Why teach Music?

7th September 2022

 Getting to know you

• Introduction

• Introduction to Blackboard

• Discussion of given task (for completion over the summer)

 Why teach Music?

 Think
 Share
 Intrinsic Value

 Understanding our own selves

 Interesting, exciting & intellectually stimulating
 Part of our culture, our heritage
 Utilitarian arguments

 Developing generic skills e.g. measuring, evaluating

 Preparing for some careers
 Developing important attitudes e.g. curiosity,
scepticism
Impact on Wellbeing
 National
Curriculum KS 2 & 3
Statutory guidance
National curriculum in England: music programmes of study
Published 11 September 2013
National Curriculum in
England
 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 to listen with discrimination to the best
in the musical canon.
National Curriculum in
England
 Aims
 The national curriculum for music aims to ensure that all pupils:
 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.
 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.
 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.
National Curriculum in
England
 Attainment targets
 By the end of each key stage, pupils are expected to
know, apply and understand the matters, skills and
processes specified in the relevant programme of study.
National Curriculum in England
Subject Content

 Key stage 1
 Pupils should be taught to:
 use their voices expressively and creatively by singing
songs and speaking chants and rhymes
 play tuned and untuned instruments musically
 listen with concentration and understanding to a range
of high-quality live and recorded music
 experiment with, create, select and combine sounds
using the interrelated dimensions of music
National Curriculum in England
Subject Content

 Key stage 2
 Pupils should be taught to sing and play musically with increasing confidence
and control. They should develop an understanding of musical composition,
organising and manipulating ideas within musical structures and reproducing
sounds from aural memory.
 Pupils should be taught to:
 play and perform in solo and ensemble contexts, using their voices and playing
musical instruments with increasing accuracy, fluency, control and expression
 improvise and compose music for a range of purposes using the interrelated
dimensions of music
 listen with attention to detail and recall sounds with increasing aural memory
 use and understand staff and other musical notations
 appreciate and understand a wide range of high-quality live and recorded
music drawn from different traditions and from great composers and musicians
 develop an understanding of the history of music
National Curriculum in England
KS2 Music Years 3-6

 Pupils should be taught to:

 Mu2/1.1 play and perform in solo and ensemble contexts, using their voices and
playing musical instruments with increasing accuracy, fluency, control and
expression

Mu2/1.2 improvise and compose music for a range of purposes using the
interrelated dimensions of music

Mu2/1.3 listen with attention to detail and recall sounds with increasing aural
memory

Mu2/1.4 use and understand staff and other musical notations

Mu2/1.5 appreciate and understand a wide range of high-quality live and recorded
music drawn from different traditions and from great composers and musicians

Mu2/1.6 develop an understanding of the history of music.

National Curriculum in England
TES resources example
KS2 Music
Pupils should be taught to:
 play and perform in solo and ensemble contexts, using
their voices and playing musical instruments with
increasing accuracy, fluency, control and expression
 improvise and compose music for a range of purposes
using the inter-related dimensions of music
 Performing Pachelbel’s Canon – made easy!
Use this simplified version of Pachelbel’s Canon to get students to
perform in an ensemble, using percussion and voices.
 African drumming patterns for class ensembles
Four class ensembles that increase in difficulty, based on simple
African cyclical patterns using call and response, improvised tunes
and ostinato using the pentatonic scale.
 Infinity begins with ‘I’ – Introducing instruments
A video to support non-specialist teachers and leaders in teaching
creative music and introducing musical instruments to their KS2
class.
 Junk orchestra – Stomp ideas and rhythms
Simple samba rhythms for students to play on homemade
instruments that make up a “junk orchestra”.
 A Day in the Life of a Raindrop
Use this story as a stimulus for students to create their own piece of
music.
 Composition task – Sweet machine
Students use Charlie and the Chocolate Factory as inspiration for
composing pieces of music in groups.
 Habitats – The rainforest music
Encourage students’ creativity by challenging them to recreate the
sounds of the rainforest.
 Harry Potter ostinato
Teach students all about ostinati with the help of six characters from
the Harry Potter series.
National Curriculum in England
TES resources example
 Clap and click
 listen with attention to detail and recall sounds with
This activity will get children focused and engaged, as they have
increasing aural memory to concentrate and listen carefully in order to participate.
 Kye Kye Kule
Teachers use this West African call-and-response song, adding
actions and then a drum beat rhythm, to develop students’
listening and aural skills.
 Learn an African song in the Teso language
A great call-and-response song that will teach students words
from a foreign language as well as getting them thinking about
music’s role in society.
 Ongoing skills - Listening and memory
This unit will help children to sing songs from memory with
increased accuracy whilst listening carefully and with attention to
detail, demonstrating growing aural memory and physical control.

 Music Posters – Notation, the stave, sharps and flats

 use and understand staff and other musical notations
Handy posters displaying some of the basic elements of music.
 Musical notation games
These musical notation games are a fun and accessible way to
introduce your students to notation and other elements of music.
 Notation resources
A variety of tutorials and activities to introduce your students to
elements of musical theory.
 Graphic score PowerPoint presentation
Use this PowerPoint presentation to introduce graphic scoring as an
alternative to traditional notation.
National Curriculum in England
Tes resources example
 appreciate and understand a wide range of high-quality
live and recorded music drawn from different traditions
and from great composers and musicians
 develop an understanding of the history of music.
 A guide to Holst and The Planets suite
An informative PowerPoint presentation about Gustav Holst
and his most famous composition, including links to a BBC
Proms broadcast.
 Well-loved music – Rhapsody in Blue
Introduce students to one of the most iconic compositions of
the 20th century.
 Famous composers – Five lessons
A set of five lessons to introduce students to famous
composers and their most memorable compositions, whilst
also examining inter-related dimensions of music.
 C. Saint-Saëns – The Carnival of the Animals
This PowerPoint presentation about The Carnival of the
Animals will provide an effective and accessible way for
young people to learn about different musical characteristics.
 Baroque wordsearch
A wordsearch made up of key terms associated with music from
the Baroque period.
 Classical music
A simple PowerPoint presentation to introduce the key
characteristics of the Classical period of music.
 Music through time scheme of work
A variety of PowerPoint presentations to provide your students
with a brief overview of music through time.
 The Tudors – Their music
Inspire students to learn about the music that was being
composed during the time of the Tudors.
National Curriculum in England
Subject Content

 Key stage 3
 Pupils should build on their previous knowledge and skills through performing, composing and
listening. They should develop their vocal and/or instrumental fluency, accuracy and
expressiveness, and understand musical structures, styles, genres and traditions, identifying the
expressive use of musical dimensions. They should listen with increasing discrimination and
awareness to inform their practice as musicians. They should use technologies appropriately and
appreciate and understand a wide range of musical contexts and styles.
 Pupils should be taught to:
 Play and perform confidently in a range of solo and ensemble contexts using their voice, playing
instruments musically, fluently and with accuracy and expression.
 Improvise and compose; and extend and develop musical ideas by drawing on a range of musical
structures, styles, genres and traditions.
 Use staff and other relevant notations appropriately and accurately in a range of musical styles,
genres and traditions.
 Identify and use the interrelated dimensions of music expressively and with increasing
sophistication, including use of tonalities, different types of scales and other musical devices.
 Listen with increasing discrimination to a wide range of music from great composers and
musicians.
 Develop a deepening understanding of the music that they perform and to which they listen, and
its history.
National Curriculum in England
Tes resources example KS3
• play and perform confidently in
a range of solo and ensemble
contexts using their voice,
playing instruments musically,
fluently and with accuracy and
expression
• improvise and compose; and
extend and develop musical
ideas by drawing on a range
of musical structures,
styles, genres and traditions
• Other examples are on
blackboard!!
The singing voice – How to make a big sound withGareth
Malone
Use this video to show students that working hard to develop a
good technique has enabled this choir to sound the way they
do.
Beginner singing and keyboard skills
Use Rhianna’s We Found Love to help students to develop
their vocal and keyboard skills.
Afro Bloco – Samba music
This samba arrangement will require students’ concentration
and focus in order to achieve accurate results.
Spring from Four Seasons ensemble
This performance activity is an effective way to bring students
together to encourage fluent and expressive ensemble
playing.effective way to bring students together to encourage
fluent and expressive ensemble playing..
Fanfare composition task
Using this traditional musical device as a stimulus, students will
compose their own fanfares.
Music composing using space as inspiration
In this activity, students will draw inspiration from a number of
sources before developing their own piece of music.
An introduction to improvising
Students will use this activity to extend and develop musical
ideas and understand how improvisation requires the use of their
imaginations in order to be effective.
Film music – Composing a theme
This lesson provides an extensive overview of film music as
students listen to examples and show understanding before
creating character motifs of their own.
National Curriculum in
England

A New Curriculum was to

have been developed by
summer 2019 but this was
delayed as the DfE wanted
to ensure that it met high
enough standards.
ISM Curriculum for 2019

 The ISM have developed a curriculum to assist with

teaching in the classroom.

 https://www.ism.org/nationalcurriculummfad

 Have a read through their ideas and see what you think.
Some schools are incorporating these ideas into their
own schemes of work
 New Model Curriculum

 Non-statutory guidance for the national curriculum in

England published in March 2021

 Take a look
 Guidance
Music: grade descriptors for GCSEs graded 9
to 1
Updated 6 September 2017

 1.1 To achieve grade 8 candidates will be able to:

• perform challenging music with a high degree of fluency and sensitivity
• compose using a wide range of musical elements with sophistication, creating effective musical ideas and sustaining interest through their
development
• demonstrate, through aural identification, accurate knowledge of a wide range of musical elements, contexts and language
• evaluate music to make convincing judgements using musical terminology accurately and effectively

 2. Grade 5
 2.1 To achieve grade 5 candidates will be able to:
• perform music with some technical challenges broadly fluently with some sensitivity
• compose using a range of musical elements with coherence, creating musical ideas and developing interest with some success
• demonstrate, through aural identification, mostly accurate knowledge of a range of musical elements, contexts and language
• evaluate music to make clear judgements using musical terminology appropriately

 3. Grade 2
 3.1 To achieve grade 2 candidates will be able to:
• perform simple pieces with limited fluency and sensitivity
• compose using a range of musical elements, creating musical ideas with some appeal and limited development
• demonstrate, through aural identification, some knowledge of musical elements, contexts and language
• evaluate music to produce simple reflections with inconsistent use of musical terminology

• https://www.gov.uk/government/publications/grade-descriptors-for-gcses-graded-9-to-1/grade-descriptors-for-gcses-graded-9-to-1-music#grade-8
 New GCSE for 2016
http://www.eduqas.co.uk/about-us/latest-
news/introducing-the-new-gcse-9-to-1-grading

Non-exam Consultations Final Accredited

Subject Tiered
assessment and decisions rules specifications

Subject AQA
content Subject
OCR
(DfE) content
Music No 60% Assessment Design
Pearson
WJEC
arrangements rules
Eduqas
Design rules
 GCSE Exam Boards

 Have a look at the different exam boards:

AQA – updated their GCSE Music (8271) specification

for the new study pieces for GCSE exams from 2022
onwards.
OCR
Pearson (Edexcel)
WJEC
Eduqas
 BTEC and Rockschool
Music
 Pearson -
BTEC Tech Award in Music Practice (for 14-16 learner
s)
BTEC Level 2 Technicals in Music Production
BTEC Level 2 Firsts in Music (for 14+ learners)

RSL -
https://www.rslawards.com/vocational/vocational-syllab
us/
 Rock School within school

Unit 201ta – Musical Knowledge

 The aim of this unit is to build the learner’s musical knowledge and give them the
ability to articulate their thoughts and feelings about music using the appropriate
industry and theoretical language whilst drawing upon knowledge learned within
this unit.
 Learners will study musical styles and the various distinctive traits that comprise
them. Through study of this unit learners will build a wider contextual and
theoretical knowledge of contemporary music. This knowledge will be
demonstrated through the ability to identify and analyse the key stylistic and
musical elements present within contemporary music.
 Within this unit learners will
 • Identify and Describe the contributing traits of two musical styles.
 • Recognise and discuss key musical elements
 Assessment – This unit is internally assessed and moderated by RSL. Students
 are required to save work to a protected folder and to back up work on a USB.
 Rock School cont.

Unit 202ta – Live Music Performance

 Through study of this unit learners will engage with a full live performance project including
planning, rehearsal, performance and evaluation. The skills learned within this unit can be
directly applied to any future pursuits in the live music industry.
 The rehearsal elements of the unit are designed to develop the learner’s ability to rehearse
effectively. Learners will develop their planning, organisation, communication and
evaluation skills throughout the rehearsal process. The purpose of the unit is to prepare
learners for the undertaking of a live musical performance in front of an audience.
 Within this unit learners will
 • Plan for a live performance
 • Undertake an effective rehearsal process
 • Demonstrate, in collaboration with others, the skills to perform a set in a specific
environment to a target audience
 • Reflect on the performance and consider ways to improve future performances
 Assessment – This unit is completed under exam conditions between January and March in
the second year of study. Work is saved in a protected coursework area and uploaded to RSL
for external moderation.
 Rock School cont.

Unit 204ta – Instrumental Study

 This unit aims to enhance the learner’s capacity to understand how to maximise their
development as an instrumentalist, to recognise success and to encourage improvement in
areas which require further work through objective and reflective self-assessment.
 The purpose of this unit is to facilitate the learner’s ongoing development as an
instrumentalist, based around their own goals and objectives using structured planning and
reflection of personal development.
 This will in turn facilitate the capacity to use their instrument as their primary tool for
creating and/or performing music.
 Within this unit learners will
 • Demonstrate care of the instrument and the instrumentalist
 • Understand how to develop instrument-specific technique appropriate to performance at
this level
 • Know how to review progress in instrumental techniques and identify strengths and areas for
development
 Assessment – This unit is internally assessed and moderated by RSL. Students
 are required to save work to a protected folder and to back up work on a USB.
 Call for Music to Change

 Following GCSE and A Level results and a decline in

those taking GCSE, there has been a call for the
Government to introduce a new plan.

 What do you think should be included for GCSE and A

Level and why?
 To do:

 Please email Clare Gooing the work that you did over
the summer.