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Weald Rise Primary

Music

Music

Music is at the very heart of life at Weald Rise. It is our belief that music is a universal language which can play a huge role in the emotional and analytical development of every child.

A high- quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement.

All children across the school participate in performing, creating and responding to music so that by the end of Year 6, pupils emerge as competent, well-rounded musicians.

Our music curriculum is delivered by specialist music teachers, providing each child with the opportunity to learn several musical instruments. Performance and singing are also at the heart of our curriculum.

Our intention is to make music fun whilst children learn skills that can have a positive impact on the whole of the curriculum: much of the material taught is cross curricular.

Curriculum Overview

At Weald Rise we follow the Music Cool programme which covers the National Curriculum Programmes of Study: performing, responding to and composing music.

EYFS

  • Beat competency
  • Listening and discrimination skills
  • Singing/vocal development
  • Coordination - movement/dancing I
  • Instrumental skills – eggs, sticks, drums, chime bars
  • Nurturing enjoyment, confidence, creativity and social and emotional development

Year 1

Autumn

  • Singing voice development with focus on accurate pitching.
  • Beat competency – gross motor movement, dancing, playing simple percussion
  • Rhythm skills – beat/rhythm Rhythm patterns – ta, titi
  • Solfa – SM 

Spring

  • Coordination – dancing and singing games with movement
  • Rhythm skills development – rhythm patterns and word rhythms
  • Rhythm patterns – ta, titi, shh
  • Solfa – SML
  • Handling percussion instruments 

Summer

  • More complex singing games with wider vocal range
  • Playing rhythm patterns on percussion
  • Rhythm patterns – ta, titi, shh, taa, tikatika(aural)
  • From notation - ta, titi, shh,
  • Solfa - SMLD 

Year 2

Autumn

  • Songs which will be played on recorder next term. Development of aural awareness and musical literacy using Solfa.
  • Use of tuned percussion to increase knowledge and understanding of pitch.

Spring

  • Recorder skills – tonguing, minimum notes BA or CA. Reading from staff notation.
  • Creating rhythm patterns for the class to echo.
  • Singing development – songs which include recorders, singing recorder pieces.  

Summer

  • Recorder skills – tonguing, minimum notes BAG or CAD
  • Reading notation
  • Improvising using known notes
  • Continuing singing development 

Year 3

Autumn

  • Singing development/aural awareness 
  • Singing games and rounds
  • Recorder skills – tonguing, minimum notes BAG CD
  • Mixture of rote learning, staff notation and playing from memory 

Spring

  • Singing development – rounds and singing games
  • Teacher led body percussion – coordination development
  • Recorder continuation

Summer 

  • Playing and singing in parts (rec/sing/body perc/classroom perc if available)
  • Recorder skills - minimum notes BAG CD low E

Year 4

Autumn

  • Singing development – more complex rounds
  • Recorder skills- minimum notes BAG CD ED
  • Introduce Tamboo Bamboo after half term  

Spring

  • More complex body percussion patterns, teacher led.
  • Small group compositions with awareness of form and structure Including recorders

Summer

Ukulele introduction:

  • Pluck open strings – read from stave Strum open string and chord of C (minimum)
  • Recorder pieces and songs with Uke ostinato 

 Year 5

Autumn

  • Uke skills – Pluck simple melodies read from stave. Chords (minimum) C, C7, F, G7

Spring

  • Small group compositions using ukulele/voices/body perc/class perc
  • Awareness of form and structure 

Summer

  • African Drumming
  • Layering rhythms
  • Improvising
  • Singing and playing simultaneously
  • Inclusion of recorder and ukulele

Year 6

Autumn

  • Recap instrumental skills on recorder and ukulele Beatbox – skills, composing a groove, grid notation
  • Rap - group composition (based on class topic)
  • Form and structure
  • Rhythmic improvisation

Spring

  • Samba
  • Layering more complex syncopated rhythms
  • Echo and call and response breaks Signals – visual and aural Brazilian song (incorporating instruments, recorders, ukuleles, percussion) 

Summer

  • Bringing together everything!
  • Using recorders, ukuleles, drums/percussion and instruments played outside the classroom to create a whole class performance piece.