The Model Music Curriculum delivered through Music Knowledge Mats
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The Model Music Curriculum
delivered through
Music Knowledge Mats
Nicola Hutton
Handouts and course material is strictly for use within the purchasing organisation only.
Material produced by Focus Education UK Ltd that is shared with non-attending schools is in breach of copyright.
© Focus Education UK Ltd. 1
Welcome
We hope you love our course today.
If you do, please let us know…
@focuseducation1
Focus Education Uk Ltd Clive Davies
@CliveDaviesOBE
Tim Nelson
@Focustn
focuseducation1 Sarah Quinn
@SarahQED
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Housekeeping
and
zoom protocols
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Standards for Teachers’
Professional Development Statement
This course is underpinned by rigorous scholarship and supported by
continual development and support. It meets the DfE’s Standards for
Teachers’ Professional Development in the following ways:
• This professional development course has a focus on improving
and evaluating pupil outcomes;
• It is underpinned by robust evidence and expertise, and is clear on
intended outcomes and objectives;
• There is an expectation of collaboration and there will be expert
challenge;
• The course is part of a CPD programme designed to equip staff
with the knowledge and skills required to effectively implement
within their school, and sustain improvements over time.
© Focus Education UK Ltd. 4
Core aims
• Look at the key messages and curriculum intent in the MMC and the
implications for your school
• Enable you to understand progression in the key themes of singing,
performance, notation, improvising, composing and listening
• Look at how knowledge features in the music curriculum
• Consider how musical vocabulary can support teaching and learning.
• Explore how the MMC and the Focus Education Music Knowledge Mats align in
content and progression
© Focus Education UK Ltd. 5
Overview of the day
Session Questions/content Sources Participation
1 What is the history behind the creation of The importance of music- The Break out room discussion
The Model Music Curriculum the MMC? national plan for Music 2011
What are they key messages from the The national Curriculum for music Individual school setting reflection
MMC? 2014 sheet
What is the structure of the MMC? The state of the nation report – ISM
2019
The Music Commission Report-
Retuning our ambition for music
learning – ABRSM 2019
Ofsted framework 2019
2. What is a knowledge curriculum? Ofsted Framework 2019 Discussion
The Music Knowledge Mats How does knowledge feature in the National Curriculum for music 2014
music curriculum? The Model Music Curriculum 2021 Musical Vocabulary self assessment
How are the knowledge mats Marzano’s Taxonomy
constructed? Ofsted curriculum indicators Video – An approach to notation
How is progression built in to the progression
Knowledge mats?
3. KS1.LKS2.UKS2 mats are The Model Music Curriculum 2021 Listening/ performing composing
In depth analysis of Three Music deconstructed to practically Music Knowledge Mats activities based upon Music
Knowledge Mats/ MMC demonstrate the approach in Listening excerpts Knowledge Mats
action and how it links with the Chrome Music Lab Actions to take forward
MMC
Conclusions, questions and Were course aims met? Reflection on how the course will
feedback impact on current practices in
school setting
© Focus Education UK Ltd. 6
SESSION 1 © Focus Education UK Ltd. 7
Timeline
© Focus Education UK Ltd. 8
Structure
Listening
© Focus Education UK Ltd. 9
SINGING
PERFORMING
AND
NOTATION
© Focus Education UK Ltd. 10© Focus Education UK Ltd. 11
Progression pg. 19/20
Year Singing Instruments Rhythm/ notation
Pitch range/parts Pitch range/parts reading
1 Mi-So(3 notes) Short pitched patterns Word rhythms
Pentatonic Pictures
symbols
2 Do-So ( 5 notes) 3 notes Dot notation
Stick notation
Chanted rhythms
3 Do-So ( 5 notes) Do-Mi ( 5 notes) Word chants-rhythm
Stepwise Staff notation
4 Octave( 8 notes) Do-So ( 5 notes) Simple notation
Small & large leaps 2 or more parts Pitched notation
Second part Pentatonic Contemporary
5 3 part rounds Octave ( 8 notes) Staff notation on stave
Partner songs Triads Rhythmic phrases
Verse chorus Chords Time signatures
6 3 and 4 part rounds Octave ( 8 notes) 4 part rhythmic score
Partner songs Bass line Four bar pitch/ rhythmic phase
Syncopated rhythms Chords
© Focus Education UK Ltd. 12Whole class Instrumental lessons
Year 6
•Option to continue playing in an
extra curricular group
•Curriculum music lessons
•Option to continue
Year 5 playing in an extra
curricular group
•Curriculum music lessons
Whole class Instrumental lessons
Year 4 continued
Curriculum music lessons
continued
•Whole class
Year 3 Instrumental lessons
•Curriculum music
lessons
© Focus Education UK Ltd. 13COMPOSING
AND
IMPROVISING
© Focus Education UK Ltd. 14© Focus Education UK Ltd. 15
LISTENING
© Focus Education UK Ltd. 16Outcomes
© Focus Education UK Ltd. 17Musical periods and genres
Western classical music Western Classical Musical traditions
Early period music plus popular Including music from specific
Renaissance period countries and traditions such
Baroque period
genres
as folk music
20th century
Classical period
21st Century
Romantic period
Contemporary
© Focus Education UK Ltd. 18Foundation listening
Year 1 Year 2 Year 3
Rondo alla Turka – Mozart Bolero – Ravel Hallelujah for messiah – Handel
Mars from Planets – Holst Hound dog- Elvis Presley Night on a bare mountain-
Mussorgsky
Wild Man – Kate Bush For the beauty of the earth –
Rutter I got you (I feel good) James
Brazil-Samba- Fanfarra Cabua- Le - Brown
le) (Sergio Mendes/Carlinhos Night Ferry – Anna Clyne
Brown Le Freak (Chic)
Indonesia – Gamelan- Baris- Gong
Kebyar of Pelitan India – North Indian Classical –
Sahela Re- Kishori Amonkar
Year 4 Year 5 Year 6
O Euchari – Hildegard Symphonics variations on an Mazurkas op 24 -Chopin
African Air – Coleridge Taylor
4th movement Symphony number 5 1812 overture -Tchaikovsky
Beethoven English Folk song suite – Vaughan
Williams Runaway blues – (Ma Rainey)
Take the A train – Duke Ellington
Small-town boy (Bronski beat Libertango (Piazolla)
With a little help from my friends –
Beatles Play dead (Bjork) Say my name Destiny’s child
Ceremony of carols – Britten Jai Ho Slumdog Millionaire Connect it – Anna Meredith
Est Indies -Calypso- Tropical bird S Africa- African Choral – Middle East – Folk-Sprinting
(Trinidad steel band) Inkanyezi Nezazi- Ladysmith Black Gazelle – Reem Kelani
Mambazo
Punjabi/UK – Bhangra-Bhabiye Akh
Larr Gayee Nigeria- Drumming – Jin-Go-Lo-
Ba- Babatunde Olatunji
© Focus Education UK Ltd. 19Case Studies pg. 78
Key words
Highlights musical vocabulary that can be found in the Glossary
Context
Similar to the information given in Foundation listening
Getting to know the music
Deconstructing the music and recognising musical features
(dimensions)Demonstrating understanding through musical and
extra musical responses e.g. Clapping/ moving to beat or
answering questions/ drawing responses
Building skills and understanding
Using this knowledge to compose (re- construct) your own music
using the features identified above.
Or, perform parts of the piece independently e.g. play the main
melody(tune) of the piece of music
© Focus Education UK Ltd. 20OVERVIEW AND SUMMARY © Focus Education UK Ltd. 21
KS1 Overview
© Focus Education UK Ltd. 22LKS2 Overview
© Focus Education UK Ltd. 23UKS2 Overview
© Focus Education UK Ltd. 24Summary of key messages
• Non- statutory
• MINIMUM of 1 hour per week (Can be broken up)
• Progression in singing is explicit
• Improvisation is given a prominent place in both KS1 & 2
• Reading notation is a key component of the curriculum
• Wide ranging listening is advised in a range of contexts
• Performing opportunities, both singing and instrumental
should be within and outside school
• Whole class instrumental lessons (Tuned instruments)in Y3 & Y4
of a minimum of a term (option to carry on to Y5/6)
• Transition project between Y6 and Y7
© Focus Education UK Ltd. 25Key questions
• If you were to adopt the principles of the MMC in
your school setting what would be the implications
for:
• Staffing
• Resources
• Timetabling
• CPD
© Focus Education UK Ltd. 26Reflection on the
implications of the MMC
Challenges Actions
Staffing
Resources
Timetabling
CPD
© Focus Education UK Ltd. 27Starter Questions
• Is a knowledge curriculum applicable to
arts subjects?
• Can a knowledge curriculum follow a
cross-curricular pedagogy?
© Focus Education UK Ltd. 32A Knowledge Curriculum
National Curriculum 2014
• The national curriculum provides pupils with an introduction to the essential
knowledge that they need to be educated citizens. It introduces pupils to the
best that has been thought and said; and helps engender an appreciation of
human creativity and achievement
Ofsted 2019
• As part of making the judgement about the quality of education, inspectors will
consider the extent to which schools are equipping pupils with the knowledge
and cultural capital they need to succeed in life
MMC 2021
• Music is one of the central building blocks of any culture and the shared
knowledge of music is crucial cultural capital in understanding where we came
from and our place in the world. An inclusive approach to this cultural capital is
represented in this document to encourage pupils to be open minded in their
listening as well as knowledgeable about the breadth of musical genres in the
world today.
© Focus Education UK Ltd. 33“A knowledge-based art classroom with increased
emphasis on technical discipline requires schools
to be less immediately demonstrative of the value
of free expression, but, ultimately provides
learners with greater ability to be in command of
their desire to express themselves.”
Mark Londesborough – Associate Director Creative Learning and
Development. – RSA Blog 2018
© Focus Education UK Ltd. 34Music NC Aims
Music programmes of study: key stages 1 and 2 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 inter-related dimensions: pitch, duration, dynamics, tempo,
timbre, texture, structure and appropriate musical notations.
© Focus Education UK Ltd. 35Music NC Content
Performing Composing Listening and Appraising
KS1 use their voices experiment with, create, listen with concentration
expressively and select and combine and understanding to a
creatively by singing sounds using the inter- range of high-quality live
songs and speaking related dimensions of and recorded music
chants and rhymes music.
play tuned and
untuned instruments
musically
KS2 play and perform in improvise and compose listen with attention to
solo and ensemble music for a range of detail and recall sounds
contexts, using their purposes using the inter- with increasing aural
voices and playing related dimensions of memory
musical instruments music
with increasing
accuracy, fluency, appreciate and
control and use and understand understand a wide range
expression staff and other musical of high-quality live and
notations recorded music drawn
from different traditions
use and understand and from great composers
staff and other and musicians develop
musical notations an understanding of the
history of music.
© Focus Education UK Ltd. 36Marzano Taxonomy
© Focus Education UK Ltd. 37Knowledge mat model
Know Mental
what procedures
create
Information Physical
Know that Know how procedures
inform practise
© Focus Education UK Ltd. 38Knowledge Mats
Progression
© Focus Education UK Ltd. 39You can also read
