Music for Teachers Home Page

Key Stage 1 Key Stage 2 Key Stage 3

Music is a powerful, unique form of communication that can change the way pupils feel, think and act. It brings together intellect and feeling and enables personal expression, reflection and emotional development. As an integral part of culture, past and present, it helps pupils understand themselves and relate to others, forging important links between the home, school and the wider world. The teaching of music develops pupils' ability to listen and appreciate a wide variety of music and to make judgements about musical quality. It encourages active involvement in different forms of amateur music making, both individual and communal, developing a sense of group identity and togetherness.

It also increases self-discipline and creativity, aesthetic sensitivity and fulfilment.

Programme of study: music

Key stage 1

[During key stage 1 pupils listen carefully and respond physically to a wide range of music. They play musical instruments and sing a variety of songs from memory, adding accompaniments and creating short compositions, with increasing confidence, imagination and control. They explore and enjoy how sounds and silence can create different moods and effects.]

Knowledge, skills and understanding

Teaching should ensure that listening, and applying knowledge and understanding, are developed through the interrelated skills of performing, composing and appraising.

Controlling sounds through singing and playing - performing skills

1. Pupils should be taught how to:
a) use their voices expressively by singing songs and speaking chants and rhymes
b) play tuned and untuned instruments
c) rehearse and perform with others [for example, starting and finishing together, keeping to a steady pulse].

Creating and developing musical ideas - composing skills

2. Pupils should be taught how to:
a) create musical patterns
b) explore, choose and organise sounds and musical ideas.

Responding and reviewing - appraising skills

3. Pupils should be taught how to:
a) explore and express their ideas and feelings about music using movement, dance and expressive and musical language
b) make improvements to their own work.

Listening, and applying knowledge and understanding

4. Pupils should be taught:
a) to listen with concentration and to internalise and recall sounds with increasing aural memory
b) how the combined musical elements of pitch, duration, dynamics, tempo, timbre, texture and silence can be organised and used expressively within simple structures [for example, beginning, middle, end]
c) how sounds can be made in different ways [for example, vocalising, clapping, by musical instruments, in the environment] and described using given and invented signs and symbols
d) how music is used for particular purposes [for example, for dance, as a lullaby].

Breadth of study

Key stage 2

[During key stage 2 pupils sing songs and play instruments with increasing confidence, skill, expression and awareness of their own contribution to a group or class performance. They improvise, and develop their own musical compositions, in response to a variety of different stimuli with increasing personal involvement, independence and creativity. They explore their thoughts and feelings through responding physically, intellectually and emotionally to a variety of music from different times and cultures.]

Knowledge, skills and understanding

Teaching should ensure that listening, and applying knowledge and understanding, are developed through the interrelated skills of performing, composing and appraising.

Controlling sounds through singing and playing - performing skills

1. Pupils should be taught how to:
a) sing songs, in unison and two parts, with clear diction, control of pitch, a sense of phrase and musical expression
b) play tuned and untuned instruments with control and rhythmic accuracy
c) practise, rehearse and present performances with an awareness of the audience.

Creating and developing musical ideas - composing skills

2. Pupils should be taught how to:
a) improvise, developing rhythmic and melodic material when performing
b) explore, choose, combine and organise musical ideas within musical structures.

Responding and reviewing - appraising skills

3. Pupils should be taught how to:
a) analyse and compare sounds
b) explore and explain their own ideas and feelings about music using movement, dance, expressive language and musical vocabulary
c) improve their own and others' work in relation to its intended effect.

Listening, and applying knowledge and understanding

4. Pupils should be taught:
a) to listen with attention to detail and to internalise and recall sounds with increasing aural memory
b) how the combined musical elements of pitch, duration, dynamics, tempo, timbre, texture and silence can be organised within musical structures [for example, ostinato] and used to communicate different moods and effects
c) how music is produced in different ways [for example, through the use of different resources, including ICT] and described through relevant established and invented notations
d) how time and place can influence the way music is created, performed and heard [for example, the effect of occasion and venue].

Breadth of study

5. During the key stage, pupils should be taught the Knowledge, skills and understanding through:
a) a range of musical activities that integrate performing, composing and appraising
b) responding to a range of musical and non-musical starting points
c) working on their own, in groups of different sizes and as a class
d) using ICT to capture, change and combine sounds
e) a range of live and recorded music from different times and cultures [for example, from the British Isles, from classical, folk and popular genres, by well-known composers and performers].

Key stage 3

[During key stage 3 pupils deepen and extend their own musical interests and skills. They perform and compose music in different styles with increasing understanding of musical devices, processes and contextual influences. They work individually and in groups of different sizes and become increasingly aware of different roles and contributions of each member of the group. They actively explore specific genres, styles and traditions from different times and cultures with increasing ability to discriminate, think critically and make connections between different areas of knowledge.]

Knowledge, skills and understanding

Teaching should ensure that listening, and applying knowledge and understanding, are developed through the interrelated skills of performing, composing and appraising.

Controlling sounds through singing and playing - performing skills

1. Pupils should be taught how to:
a) sing unison and part songs developing vocal techniques and musical expression
b) perform with increasing control of instrument-specific techniques
c) practise, rehearse and perform with awareness of different parts, the roles and contribution of the different members of the group, and the audience and venue.

Creating and developing musical ideas - composing skills

2. Pupils should be taught how to:
a) improvise, exploring and developing musical ideas when performing
b) produce, develop and extend musical ideas, selecting and combining resources within musical structures and given genres, styles and traditions.

Responding and reviewing - appraising skills

3. Pupils should be taught how to:
a) analyse, evaluate and compare pieces of music
b) communicate ideas and feelings about music using expressive language and musical vocabulary to justify their own opinions
c) adapt their own musical ideas and refine and improve their own and others' work.

Listening, and applying knowledge and understanding

4. Pupils should be taught to:
a) listen with discrimination and to internalise and recall sounds
b) identify the expressive use of musical elements, devices, tonalities and structures
c) identify the resources, conventions, processes and procedures, including use of ICT, staff notation and other relevant notations, used in selected musical genres, styles and traditions
d) identify the contextual influences that affect the way music is created, performed and heard [for example, intention, use, venue, occasion, development of resources, impact of ICT, the cultural environment and the contribution of individuals].

Breadth of study

5. During the key stage, pupils should be taught the Knowledge, skills and understanding through:
a) a range of musical activities that integrate performing, composing and appraising
b) responding to a range of musical and non-musical starting points
c) working on their own, in groups of different sizes and as a class
d) using ICT to create, manipulate and refine sounds
e) a range of live and recorded music from different times and cultures including music from the British Isles, the 'Western classical' tradition, folk, jazz and popular genres, and by well-known composers and performers.

Jointly published by

Department for Education and Employment
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Qualifications and Curriculum Authority
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First published in 1999

The National Curriculum Programmes of Study and Attainment Targets contained in this publication are subject to Crown copyright protection and are reproduced with the permission of the Controller of HMSO.

The additional information is copyright of the Qualifications and Curriculum Authority.

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