Music

Latest Music News and Events in Frenchwood

The Young Un's Folk Group

The children in KS2 have had a lovely day with "The Young Un's" Folk group. They have learnt and sang sea shanty songs, listened to a variety of folk songs and wrote their own lyrics based on two famous people from different ethnic backgrounds, Michael Marks and Sybil Phoenix.

Michael Marks Song - Frenchwood Community Primary School - The Young'uns (1).mp3

Children in Lower Key Stage Two have been learning to play the ukelele with Mr. Boulter.

Vision

Purpose of Study
Music is a universal language that embodies one of the highest forms of creativity. 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. As pupils progress, they should develop a critical engagement with music,
allowing them to compose, and listen with discrimination to the best in the musical canon.

At Frenchwood, we use the Charanga scheme for our music lessons. Each unit of work comprises the strands of musical learning which correspond with the national curriculum for music:

1. Listening and Appraising

2. Musical Activities (warm-up games, optional flexible games, singing, playing instrumetns, improvisation and composing.)

3. Performing

The Subject Leader

I am Vikki Kay, the music subject leader at Frenchwood Commiunity Primary School. I have the exciting role of supporting teachers and children in their Music lessons, and ensuring that all our children make the best possible progress.

I really enjoyed Music at Primary school, and this inspired me to continue studying Music throughout High School, college and university. I enjoyed Music so much that I chose it as my subject specialism when I completed my teaching degree. I can play the piano, cornet and violin, and have played in bands and orchestras since I was a little girl. I have taught at Frenchwood for 20 years, and I get great pleasure from seeing young people find a passion in Music.

I believe that Music is a unique way of communicating that can inspire and motivate children. It is a vehicle for personal expression, and it can play an important part in the personal development of individuals and groups of people. Music reflects culture and society, and so the teaching and learning of music enables children to better understand the world they live in. As Henry Longfellow said in one of my favourite quotes, "Music is the universal language of mankind."

The Frenchwood Musician - Progression

Performance

Composing

Listening

Singing

Year Group	Standardised Objectives
Year N	Being Imaginative and Expressive Respond to what they have heard, expressing their thoughts and feelings. Remember and sing entire songs. Sing the pitch of a tone sung by another person (‘pitch match’). Sing the melodic shape (moving melody, such as up and down, down and up) of familiar songs. Create their own songs, or improvise a song around one they know. Play instruments with increasing control to express their feelings and ideas. Being Imaginative and Expressive Respond to what they have heard, expressing their thoughts and feelings. Remember and sing entire songs. Sing the pitch of a tone sung by another person (‘pitch match’). Sing the melodic shape (moving melody, such as up and down, down and up) of familiar songs. Create their own songs, or improvise a song around one they know. Play instruments with increasing control to express their feelings and ideas.
Year R	ELG Being Imaginative and Expressive Sing a range of well-known nursery rhymes and songs Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music. ELG Listening, attention and understanding Listen attentively and respond to what they hear with relevant questions, ELG Being Imaginative and Expressive Sing a range of well-known nursery rhymes and songs Perform songs, rhymes, poems and stories with others, and, when appropriate, try to move in time with music
Year 1	Pulse and beat: Understand steady beat and repeated rhythms Rhythm: Create, retain and perform own rhythm pattern/copycat rhythms & chants Pitch: Listen to/compare sounds in school environment Pitch: Sing familiar songs, using percussion to enhance story telling Pitch: Follow pictures and symbols to guide singing and playing Improvise simple vocal chants, understanding rhythm/pitch Create musical sound effects/short sequences of sounds Use music technology to capture, change and combine sounds Recognise graphic notation and explore/invent own symbols Listen with increasing concentration to combination of high-quality recorded and live music Develop understanding of music from range of origins, traditions, historical periods and social contexts Describe and evaluate music using simple musical vocabulary Sing collectively a range of simple songs, chants and rhymes from memory Respond to simple visual prompts
Year 2	Pulse and Beat: Understand and identify beat groupings, inc. in familiar music Rhythm: Play and invent copycat rhythms on untuned percussion / using word phrases Pitch: Play range of singing games based on the cuckoo interval Pitch: Recognise dot notation and match it to 3-note tunes Create music in response to non-musical stimulus Improvise simple question and answer phrases, sung and played on untuned percussion Use range of notation to record composed pieces Use music technology to capture, change and combine sounds Listen to a combination of high-quality recorded and live music Listen to music from range of origins, traditions, historical periods and social contexts Say what they like/dislike and give reasons for their opinions Sing range of songs regularly with increasing vocal control Know the meaning of simple musical vocabulary
Year 3	Instrumental Performance: Play/perform melodies following staff notation & ordering phrases Instrumental Performance: Accurately copy stepwise melodic phrases Reading Notation: Introduce the stave, lines and spaces, and clef Reading Notation: Introduce and understand the differences between notations Reading Notation: Apply word chants to rhythms Improvise: Improvise using voices, tuned and untuned percussion and instruments Improvise: Structure and compose musical ideas to create music with beginning, middle and end Compose: Compose song accompaniments on untuned percussion Listen with increasing concentration to combination of high-quality recorded and live music Develop understanding of music from range of origins, traditions, historical periods and social contexts Describe music using simple musical vocabulary Sing and perform widening range of unison songs tunefully and with expression Perform actions confidently and in time to action songs Keep a steady beat
Year 4	Instrumental Performance: Develop facility in musical instrument over sustained period Instrumental Performance: Play and perform melodies following staff notation Reading Notation: Introduce and understand differences between minims, crotchets, paired quavers and rests Reading Notation: Follow and perform simple rhythmic scores to steady beat Improvise: Improvise on their chosen instrument, making decisions about structure Compose: Combine, sing and play known rhythmic notation Compose: Arrange individual notation cards to create sequences of phrases Compose: Compose, capture and record music to create a specific mood, extending range of instruments Listen with increasing concentration to combination of high-quality recorded and live music Develop understanding of music from range of origins, traditions, historical periods and social contexts Describe and evaluate music using simple musical vocabulary Continue to sing/perform broad range of unison songs using accurate pitch Sing range of rounds/partner songs Begin to sing repertoire with small & large leaps/simple second part
Year 5	Instrumental Performance: Play melodies on tuned percussion, melodic instruments or keyboards, Instrumental Performance: Perform range of repertoire pieces/arrangements, developing skill of playing by ear Reading Notation: Further understand differences between semibreves, minims, crotchets and crotchet rests, paired quavers and semiquavers Reading Notation: Read/play short rhythmic phrases at sight from prepared cards Improvise: Improvise freely using tuned percussion / melodic instruments, with range of dynamics Compose: Compose melodies made from pairs of phrases in key suitable for instrument Compose: Compose, capture and record music to evoke a specific atmosphere using chords Listen with attention to detail to combination of high-quality recorded and live music Appreciate and understand music from range of origins, traditions, historical periods and social contexts Evaluate and discuss music using increasing complex language Perform broad range of songs from extended repertoire for audiences Observe phrasing, accurate pitching and appropriate style Sing 3-part rounds, partner songs & songs with verse and chorus
Year 6	Instrumental Performance: Play (including ensembles) melody following staff notation written on one stave Instrumental Performance: Accompany melodies using block chords/bass line Reading Notation: Further understand differences between semibreves, minims, crotchets, quavers and semiquavers, and their equivalent rests Reading Notation: Read and play confidently from rhythm notation cards/rhythmic scores Improvise: Create music that includes repetition and contrast, using chord changes Improvise: Extend improvised melodies beyond 8 beats over a fixed groove Compose: Plan and compose an 8- or 16-beat melodic phrase Compose: Play/notate melody on available tuned percussion and/or orchestral instruments Compose: Compose melodies made from pairs of phrases in key suitable for the instrument chosen Listen with attention to detail to combination of high-quality recorded and live music Appreciate and understand music from range of origins, traditions, historical periods and social contexts Evaluate and discuss music using increasing complex language Sing a broad range of songs (including syncopated rhythms) as part of a choir Continue to sing 3- and 4-part rounds/partner songs Continue to perform range of songs as a choir to range of audiences

Frenchwood Community Primary School

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