Carrington Primary Music Curriculum statement of Intent.

     At Carrington Primary and Nursery School we believe that a high quality music education can make a huge difference to all children’s lives.  We believe it is crucial in helping them to grow and develop their own identity.  We recognise the value of music in its ability to develop a sense of self-worth, achievement, personal fulfilment and sense of community.

We contributed to the development of the Nottingham Music Hub and Nottingham Schools Trust’s Progression Framework for Music KS1-2 and our music curriculum is based on this.   By using this curriculum and continuing to work closely with Nottingham’s Music Hub we ensure that all children in their time at Carrington,

• learn to sing with musical understanding and control
• learn to play a musical instrument with musical understanding and control

 

• in foundation and KS1 children develop skills on tuned and untuned percussion
• in Year 3 all children learn the recorder
• in Years 4 and 5 all children learn the clarinet
• all children have opportunities to develop their musical skills further,
• all children in Years 5 and 6 may play in a weekly after school Area Band
• all children in Years 3, 4, 5 and 6 may sing in the lunchtime school choir
• children in Key Stage Two are offered the opportunity to learn an additional instrument

Our curriculum also ensures that children will,

• feel the communal bonding experience of playing and singing with others, being part of something greater than themselves.
•  experience performing in groups larger than their own class. This happens at regular features in the school calendar.  Foundation 1 and 2 and (separately) Years 1, 2 and 3 perform yearly Christmas productions with music at their core.  Years 4, 5 and 6 perform a summer play, again with music a key feature.
• Whole Classes and smaller groups also perform each in large Nottingham music hub events (Christmas in the City, the Great Orchestra Experiment, the Summer Sing and Music Camp) performing with a huge variety of professional and amateur ensembles.

 

• Through composition activities children are experience the joy and satisfaction of creating their own music.

 

• Through listening to a wide variety of different music we enable each child to develop a deep understanding and love of music from a wide range of cultures and traditions that will grow throughout their lives.

 

• Children will know they are able to contribute to and be part of the cultural life and identity of Nottingham (children have opportunities to perform in events across the city, for example, St.Mary’s Church, Nottingham’s Concert Hall and the Albert Hall).

 

Progression in Music at Carrington Primary

By the end of Y2 most children should be able to:	By the end of Y4 most children should be able to:	By the end of Y6 most children should be able to:
SINGING
Sing songs across a narrow pitch range of 5 notes with vocal control, accurate pitch and musical expression.	Sing songs within an octave range that include small and large leaps, with accurate pitch, musical expression and understanding of the principles of good singing.	Perform songs with appropriate musical style across a range of traditions, with accuracy of pitch and rhythm, musical phrasing, a sense of ensemble and with growing control of the principles of good singing.
Copy back short phrases from a song accurately	Hold own part in a round or 2-part song	Hold a harmony part or part in a 3 part round with confidence
LISTENING
Listen actively to pieces of music, memorising and recognising key musical ideas and identifying when musical elements change	Use focused listening and aural memory to identify notated rhythms/pitch patterns and musical concepts such as bars, melody/accompaniment, chords/harmony, dynamics and texture.	Use focused listening, aural memory and musical vocabulary to identify musical features on staff notation
Show a basic understanding that the sound of different pieces of music reflects the time, place and tradition that it comes from.	Show understanding of the origins and context of music across a range of cultural traditions, identifying the time, place and common instruments/ensembles used in that tradition.	Identify a range of different musical traditions and their characteristic musical features, including those seen across communities in Nottingham; identify specific pieces of music heard over their time in school, showing understanding of the origins and context of the music.

 

By the end of Y2 most children should be able to:	By the end of Y4 most children should be able to:	By the end of Y6 most children should be able to:
COMPOSING & IMPROVISING
Choose and combine sounds as appropriate for a story or other stimulus, varying musical elements to reflect changing moods	Compose an imaginative group piece inspired by music listened to, with a clear musical structure and making effective use of instruments played by the class.	Use instruments, voices or music technology/apps to compose music with a clear structure,  a variety of textures/timbres; review and refine draft versions into final pieces
Improvise simple musical conversations	Improvise solo for 1 or 2 bars over a backing track, using a limited range of pitches; improvise question and  answer phrases	Improvise over a fix groove, responding to changes in the music.
Use visual symbols to represent a musical map of  a simple composition	Compose short musical phrases to perform on the instrument they are learning, using rhythm notation  and letter names.	Compose and notate longer melodic phrases with  rhythmic variety
MUSICIANSHIP (Yr1-2)                        è	PERFORMING & READING NOTATION
Show through movement that they can feel the pulse/beat of a piece, and distinguish between music in 2 and 3 time	Demonstrate skills on a musical instrument with control of basic instrumental technique; pitch a small range of notes accurately, with simple musical expression, playing in time with a backing track and following a conductor.	Perform confidently in a mixed instrument ensemble, showing awareness of their role in the music, blending and balancing with other performers, following visual cues from a conductor for timing and musical expression.
Copy back and create rhythms, and begin to use stick notation  to represent simple rhythms	Learn to play short melodies across a small range of pitches by ear, with musical expression, and from simple staff notation; be able to recall them accurately later.	Play melodies and accompaniments using notes within an increased range b  oth by following staff notation and by working out by ear, with increasing  accuracy, fluency, control and expression.
Identify when pitch goes up, down or stays the same	Link sound with rhythm notation symbols for minims, crotchets, paired quavers and rests; and link rises and falls of pitch with note position on the stave	Understand and play from music notation and expression marks commonly found in a simple band or orchestra part.