Music Curriculum Intent

 ‘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.’ Department of Education, National Curriculum  

At Ark Victoria Academy our aim is to provide a music curriculum which has depth as well as being balanced and broad, enabling significant types and styles of music to be studied. We believe that this will enable each child to reach their full potential in music and encourage all pupils to enjoy singing, composing and performing, in order to carry on their musical journey through to Key Stage 4 and beyond. We believe it is important to provide children with the opportunity to perform in front of an audience both within and outside of school and encourage as many pupils as possible to study an instrument of their choice. Our pupils have the opportunity to learn a range of popular instruments and have weekly lessons provided by teachers from the music service.  

Our Key Stage 3 curriculum is centred on preparing pupils to be well equipped to enter Key Stage 4 or carry on independent study of music. We do this by giving them as many opportunities as possible to explore music from different eras, genres and cultures, including the exploration of different instruments and technologies.  

As a music department, we believe it is important to collaborate with other expressive arts departments, including Drama and Art in the forms of shows, concerts and productions. We believe this collaboration is a vital part of becoming a well-rounded musician and performer and we pride ourselves on our musical productions.  

Our curriculum supports pupils to become knowledgeable about the world and the society they live in. It helps them to understand similarities and differences in cultures and traditions and gives them an insight into how music has developed throughout time and in different societies.  

Our Music Six Pillars

At Ark Victoria we have 6 curriculum pillars

Resilient readers: Reading is the cornerstone of Drama when it comes to performing from a text. It improves oracy and fluency. Shakespeare is introduced in Y8 (The Tempest) and continued in Y9 (Macbeth) to add complexity to the reading and comprehension skills of our learners. In Music the reading of scores and sheet Music is presented as an additional language to enable our learners to access a different type of text.  

High quality teaching: The teaching of practical subjects requires a practical approach. Therefore, performing arts teachers strive to make lessons and the curriculum creative and innovative. Teachers regularly utilise modelling of tasks and instant verbal feedback to allow the students to progress.  

Knowledge rich curriculum: Within our performing arts curriculum we focus on advanced terminology whether that be musical and theatrical. Students are expected to include this rich vocabulary within lessons and when assessing the work of others. Students are encouraged to use IOB (inside, outside, beyond) to decipher words, knowledge and meaning.

High ambition: We have high ambitions for the Performing Arts and have already begun collaborating with core subject to enhance the importance of our subjects. We want our Performing Arts students to be highly ambitious and our curriculum challenges students outside their comfort zone providing them with multiple opportunities to express themselves both inside the classroom and through extracurricular opportunities

Diverse and inclusive: Both Music and Drama (particularly mime work in Drama) are universal languages that are fully inclusive. In fact, data and evidence shows that a lot of our best performers and highest achieves come from SEND and ethnic minority groups. The nature of our practical curriculum and the absence of exercise books at KS2 and KS3 allow for both the more academic and the less academic students to achieve.

Strong Character and enrichment: Our curriculum and our all-through statement have a very strong focus on social, teamwork and creative skills in order to develop strong characters and leaders within our student body. Confidence and self-development is at the cornerstone of what our curriculum sets out to achieve.  

Music Topic Map

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

EYFS

Who Am I Unit

Singing through different sounds

Celebrations and Night time:
Singing through different sounds 

Physical response to musical elements: Pitch 

Physical response to musical elements: Pulse

Vocalisation: stories and characters are represented through movement

Vocalisation: stories and characters are represented through movement

Reception

Who Am I Unit

Singing through different sounds

Celebrations and Night time:
Singing through different sounds

Physical response to musical elements: Pitch 

Physical response to musical elements: Body signs

Vocalisation: stories and characters are represented through movement

Musical elements: Pitch, Tempo and Rhythm

Y1

Establishing musicianship skills (awareness of pulse)

Establishing musicianship skills (awareness of pulse)

Exploring musicianship: Rhythm 

Exploring musicianship: Pitch

Let’s get creative: Creating your own music 

Showtime! Rehearsing and performing

Y2

Establishing musicianship skills (awareness of pulse)

Establishing musicianship skills (awareness of pulse)

Exploring musicianship: Rhythm 

Exploring musicianship: Pitch

Let’s get creative: Creating your own music 

Showtime! Rehearsing and performing

Y3

Singing (Songs in the Pentatonic scale)

Singing (Strong awareness of pulse)

Exploring musicianship: Rhythm 

Exploring musicianship: Pitch

Let’s get creative: Creating your own music 

Showtime! Rehearsing and performing

Y4

Establishing strong musical roots

Establishing strong musical roots

Developing musical roots: Rhythm

Developing musical roots: Pitch

Getting creative: World music 

Rehearsing and performing 

Y5

Establishing strong musical roots

Establishing strong musical roots

Developing musical roots: Rhythm

Crotchet and crotchet rest

 

Developing musical roots: Pitch

Getting creative: World music 

Rehearsing and performing 

Y6

Establishing strong musical roots: Performance repertoire

Establishing strong musical roots: Performance repertoire

Developing musical roots: Rhythm
Compound time

 

Developing musical roots: Pitch
Major and minor tonalities

Getting creative: World music and ukulele

Rehearsing and performing

Y7

Singing (Building harmony; 4 parts)

Singing (Building harmony; 4 parts)

Baroque

Baroque

Pop/Rock

Pop/Rock

Y8

Samba/Dhol

Samba/Dhol

Folk (Pentatonic)

Folk (Pentatonic)

Blues/Jazz

Blues/Jazz

Y9

Romantic Period

Romantic Period

Song Writing

Song Writing

Film Music

Film Music

Y10

Introduction to BTEC. Performance and composition  

Unit 4 – composition

Unit 1 – Music Industry

Unit 4 – composition

Unit 1 – Music Industry

Unit 4 – composition

Unit 1 – Music Industry

Unit 5 – Performance

Unit 2 – Managing a music product

Unit 1 – Music Industry

Unit 5 – Performance

Unit 2 – Managing a music product

Unit 1 – Music Industry

Y11

Unit 5 – Performance

Unit 2 – Managing a music product

Unit 1 – Music Industry

Unit 5 – Performance

Unit 2 – Managing a music product

Unit 1 – Music Industry

Unit completion

Unit 1 – Music Industry

Unit completion

Unit 1 – Music Industry