pupils All pupils will be given the opportunity to get involved in Music taking into account, ability levels and support required. All lessons and activities will be differentiated carefully to ensure musical engagement, challenge, progress and a sense of achievement by all. We endeavour to meet the needs of all children including gifted and talented through: Planning and suitability of task Support required Use of appropriate resources Monitoring children s progress Monitoring delivery of curriculum Additional Information. Throughout the school year, parents will be invited into the school to listen to the children sing and perform. This will include themed weeks/ end of term assemblies / end of year performances. This helps to develop school links with parents as well as celebrate the musical talents of our children to the wider community. Music workshops/ educational visits/ interschool singing Competitions are also timetabled throughout the year. The school has a music policy as well as Music handbook with information and a bank of material which ensures a high level of music teaching is ongoing throughout the school. These documents are available on our school s website.
5 Ainthorpe Primary School Long Term Plan for Music Year 1.! use their voices expressively and creatively by singing songs and speaking chants and rhymes! play tuned and un-tuned 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 To Perform Take part in singing, accurately following the melody.up1-1 Follow instructions on how and when to sing or play an instrument. UP1-2 Make and control long and short sounds, using voice and instruments. UP1-3 Imitate changes in pitch. UP1-4 To compose Create a sequence of long and short sounds. UC1-1 Clap rhythms. UC1-2 Create a mixture of different sounds (long and short, loud and quiet, high and low). UC1-3 Choose sounds to create an effect. UC1-4 Sequence sounds to create an overall effect. UC1-5 Create short, musical patterns. UC1-6 Create short, rhythmic phrases. UC1-7 To transcribe Use symbols to represent a composition and use them to help with a performance. UT1-1 To describe Identify the beat of a tune. UD1-1 Recognise changes in timbre, dynamics and pitch. UD1-2 Sing Songs ( topic related ) / seasonal Play tuned and untuned instruments musically Make simple instruments and use them Listen and understand live and recorded music Elements :- dynamics ( loud/ quiet) : tempo ( fast/slow) pitch ( high/ low) Respond to sounds and music
6 Ainthorpe Primary School Long Term Plan for Music Year 2..! use their voices expressively and creatively by singing songs and speaking chants and rhymes! play tuned and un-tuned 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 To Perform Take part in singing, accurately following the melody.up1-1 Follow instructions on how and when to sing or play an instrument. UP1-2 Make and control long and short sounds, using voice and instruments. UP1-3 Imitate changes in pitch. UP1-4 To compose Create a sequence of long and short sounds. UC1-1 Clap rhythms. UC1-2 Create a mixture of different sounds (long and short, loud and quiet, high and low). UC1-3 Choose sounds to create an effect. UC1-4 Sequence sounds to create an overall effect. UC1-5 Create short, musical patterns. UC1-6 Create short, rhythmic phrases. UC1-7 To transcribe Use symbols to represent a composition and use them to help with a performance. UT1-1 To describe Identify the beat of a tune. UD1-1 Recognise changes in timbre, dynamics and pitch. UD1-2 Sing Songs ( topic related ) / seasonal Play tuned and untuned instruments musically Musical stories ( recording and adding sounds to stories) Elements:- Build on yr1 Dynamics/ tempo/ pitch ) Pulse and rhythm Graphic notation Listen and understand live and recorded music History of Music Eg Person study Purcell ( ) Fire of London
7 Ainthorpe Primary School Long Term Plan for Music Year 3. 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.! 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 To Perform Sing from memory with accurate pitch. UP2-1 Sing in tune. UP2-2 Maintain a simple part within a group. UP2-3 Pronounce words within a song clearly. UP2-4 Show control of voice. UP2-5 Play notes on an instrument with To compose Compose and perform melodic songs. UC2-1 Use sound to create abstract effects. UC2-2 Create repeated patterns with a range of instruments. UC2-3 Create accompaniments for tunes. UC2-4 Use drones as accompaniments. To transcribe Devise non-standard symbols to indicate when to play and rest. UT2-1 Recognise the notes EGBDF and FACE on the musical stave. UT2-2 Recognise the symbols for a minim, crotchet and semibreve and say how many beats they represent. UT2-3 To describe Use the terms: duration, timbre, pitch, beat, tempo, texture and use of silence to describe music. UD2-1 Evaluate music using musical vocabulary to identify areas of likes and dislikes. UD2-2 Understand layers of sounds and discuss their effect on mood and feelings. UD2-3
8 care so that they are clear. UP2-6 Perform with control and awareness of others. UP2-7 Choose, order, combine and control sounds to create an effect. Use digital technologies to compose pieces of music. Use voice and instruments with increasing accuracy, control and expression. Topic based / seasonal Elements ( build upon KS1- dynamics, tempo and pitch) Duration long/ short rhythms Listen with attention to detail. Appreciate wide range of live and recorded music Begin to develop understanding of the history of music. Eg Roman
9 Ainthorpe Primary School Long Term Plan for Music Year 4. 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.! 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 To Perform Sing from memory with accurate pitch. UP2-1 Sing in tune. UP2-2 Maintain a simple part within a group. UP2-3 Pronounce words within a song clearly. UP2-4 Show control of voice. UP2-5 Play notes on an instrument with To compose Compose and perform melodic songs. UC2-1 Use sound to create abstract effects. UC2-2 Create repeated patterns with a range of instruments. UC2-3 Create accompaniments for tunes. UC2-4 Use drones as accompaniments. To transcribe Devise non-standard symbols to indicate when to play and rest. UT2-1 Recognise the notes EGBDF and FACE on the musical stave. UT2-2 Recognise the symbols for a minim, crotchet and semibreve and say how many beats they represent. UT2-3 To describe Use the terms: duration, timbre, pitch, beat, tempo, texture and use of silence to describe music. UD2-1 Evaluate music using musical vocabulary to identify areas of likes and dislikes. UD2-2 Understand layers of sounds and discuss their effect on mood and feelings. UD2-3
10 care so that they are clear. UP2-6 Perform with control and awareness of others. UP2-7 Use voice and instruments with increasing accuracy, control and expression. Topic based / seasonal Choose, order, combine and control sounds to create an effect. Use digital technologies to compose pieces of music. Elements ( build on previous yrs) Duration grouping beats, sets of beats, Structure ( shape and pattern ) Listen with attention to detail. Appreciate wide range of live and recorded music Begin to develop understanding of the history of music. Stringed instruments History of Music Eg Person Study Vivaldi ( )
11 Ainthorpe Primary School Long Term Plan for Music Year 5. 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.! 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 To Perform Sing or play from memory with confidence. UP3-1 Perform solos or as part of an ensemble. UP3-2 Sing or play expressively and in tune. UP3-3 Hold a part within a round. UP3-4 Sing a harmony part confidently and accurately. UP3-5 To compose Create songs with verses and a chorus. UC3-1 Create rhythmic patterns with an awareness of timbre and duration. UC3-2 Combine a variety of musical devices, including melody, rhythm and chords. UC3-3 Thoughtfully select elements for a To transcribe Use the standard musical notation of crotchet, minim and semibreve to indicate how many beats to play. UT3-1 Read and create notes on the musical stave. UT3-2 Understand the purpose of the treble and bass clefs and use them in transcribing compositions. UT3-3 To describe Choose from a wide range of musical vocabulary to accurately describe and appraise music including: pitch dynamics tempo timbre texture
12 Sustain a drone or a melodic ostinato to accompany singing. UP3-6 Perform with controlled breathing (voice) and skillful playing (instrument). UP3-7 piece in order to gain a defined effect. UC3-4 Use drones and melodic ostinati (based on the pentatonic scale). UC3-5 Convey the relationship between the lyrics and the melody. UC3-6 Use digital technologies to compose, edit and refine pieces of music. UC3-7 Understand and use the # (sharp) and (flat) symbols. UT3-4 Use and understand simple time signatures. UT3-5 lyrics and melody sense of occasion expressive solo rounds harmonies accompaniments drones cyclic patterns combination of musical elements cultural context. UD3-1 Describe how lyrics often reflect the cultural context of music and have social meaning. UD3-2 Perform with control and expression, solo and in ensembles. Songs related to topic/ seasonal Elements ( build upon previous yrs +) Structure ( form question and answer Develop melodic ideas ( pentatonic) Greeks Listen to detail and recall aurally. Develop an understanding of the history of music including great musicians and composers. Woodwind / brass instruments History of Music Eg Person study Beethoven ( )
13 Ainthorpe Primary School Long Term Plan for Music Year 6. 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.! 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 To Perform Sing or play from memory with confidence. UP3-1 Perform solos or as part of an ensemble. UP3-2 Sing or play expressively and in tune. UP3-3 Hold a part within a round. UP3-4 Sing a harmony part confidently and accurately. UP3-5 To compose Create songs with verses and a chorus. UC3-1 Create rhythmic patterns with an awareness of timbre and duration. UC3-2 Combine a variety of musical devices, including melody, rhythm and chords. UC3-3 Thoughtfully select elements for a To transcribe Use the standard musical notation of crotchet, minim and semibreve to indicate how many beats to play. UT3-1 Read and create notes on the musical stave. UT3-2 Understand the purpose of the treble and bass clefs and use them in transcribing compositions. UT3-3 To describe Choose from a wide range of musical vocabulary to accurately describe and appraise music including: pitch dynamics tempo timbre texture
14 Sustain a drone or a melodic ostinato to accompany singing. UP3-6 Perform with controlled breathing (voice) and skillful playing (instrument). UP3-7 piece in order to gain a defined effect. UC3-4 Use drones and melodic ostinati (based on the pentatonic scale). UC3-5 Convey the relationship between the lyrics and the melody. UC3-6 Use digital technologies to compose, edit and refine pieces of music. UC3-7 Understand and use the # (sharp) and (flat) symbols. UT3-4 Use and understand simple time signatures. UT3-5 lyrics and melody sense of occasion expressive solo rounds harmonies accompaniments drones cyclic patterns combination of musical elements cultural context. UD3-1 Describe how lyrics often reflect the cultural context of music and have social meaning. UD3-2 Perform with control and expression, solo and in ensembles. Songs related to topic/ seasonal Over all the Elements of Music ( * appendix 2 ) Structure ( form question and answer Develop medodic ideas ( pentatonic) Rounds/ canons Listen to detail and recall aurally. Develop an understanding of the history of music including great musicians and composers. History of music EG Person Study Greig (Victorian Romantic)
2ca - Compose and perform melodic songs. 2cd Create accompaniments for tunes 2ce - Use drones as accompaniments.
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