Why do we learn music?
Music Curriculum Intent
Music is a universal language that embodies one of the highest forms of creativity. The Ark Victoria Academy music curriculum engages and inspires pupils to develop a love of music and their talent as musicians, and so increases their self-confidence, creativity and sense of achievement. As pupils progress, they develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.
Aims of Our Music Curriculum
The Ark Victoria Academy music curriculum aims to ensure that all pupils:
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perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
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learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
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understand and explore how music is created, produced and communicated, including through the interrelated dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations
(adapted from National Curriculum, 2014)
Nursery
| Autumn 1 | Autumn 2 |
|---|---|
| Who Am I Unit
Singing through different sounds |
Celebrations and Night time: Singing through different sounds |
| Spring 1 | Spring 2 |
|---|---|
| Physical response to musical elements: Pitch | Physical response to musical elements: Pulse |
| Summer 1 | Summer 2 |
|---|---|
| Vocalisation: stories and characters are represented through movement | Vocalisation: stories and characters are represented through movement |
Reception
| Autumn 1 | Autumn 2 |
|---|---|
|
Who Am I Unit Singing through different sounds |
Celebrations and Night time: Singing through different sounds |
| Spring 1 | Spring 2 |
|---|---|
| Physical response to musical elements: Pitch | Physical response to musical elements: Body signs |
| Summer 1 | Summer 2 |
|---|---|
| Vocalisation: stories and characters are represented through movement | Musical elements: Pitch, Tempo and Rhythm |
Year 1
| Autumn 1 | Autumn 2 |
|---|---|
| Establishing musicianship skills (awareness of pulse) | Establishing musicianship skills (awareness of pulse) |
| Spring 1 | Spring 2 |
|---|---|
| Exploring musicianship: Rhythm | Exploring musicianship: Pitch |
| Summer 1 | Summer 2 |
|---|---|
| Let’s get creative: Creating your own music | Showtime! Rehearsing and performing |
Year 2
| Autumn 1 | Autumn 2 |
|---|---|
| Establishing musicianship skills (awareness of pulse)Establishing musicianship skills (awareness of pulse) |
| Spring 1 | Spring 2 |
|---|---|
| Exploring musicianship: Rhythm | Exploring musicianship: Pitch |
| Summer 1 | Summer 2 |
|---|---|
| Let’s get creative: Creating your own music | Showtime! Rehearsing and performing |
Year 3
| Autumn 1 | Autumn 2 |
|---|---|
| Singing (Songs in the Pentatonic scale) | Singing (Strong awareness of pulse) |
| Spring 1 | Spring 2 |
|---|---|
| Exploring musicianship: Rhythm | Exploring musicianship: Pitch |
| Summer 1 | Summer 2 |
|---|---|
| Let’s get creative: Creating your own music | Showtime! Rehearsing and performing |
Year 4
| Autumn 1 | Autumn 2 |
|---|---|
| Establishing strong musical roots | Establishing strong musical roots |
| Spring 1 | Spring 2 |
|---|---|
| Developing musical roots: Rhythm | Developing musical roots: Pitch |
| Summer 1 | Summer 2 |
|---|---|
| Getting creative: World music | Rehearsing and performing |
Year 5
| Autumn 1 | Autumn 2 |
|---|---|
| Establishing strong musical roots | Establishing strong musical roots |
| Spring 1 | Spring 2 |
|---|---|
|
Developing musical roots: Rhythm Crotchet and crotchet rest |
Developing musical roots: Pitch |
| Summer 1 | Summer 2 |
|---|---|
| Getting creative: World music | Rehearsing and performing |
Year 6
| Autumn 1 | Autumn 2 |
|---|---|
| Establishing strong musical roots: Performance repertoire | Establishing strong musical roots: Performance repertoire |
| Spring 1 | Spring 2 |
|---|---|
| Developing musical roots: Rhythm Compound time |
Developing musical roots: Pitch Major and minor tonalities |
| Summer 1 | Summer 2 |
|---|---|
| Getting creative: World music and ukulele | Rehearsing and performing |
Year 7
| Autumn 1 | Autumn 2 |
|---|---|
| Unit 1: Stomp and Sing |
Unit 1: Stomp and Sing |
| Spring 1 | Spring 2 |
|---|---|
| Unit 2: The Power of the Pentatonic |
Unit 2: The Power of the Pentatonic |
| Summer 1 | Summer 2 |
|---|---|
| Unit 3: Band Musicianship 1: Four Chord Songs |
Unit 3: Band Musicianship 1: Four Chord Songs |
Year 8
| Autumn 1 | Autumn 2 |
|---|---|
| Unit 4: West African Music |
Unit 4: West African Music |
| Spring 1 | Spring 2 |
|---|---|
| Unit 5: Baroque Remix |
Unit 5: Baroque Remix |
| Summer 1 | Summer 2 |
|---|---|
| Unit 6: Band Musicianship 2: The Blues |
Unit 6: Band Musicianship 2: The Blues |
Year 9
| Autumn 1 | Autumn 2 |
|---|---|
| Unit 7: EDM |
Unit 7: EDM |
| Spring 1 | Spring 2 |
|---|---|
| Unit 8: Film Music |
Unit 8: Film Music |
| Summer 1 | Summer 2 |
|---|---|
| Unit 9: Band Musicianship 3: Songs for a Better World |
Unit 9: Band Musicianship 3: Songs for a Better World |
Year 10
| Autumn 1 | Autumn 2 |
|---|---|
|
Keyboard Skills Transition Unit: A foundation keyboard skills and harmony course Film Music & the elements Route 1: A dedicated, weekly, teacher-led performance lesson where students are taught a focused number of tailored arrangements to their class. Arrangements will be provided. Route 2: An integrated approach. At times students apply the knowledge they have acquired in their appraising lessons through Route 3: An integrated approach where students apply the knowledge they have acquired in their appraising lessons through |
Free Composition Establishing and developing a chord sequence Film Music & extended answer preparation Route 1: A dedicated, weekly, teacher-led performance lesson where students are taught a focused number of tailored arrangements to their class. Arrangements will be provided. Route 2: An integrated approach. At times students apply the knowledge they have acquired in their appraising lessons through Route 3: An integrated approach where students apply the knowledge they have acquired in their appraising lessons through |
| Spring 1 | Spring 2 |
|---|---|
|
Free Composition Writing a melody to fit your chords Jazz & Blues & instrumental techniques Route 1: A dedicated, weekly, teacher-led performance lesson where students are taught a focused number of tailored arrangements to their class. Arrangements will be provided. Route 2: An integrated approach. At times students apply the knowledge they have acquired in their appraising lessons through Route 3: An integrated approach where students apply the knowledge they have acquired in their appraising lessons through |
Free Composition Choosing a genre, choosing sonorities and refining your chords & melody Set Work: Africa Toto Route 1: A dedicated, weekly, teacher-led performance lesson where students are taught a focused number of tailored arrangements to their class. Arrangements will be provided. Route 2: An integrated approach. At times students apply the knowledge they have acquired in their appraising lessons through Route 3: An integrated approach where students apply the knowledge they have acquired in their appraising lessons through |
| Summer 1 | Summer 2 |
|---|---|
|
Free Composition Creating and developing idiomatic basslines and beats Set Work: Badinerie Bach Route 1: A dedicated, weekly, teacher-led performance lesson where students are taught a focused number of tailored arrangements to their class. Arrangements will be provided. Route 2: An integrated approach. At times students apply the knowledge they have acquired in their appraising lessons through focused, teacher-led practical performance and composition tasks. At other times students will learn bespoke ensemble with the rest of their class. Arrangements will be provided. Route 3: An integrated approach where students apply the knowledge they have acquired in their appraising lessons through |
Free Composition - Hand in Deadline Creating countermelodies, developing texture and applying finishing touches Set Work: Badinerie Bach - melodic dictation & cadence Identification |
Year 11
| Autumn 1 | Autumn 2 |
|---|---|
|
Brief Composition (Free comp: Log book and score completion) Brief comp: Establishing and developing a chord sequence Music for Ensemble - Instrumental & Vocal Techniques Route 1: A dedicated, weekly, teacher-led performance lesson where students are taught a focused number of tailored arrangements to their class. Arrangements will be provided. Route 2: An integrated approach. At times students apply the knowledge they have acquired in their appraising lessons through Route 3: An integrated approach where students apply the knowledge they have acquired in their appraising lessons through |
Brief Composition Writing and developing a melody to fit your chords Popular Music & Technology Route 1: A dedicated, weekly, teacher-led performance lesson where students are taught a focused number of tailored arrangements to their class. Arrangements will be provided. Route 2: An integrated approach. At times students apply the knowledge they have acquired in their appraising lessons through Route 3: An integrated approach where students apply the knowledge they have acquired in their appraising lessons through |
| Spring 1 | Spring 2 |
|---|---|
|
Brief Composition - Hand in deadline Creating countermelodies, developing texture and applying finishing touches Revisioo Unit: Badinerie - AoS 1 & MELODY Route 1: A dedicated, weekly, teacher-led performance lesson where students are taught a focused number of tailored arrangements to their class. Arrangements will be provided. Route 2: An integrated approach. At times students apply the knowledge they have acquired in their appraising lessons through Route 3: An integrated approach where students apply the knowledge they have acquired in their appraising lessons through |
Free & Brief Composition Log book and score completion. Final response to feedback. Knowledge recall Application of knowledge Exam readiness Route 1: A dedicated, weekly, teacher-led performance lesson where students are taught a focused number of tailored arrangements to their class. Arrangements will be provided. Route 2: An integrated approach. At times students apply the knowledge they have acquired in their appraising lessons through Route 3: An integrated approach where students apply the knowledge they have acquired in their appraising lessons through |
| Summer 1 | Summer 2 |
|---|---|
|
Knowledge recall Application of knowledge Exam readiness Route 1: A dedicated, weekly, teacher-led performance lesson where students are taught a focused number of tailored arrangements to their class. Arrangements will be provided. Route 2: An integrated approach. At times students apply the knowledge they have acquired in their appraising lessons through Route 3: An integrated approach where students apply the knowledge they have acquired in their appraising lessons through |
Knowledge recall Application of knowledge Exam readiness Route 1: A dedicated, weekly, teacher-led performance lesson where students are taught a focused number of tailored arrangements to their class. Arrangements will be provided. Route 2: An integrated approach. At times students apply the knowledge they have acquired in their appraising lessons through Route 3: An integrated approach where students apply the knowledge they have acquired in their appraising lessons through |
