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Weald Rise
Primary School

Rising to the challenge,
striving for excellence

Music at Weald Rise Primary School 

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.

Yr Autumn Spring Summer
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 

1

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 

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 

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 

2

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.

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.  

Recorder skills – tonguing, minimum notes BAG or CAD

Reading notation

Improvising using known notes

Continuing singing development 

3 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 

Singing development – rounds and singing games

Teacher led body percussion – coordination development

Recorder continuation 

Playing and singing in parts (rec/sing/body perc/classroom perc if available)

Recorder skills - minimum notes BAG CD low E

4

Singing development – more complex rounds

Recorder skills- minimum notes BAG CD ED

Introduce Tamboo Bamboo after half term  

More complex body percussion patterns, teacher led.

Small group compositions with awareness of form and structure Including recorders

Ukulele introduction:

Pluck open strings – read from stave Strum open string and chord of C (minimum)

Recorder pieces and songs with Uke ostinato 

5

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

 

Small group compositions using ukulele/voices/body perc/class perc

Awareness of form and structure 

African Drumming

Layering rhythms

Improvising

Singing and playing simultaneously

Inclusion of recorder and ukulele

6

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 

Samba

Layering more complex syncopated rhythms

Echo and call and response breaks Signals – visual and aural Brazilian song (incorporating instruments, recorders, ukuleles, percussion) 

Bringing together everything!

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

 

Implementation of the Curriculum

The music curriculum is delivered through a range of activities both in and outside the classroom.

  • Singing is central to musicianship. All children take part in weekly singing assemblies performing music from a wide range of genres, with a focus on healthy vocal development.

Each Year Group has planned music activities which help to develop not only every child’s key skills, but also their appreciation and experience of music making with professional musicians both inside and outside school.

In 2017 Year 2 were involved in a project about Instruments of the Orchestra with the City of London Sinfonia

Since 2018 pupils in Year 2 have enjoyed participating in an African Drumming Project led by HMS Staff, using traditional African Instruments.

For the last 3 years, Year 2 pupils have also taken part in a joint performance with local schools called 'Sing Sing Sing'.

In 2018, Year 4 pupils participated in the Aspire project, where they composed and performed a variety of songs at Watford Colosseum.