ks2 and 3 scheme of work

Music CurriculumKS2 Acquisition: The What?KS3 Enculturation: The When, How and Why?

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St Johns Music DepartmentScheme of Work Overview KS2KS2Year 5 Autumn 1Year 5 Autumn 2Year 5 Spring 1

TitleRhythm RapsExploring Rhythm and PulseRound AboutExploring RoundsJourney Into SpaceExploring Sound Sources

Stage of ProgressionRecognise and Respond Level 3Recognise and Respond Level 3Recognise and Respond Level 3

RepertoireCobbler CobblerHot Cross Buns2 4 6 8 Funky Beat, Move your feet!Doggie DoggieWe are DancingBlackberry iPhonePass the BallAtmospheresDepart

KodalyPulse Ta Ti Ti Strong WeakShort LongAccent2/4 Bar LinesOstinatiTritonic Mi So La (m s l)Hand Signals m s l Staff m s l RoundsCall and ResponseAccompanimentStructure Q+A, AA, ABRepeat SignPhrasingNCContrasting SoundsEffectsCombine Sounds

Key OutcomesStudents:Recognise and imitate Ta Ti TiRead and Write Ta Ti Ti notationRecognise 2/4 timeNotate Bar LinesPerform, Create and Present Ostinati that use Ta Ti Ti rhythms. Students:Recognise and imitate m s l as pitch and can respond to relevant hand signs. Recognise a round and how parts fit together, including simple accompanimentsCombine Ta Ti Ti and m s l in notation. StudentsRecognise different structures and can uses the repeat sign.Recognize phrase as a short melody, question, answer or both.Recognise contrasting sounds and use them creatively to create effects.

St Johns Music DepartmentScheme of Work Overview KS2KS2Year 5 Spring 2Year 5 Summer 1Year 5 Summer 2

TitleRhythm Robots Exploring Rhythm and Pulse 2Pentatonic PiratesExploring Pentatonic ScalesKeyboardsExploring Keyboard Music


RepertoireMarching Band/African DrummingJohn KanakaSwing LowAll Night, All DayHelloThereDoh!Keyboard: Basic Course 1

KodalyPulse Ta Ti Ti, Ta-oh, Tika Tika2/44/4Two PartsImprovisationContrasts, Similar, SamePentatonic Do d r m s l Hand Signals d r m s lStaff d r m s l VariationsStructure AA, AB, ABAPitched Ostinati P5 or OctaveFinger positionsChordsMelody 5 NotesNote Names and Keyboard PositionsPerforming together

Key OutcomesStudents:Recognise and imitate Ta Ti Ti, Ta-oh, Tika TikaRead and Write Ta Ti Ti, Ta-oh, Tika Tika notationRecognise 2/4+4/4 timeImprovise short rhythms using learnt rhythmic cells.Perform, Create and Present contrasting, similar and identical ideas. Students:Recognise and imitate d r m s l and can respond to and use relevant hand signs. Can notate and read using Do Clef and staff. Are able to compose variations on melodies.Can recognize and imitate different structures. StudentsRecognize and perform using correct hand and finger positions.Recognize and perform chords simultaneously with melody.Read and notate keyboard names and notes using staff.Perform together as groups sustaining their own parts.


TitleRhythm RapsExploring Rhythm and PulsePentatonic PiratesExploring Pentatonic ScalesJourney Into SpaceExploring Sound Sources


RepertoireCup SongIDA RedEarly in the MorningKorean Folk Recorder: Various Pieces

StockhausenFerrari

KodalyPulse Ta Ti Ti, Ta-oh, Tika Tika, Tika-Ti, Ti-Tika2/4 - Conduct4/4Two PartsRhythmic Echoes 8-16 beats Forte/PianoRounds and CanonsPentatonic Do d r m s l Hand Signals d r m s lStaff d r m s l VariationsStructure AA, AB, ABARecorders DE GABStructure Q+A, AA, ABRondo and Theme and VariationsRepeat SignPhrasingNCContrasting SoundsEffectsCombine Sounds

Key OutcomesStudents:Recognise and imitate Ta Ti Ti, Ta-oh, Tika TikaRead and Write Ta Ti Ti, Ta-oh, Tika Tika notationRecognise 2/4+4/4 timeImprovise short rhythms using learnt rhythmic cells.Perform, Create and Present contrasting, similar and identical ideas. Students:Recognise and imitate d r m s l and can respond to and use relevant hand signs. Can notate and read using Do Clef and staff. Are able to compose variations on melodies.Can recognize and imitate different structures. StudentsRecognise different structures and can uses the repeat sign.Recognize phrase as a short melody, question, answer or both.Recognise contrasting sounds and use them creatively to create effects.


TitleRhythm RobotsExploring Rhythm and Pulse 2Melody MakersExploring MelodyKeyboardsExploring Keyboard Music

Stage of ProgressionRecognise and Respond Level 3Identify and Manipulate Level 4Identify and Manipulate Level 4

RepertoireSambaEarly MornOur Old So*Country Song*Various Pop Songs

KodalyPulse Ta Ti Ti, Ta-oh, Tika Tika, Tika-Ti, Ti-Tika, Syn-co-pa2/4 - Conduct4/4 Conduct3/4AnacrusisRhythmic Echoes 8-16 beats Forte/PianoRounds and CanonsDo/La/So Pentatonic ScalesLow La and So and High DoFaAural dictation using known melodic and rhythmic symbols and signage. Composing to given or composed rhythms. Finger positionsChords Recognise I+VMelody Octave, thumb under techniqueNote Names and Keyboard PositionsPerforming together

Key OutcomesStudents:Recognise, imitate an notate Ta Ti Ti, Ta-oh, Tika Tika, Ti-Tika, Tika-Ta and Syn-co-paRecognise 2/4+4/4+3/4 timeRecognise and imitate forte/piano, rounds, canons and perform Anacrusis. Students:Recognise, imitate, read and notate: d r m f s l dCompose and improvise rhythmic ideas and apply the rhythms to new melodic compositions. Continue to conduct 2/4 and 4/4 piecesPerform as partners, groups and using movement to continue beat hands and feet. StudentsRecognize and perform using correct hand and finger positions.Recognize and perform chords simultaneously with melody.Read and notate keyboard names and notes using staff.Perform together as groups sustaining their own parts.

St Johns Music DepartmentScheme of Work Overview KS2Notes

ContentThe content of the KS2 curriculum will be based around the acquisition of the fundamental musicianship skills needed to enjoy a fulfilling and enhancing relationship with music during school and beyond. The course will provide students with the opportunity to experience high quality music from many cultural backgrounds, but will mostly focus on singing and using the voice. Throughout the curriculum, students will also gain experience of tuned and unturned percussion and opportunities to use ICT, to explore, create and manipulate sound sources; combing sounds to identify contrasts and similarities. A carefully selected repertoire will effectively prepare, engage and develop musical skills gradually over time and will draw upon the theories of Kodaly and Dalcroze whilst also satisfying the requirements of the Nation Curriculum.

SkillsThe basis for the acquisition of skills is based in the methodological approach of Kodaly and each unit will have a different emphasis of skill development.The KS2 Scheme of Work will, therefore, follow a series of learning units that gradually build on prior learning, moving forwards as suggested by the Kodaly Method, differencing in the difficultly and complexity of the concepts taught. In year 5 and 6, students will be taught: 2 x Rhythm Units 2 x Pitch Units 1 x ICT Based Unit 1 x Keyboard Skills Unit Integral to these units will be the acquisition of inner hearing and the ability to read and write notation and to recognize form.

Review The department should aim to review, through student questionnaires and forums, the current curriculum once every two years. Changes should be made to address: Relevance of content Available resources and authenticity of musical experience Inconsistency or poor quality of musical outcomes The opinions and responses of student voice forums Changes in the National Curriculum or Statutory Guidances.Action Student Consultation - no later than 3 months after first year of implementation Departmental Consultation - no later than 4 months after first year of implementation Curriculum Redevelopment - to be completed no later than 8 months after first year of implementation

Start Date: September 2013Student Consultation: Sep Nov 2014Departmental Consultation: December 2014Curriculum Redevelopment: Jan Apr 2015


TitleWhos Calling?African Singing2+2=Mozart3Classical Piano PerformanceLets go to JamaicaPopular Music

Stage of ProgressionIdentify and ManipulateLevel 4Identify and ManipulateLevel 4Identify and ManipulateLevel 4

Composer/PerformerLadysmith Black MambazoKokoMozartBob Marley

CompositionIkanyezi NezaziYiriPiano Sonata No. 16 C MajorThree Little Birds

Devices/ElementsCall and ResponseMelodyDynamicsMotifMajor Chords C, F, GMelodyMelodic StructureChord StructureOrgan Shuffle ChordsSyncopation Rhythm Bass RiffVerse/Chorus - Structure

SkillsSinging as an EnsembleSinging as a SoloistComposing as a groupPerforming as a soloistReading notation.(Extended composition opp)Singing as an EnsemblePerforming as an EnsembleComposing as a group

Key OutcomesDeveloped ability to manipulate devices/elements of music.Developed awareness of social, spiritual and cultural context of African MusicDeveloped ability to identify melodic and harmonic structures, Developed values of the importance of Western Art MusicDeveloped an ability to manipulate devices/elements of musicDeveloped awareness of the social, spiritual and cultural context of Jamaican Music Reggae.

Syn. Links


TitleMozart in MumbaiIndian Classical MusicTinie Tempah Teaches TexturePopular MusicBeethoven Bites the BulletWestern Art Music

Stage of ProgressionIdentify and Manipulate Identify and RelateLevel 4-5Identify and Manipulate Identify and RelateLevel 4-5Identify and Manipulate Identify and RelateLevel 4-5

Composer/PerformerChiranji Lal TanwarTinie TempahBeethoven

CompositionMhara JahamWritten in the StarsSymphony No. 5

Devices/ElementsRaga ScalesDroneAlap/Vistar StructureTal Rhythmic OrganisationTexture Homophonic/Monophonic etcMirroringChords Gm, Eb, Bb, FStructure Germ MotifHeroic ArtistRhythmic DevelopmentSonata Form

SkillsPerformance as a soloistComposing as an individual(Ensemble performance opp)Singing and Performing as a groupComposing Pairs ICT-Based CompositionPerformance as a soloistComposing as an individual(Ensemble performance opp)

Key OutcomesDeveloped ability to identify and manipulate devices/elements of music associated with Indian MusicDeveloped awareness and value of the function and purpose of Indian MusicDeveloped ability to identify and manipulate devices/elements of music associated with Rap/Hip Hop MusicDeveloped awareness and value of the function and purpose of Rap/Hip hop MusicDeveloped ability to identify and manipulate devices/elements of Beethoven and the Early Romantic Period.Developed awareness and value of the function and purpose of Beethovens music.

Syn. Links


TitleIs it there if we cant hear it?World Folk MusicJessi and JacopoSolo Vocal MusicWhat does music sound like on Mars?20Th Century Classical Music

Stage of ProgressionIdentify and RelateLevel 5Identify and RelateLevel 5Identify and RelateLevel 5

ComposerVariousMozartJessie JWebernVareseShostakovich

CompositionArirangOie leloilaDanny BoyQueen of the Night AriaWho You AreSmall Ensemble WorksIonisationString Quartet

Devices/ElementsNational CustomNarrative VersePentatonic Hemitonic/AnhemitonicStrophic FormPrima Donna DivaAria - SongSingspiel RapMelisma Bel Canto (Vocal Embellishments)GestureTone Row Retrograde/InversionSpatial Construction Timbre Extended Techniques

SkillsOral TransmissionSinging as an EnsembleSinging as a SoloistComposing as a groupSinging as a Soloist (and group)Composing as an IndividualPerforming as an EnsembleComposing as a group

Key OutcomesDeveloped ability to identify, relate and compare specific devices/elements to their origins Developed awareness and value of the origins of Folk MusicDeveloped ability to identify, relate and compare specific devices/elements to their origins Developed awareness and value of the origins of Solo Vocal MusicDeveloped ability to identify, relate and compare specific devices/elements to their origins Developed awareness and value of the origins of 20th Century Art Music

Syn. Links


TitlePainting by NumbersGamelan Indonesian MusicAnd All That JazzBlues and JazzMusic for Peace; Music for ChangeFree Composition Unit

Stage of ProgressionIdentify and Relate Identify and Integrate.Level 5 - 6Identify and Relate Identify and Integrate.Level 5 - 6Identify and Relate Identify and Integrate.Level 5 - 6

ComposerGong KebyarVarious

CompositionJauk MasalAint No Sunshine

Various

Devices/ElementsSlendro(5)/Pelog(7)/Diapason(octave)Irama (Tempo/Density)Balungan (Core Melody)Tabuhan Imbal (Offbeat Doubling)Gong Ageng Keteg/Gongan (Structure)Colotomic Chords Major/MinorInversionsBlues ScaleWalking BassImprovisation - LicksFree Composition Students to draw on their knowledge of devices and elements to create a unique composition.

SkillsPerforming as an ensembleComposing as an ensembleSinging as an ensemblePerforming as a soloistImprovisationPerforming as an ensembleComposing as a group

Key OutcomesDeveloped ability to identify, relate, compare and integrate the key characteristics of Gamelan from their origins into new authentic compositions/performances. Developed ability to identify, relate, compare and integrate the key characteristics of Blues and Jazz from their origins into new authentic compositions/performances.Developed ability to identify, relate, compare and integrate the key characteristics from a variety of music, from their origins, into new authentic compositions/performances.

Syn. Links

St Johns Music DepartmentScheme of Work Overview KS3Notes

ContentThe driving aim of the KS3 Scheme of Work is to enculture students through a musically diverse and comprehensive curriculum that focuses on contextual understanding through the inter-related skills of performing, composing, listening and appraising. Students focus on when, how and why music was created, Over the course of two years, students will study:4 units of Traditional/World Music4 units of Western Art Music4 units of Popular MusicIn order to ensure quality and depth of musical understanding, synoptic links should be identified and exploited in shorter-term planning. Additionally, discrete synoptic units of work can be delivered where the overall balance of curriculum time remains equal amongst the three main areas of musical study.

SkillsEffort should be made to ensure an equal balance between vocal and instrumental methods of delivery or content. This can be achieved by broadly offering, across KS36 units of Vocal Work6 units of Instrumental WorkThese units should be further divided to reflect an equal balance of opportunities for ensemble/group and solo/individual work At KS3, there is also a focus on transferable skills such as organisation, critical thinking, creativity, confidence and communication.

Review The department should aim to review, through student questionnaires and forums, the current curriculum once every two years. Changes should be made to address: Relevance of content Available resources and authenticity of musical experience Inconsistency or poor quality of musical outcomes The opinions and responses of student voice forums Changes in the National Curriculum or Statutory Guidances.Action Student Consultation - no later than 3 months after first year of implementation Departmental Consultation - no later than 4 months after first year of implementation Curriculum Redevelopment - to be completed no later than 8 months after first year of implementation

Start Date: September 2013Student Consultation: Sep Nov 2014Departmental Consultation: December 2014Curriculum Redevelopment: Jan Apr 2015St Johns Music: Assessing ProgressMoving Forwards!Performing CreatingListening Feedback

Level 2I make soundI can keep the pulse (heart beat)I can sing high and low notes to make a melody.I can use simple musical symbols.I can make a sound story beginning, middle and end.I can name common soundsI can hear the mood of the musicI can make my own work better.

Level 3I copy ideasI can sing in tuneI can perform simple rhythms and melodies.I can put two ideas together at the same time.I can improvise ideas and repeat them.I can hear mixed ideas and tell you what mood they create. I can show you how I completed my performance or composition.

Level 4I change ideasI can perform in a group.I can perform in timeI can change dynamics and tempo to create an effect. I can put ideas into bigger patterns.I can make changes to make new ideas. I can describe, compare and evaluate different kinds of music using musical words. I can suggest improvements to my own and others' work and comment on how it has been achieved

Level 5I compare ideasI can perform using notationI can perform from memory and lead others. I understand my role.I can use a variety of notations.I can create similar and contrasting music for different occasions. I can use musical features.I can explain and compare musical devicesI can talk about when, where and why music was made. I can compare my work to others and make changes that will improve my work.

Level 6I recreate styleI can perform in the style of other musicians. I can cover my own and others mistakes. I use suitable notations. I can compose in different styles. I can compose using stylistic features. I can analyse, compare and evaluate how music reflects the contexts in which it is created, performed and heard. I can tell if my own or others work matches a style.I can change my own and others work to recreate a style.

Level 7I combine stylesI can adapt my performance to different styles.I can use my own performance style.I can effectively lead a group. I can compose a coherent piece of music.I can compose using my own ideas from different styles.I can develop or discard ideas that arent effective. I can evaluate and criticize the music that I listen to.I can recognize the quality of musical devices and characteristics that are used. I use comparisons to make judgments. I can relate music to its origins and context.I use my understanding of different styles and musical history to form opinions.

ks2 and 3 scheme of work

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