Music
Recovery Statement of Intent
As children return to school, now is the tine more than ever to embrace the arts as an integral part of learning and well-being. At St Norbert’s music has underpinned everything we do and this will not change but the ways in which we adapt our uses may well do. Even though it is advised for singing not to occur, there are other ways we can enrich music throughout the curriculum. There will be a greater focus on listening and appreciating to high quality performances and the use of instruments- both percussive and tuned will continue.
There may be a need for creative activities which focus on PSHE and wellbeing, activities for both at home students and in-school students, while also adapting to new spaces, outdoor learning, different routines and for ways to continue to maintain their class and school community spirit
In school, we intend to find arts-led dynamic starting points to enable children to engage and step in to their learning without the pressure of right or wrong answers as well as the opportunity to practice skills in music and progress through to new ones that can enhance other areas of learning.
Intent
At St Norbert’s, we believe music should be an enjoyable experience for pupils and teachers. Children participate in a range of musical experiences, building up their confidence at the same time. They develop their understanding of rhythm and pitch and learn how music is structured, as well as learning technical vocabulary for these elements. As children’s confidence builds, they enjoy the performance aspect of music. Children at St Norbert’s experience listening to music from different cultures and eras and have listening opportunities in other areas of the curriculum.
Implementation
Music is taught as a discrete subject but also links to other subjects across the curriculum. Areas of learning, such as times tables in maths, vocabulary in languages and movement in dance can all incorporate different elements of music. RE and art particularly lend themselves to responding creatively to a piece they hear. Collective Worship, Liturgies, Services and Masses allows the children opportunities to develop their singing skills and gain an understanding of how ensembles work. Performances such as Christmas Nativity, Carol Concert, Easter Play and Year 6 Leavers Play demonstrate that music is important to the life of the school. Extracurricular activities, such peripatetic music lessons, also provide children with experience of making music. Class teachers are responsible for the planning and delivery music, which may, at times, be supplemented by professional artists/helpers. When they arise, we take opportunities to develop links with outside agencies and experts to enrich provision such as the Lincolnshire Music Service.
Impact
The impact of teaching music will be seen across the school with an increase in the profile of music. Whole-school and parental engagement will be improved through performances, extracurricular activities and opportunities for wider learning. Participation in music develops wellbeing, promotes listening and develops concentration. We want to ensure that music is loved by teachers and pupils across school, encouraging them to want to continue building on this wealth of musical ability, now and in the future.
Year group |
Advent 1 |
Advent 2 |
Lent 1 |
Lent 2 |
Pentecost 1 |
Pentecost 2 |
Year 1 |
Voices and Instrumentsuse their voices expressively and creatively by singing songs and speaking chantsand rhymes;• play tuned and untuned instruments musically; |
Rhythm/ Nativityexperiment with, create, select and combine sounds using the inter-related dimensions of musicuse their voices expressively and creatively by singing songs and speaking chantsand rhymes; |
BBC 10 Pieces Finlandia-Jean Sibeliuslisten with concentration and understanding to a range of high-quality live and recorded music;use their voices expressively and creatively by singing songs and speaking chants and rhymes; |
Jack and the Beanstalkplay tuned and untuned instruments musically;experiment with, create, select and combine sounds using the inter-relateddimensions of music |
Exploring Timbreuse their voices expressively and creatively by singing songs and speaking chants and rhymesexperiment with, create, select and combine sounds using the inter-relateddimensions of music. |
The Nutcracker-Tchaikovsky-play tuned and untuned instruments musically;- listen with concentration and understanding to a range of high-quality live andrecorded music;-experiment with, create, select and combine sounds using the inter-related dimensions of music. |
Year 2 |
Carnival of the Animals-play tuned and untuned instruments musically;- listen with concentration and understanding to a range of high-quality live andrecorded music;-experiment with, create, select and combine sounds using the inter-related dimensions of music. |
Nativityuse their voices expressively and creatively by singing songs and speaking chants and rhymes; |
Djembe Drummingexperiment with, create, select and combine sounds using the inter-related dimensions of music |
Pulse and Metreuse their voices expressively and creatively by singing songs and speaking chants and rhymesexperiment with, create, select and combine sounds using the inter-relateddimensions of music |
BBC 10 Pieces- Kerry Andrew- No place likelisten with concentration and understanding to a range of high-quality live and recorded music;use their voices expressively and creatively by singing songs and speaking chants and rhymes;play tuned and untuned instruments musically; |
Water (pitch and Notation)play tuned and untuned instruments musicallyexperiment with, create, select and combine sounds using the inter-relateddimensions of music |
Year 3 |
Musical Story/Listeningplay 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;• appreciate and understand a wide range of high-quality live and recorded musicdrawn from different traditions and from great composers and musicians; |
Ancient Egyptplay and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression;listen with attention to detail and recall sounds with increasing aural memory; |
BBC 10 Pieces- Delia Derbyshireuse and understand staff and other musical notations;improvise and compose music for a range of purposes using the inter-related dimensions of music;appreciate and understand a wide range of high-quality live and recorded musicdrawn from different traditions and from great composers and musicians; |
Pulse and Metre/ Easter Playplay and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression;listen with attention to detail and recall sounds with increasing aural memory; |
Body percussionimprovise and compose music for a range of purposes using the inter-related dimensions of music;use and understand staff and other musical notations; |
BBC 10 Pieces- Hans Zimmer- Earthuse and understand staff and other musical notations;improvise and compose music for a range of purposes using the inter-related dimensions of music;appreciate and understand a wide range of high-quality live and recorded musicdrawn from different traditions and from great composers and musicians; |
Year 4 |
Musical story/ listening/ Notationplay 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;• appreciate and understand a wide range of high-quality live and recorded musicdrawn from different traditions and from great composers and musicians; |
BBC 10 Pieces: Britten- Storm Interludeuse and understand staff and other musical notations;improvise and compose music for a range of purposes using the inter-related dimensions of music;appreciate and understand a wide range of high-quality live and recorded musicdrawn from different traditions and from great composers and musicians;develop an understanding of the history of music |
Ukulele instrument tuitionplay and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression;use and understand staff and other musical notations; |
Ukulele instrument tuitionEaster Playplay and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression;listen with attention to detail and recall sounds with increasing aural memory; |
BBC 10 Pieces Brahms- Hungarian Dance No5 in G Minoruse and understand staff and other musical notations;improvise and compose music for a range of purposes using the inter-related dimensions of music;appreciate and understand a wide range of high-quality live and recorded musicdrawn from different traditions and from great composers and musicians;develop an understanding of the history of music |
Dragon Scales (Music Express)use and understand staff and other musical notations;improvise and compose music for a range of purposes using the inter-related dimensions of music;play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression; |
Year 5 |
BBC 10 Pieces Holst- Marsuse and understand staff and other musical notations;improvise and compose music for a range of purposes using the inter-related dimensions of music;appreciate and understand a wide range of high-quality live and recorded musicdrawn from different traditions and from great composers and musicians;develop an understanding of the history of music |
BBC 10 pieces Lark Ascending |
Listening /notation work/ music story |
Easter Play |
BBC 10 Pieces- Ravi Shankaruse and understand staff and other musical notations;improvise and compose music for a range of purposes using the inter-related dimensions of music;appreciate and understand a wide range of high-quality live and recorded musicdrawn from different traditions and from great composers and musicians;develop an understanding of the history of music |
Listening /notation work/ music story |
Year 6 |
Listening /notation work/ music story |
BBC 10 Pieces: Vivaldi-Winteruse and understand staff and other musical notations;improvise and compose music for a range of purposes using the inter-related dimensions of music;appreciate and understand a wide range of high-quality live and recorded musicdrawn from different traditions and from great composers and musicians;develop an understanding of the history of music |
Listening /notation work/ music story |
BBC 10 Pieces- Grieg- Hall of the Mountain Kinguse and understand staff and other musical notations;improvise and compose music for a range of purposes using the inter-related dimensions of music;appreciate and understand a wide range of high-quality live and recorded musicdrawn from different traditions and from great composers and musiciansdevelop an understanding of the history of music |
Listening /notation work/ music story |
Leavers Play |
Appreciation and Knowledge of Composers
Individual class music learning that is adapted to suit the topics, requirements and expectations detailed in the National Curriculum. In addition to this, we endeavour to foster a wide appreciation and knowledge of composers, genres, influential artists and eras of music. By using a whole school approach, children of all ages will be exposed to a wide range of music, beyond their everyday experience.
Appreciation and Knowledge of Composers
Individual class music learning that is adapted to suit the topics, requirements and expectations detailed in the National Curriculum. In addition to this, we endeavour to foster a wide appreciation and knowledge of composers, genres, influential artists and eras of music. By using a whole school approach, children of all ages will be exposed to a wide range of music, beyond their everyday experience.
Composer, Musician & Genre Studies
for use in class, Praise and Worship, Music appreciation and discussion opportunities
|
Medieval |
Renaissance |
Baroque |
Classical |
Romantic |
20th Century |
Current |
|
500-1400 |
1400--1600 |
1600--1750 |
1730-1820 |
1780-1910 |
1900-2000 |
2000-present |
|
|
2019-20 |
2020-21 |
2021-22 |
2022-23 |
2023-24 |
|
Advent 1 |
|
Henry Purcell (1659-1695) English |
Thomas Tallis (1505-1585) English |
Antonio Vivaldi (1678-1741) Italian |
Claudio Monteverdi (1567-1643) Italian |
|
Black musicians: (Black History Month) |
Black musicians: (Black History Month) |
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|
Advent 2 |
|
Joseph Haydn (1732-1809) Austrian |
George Frideric Handel (1685-1759) German
|
Niccolò Paganini (1782–1840) Italian |
Johann Pachelbel (1653-1706) German |
|
Lent 1 |
Beethoven (1770-1827) German |
Frederic Chopin (1810-1849) Polish |
Mozart (1756-1791) Austrian |
Fanny Mendelssohn (1805-1847) German |
Franz Schubert (1797-1828) Austrian |
|
Lent 2 |
Louise Farrenc (1804-1875) French |
Clara Schumann (1819-1896) German |
Amy Beach (1867-1944) American |
Tchaikovsky (1840-1893) Russian |
Gustav Holst (1874-1934) English |
|
Pentecost 1 |
Benjamin Britten (1913-1976) English |
John Williams (b. 1932) British |
Ella Fitzgerald (1917-1996) American |
Sergei Prokofiev (1891-1953) Russian |
Cécile Chaminade (1857-1944) French |
|
Pentecost 2 |
World Music Day 21/6 |
World Music Day 21/6 |
World Music Day 21/6 |
World Music Day 21/6 |
World Music Day 21/6 |
|
Taylor Swift (b.1989) American |
Anna Clyne (b. 1980) British |
Judd Greenstein (b.1979) American |
Eric Whitacre (b. 1970) American |
Anne Dudley (b.1956) English |
Wider Opportunities- Peripatetic Music Tuition
The school actively engages with JMP Music and offers guitar, ukulele, keyboard, piano and singing lessons for children throughout Key Stage 2. Those who play instruments are encouraged to utilise their skills in school by playing in worships or music showcases.
