Music

Intent

Music is a phenomenon which is an integral part of our everyday lives, whether it forms part of our relaxation and entertainment or is practised at a high level of artistry. It can subconsciously affect us in adverts and films or can be studied with academic rigour. Children arrive at middle school with a wide range of prior musical experience and skill. Some play instruments to a high level or participate in musical performances in theatre groups and choirs outside of school. Others will primarily have experience of performing through class ensembles and singing at their lower schools.

At Leighton Middle School, children gain musical knowledge and skills through listening, singing, performing, evaluating, analysing, and composing across a wide variety of historical periods, styles, traditions, and musical genres. Children are given the opportunity to develop their music technology skills alongside more traditional forms of performing and creating music. The children are given further opportunities to pursue their musical interests and talents through a wide range of extra-curricular musical activities. We are committed to helping children achieve personal excellence through developing a curiosity for the subject. We encourage all children to develop as independent, creative and collaborative learners.

Implementation

Children are taught music in mixed-ability class groups in KS2 and in smaller practical groupings in KS3. The music curriculum ensures children sing, listen, play, perform, compose, use music technology and evaluate. This is embedded in the classroom lessons as well as various extra-curricular clubs, ensembles, performances and the learning of instruments. The elements of music are taught in classroom lessons so that children are able to use the language of music to dissect it, and understand how it is created, played, appreciated and analysed. In the classroom, children learn how to play the keyboard / piano, ukulele and a variety of percussion instruments. Playing various instruments enables children to use a range of methods to create sounds, as well as how to read different forms of music notation.

Children create and perform music in groups of various sizes, from partner work to whole-class ensembles. Music leadership skills and independence are increasingly encouraged as children progress through the school. In class children are introduced to a variety of different styles and genres of music, from classical composers through studying BBC Ten Pieces, to film music, world music and contemporary song. Through the study of different pieces of music children are taught how to combine the various elements of music to create their own music based on a variety of stimuli and across multiple genres.

Impact

Children at Leighton Middle School are encouraged to pursue their own musical passions and interests. We have a high up-take of children learning to play musical instruments, and a significant number of children who take part in extra-curricular music-making both inside and outside of school. Still more children have developed the confidence to learn to play instruments or use music technology as a hobby. Children are encouraged to share their musical interests in music lessons, which in turn inspires others to get involved. Our school’s status as a Music Mark school is due to the range of musical activities and experiences on offer.

We aim to equip the children with the skills, knowledge and musical vocabulary to pursue their choice of KS4 Music course, or simply to continue to listen, perform and create music for enjoyment. Upper schools have commented that our children arrive well equipped with a good musical vocabulary, the confidence and ability to play and compose music, as well as use music technology.

Curriculum Overview

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Year 5

Autumn Term:

First Half Term

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Second Half Term

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Second Half Term

Singing Skills

Knowledge:

Basic knowledge of the physiology of singing and effective warm-ups, breath control and how this links to phrasing, knowledge of various textures, including round, two- and three-part harmony

Skills:

Singing with good technique, maintaining a part within an ensemble, listening to fit vocal line with others in the group, performance skills

Vocabulary: posture, breath control, pitch, technique, dynamics, phrasing, round, harmony

Elements of Music

Knowledge:

Names and notation for rhythms and common note durations, how to break down words into syllables to create rhythms, definitions of the elements of music, knowledge of various textures and dynamics, knowledge of different body percussion techniques and the timbres they create

Skills:

Maintaining an individual part within a group, body percussion skills, maintaining a steady pulse, performance skills, composing skills, using elements of music, listening for musical elements.

Vocabulary: Rhythm, duration, semibreve, minim, crotchet, quaver, semiquaver, rest, silence, syllables, body percussion, texture, timbre, dynamics, forte, piano, crescendo, diminuendo, structure, pitch, tempo

Music Notation & Keyboard Skills

Knowledge:

Knowledge of what pitch is and how it can be notated, lines and spaces in treble clef, dotted notes, pitches on a keyboard

Skills: How to read and create basic graphic scores, how to identify changes in pitch, playing keyboard with good technique, practice skills, using basic recording features in a DAW, performance skills

Vocabulary: Pitch, graphic score, stave, treble clef, ledger lines, dotted notes, fluent, accurate

Ukulele

Knowledge:

Know how to read chord diagrams, the names of parts of the ukulele and strings, correct finger placement for C, Am, F and G chords

Skills:

Able to play simple chords on ukulele with good technique, maintaining a steady pulse, performance skills, accompanying other performers, practice skills, singing skills

Vocabulary: Chord, ukulele strum, fluent, fret, neck, tuners, strings, pitch

Musical Moods

Knowledge:

Knowledge of elements of music and musical devices that can be used to portray different moods

Skills: cooperation in group work, ability to identify musical features through listening, composing skills, performance skills on pupils’ choice of instrument

Vocabulary: pitch, duration, rhythm, tempo, structure, texture, timbre, silence, motif, tone, semitone, chromatic scale, dissonance, glissando, tritone, tremolo

Year 6

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First Half Term

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Second Half Term

Keyboard skills Brahms Lullaby

Knowledge:

Knowledge of what pitch is and how it can be notated, lines and spaces in treble clef, dotted notes, Time signatures – three and four time, pitches on a keyboard, Background information about Brahms’s lullaby

Skills: how to identify changes in pitch, playing keyboard with good technique and accuracy of pitch and rhythm, maintaining a steady pulse, practice skills, using basic recording features in a DAW, performance skills

Vocabulary: Pitch, graphic score, stave, treble clef, ledger lines, dotted notes, ¾ and 4/4 time signatures fluent, accurate

Repetition and Contrast

Knowledge:

Background information about Anna Meredith and her piece Connect It, background information about Beethoven and his 5^th Symphony, notation of common note durations, grid notation, textures including canon, form and structure, including symphony and ternary form, what a motif is and how it is used in the study pieces

Skills:

Performance skills, practice skills, maintaining a steady pulse, maintaining a part within an ensemble, composing for an ensemble, composing using motifs and ternary form, listening for musical elements and devices, keyboard skills, recording using multiple tracks and voices in a DAW

Vocabulary: Orchestra, body percussion, metronome, pulse, duration, crotchet, quaver, minim, semibreve, semiquaver, motif, canon, graphic score, symphony, ternary form, coda, contrast, timbre, movement

Samba Drumming

Knowledge:

Background to samba drumming and its place within Brazilian culture, links to African Music and slave-trade, knowledge of musical features of samba including call and response, polyrhythms, samba groove, recall of specific patterns learned in previous lessons, samba instrument names

Skills:

Performing as part of a class ensemble, maintaining a steady pulse, performance and practice skills, following and leading using non-verbal signals, listening as part of or leader of an ensemble

Vocabulary: rhythm, pulse, samba, groove, call and response, polyrhythms, surdo, caixa, repinique, agogo, tambourim, apito, ostinato, break

Ukulele

Knowledge:

Basic construction of the ukulele and factors affecting pitch, know how to read chord diagrams, correct finger placement for a range of chords

Skills:

Able to play a range of chords on ukulele with good technique, maintaining a steady pulse, performance skills, accompanying other performers, performing in a small group, practice skills, singing skills, fitting a performance in time with a backing track

Vocabulary: Chord, ukulele strum, fluent, fret, neck, tuners, strings, pitch

Carnival of the Animals and Instruments of the Orchestra

Knowledge:

Background information about Saint-Saens and Carnival of the Animals, orchestral instruments and their sounds, orchestral families, understanding how musical elements can be combined to express characteristics and tell stories

Skills:

Listening for instruments and elements of music, exploring the links between music, story-telling and image, composing a motif, creating music to represent a character and tell a story, recording using multiple tracks in a DAW, using automation edit features to create dynamics

Vocabulary: orchestra, strings, woodwind, brass, percussion, keyboard, violin, viola, cello, double bass, harp, flute, oboe, clarinet, bassoon, saxophone, trumpet, French horn, trombone, tuba, snare drum, timpani, bass drum, triangle, glockenspiel, xylophone, tubular bells, triangle, piano, conductor, motif, programme music, texture, timbre, duration, pitch, tempo, dynamics, structure

Year 7

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First Half Term

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First Half Term

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Second Half Term

Film Music (Performance)

Knowledge:

Some well-known film composers and some of their music, what a leitmotif is and how it is used in films, particularly Star Wars, how music is used in films and what purpose it serves, knowledge of staff notation in treble clef, including accidentals

Skills:

Playing keyboard with good technique, performance and practice skills, reading staff notation, listening to film scores and identifying techniques used by film composers and the effect on the listener

Vocabulary: leitmotif, pitch, tempo, dynamics, timbre, accidental, sharp, flat, natural, pulse, soundtrack

Film Music (Composition)

Knowledge:

Of the ways in which music is used to enhance films, of a variety of techniques used by film composers, how to edit, use effects and add loops and samples in a DAW

Skills:

Compose a film soundtrack use editing tools in a DAW to synchronise music to a film, use loops and samples in a DAW, planning skills, using automation edit features to create dynamics, panning and reverb

Vocabulary: leitmotif, pitch, duration, tonality, texture, structure, tempo, dynamics, timbre, soundtrack, underscore, synchronisation special FX, diegetic, non-diegetic, mickey-mousing

Ostinato and Polyrhythms

Knowledge:

Using words to memorise rhythms, know and be able to identify ostinato, polyrhythms, call and response and syncopation, know how to read and use grid notation

Skills:

Listening for elements of music, understanding how musical, dramatic and dance performance skills can be combined, performing and practice skills, memorising simple patterns, exploring and describing timbres, composing using rhythmic ostinati and polyrhythms, rhythmic improvisation, following and leading using non-verbal signals, working constructively with others to improve a music performance

Vocabulary: rhythm, timbre, beat, pulse, ostinato, polyrhythms, improvisation, call and response, question and answer, syncopation

African Drumming

Knowledge:

Of the historical and social context of African Drumming and links to samba (year 6), recall of specific patterns learned in previous lessons, African instrument names know how to read and use grid notation

Skills:

Playing djembe musically and with a sense of pulse in a variety of styles, developing listening skills to play as part of a group, develop rhythmic improvisation skills, learn djembe drumming techniques

Vocabulary: djembe, doundoun, talking drum, gankogui, shekere, improvisation, call and response, polyrhythm, bass, tone and slap techniques

Song-Writing

Knowledge:

Know the different ingredients that go into creating a successful song, know what a riff, hook and chord sequence are and how to identify them, recognise major and minor triads and know which degrees of the major scale are major and which are minor triads, know roman numerals from I-VII for chord labelling purposes, know the most common sections in a song-structure and how to identify them

Skills:

Composing a riff, creating a chord sequence using triads, writing lyrics, composing a melody, listening to and analysing features of songs, selecting, combining and refining ideas to create a song, using recording, editing, drummer and loops features of a DAW to create a backing track

Vocabulary: riff, ostinato, hook, structure, harmony, lyrics, melody, chord sequence, scale, chord, degree of a scale, triad, major, minor, semitones, verse, chorus, intro, outro, middle 8, bridge, instrumental, phrase

Year 8

Autumn Term:

First Half Term

Autumn Term:

Second Half Term

Spring Term:

First Half Term

Spring Term:

Second Half Term

Summer Term:

First Half Term

Musical Fusions

Knowledge:

Background information information about Bach’s Toccata and Fugue in D minor, know what a remix is and how samples can be used to create a remix,

Skills:

Aural dictation/repetition of rhythms and pitches, composing using pitched call and response and ostinato patterns, evaluating students’ own work and that of others, critical listening by comparing two versions of the same piece, composing a remix using samples and loops, applying EQ settings and automation edit to create a remix of a classical piece, planning a structure for a composition, read staff notation in treble clef

Vocabulary: rhythm, pitch, phrase, sharp, pentatonic scale, ostinato, remix, samples, mood, dynamics, tempo, EQ settings, automation edit, panning, structure

Musical Devices

Knowledge:

Background information about Verdi’s Dies Ire and Tuba Mirem from Reqiuem, describe a chromatic chord progression, notes of treble clef including sharps, flats and naturals, know how to use a range of features in a DAW / notation software

Skills:

Learn to play a chromatic chord progression on keyboard, create a chromatic chord progression, compose a rap / vocal melody, listen to and analyse Verdi’s Dies Ire, gain a basic understanding of how to use music notation software (Sibelius), use notation software or a DAW to create a backing track, read staff notation in treble clef

Vocabulary: requiem, chromatic, chord, triad, word painting, orchestration, dynamics, tempo, time signature, dynamics, octaves, fanfare, bass drum, trumpet, stanza, latin, word-setting, sharp, flat, natural

Music and the Media: Advertising project

Knowledge:

Gain an understanding of the ways in which music can be used to enhance adverts, know the features of an effective jingle, know how to use a range of features in a DAW

Skills:

Listen to and discuss how music is used in a range of adverts, record and add effects to a vocal part, use combine recorded parts with loops and samples using a DAW, compose a jingle

Perform and record a vocal part for jingle

Vocabulary: Jingle, loop, sample, effects, lyrics, hook

Rap Beats

Knowledge:

Know how drum beats, bass-lines and chords can be arranged to create an effective accompaniment, Know how to structure a song to ensure a balance of repetition and new ideas, know how to use a range of features in a DAW

Skills:

Record and add effects to a vocal part, use combine recorded parts with loops and samples using a DAW,

Perform and record rap vocals

Vocabulary: Bass-line, Drop, bass, kick drum, snare drum, hi-hat, a capella, vocal, rap, riff, ostinato, hook, structure, harmony, lyrics, melody, chord sequence, scale, chord, degree of a scale, triad, major, minor, semitones, verse, chorus, intro, outro, middle 8, bridge, instrumental, phrase

Blues

Knowledge:

Background knowledge of the blues and its links to slavery and the civil rights movement in the USA, understand that most modern popular music has its roots in blues, know the 12-bar blues chord progression, notes of treble and bass clef

Skills: Play a 12-bar blues chord progression on the keyboard using two-hands, improvise using the blues scale, aurally identify chord changes, playing with fluency and accuracy, write blues lyrics in the structure of a 12-bar blues, compose a blues inspired piece either using a DAW or to perform as part of a group on an instrument / voice of student’s choice

Vocabulary: Blues, jazz, folk, gospel, blues scale, 12-bar blues, chord, triad, walking bass, head arrangement, structure, blue notes

British Values

Year 5	Year 6	Year 7	Year 8
Mutual Respect: All pupils are taught the importance of listening respectfully to the work of others and giving constructive criticism.	Mutual Respect: All pupils are taught the importance of listening respectfully to the work of others and giving constructive criticism.	Mutual Respect: All pupils are taught the importance of listening respectfully to the work of others and giving constructive criticism.B27:D31	Mutual Respect: All pupils are taught the importance of listening respectfully to the work of others and giving constructive criticism.
Tolerance: When introducing a piece of music pupils are encouraged to express their likes and dislikes. The ethos that we can learn from things we dislike or disagree with is encouraged throughout the curriculum.	Tolerance: When introducing a piece of music pupils are encouraged to express their likes and dislikes. The ethos that we can learn from things we dislike or disagree with is encouraged throughout the curriculum.	Tolerance: When introducing a piece of music pupils are encouraged to express their likes and dislikes. The ethos that we can learn from things we dislike or disagree with is encouraged throughout the curriculum.	Tolerance: When introducing a piece of music pupils are encouraged to express their likes and dislikes. The ethos that we can learn from things we dislike or disagree with is encouraged throughout the curriculum.
Democracy: The importance of valuing everyone's contribution and working democratically in groups is reinforced every time groupwork is done in class.	Democracy: The importance of valuing everyone's contribution and working democratically in groups is reinforced every time groupwork is done in class.	Democracy: The importance of valuing everyone's contribution and working democratically in groups is reinforced every time groupwork is done in class.	Democracy: The importance of valuing everyone's contribution and working democratically in groups is reinforced every time groupwork is done in class. We also explore themes of democracy when learning about the history of the Blues and links to slavery.
Rule of Law: Across the curriculum children are taught to use instruments, equipment and their voices safely.	Rule of Law: Across the curriculum children are taught to use instruments, equipment and their voices safely.	Rule of Law: Across the curriculum children are taught to use instruments, equipment and their voices safely. In addition, children are made aware of the importance of copywrite law with regard to song-writing.	Rule of Law: Across the curriculum children are taught to use instruments, equipment and their voices safely. In addition, children are made aware of the importance of copywrite law with regard to using samples in their remixes.
Individual Liberty: Whilst often working within a brief, children are encouraged to make their own creative choices when composing. As they progress through the school children are encouraged to work more independently, taking responsibility for their creative decisions.	Individual Liberty: Whilst often working within a brief, children are encouraged to make their own creative choices when composing. As they progress through the school children are encouraged to work more independently, taking responsibility for their creative decisions.	Individual Liberty: Whilst often working within a brief, children are encouraged to make their own creative choices when composing. As they progress through the school children are encouraged to work more independently, taking responsibility for their creative decisions.	Individual Liberty: Whilst often working within a brief, children are encouraged to make their own creative choices when composing. As they progress through the school children are encouraged to work more independently, taking responsibility for their creative decisions.

Careers

Year 5	Year 6	Year 7	Year 8
Singing and the Elements of Music: Pop / jazz music related professions including performer and songwriter.	BBC Ten Pieces: Children are introduced to the idea of composing as a job, and start to consider composing to a simple brief. The Ten Pieces videos also enable class discussions around the role of the conductor, orchestral musicians and soloists (horn concerto).	Film Music: Film, TV and video game composers, sound and audio technicians. A range of indirectly related roles within the film and TV industry, e.g. animator, director, screen-writer, editor etc.	BBC Ten Pieces: choirmaster, chorister, organist, church musician, composer conductor, orchestral musician, music producer
Keyboard skills and ukulele skills: Pop / jazz / classical music related professions including performer and songwriter.	Samba Drumming: percussion group leaders and performers, ethnomusicologist, pop-music related professions, including performer and songwriter.	Stomp and African Drumming: percussion group leaders and performers, ethnomusicologist, musical theatre and pop-music related professions, including performer, songwriter, choreographer.	Music and the Media: Composer, radio careers (presenter, producer, sound engineer etc.), advertising careers including jingle writer.
Musical Moods: Composer, music producer	Carnival of the Animals: Composer, music producer	Song-Writing: Song-writer, pop and rock music performers, producers, recording engineers.	Blues: Song-writer, pop, jazz and blues performers and composers, musical historian and musicologist.

Social, Moral, Cultural and Spiritual

Year 5	Year 6	Year 7	Year 8
Social & Moral: The intricacies of working in groups are taught explicitly across all topics, through whole class discussion and teacher intervention during groupwork. We openly discuss taking turns, compromising with others, listening skills and resolving disagreements.	Social & Moral: The intricacies of working in groups are taught explicitly across all topics, through whole class discussion and teacher intervention during groupwork. We openly discuss taking turns, compromising with others, listening skills and resolving disagreements.	Social & Moral: The intricacies of working in groups are taught explicitly across all topics, through whole class discussion and teacher intervention during groupwork. We openly discuss taking turns, compromising with others, listening skills and resolving disagreements.	Social & Moral: The intricacies of working in groups are taught explicitly across all topics, through whole class discussion and teacher intervention during groupwork. We openly discuss taking turns, compromising with others, listening skills and resolving disagreements.
Cultural: Children are exposed to a wide variety of musical styles from a range of cultures: from African, Australian and Scottish traditional songs to orchestral and pop music from the Western musical traditions.	Cultural: Children are exposed to a wide variety of musical styles from a range of cultures: from Brazilian Samba to orchestral, contemporary and pop music from the Western musical traditions	Cultural: Children are exposed to a wide variety of musical styles from a range of cultures: from African djembe drumming to film, orchestral, musical theatre and pop music from the Western musical traditions	Cultural: Children are exposed to a wide variety of musical styles from a range of cultures: from Blues to orchestral and pop music from the Western musical traditions, and the use of music in the media.
Spiritual: All music has the potential to invoke a spiritual response in the listener / performer. Specific links to religious or spiritual themes in year 5 include the singing of True Colors, Gospel songs (Oh when the Saints, Amazing Grace, I Wanna Sing) and listening to different musical moods, such as those in Peer Gynt and The Sorcerer's Apprentice	Spiritual: All music has the potential to invoke a spiritual response in the listener / performer. Specific links to religious or spiritual themes in year 6 include discussion of the place of Samba in celebrating Mardi Gras.	Spiritual: All music has the potential to invoke a spiritual response in the listener / performer. Specific links to religious or spiritual themes in year 7 include discussion of the role of djembe drumming in West African rituals and traditions.	Spiritual: All music has the potential to invoke a spiritual response in the listener / performer. Specific links to religious or spiritual themes in year 8 include the exploration of Choral music in church services in Verdi's Dies Irae and links to spirituals and gospel music in Blues.