Mount Carmel
Catholic School
Catholic School
Our Music Curriculum
The Power of Learning through Music
'I have come so that they may have life and have it to the full.'
Mark 10:10
Mark 10:10
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Mount Carmel ValuesOur aim is for every child to leave here an Ambassador of Christ.
Our values are deeply rooted in the high expectations that we have of each child in the school. Our Values permeate across the school through children's learning, friendships, behaviour and leadership.
Our values come from the Church.
C - consideration
H - helpfulness
U - unity
R - respect
C - commitment
H - honesty
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Our British ValuesOur children learn about our British Values through 5 areas. These are discussed at whole school liturgies and during lunch times. We are committed to serving our community, with the strong belief that we are one school for all.
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Our Power ValuesOur aim is for every child to leave with the power to make a positive change in the world. Through our subjects there are five themes that we believe are integral with teaching children how to become powerful adults.
We ensure that these themes run through our subjects. Children learn about 5 areas of power - Education, Religion, Resources, People and Legacy.
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Our aim for your child by the time they leave Mount Carmel.Loading...
Your child will be able to:- 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 inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
The Power of Learning
How Music is taught across the school
EYFS
EYFS
Introduce new songs gradually and repeat them regularly. Sing call and response songs so that children can echo phrases of songs as they sing. They will learn through pitch matching games.
Invite musicians in to play music to children and talk about it. Encourage children to listen attentively to music. Discuss changes and patterns as a piece of music as it develops.
EYFS
Give children an insight into new musical worlds, introduce them to new kinds of music across the globe, including traditional and folk music from across Britain.
The Power of Learning
How Music is taught across the school
Y1
Y1
Y1
Children
can recognise and explain to another which of two sounds is higher or lower.
They
can sing in tune.
They
can use their voice to do: humming, whispers, whistles.
can recognise and explain to another which of two sounds is higher or lower.
They
can sing in tune.
They
can use their voice to do: humming, whispers, whistles.
They can listen carefully to recall short rhythmic patterns.
They can sing in unison with a group.
They can make patterns with sounds e.g. loud - quiet - loud – quiet long - short -long - short.
They can sing in unison with a group.
They can make patterns with sounds e.g. loud - quiet - loud – quiet long - short -long - short.
Through ‘Lots of different toys.’ they can identify the mood of a piece of music.
They can use: high voice and low voice.
They can make sounds that reflect a topic.
They can use: high voice and low voice.
They can make sounds that reflect a topic.
The Power of Learning
How Music is taught across the school
Y2
Y2
Y2
Space
They can consistently identify which of two sounds is higher or lower.
They can sing confidently in tune.
They can use their voices in a range of different ways including: humming, whispers, whistles.
They can consistently identify which of two sounds is higher or lower.
They can sing confidently in tune.
They can use their voices in a range of different ways including: humming, whispers, whistles.
HoHoHo!
It's Christmas
They can listen carefully to recall and repeat short rhythmic patterns within a
piece of music.
They can sing in unison with a group.
They can make a range of different patterns with sounds e.g. loud -
quiet - loud – quiet long - short - long - short. Including insect noises
It's Christmas
They can listen carefully to recall and repeat short rhythmic patterns within a
piece of music.
They can sing in unison with a group.
They can make a range of different patterns with sounds e.g. loud -
quiet - loud – quiet long - short - long - short. Including insect noises
Baroque Composers
They are able to recognise and name different instruments by sound.
They can use high voice, middle voice and low voice.
They can make a range of sounds that reflect a topic.
They are able to recognise and name different instruments by sound.
They can use high voice, middle voice and low voice.
They can make a range of sounds that reflect a topic.
The Power of Learning
How Music is taught across the school
Y2
They can identify and further elaborate on the mood of a piece of music.
They can make and change sound on an untuned and tuned instrument creating both long and short sounds.
They can use given symbols to record long and short sounds in different ways.
They are able to use, with
increasing confidence, short given patterns in their compositions.
They can make and change sound on an untuned and tuned instrument creating both long and short sounds.
They can use given symbols to record long and short sounds in different ways.
They are able to use, with
increasing confidence, short given patterns in their compositions.
Y2
Y2
Carnivals of the Animals - They can identify a beat and join in with confidence.
They can perform to an audience with confidence.
They can explain what they like and do not like about other's performances.
They can perform to an audience with confidence.
They can explain what they like and do not like about other's performances.
Into the Groove – music from different countries.
They can recognise changes in timbre, dynamics and pitch.
They can improve their performances with practise.
They can use their body to make a range of different sounds: Loud/quiet, Fast/slow,
Long/short, High/low.
They can recognise changes in timbre, dynamics and pitch.
They can improve their performances with practise.
They can use their body to make a range of different sounds: Loud/quiet, Fast/slow,
Long/short, High/low.
The Power of Learning
How Music is taught across the school
Y3
Y3
Y3
Dr Who – History Timelines
They can begin to identify how many beats are in a bar when listening to pieces of music.
They can perform as part of a group and individually to an audience.
They can improvise repeated patterns (ostinato).
They can begin to identify how many beats are in a bar when listening to pieces of music.
They can perform as part of a group and individually to an audience.
They can improvise repeated patterns (ostinato).
Boomwhacker and Rhythm Unit
They can explain what they think a piece of music’s purpose could be.
They can perform simple rhythmic and melodic patterns on an instrument to accompany a song.
They can create their own symbols to represent different sounds and instruments in their compositions.
They can explain what they think a piece of music’s purpose could be.
They can perform simple rhythmic and melodic patterns on an instrument to accompany a song.
They can create their own symbols to represent different sounds and instruments in their compositions.
Glockenspiel Course – Level 1
They can begin to read notation. They are learning about the stave, treble clef and how to count the beats of the bar. They can recognise and begin to understand time signatures.
They can compose and improvise
around three note patterns.
They can begin to read notation. They are learning about the stave, treble clef and how to count the beats of the bar. They can recognise and begin to understand time signatures.
They can compose and improvise
around three note patterns.