Music is an integral part of the every day life of young children. It is a form of non-verbal communication that allows us to convey our ideas, feelings and emotions. Music as a discipline includes the development of creative skills, non-verbal expressions and aesthetic appreciation. It enables students to communicate in powerful ways that go beyond their spoken language ability. Through music, students can begin to construct an understanding of their environment, recognize patterns and structure and develop their cultural awareness.
Music teaching contributes to the complete development of the child by
stimulating listening skills, imagination, concentration, physical co-ordination
and self-confidence.
Students have one period of music each week, taught by a music specialist
Students in Class 6 students have the choice of learning to play flute, clarinet, trumpet or guitar. They are taught in French by specialist tutors. Parents have the opportunity to rent or buy instruments..
These are the expectations for each year group in subject
The students in Early childhood will: |
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| The students in Year 1-2 will: |
display vocal control in singing through participation in a variety of rounds, folk songs and contemporary songs of appropriate pitch range experience an expanding repertoire of songs which they can share with others use a variety of untuned and tunes percussion instruments with care and control, playing accompaniments to simple songs use singing and playing to explore concepts such as pitch, rhythm, tempo, duration, timbre and dynamic contrasts perform simple music with the ocarina using a steady beat recognise, sing/play and draw a simple melodic shape (undulating and stepping) or a scale copy or create simple musical phrases both vocally and with instruments begin to have experience of traditional and non-traditional notation begin to identify the sounds of some classroom and orchestral instruments and name them be able to listen for extended periods to music of different styles develop an awareness and appreciation of music from different sources and cultures respond to different kinds of music giving reasons for their preferences |
The students in Year 3-4 will: |
Sing with accuracy and control focussing more closely on awareness of the musical elements of pitch, rhythm, tempo, duration and dynamics Iincrease their song repertoire to include simple partner songs and develop their ability to sing in harmony Sing and play instruments with others, developing ensemble skills and an awareness of audience Develop control of sounds on a widening variety of instruments, including the ocarina Perform rhythmic and melodic patterns of increasing complexity on a variety of classroom instruments, including the ocarina, by rote, and beginning to use traditional/ non-traditional notation Begin to read notation using basic rhythmic values Begin to read notation to practise and perform a piece of music Begin to develop an understanding of form in music Identify the sounds and names of an increasing number of instruments: orchestral and non-orchestral, including non-western and multi-ethnic instruments Develop an awareness and appreciation of music from different cultures and times and express their preferences |
The students in Year 5-6 will: |
Sing songs with increasing control, confidence and expression using a widening pitch range
Practise and perform a piece of music
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| Demonstrations of deeper learning in responsible behaviour through positive action and service; a manifestation in practice of the other essential elements | Powerful ideas which have relevance within and across the disciplines and which students must explore and re-explore in order to develop understanding | Significant, relevant, subject matter which students are expected to explore and know about Click here to find out more about the 6 themes Click here to find out more about the 6 subject areas
| Those things which the students need to be able to do to succeed in a changing, challenging world | Dispositions which are expressions of fundamental values, beliefs and feelings about learning, the environment and people |
updated 11 juillet, 2006