Music at Paddocks 
Why is Music important?
It is well recognised that music can help to develop the skills, attitudes and attributes that can support learning in other national curriculum subjects. This includes listening skills, the ability to concentrate, creativity, intuitions, aesthetic sensitivity, perseverance, the ability to work in a group, self confidence and sensitivity towards others.
Our Vision
Music is an essential part of life, integral to the development of the whole person. We believe that the opportunity to engage in musical experiences is crucial for this development. Learning music develops all aspects of a child’s learning, from the physical action of using an instrument to the mathematical skills needed to keep a pulse. These abilities are directly transferable to other areas of the curriculum, allowing them to flourish, and will be invaluable in their future life.
What does Music look like at Paddocks?
Children are offered a broad and balanced curriculum which builds on their knowledge, skills and understanding of music each year. Music is taught both discretely and through a cross curricular approach and follows the new Model Music Curriculum. All year 4 children are taught guitar by a peripatetic teacher through the WCET scheme. A specialist music teacher tutors children in years 5 and 6. KS2 children can also attend a weekly lunchtime choir. Children leave the school with an appreciation of the joy of music, and the necessary skills to listen to, compose, perform and appraise musical pieces. All children take part in performances and concerts during the school year. The whole school joins together in a weekly singing assembly.
What do our pupils think?
“It’s exciting learning the guitar because you get to play and learn new pieces.”
“I enjoy listening to fast music that makes me think about people running away.
“ We’ve learnt to play some notes on our glockenspiels and what a rest is. It’s quite tricky because I’ve never done it before.”
“ It’s good fun when we sing in assembly. We used instruments in class to tell a story. It was fun.”
Progression
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Year 1 |
Year 2 |
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Singing |
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Listening |
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Ah! Vous Diraije, Maman – Mozart Hoe Down from Rodeo – Copland Kye Kye Kule Jin-Go-Lo-Ba – Babatunde Olatunji Overture from William Tell – Rossini Flight of the Bumblebee – Rimsky-Korsakov |
Four Sea Interludes from Peter Grimes – Britten Sahela Re – Kishori Amonkar Evening Prayer from Hansel and Gretel – Humperdinck In The Hall of the Mountain King – Grieg Sleep – Eric Whitacre Hornpipe from Water Music – Handel |
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Indicative Musical Features |
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Rhythm, Metre and Tempo |
beat, tempo, pulse, |
pitch, tempo – fast/ slow, beat groupings |
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Pitch and Melody |
high, low, ascending |
mi – so |
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Structure and Form |
chants, call and response, question and answer |
improvise, question and answer |
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Harmony |
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melodic phrases |
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Texture |
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Dynamics and Articulation |
quiet, loud |
dynamics, crescendo, decrescendo, pause |
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Instruments and Playing Techniques |
Body percussion, classroom percussion, tuned instruments (glockenspiels, chime bars) |
tuned instruments |
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Symbols to represent sounds |
√ stick notation (word-pattern chants), dot notation |
graphic notation, dot notation, stick notation |
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Crotchets |
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√ stick notation |
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Paired Quavers |
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√ stick notation |
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Rests |
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√ crotchets |
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Fast, slow |
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Stave, lines and spaces, clef, reading dot notation, stick notation |
√ symbols, stick notation, dot notation |
√ graphic, dot notation, stick notation Range of a 3rd |
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Loud (forte) |
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Quiet (piano) |
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Getting louder (crescendo) Getting softer (decrescendo) |
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Year 3 |
Year 4 |
Year 5 and 6 |
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Singing |
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Ta-ra-ra boom-de-ay It’s All Greek to Me Apollo Journey The House of the Rising Sun Sumer is a comin in With A Little Help From my Friends |
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Listening |
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Chatanooga Choo Choo – Glen Miller We’ll Meet Again – Vera Lynn The Toy Symphony – Leopold Mozart |
Troika from Lieutenant Kije – Prokofiev Young Persons Guide to the Orchestra – Britten Ma Vlast – Smetana La Mer – Debussy Northern Lights – Eriks Esenvalds Soldiers March – Schumann |
Can Can from Orphee aux enfers – Offenbach Zorba The Greek Dance Also Sprach Zarathustra - Strauss Fanfare for The Common Man – Aaron Copland English Folk Song Suite – Vaughan Williams Every Breath You Take – Police Danse Macabre – Saint-Saens 1812 Overture – Tchaikovsky |
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Indicative musical features |
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Rhythm, Metre and Tempo |
Downbeats, fast (allegro), slow (adagio), pulse, beat |
Getting faster (accelerando), Getting slower (rallentando), Bar, metre |
Simple time, compound tie, syncopation |
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Pitch and Melody |
High, low, rising, falling; pitch range do – so |
Pentatonic scale, major and minor tonality, pitch, range do – do’ |
Full diatonic scale in different keys |
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Structure and Form |
Call and response; question phrase, answer phrase, echo, ostinato |
Rounds and partner songs, repetition, contrast |
Ternary form, verse and chorus form, music with multiple sections
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Harmony |
Drone |
Static, moving |
Triads, chord progressions |
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Texture |
Unison, layered, solo |
Duet, melody and accompaniment |
Music in 3 parts, music in 4 parts |
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Dynamics and Articulation |
Loud (forte), quiet (piano) |
Getting louder (crescendo), getting softer (decrescendo); legato (smooth), staccato (detached) |
Wider range of dynamics including fortissimo (very loud), pianissimo (very quiet), mezzo forte (moderately loud) and mezzo piano (moderately quiet) |
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Instruments and Playing Techniques |
Instruments used in Foundation Listening |
Instruments used in Foundation Listening including playing techniques |
Instruments used in Foundation Listening including playing techniques and effects, for example pizzicato (e.g. mysterious() and tremolo (E.g. dark and expectant) |
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Crotchets |
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Paired Quavers |
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Minims |
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Semibreves |
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Semiquavers |
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Rests |
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Time signatures 2/4, 3/4 and 4/4 |
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Fast (allegro), slow (adagio) |
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Getting faster (accelerando, Getting slower (rallentando) |
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√ |
√ |
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Stave, lines and spaces, clef, reading dot notation |
√ do – me Range of a 3rd |
√ do-so Range of a 5th |
√ do-do’ Range of an octave |
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Loud (forte) |
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Quiet (piano) |
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Getting louder (crescendo) Getting softer (decrescendo) |
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