Model Music Curriculum

XYZ Primary | Model Music Curriculum

Model Music Curriculum Coverage in XYZ Primary

 

 

Year Group

Requirement

Coverage in XYZ Primary

All

Creative, collaborative, celebratory and challenging

The entire product is rooted in these values, various levels and abilities are available for progression, teamwork is encouraged, and supportive atmospheres for creativity and performance are essential.

whole-school singing, ensemble playing, experimenting with the creative process and, through the love of listening to friends and fellow pupils, performing

While we cannot enforce whole-school singing, it is recommended and the Song Library and Grab and Go Vocals Modules are well suited for assembly and whole-school singing.

 

The Performance and Musicianship modules, as well as all of the practical modules, have opportunities for performing, and being a positive audience member.

A minimum of one hour of teaching a week

The product has enough material to cover one hour a week for an entire school, all three terms, Foundation to Year 6.

Both rhythmic and melodic instruments in Key Stages 1 and 2; this may be as part of the whole-class instrumental programme and/or in other classroom teaching. 

Rhythmic Instrumental Options include Untuned Percussion, Body Percussion, Latin Percussion, and Rhythm Modules

 

Melodic Instrumental Options include Recorder, Keyboard, Ukulele, and Xylophone

 

A selection of these modules are available for both KS1 and KS2

Inclusion of pupils with special educational needs and disabilities as it does the leaps in technology that have made available new tools and adapted instruments, leading to improved access and greater choice for all pupils to realise their creative potential.

A Nurture Listening Library is available to support SEND children if they are experiencing difficulties regulating emotions. 

 

Colourful, creative and varied worksheets are available, designed with SEND children in mind. There are also visuals included on every video and interactive exercises available. 

Teachers should set high expectations for every pupil, whatever their prior attainment.

XYZ Primary covers a wide range of instrumental ability, making sure every child can participate, but also ensuring that every child can be challenged and reach for higher achievements.

Offering a rich and varied musical framework that nurtures fundamental musical techniques alongside building musical knowledge

Most practical modules reiterate the information taught in the Music Theory modules, in a variety of different ways and using different methods. This ensures that fundamental musical techniques are at the core of the curriculum.

Staff

Continuous Professional Development will be created by numerous partners, both at a local level amongst school cluster groups, Music Education Hubs and also by national partners across the music education sector

CPD can be provided and there are Teacher Training Videos, cheat sheets, and Staff information sheets provided across the entire product. 

 

XYZ Primary can also slot in easily with any other existing framework as a supplementary resource, making it compatible with Music Education Hubs, Cluster Groups and Independent Music Specialist Teachers.

KS1

Pupils will build musical confidence through active engagement with music as performers, music-creators and audience.

Musical confidence and active engagement is at the core of the Foundation Modules for KS1. 

 

With ample opportunity for discussion and experimentation, children can explore and discover new sounds while also learning the traditional and conventional aspects of music. 

Year 1

-Sing simple songs, chants and rhymes

-Singing collectively and at the same pitch, responding to simple visual directions

-Begin with simple songs with a very small range

Musicianship Year 1 introduces singing collectively with visual directions.

 

A range of songs are available in this module, Grab and Go Vocals, and the Song Library.

Composing

• Improvise simple vocal chants, using question and answer phrases.

• Create musical sound effects and short sequences of sounds in response to

stimuli, e.g. a rainstorm or a train journey. Combine to make a story, choosing and

playing classroom instruments (e.g. rainmaker) or sound-makers (e.g. rustling

leaves).

• Understand the difference between creating a rhythm pattern and a pitch pattern.

• Invent, retain and recall rhythm and pitch patterns and perform these for others,

taking turns.

• Use music technology, if available, to capture, change and combine sounds.

• Recognise how graphic notation can represent created sounds. Explore and invent

own symbols.

These recommendations are covered over the course of Year 1 through Musicianship, as well as Instrumental Modules such as Untuned Percussion and Year 1 Composition.

 

Year 1 Composition includes tuned and untuned instruments, chanting, rhyming and opportunities to perform work.

Musicianship

Pulse/Beat

• Walk, move or clap a steady beat with others, changing the speed of the beat as the

tempo of the music changes.

• Use body percussion, (e.g. clapping, tapping, walking) and classroom percussion

(shakers, sticks and blocks, etc.), playing repeated rhythm patterns (ostinati) and

short, pitched patterns on tuned instruments (e.g. glockenspiels or chime bars) to

maintain a steady beat.

• Respond to the pulse in recorded/live music through movement and dance, e.g.

o Stepping (e.g. Mattachins from Capriol Suite by Warlock),

o Jumping (e.g. Trepak from The Nutcracker by Tchaikovsky)

o Walking on tiptoes (e.g. Scherzo from The Firebird Suite by Stravinsky).

Rhythm

• Perform short copycat rhythm patterns accurately, led by the teacher.

• Perform short repeating rhythm patterns (ostinati) while keeping in time with a

steady beat.

• Perform word-pattern chants (e.g. ca-ter-pil-lar crawl, fish and chips); create, retain

and perform their own rhythm patterns.

Body Percussion resources will be available as a stand alone module, as well as being included in Musicianship Year 1. 

 

They will also cover rhythms and Listening examples through Untuned Percussion, The Listening Library, and Year 1 Composition.

Pitch

• Listen to sounds in the local school environment, comparing high and low sounds.

• Sing familiar songs in both low and high voices and talk about the difference in sound.

• Explore percussion sounds to enhance storytelling 

• Follow pictures and symbols to guide singing and playing, e.g. 4 dots = 4 taps on the

drum.

Active Listening is covered in Year 1 Musicianship as well as using different voices. 

 

While storytelling is a focus in Year 2, it is briefly covered in Musicianship, and basic notation is explored in Recorder and Year 2 Performance

Year 2

Sing songs regularly with a pitch range of do-so with increasing vocal control.

Sing songs with a small pitch range (e.g. Rain, Rain Go Away), pitching accurately.

Know the meaning of dynamics (loud/quiet) and tempo (fast/slow) and be able to

demonstrate these when singing by responding to (a) the leader’s directions and (b)

visual symbols (e.g. crescendo, decrescendo, pause)

Singing together and simple songs for Year 2 are provided in the Year 2 Musicianship Module as well as the Song Library. 

 

Key words are covered in Instrumental modules and Rhythm Module 1.

Listening to recorded performances should be complemented by opportunities to experience live music making in and out of school. These could include performances by other school ensembles or year groups

There are opportunities across the product to perform and be a good audience member. 

 

Some listening is also essential in Grab and Go Ukulele and Music History. 

Composing

• Create music in response to a non-musical stimulus (e.g. a storm, a car race, or a

rocket launch).

• Work with a partner to improvise simple question and answer phrases, to be

sung and played on untuned percussion, creating a musical conversation.

• Use graphic symbols, dot notation and stick notation, as appropriate, to keep

a record of composed pieces.

• Use music technology, if available, to capture, change and combine sounds.

Stimuli are varied in the Year 2 Composition module, and partner work is encouraged. 

 

Graphic symbols, stick notation and other stimuli are also introduced in Musicianship Year 2.

Musicianship

Pulse/Beat

• Understand that the speed of the beat can change, creating a faster or slower pace

(tempo).

• Mark the beat of a listening piece (e.g. Bolero by Ravel) by tapping or clapping and

recognising tempo as well as changes in tempo.

• Walk in time to the beat of a piece of music or song (e.g. La Mourisque by Susato).

Know the difference between left and right to support coordination and shared

movement with others.

• Begin to group beats in twos and threes by tapping knees on the first (strongest) beat and clapping the remaining beats.

• Identify the beat groupings in familiar music that they sing regularly and listen to.

Tempo is covered in the instrumental modules for Year 2, as well as the Rhythm Module which offers opportunities to practise a phrase at slowly increasing tempi. 

 

Listening and recognising a beat are also encouraged in Musicianship as well as the Listening Library.

Rhythm

• Play copycat rhythms, copying a leader, and invent rhythms for others to copy on

untuned percussion.

• Create rhythms using word phrases as a starting point (e.g. Hel-lo Si-mon or Can

you come and play?).

• Read and respond to chanted rhythm patterns, and represent them with stick

notation including crotchets, quavers and crotchets rests.

• Create and perform their own chanted rhythm patterns with the same stick

notation.

Rhythm 1 and Musicianship, offered in Year 2, cover these recommendations and more. 

 

Creating and Performing is also offered in Composition and Performance Modules for Year 2 which include a variety of tuned and untuned instruments.

Pitch

• Play a range of singing games based on the cuckoo interval (so-mi, e.g. Little

Sally Saucer) matching voices accurately, supported by a leader playing the

melody. The melody could be played on a piano, acoustic instrument or backing

track.

• Sing short phrases independently within a singing game or short song.

• Respond independently to pitch changes heard in short melodic phrases,

indicating with actions (e.g. stand up/sit down, hands high/hands low).

• Recognise dot notation and match it to 3-note tunes played on tuned percussion

Vocal exercises, songs and warm ups are covered in Musicianship for Year 2 as well as the Song Library. 

 

This includes dot notation and recognising pitches in a Call and response exercise.

KS2

Whole-class instrumental programme lasting a minimum of one term

XYZ Primary has 16 possible topics and often multiple modules within these topics. 

 

Plenty of content to provide practical instrumental lessons for a term or more for KS2. 

Notation is introduced, initially using graphic score, but moving on to staff notation.

Pupils will build musical confidence through active engagement with music as performers, music-creators and audience.

 

Pupils will further develop their shared knowledge of important moments in the evolution of music and of key musicians, including composers and performers, in a range of genres and styles. The history of music will be explored in a variety of ways, placing music in artistic, historical, social and political contexts, and building meaningful and memorable connections.

Graphic scores and notation, traditional and slash, are covered in various Musicianship and Rhythm Modules across KS2. 

 

The later modules of Music History introduce the evolution of music to the present day, with an inclusive mix of composers of various genders and ethnicities, as well as social and political contexts. 

 

Age categorised keywords are also provided via the Musicianship Modules, with opportunities to apply the elements of music to compositions and performances across KS2.

Year 3

Singing

• Sing a widening range of unison songs of varying styles and structures with a pitch

range of do–so (e.g. Extreme Weather), tunefully and with expression. Perform forte

and piano, loud and soft.

• Perform actions confidently and in time to a range of action songs (e.g. Heads and

Shoulders).

• Walk, move or clap a steady beat with others, changing the speed of the beat as the tempo of the music changes.

• Perform as a choir in school assemblies.

KS2 Grab and Go Vocals provides this as well as the Song Library and Musical Games section of the Primary Site.

Composing

Improvise

• Become more skilled in improvising (using voices, tuned and untuned percussion and instruments played in whole-class/group/individual/instrumental

teaching), inventing short ‘on-the-spot’ responses using a limited note-range.

• Structure musical ideas (e.g. using echo or question and answer phrases) to create music that has a beginning, middle and end. Pupils should compose in response to different stimuli, e.g. stories, verse, images (paintings and photographs) and musical sources.

Graphic Scores and live Composing (improvised composing) are covered in the Year 3 Composition Module. 

 

Musicianship 3 also introduces structure and listening.

Compose

• Combine known rhythmic notation with letter names to create rising and falling

phrases using just three notes (do, re and mi).

• Compose song accompaniments on untuned percussion using known rhythms and

note values.

Pitch and Rhythmic notation are combined in Musicianship Year 3 as Ukulele Module 1 and Music Theory.

Performing

• Develop facility in playing tuned percussion or a melodic instrument such as violin or recorder. Play and perform melodies following staff notation using a small range (e.g. Middle C–E/do–mi) as a whole class or in small groups (e.g. trios and quartets).

• Use listening skills to correctly order phrases using dot notation, showing different arrangements of notes C-D-E/do-re-mi (see illustration):

• Individually (solo) copy stepwise melodic phrases with accuracy at different speeds; allegro and adagio, fast and slow. Extend to question-and-answer phrases.

The instrumental modules available for Year 3 are Ukulele, Recorder, Keyboard and Xylophone. 

 

The Year 4 Performance Module also covers Djembe, Recorder and Xylophone.

 

Listening skills and notation are also covered in Musicianship.

Reading Notation

• Introduce the stave, lines and spaces, and clef. Use dot notation to show higher or lower pitch.

• Introduce and understand the differences between crotchets and paired quavers.

• Apply word chants to rhythms, understanding how to link each syllable to one musical note.

These skills are covered in Musicianship, and Music Theory Modules.

 

Chanting and lyrics are also covered in Musicianship and Composition Modules for Year 3.

Year 4

Singing

• Continue to sing a broad range of unison songs with the range of an octave (do–do) (e.g. One More Day–a traditional sea shanty) pitching the voice accurately and following directions for getting louder (crescendo) and quieter (decrescendo).

• Sing rounds and partner songs in different time signatures (2, 3 and 4 time) (e.g. Our Dustbin) and begin to sing repertoire with small and large leaps as well as a simple second part to introduce vocal harmony (e.g. Hear the Wind).

• Perform a range of songs in school assemblies.

KS2 Grab and Go Vocals (if not completed in Year 3) provides these recommendations as well as the Song Library and Musical Games section of the Primary Site.

 

Year 4 can also use the Vocal Technique modules to listen and study songs with opportunities for Performance. This also introduces singing in a Round.

Composing

Improvise

• Improvise on a limited range of pitches on the instrument they are now learning, making use of musical features including smooth (legato) and detached (staccato).

• Begin to make compositional decisions about the overall structure of improvisations. Continue this process in the composition tasks below.

Compose

• Combine known rhythmic notation with letter names to create short pentatonic phrases using a limited range of 5 pitches suitable for the instruments being learnt.

Sing and play these phrases as self-standing compositions.

• Arrange individual notation cards of known note values (i.e. minim, crotchet, crotchet rest and paired quavers) to create sequences of 2-, 3- or 4-beat phrases,

arranged into bars.

 

• Explore developing knowledge of musical components by composing music to create a specific mood, for example creating music to accompany a short film clip.

• Introduce major and minor chords.

• Include instruments played in whole-class/group/individual teaching to expand the scope and range of the sound palette available for composition work.

• Capture and record creative ideas using any of:

o graphic symbols

o rhythm notation and time signatures

o staff notation

More access to notation and improvising is available in the Musicianship and Rhythm Modules for Year 4. 

 

Letter names, notation cards and pentatonic scales are also covered in Musicianship with supplementary resources in the Song Library.

 

Key words and active listening are also included in Composition, which covers Singing, Recorder and Keyboard skills.

Performing

Instrumental Performance

• Develop facility in the basic skills of a selected musical instrument over a sustained learning period. This can be achieved through working closely with your local Music Education Hub who can provide whole-class instrumental teaching programmes.

• Play and perform melodies following staff notation using a small range (e.g. Middle C–G/do–so) as a whole-class or in small groups.

• Perform in two or more parts (e.g. melody and accompaniment or a duet) from simple notation using instruments played in whole class teaching. Identify static and moving parts.

• Copy short melodic phrases including those using the pentatonic scale (e.g. C, D, E, G, A).

All instrumental modules for Year 4 as well as Performance offer opportunities to perform using staff notation and short melodic phrases in up to three parts.

Reading Notation

• Introduce and understand the differences between minims, crotchets, paired quavers and rests.

• Read and perform pitch notation within a defined range (e.g. C–G/do–so).

• Follow and perform simple rhythmic scores to a steady beat: maintain individual parts accurately within the rhythmic texture, achieving a sense of ensemble.

These skills are included and built upon in the Keyboard, Ukulele and Xylophone modules for Year 4. 

 

A sense of texture and ensemble are also covered in Composition, Performance and Musicianship 4.

Year 5 

Singing

• Sing a broad range of songs from an extended repertoire with a sense of ensemble and performance. This should include observing phrasing, accurate pitching and appropriate style.

• Sing three-part rounds, partner songs, and songs with a verse and a chorus.

• Perform a range of songs in school assemblies and in school performance opportunities.

The Vocal technique modules provide opportunities for song studies and performance as well as supplementary resources in the Song Library.

 

Rounds are included, as well as harmony and verse-chorus structure.

Composing

Improvise

• Improvise freely over a drone, developing a sense of shape and character, using tuned percussion and melodic instruments.

• Improvise over a simple groove, responding to the beat, creating a satisfying melodic shape; experiment with using a wider range of dynamics, including very

loud (fortissimo), very quiet (pianissimo), moderately loud (mezzo forte), and moderately quiet (mezzo piano). Continue this process in the composition tasks below.

Composition for Year 5 covers writing a song, different scales and chords including Modes, and famous chord progressions. 

 

Improvisation is encouraged in the Musicianship Module for year 5 as well as Composing by Ear, and improvising over a number of accompaniment styles, including a Drone.

Compose

• Compose melodies made from pairs of phrases in either C major or A minor or a key suitable for the instrument chosen. These melodies can be enhanced with rhythmic or

chordal accompaniment.

• Working in pairs, compose a short ternary piece.

• Use chords to compose music to evoke a specific atmosphere, mood or environment.

For example, La Mer by Debussy and The River Flows In You by Yiruma both evoke images of water. Equally, pupils might create music to accompany a silent film or to

set a scene in a play or book.

• Capture and record creative ideas using any of:

o graphic symbols

o rhythm notation and time signatures

o staff notation

o technology.

Year 5 Musicianship and Composition combined offer opportunities for Partner work, improvisation, and composition of a Ternary piece using different styles and chords. This includes harmonising a melody and composing a melody over given chords.

 

Year 5 also has the opportunity to use technology using Google Chrome Song Maker, and explore graphic scores as well as traditional notation.

Performing

Instrumental Performance

• Play melodies on tuned percussion, melodic instruments or keyboards, following staff notation written on one stave and using notes within the Middle C–C′/do–do range. This should initially be done as a whole class with greater independence gained each lesson through smaller group performance.

• Understand how triads are formed, and play them on tuned percussion, melodic instruments or keyboards. Perform simple, chordal accompaniments to familiar songs (e.g. Yellow Submarine by The Beatles).

• Perform a range of repertoire pieces and arrangements combining acoustic instruments to form mixed ensembles, including a school orchestra.

• Develop the skill of playing by ear on tuned instruments, copying longer phrases and familiar melodies.

Year 5 are encouraged to give performances throughout the year, including using Music technology, alongside the Ukulele, Keyboard, Singing, and more.

 

Musicianship for Year 5 covers some more theoretical knowledge of chords, as does Keyboard, with opportunities for small group performance.

Reading Notation

• Further understand the differences between semibreves, minims, crotchets and crotchet rests, paired quavers and semiquavers.

• Understand the differences between 2/4, 3/4 and 4/4 time signatures.

• Read and perform pitch notation within an octave (e.g. C–C′/do–do).

• Read and play short rhythmic phrases at sight from prepared cards, using conventional symbols for known rhythms and note durations. 

By Year 5, children will be up to Level 3 rhythm which explores these note values and time signatures, as well as Music Theory 3 which goes into this in more detail.

Year 6

Singing

• Sing a broad range of songs, including those that involve syncopated rhythms, as part of a choir, with a sense of ensemble and performance. This should include

observing rhythm, phrasing, accurate pitching and appropriate style.

• Continue to sing three- and four-part rounds (e.g. Calypso by Jan Holdstock) or partner songs, and experiment with positioning singers randomly within the group –

i.e. no longer in discrete parts – in order to develop greater listening skills, balance between parts and vocal independence.

• Perform a range of songs as a choir in school assemblies, school performance opportunities and to a wider audience. 

The Vocal technique modules provide opportunities for song studies and performance as well as supplementary resources in the Song Library.

 

Rounds are included, as well as harmony and verse-chorus structure, and the use of Music technology to record a vocal line.

Composing

Improvise

Extend improvisation skills through working in small groups to:

• Create music with multiple sections that include repetition and contrast.

• Use chord changes as part of an improvised sequence.

• Extend improvised melodies beyond 8 beats over a fixed groove, creating a satisfying melodic shape.

Using Chords in Improvisation is the focus for Year 6 Musicianship, as well as looking at some extended techniques to use while playing. 

 

Body Percussion and Latin Percussion also have opportunities for students to improvise solo parts over an accompanying class rhythm. 

Compose

• Plan and compose an 8- or 16-beat melodic phrase using the pentatonic scale (e.g. C, D, E, G, A) and incorporate rhythmic variety and interest. Play this melody on available tuned percussion and/or orchestral instruments. Notate this melody.

• Compose melodies made from pairs of phrases in either G major or E minor or a key suitable for the instrument chosen.

• Either of these melodies can be enhanced with rhythmic or chordal accompaniment.

• Compose a ternary piece; use available music software/apps to create and record it, discussing how musical contrasts are achieved.

Year 6 Composition is Music Technology focused with supplementary resources looking at creating interest, melodic lines and countermelodies. They can then record and present this ternary form piece or song as a performance opportunity.

 

The opportunity to use notation is available as well as graphic or slash notation. 

Performing

Instrumental Performance

• Play a melody following staff notation written on one stave and using notes within an octave range (do–do); make decisions about dynamic range, including very loud ( ), very quiet ( ), moderately loud ( ) and moderately quiet ( ).

• Accompany this same melody, and others, using block chords or a bass line. This could be done using keyboards, tuned percussion or tablets, or demonstrated at the board using an online keyboard.

• Engage with others through ensemble playing (e.g. school orchestra, band, mixed ensemble) with pupils taking on melody or accompaniment roles. The accompaniment, if instrumental, could be chords or a single-note bass line.

The Instrumental Modules recommended for Year 6 include Body Percussion, Latin Percussion, and Singing but can include Xylophone, Keyboard, Ukulele, recorder and more if not completed in earlier years.

 

Ensemble skills are prioritised through the Performance and Composition Modules, covering Latin Percussion, Ukulele, Keyboard and Music Technology. Key words to do with dynamics and other elements of music are covered by the Year 6 Musicianship Module.

Reading Notation

• Further understand the differences between semibreves, minims, crotchets, quavers and semiquavers, and their equivalent rests.

• Further develop the skills to read and perform pitch notation within an octave (e.g. C–C/ do–do).

• Read and play confidently from rhythm notation cards and rhythmic scores in up to 4 parts that contain known rhythms and note durations.

• Read and play from notation a four-bar phrase, confidently identifying note names and durations.

Year 6 has lots of coverage for notation, in pitch and rhythm, across the body percussion, Latin Percussion, Rhythm and Vocal modules recommended for this age group. 

 

They will also have short repeating phrases to learn and play in the end of year Performance module.

General Progression

Singing:

 

Through good vocal production, careful listening and well-developed sense of pitch, pupils should be able to sing in harmony and with musical delivery by the end of Year 6.  

Warm ups will help pupils use their voices safely. There are many places to find good examples of vocal warm ups, and they will typically include vocalising, sirening and simple scales, as well as games to energise pupils.

• Breathing. Increasing control of airflow will help pupils to sing longer phrases, adjust dynamics, improve tuning and phrase melodies expressively.

• Posture. A relaxed but stable stance (soft knees) sets the body up to produce an unforced but well-focused sound. Pupils, especially younger pupils, will often want to move to the music and this helps to facilitate that.

• Dynamics. When appropriate, class singing should include a dynamic range as a key expressive tool. Confident singing will often be loud but need not tip over into shouting.

• Phrasing gives shape to melodic lines. Through small dynamic changes, it helps emphasise important syllables and create musical interest in the melody.

• Context. Music can often be brought to life by considering the context in which it was written, or by discussing the meaning of any words.

• Vocal health. Warming up before singing, staying hydrated, resting voices,particularly when there is lots of singing to do, keeping vocal muscles relaxed.

Upon completion, XYZ Primary will provide a Vocal module for every year group as well as a Vocal Ensemble module. These will cover all these skills and help to apply the elements of music to a performance.

 

There are also supplementary singing exercises in the Musicianship modules, and an age categorised song selection in the Song Library.

Listening:

 

Listening to music is fundamental to musical understanding. By learning to listen critically, pupils will not only expand their musical horizons but also gain a deeper understanding of how music is constructed and the impact it can have on the listener. Listening to a broad range of music also helps develop other areas of musical activity, including composing and performing.  

All listening suggestions in the Model Music Curriculum are in the Listening Library, age categorised, available on the XYZ Primary Site.

Composition:

As pupils travel through the Key Stages, they will develop the craft of creating melodies and fashioning these into short pieces.

 

The development of a reliable musical memory is a valuable skill for performers and composers.

There is an individual, age categorised Composition module for every Year group, with opportunities for Performance and also accreditation through the Arts Awards.

 

The Musicianship modules also touch on these skills.

Performing

Creating opportunities to celebrate, share and experience music of all kinds will

consolidate the learning within the MMC. The following principles of performance apply

across all Key Stages:

• Develop stagecraft. Develop a sense of confidence and ownership regardless of the

size or nature of the stage or performing/recording space; engage with an audience;

respect fellow performers and acknowledge applause.

• Consider the programme. The sequence of items should maximise impact and

maintain audience engagement. Aim for a clear beginning, middle and end for any

performance activity.

* Includes names of countries or regions, where the origin of a piece cannot be attributed to one single country.

• Encourage peer feedback. Create an environment where pupils can constructively

express their thoughts on performances. This is a valuable way to develop listening

skills and musical vocabulary.

• Seek out opportunities for collaboration. If more than one class or group is

performing, is there an additional item they can present together?

There is an individual, age categorised Performance module for every Year group with opportunities for self-appraisal. 

 

Collaboration and peer feedback is encouraged in all year groups as well as being a supportive audience member.

 

Musicianship also includes opportunities to compose and hear a melody in a variety of styles.

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