Milton Keynes Music Hub - Curriculum Project Book Music for Every Child - Milton Keynes Council
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Milton Keynes Music Hub Curriculum Project Book Music for Every Child Supporting areas of learning and development in the Early Years Foundation Stage and Key Stages 1 and 2
Projects for F1 and F2 and KS1 are 30 minutes in length and last for half a term.
Projects for all of KS2 are 45 minutes in length - Lower KS2 are for half a term,
Upper KS2 are for a whole term.
A minimum of two projects must be booked in the same term.
Contents Page
Projects for F1 and F2 3
Literacy and auditory awareness F1 and F2 4
National Curriculum Music KS1 5
Cross Curricular links to:
Literacy KS1 5
Geography KS1 6
History, PE and Dance, PSHE KS1 7
Science KS1 8
National Curriculum Music Lower KS2 9
Cross Curricular links to:
Geography Lower KS2 9
History, Science Lower KS2 10
National Curriculum Music Upper KS2 11
Cross Curricular links to:
IT Projects Upper KS2 11
Literacy, Geography Upper KS2 12
History, Science Upper KS2 13
Don’t forget to look out for the Arts
Council Annual Music Return in Summer
Term. This is an important document
which is essential to ensure the
continued funding of Music Provision in
Milton Keynes.
We really appreciate your help with this!
2
Projects for Foundation 1 and 2 – Supporting areas of learning
in the Early Years and Foundation Stage
“Music has great potential to bring the wider curriculum to life and draw children into learning …” (Daubney)
“Music really is brain food that can nurture children’s development and wellbeing in a way that nothing else can.”
(Professor Adam Ockleford)
Musical Musical
Project Description Project Description
Focus/Level Focus/Level
Vocal, body and
Songs, chants and
An instrumental Beat, rhythm,
All about musical activities Rhythm, pitch
introduction sounds, how to dynamics
Me about names and the (F1/F2)
to Music change and (F1/F2)
body
manipulate them
Songs, movement,
Dynamics,
Animal Songs, chants and Timbre, pitch listening, instrumental
Autumn timbre, texture
Boogie movement (F1/F2) activities about the
(F1/F2)
festivals in Autumn
Exploring sounds
Come
and actions on a Songs, listening,
Building and Timbre, beat, Outside
building site - movement, poetry, Timbre
Construction rhythm Whatever
movement, song, story and (F1/F2)
Project (F2) the
instrumental instrumental activities
Weather
activities
Songs, chants,
Rhythm, Exploring musical
rhyme, movement, Growing Pitch, duration,
Dinosaur movement, opposites through
listening, and texture
Rumpus dynamics song, chants, poetry
instrumental Changing (F2)
(F2) and story
activities
Exploration of
Songs, poetry, story,
musical opposites Dynamics, Rhythm,
Growing and listening movement
through singing, texture Jelly Belly pattern
Changing and instrumental
chants, poetry, (F2) (F1/F2)
activities
story
Chinese New Year,
Pancake Day, Timbre,
Exploring
Easter, Ramadan, Rhythm, texture, group
Let’s Let’s instrumental sound,
Eid, Harvest, timbre work, pitch,
Celebrate Pretend playing together
Halloween, Diwali, (F1/F2) creating music
listening,movement
Christmas and (F1/F2)
Hanukah
Exploring all forms
of transport
Timbre, People Songs, games,
through movement, Pitch, rhythm
Off We Go rhythm who Care movement and
song, story, poetry, (F1/F2)
(F1/F2) for Us instrumental activities
instrumental
activities
Introduction to
instrumental Songs, story, poetry,
The Ugly
sounds. Songs, movement, chants
Shake, Timbre, Bug Ball Rhythm,
chants, poetry, and musical activities
Rattle and rhythm (Musical timbre, texture
movement, story based upon names,
Tap (F1/F2) Mini (F1/F2)
listening, lives and habitats of
Beasts)
instrumental mini-beasts
activities
3
Projects for Foundation 1 and 2 – Supporting
Literacy and Auditory Awareness in the Early Years
“Musical Language is intertwined with the earliest stages of human development” (Moore/Avery/Hodi)
Musical Musical
Project Description Project Description
Focus/Level Focus/Level
A musical exploration Initial sounds,
Initial sounds, of the Three Little alliteration, rhyme,
Explore the sounds
rhyme, timbre, Pigs, Little Red Riding pitch matching,
and structure of this
duration, Early Years Hood, Goldilocks and sound descirption,
Dear Zoo picture book with
rhythm, Fairy Tales the Three Bears and beat, rhythm,
vocal, body and
dynamics Jack and the structures,
instrumental activities
(F1/F2) Beanstalk – following dynamics, pitch
visual and aural cues (F2)
Rhythm, pitch,
Explore the visual and Join the witch and graphic symbols,
aural cues in this book Duration, her friends on a simple scores,
One Mole Room on
through song, rhythm, rhyme musical adventure responding &
Digging a Hole the Broom
movement and (F1) using vocal, body and playing, initial
instrumental activities instrumental sounds sounds, alliteration
(F1)
Pitch matching,
Explore this story beat, graphic Explore the story
Beat, rhythm,
through vocal, body symbols, The Little through song, rhyme
The Gruffalo timbre
and instrumental rhythm, Red Hen and instrumental
(F2)
activities alliteration activities
(F2)
Beat, rhyme,
Follow this culinary rhythm, Poetry, song, chants,
The Very We’re Beat, rhythm, pitch,
journey through vocal, auditory movement and
Hungry Going on a dynamics
body and discrimination, instrumental
Caterpillar Bear Hunt (F1/F2)
instrumental sound alliteration activities
(F1/F2)
Explore, discriminate
Exploring initial between, identify,
sounds, through Rhythm, blend and segment Rhythm,
activities linked to rhyme, sounds from Phase 2 alliteration,
Reading, Reading,
‘Letters and Sounds’. alliteration, of letters and sounds. exploration of
Rhythm & Rhythm &
Tuning into sounds; auditory Children will be phonemes, pitch,
Rhyme 1 Rhyme 2
copying and matching descrimination taught grapheme- rhythm, beat
sounds; creating and (F1/F2) phoneme (F2)
exploring sounds correspondence but
will not write
“We know that the earlier young
children get to make music the better
for their personal, social and musical
development.”
(Matt Griffiths, CEO of Youth Music)
4
Delivering National Curriculum Music in Key Stage 1
“We believe that music has an impact on other subjects, supports learning and builds confidence”
(Anthony Mannix, Headteacher of Barlby Primary, West London)
Musical Musical
Project Description Project Description
Focus/Level Focus/Level
Instrumental and
Timbre, texture,
Vocal, body and Beat, rhythm, auditory activities to
Rain, Rain, rhythm, dynamics,
Feel the Pulse instrumental graphic symbols help children to
go Away graphic scores
activities (Year 1/2) respond to a stimulus
(Year 1/2)
expressively
Timbre, texture,
Vocal, auditory and Vocal and Timbre, texture,
auditory
instrumental instrumental auditory
discrimination,
Sounds activities designed activities designed to discrimination,
creating Taking Off
Interesting to help children help children creating soundscapes,
soundscapes,
recognise, play and recognise, play and playing in groups
playing in groups
change sounds change sounds (Year 1/2)
(Year 1/2)
Vocal, body and
Duration,
instrumental
exploration, Instrumental Timbre, playing with
activities designed
discrimination activities designed to control, changing
to help children
and generation, help children to play sounds, following
The Long and generate and What’s the
rhythm, graphic instruments, visual cues, graphic
the Short of It discriminate Score?
symbols, recognise how scores, composing,
between short and
composition sounds are made and structure, pattern
long sounds and to
(Year 1/2) how to change them (Year 1/2)
create sequences
of sound
Supporting other National Curriculum Subjects through Music (KS1)
‘Children who study music tend to have larger vocabulary and more advanced reading skills’ (Arete Music Academy)
LITERACY
Musical Musical
Project Description Project Description
Focus/Level Focus/Level
Depending on the Pitch, pace, dynamics,
A project looking at
stories chosen, a duration, timbre,
pattern, structure and
A project where selection of pulse, texture, beat, rhythm,
repetition, rhythm
fairy tales and pitch, rhythm, creating, manipulating
Infant and rhyme,
Infant Fairy pantomine stories percussion and controlling
Stories alliteration and visual
Tales enhance the instruments, sounds, following
and Music cues through a
children’s musical singing in canon, signs and symbols,
selection of children’s
experience graphic score ostinato, call and
books
reading etc response
(Year 1/2) (Year 1/2)
Exploring
Pitch, pulse, Learn about Percy and
alliteration, rhyme,
rhythm, pace, the park animals Pulse, rhythm, pitch
Language pattern, repetition
duration, form Percy the through rhythm and improving singing.
through and adjectives
and structure, Park rhyme. Sing songs Exploring
African through music,
composition, time Keeper about the characters instrumental sounds
Drumming culture and stories
values and represent them (Year 1/2)
from Africa
(Year 1/2) through sound.
5
Explore, discriminate
Pitch, pulse,
Children will between, identify,
rhythm, timbre,
explore blend and segment
texture, Rhyme, alliteration,
onomatopoeic Reading, sounds from phase 2
dynamics, exploration of
Pop into a words, stanza Rhythm of letters and sounds.
ostinato, phonemes, pitch,
Poem variation, voice, and Children will be taught
Percussion rhythm, pulse
body percussion Rhyme 2 grapheme-phoneme
instruments, (Year 1/2)
using a different correspondence but
perfomance
poem each week will not write
(Year 1/2)
Vocal pitch Learn about fairy tale
Pulse, rhythm,
Compare human matching, characters in the story
internalising rhythms,
senses and the percussion The Jolly and represent them
Super Heroes playing tuned and un-
super powers of playing and super- Postman with musical activities
tuned instruments
fictional characters hero rhythms using vocal, body and
(Year 1/2)
(Year 1/2) percussion sounds
Rhythm, rhyme, A project, where tales Pulse, pitch, rhythm,
The Sing and play your
time values,pitch, from this country and singing, canon,
Lighthouse way through the Traditional
stick notation and a range of cultures graphic score,
Keeper’s story whilst Tales
group work link literacy traditions percussion
Lunch exploring music
(Year 1/2) to music (Year 1/2)
Explore some well
known Potter
stories and take Rhythm, patterns,
The World of
part in musical pitch, instruments
Beatrix Potter
activities based on (Year 1/2)
those characters
GEOGRAPHY
Musical Musical
Project Description Project Description
Focus/Level Focus/Level
Pitch, pulse,
Pitch, pulse, rhythm,
Learn about rhythm, structure,
Visit the great wall of timbre, texture.
indigenous animals pace, graphic Barnaby
Barnaby Bear China and go to the Following graphic
of Australia using symbols, song, Bear
Travels to races with Barnaby. symbols and scores,
‘Edwina the Emu’, listening, Travels to
Australia Sing, move and play listening and
‘I’m Big Enough’ instruments China
on your way! responding to music.
(Year 1/2)
(Year 1/2)
Pulse, rhythm,
listening,
Explore lands Join Barnaby for an
responding, Barnaby
Barnaby Bear around the adventure into the Pitch, pulse, rhythm,
duration, pitch, Bear
Travels to Hot Equator, the mountains through tempo, dynamics,
following graphic Travels to
and Cold rainforest and both song, movement, duration
scores, the
Places poles through vocal and (Year 1/2)
movement. Mountains
music instrumental activities
(Year 1/2)
Explore the
Meet nocturnal and
shoreline, seas & Pitch, movement,
diurnal creatures
oceans through timbre, texture, Barnaby Pitch, pulse, rhythm,
Barnaby Bear through a variety of
song, movement, pulse, rhythm, Bear dynamics, timbre,
Travels to the vocal and
chants, tempo, duration, Travels to composition
Seaside instrumental sounds,
instrumental and graphic symbols the Woods (Year 1/2)
movement and
composing (Year 1/2)
listening
activities
6
Listening and
Explore favourite
responding, pitch, A musical exploration
inhabitants of the Pitch, duration, pace,
movement, of the history of
zoo through music dynamics, graphic
Barnaby Bear singing, pulse, chocolate with links to
based upon books ‘ notation, time values,
Travels to the rhythm, timbre, Chocolate ‘Charlie and the
Handa’s Surprise’, notation, pair and
Zoo texture, duration, Chocolate Factory’ – a
‘Noah’s Ark’, ‘Have group work
graphic scores must for all chocolate
you seen the (Year 2)
(Year 1/2) lovers!
Crocodile?’
Contrast what
happens in an Rhythm, Pitch, pulse, rhythm,
Learn about your
English village with combining movement and
Contrasting Local immediate vicinity
a city in Brazil. rhythms, part following simple
Localities Project through vocal and
Includes an early singing graphic scores
instrumental activities
appreciation of (Year 1/2) (Year 1)
Samba Music.
Starting in your
local area, go to Discuss the mini-
London and beasts in your local Pulse, timbre,
Local to Pulse, rhythm Out and
Scotland before area through singing, structure, rhythm
National (Year 1/2) about
ending up in Wales percussion and (Year 1/2)
while singing some musical activities
traditional songs
HISTORY
Musical Musical
Project Description Project Description
Focus/Level Focus/Level
Pitch, pulse,
Explore the
rhythm, structure,
inhabitants of a Explore the causes
timbre, texture, Pitch, duration,
castle, fictional and and events of the Fire
performing and Great fire dynamics, timbre,
Castles non fictional – of London through
composition, of London composition
through song, poetry and
movement, (Year 1/2)
instrumental instrumental activities
listening
activities
(Year 2)
Come and join our
pitch-matching,
Pitch, pulse, Explore representing
Musical pulse-finding, Timbre, graphic
rhythm, timbre, different toys through
Adventures percussive pirates Toys scores
graphic scores song and instrumental
with Pirates as they sing, chant, (Year 1/2)
(Year 1/2) activities
move, listen and
play!
Explore cars,
boats, buses and Pitch, rhythm,
trains through song, pace, graphic
Transport
chants, listening and scores
instrumental (Year 1/2)
activities
PE AND DANCE PSHE
Musical Musical
Project Description Project Description
Focus/Level Focus/Level
Pitch, movement,
Explore the circus timbre, texture, Explore different
Pitch, pulse, rhythm,
through song, dance, listening and parts of the body
following graphic
The Circus movement and responding Myself using songs, chants
symbols
instrumental structure and and instrumental
(Year 1/2)
activities composition activities
(Year 1/2)
7
SCIENCE
Musical Musical
Project Description Project Description
Focus/Level Focus/Level
Look at pets, wild
Get to know your
animals and farm Rhythm, pitch
Pulse, pitch, Dinosaurs Pterodactyl from your
animals in a musical matching, rondo
Animals structure, rhythm and T-Rex in this project
way through form, creative scores
(Year 1/2) Dragons that combines factual
singing and (Year 1/2)
and fictional creatures
percussion
Explore your five
senses and your
skeleton, through Explore the first moon
Pitch, pulse, rhythm,
singing and playing Pitch, pulse landing through vocal
Ourselves Space ostinato
percussion (Year 1/2) and instrumental
(Year 1/2)
instruments. You activities
will learn Kodaly
hand signs too.
Dive beneath the
Pitch, listening, waves to enhance
Explore outer space
composing, pulse, your music with Pitch, creative scores
Sounds of through vocal, body Under the
rhythm shipwrecks & marine (Year 1/2)
Space and percussive Sea
(Year 1/2) life. Use pitched
sounds
percussion and vocal
sounds
“Music helps on every level from
behaviour through to academic level of
achievement and actually self-esteem
because music is an empowering force for
all kids”
(Lord Lloyd-Webber)
Don’t forget our termly networking meetings for Primary Music Subject Leaders.
Please email music@milton-keynes.gov.uk to find out when our next meeting is
taking place!
8
Delivering National Curriculum Music in Lower KS2
“The School is unrecognisable … we are celebrating the best results the school has ever had. Music is thriving and it is
infectious. Music is absolutely at the heart of the school and not just an add-on.” (Jenny Smith, Headteacher –
Community School in Walthamstow)
Musical Musical
Project Description Project Description
Focus/Level Focus/Level
Explore the animal
Creating,
kingdom through Explore the Pitch, improvisation,
listening,
musical activities pentatonic scale in composition, melody,
movement,
Animal linked to ‘The Dragon order to create and accompaniment,
instruments,
Magic Carnival of the Scales perform short ostinato
singing
Animals’ (Yr3) or melodies and (Year 3/4)
(Year 3/4)
‘Pumpkin Soup’ (Yr4) accompaniments
Timbre, texture,
Use visual and aural mood, character, Pulse, rhythm, time
stimuli to create pitch, duration, Create, perform and values, ostinato and
Painting compositions and dynamics, Play it notate rhythmic maintaining an
with Sound learn how to respond ostinato, Again patterns individually independent part
using musical structure, refining or as part of a group (Year 3/4)
vocabulary and evaluating
(Year 3/4)
An inclusive project
Pitch-matching, using instrumentalists Pitch, pulse, rhythm,
vocal, and a class percussion ostinato, ensemble
Salt, The Class
Explore, sing and composition, orchestra to play, performance,
Pepper, Orchestra
create singing games pulse, rhythm, combine, arrange and evaluation and
Vinegar, (Drunken
as part of a group performing perform rhythmic and revision
Mustard Sailor)
(Year 3/4) melodic material from (Year 3/4)
‘Drunken Sailor’
Supporting other National Curriculum Subjects through Music
(Lower KS2)
GEOGRAPHY
Musical
Project Description
Focus/Level
Explore the Pitch, pulse,
formation, location, ensemble,
eruption and dynamics,
Volcanoes vocabulary of the improvisation,
volcano through vocal composition
and instrumental (Year 3/4)
activities
9HISTORY
Musical Musical
Project Description Project Description
Focus/Level Focus/Level
Pitch, Pulse, rhythm,
major/minor ostinato,
Exploring Anglo-
tonality; chords, improvisation,
Saxons and Celts Explore the Roman
pentatonic scale, composition, timbre,
Anglo through singing, world through song,
listening & texture, graphic
Saxons and listening and Romans chants, instrumental,
responding, notation; combining,
Celts instrumental movement and
structure, revising and
activities and the listening activities
improvision, evaluating
story of Beowulf
composition (Year 3/4)
(Year 3/4)
Rhythm, pulse, Aural and visual
Exploring the three time names, stick stimuli, pitch,
periods of the Stone notation, part Explore the life of the duration, pace,
Age through song, singing, Viking Soldier on sea dynamics, timbre,
The Stone
rap, listening improvising, Vikings and on land through pulse, rhythm,
Age
activities and composing, song, chant and structure,
opportunities to performing performing activities improvisation,
perform and create (Year 3/4) composition
(Year 3/4)
SCIENCE
Musical Musical
Project Description Project Description
Focus/Level Focus/Level
Discuss how a variety
Listening activities
of animals move and Graphic scores, Explore where science
related to ‘The
where they live, listening, and music meet.
Habitats in Good Carnival of the
through listening to structure Make sounds with
Harmony Vibrations Animals’, composing,
orchestral music and (Year 3/4) elastic bands, metal,
performing
playing in an air and percussion
(Year 3/4)
ensemble
Pulse, rhythm,
ostinato, time-
values, stick Discuss a variety of
Expore the life of the notation, pitch, different light sources
Keep your Listening, structure
mini-beast through pentatonic scale, and shadows. We will
Insects Light (Year 3/4)
song, listening and improvisation, explore one song
Bright
composing activities composition, presented in a variety
performance of genres
(Year 3/4)
“Creative subjects are not mere add-ons but
essential for the progress of all pupils.”
(Music Co-ordinator, Feversham Primary)
10Delivering National Curriculum Music (Upper KS2)
Musical Musical
Project Description Project Description
Focus/Level Focus/Level
Pulse, rhythm,
Exploring traditions of
timbre, texture, Pitch, melody, chords,
music around the Explore rounds
unison and part tonality, singing,
Cyclic world through Round- through singing,
playing, notation, composition
Patterns 1 instrumental about composing and
improvisation,
activities focusing on performing
composition (Year 5/6)
rhythm and pulse
(Year 5/6)
Expression, An introduction to
Melody, chords,
Explore space electronic sounds, song-writing and place
notation,
through listening and selection, and purpose of music
Journey performance and
instrumental manipulation and Songwriter through melody,
into Space evaluation
activities and use organisation of chords and an
aural stimuli (poetry) sounds exploration of street
(Year 5/6)
(Year 5/6) cry and adverts
Pulse, rhythm,
Explore musical Pulse, rhythm,
expression, A look at the role of
processes and sequence, repetition,
timbre, texture, pattern throughout
compositional devices ground bass, chord,
Who sequences, layers, Cyclic time and place from
through listening, riff, ostinato, playing
Knows? ostinati, Patterns 2 the Baroque period to
vocal and th in unison and in parts
performance and the 20 Century from
instrumental
evaluation Africa to Asia
activities (Year 5/6)
(Year 5/6)
Pulse, rhythm,
Our own version of
Sticks Cans ensemble,
‘Stomp’ using
and Dustbin movement,
household items as
Lids performance
musical instruments
(Year 5/6)
IT MUSIC PROJECTS
Musical Musical
Project Description Project Description
Focus/Level Focus/Level
Cyclic patterns,
I-Pad sequence, pulse, I-pad Use these three Timbre, texture,
Develop composing
project – rhythm, texture, project – musical apps to structure, dynamics,
and performing skills
Loopseque timbre, chords, Launchpad create original organising sounds
through the use of
and Garage blues, pentatonic Blockswave musical
these two music apps
Band scales and Figure arrangements (Year 5/6)
(Year 5/6)
11Supporting other National Curriculum Subjects through Music
(Upper KS2)
LITERACY
Musical Musical
Project Description Project Description
Focus/Level Focus/Level
Musical contrasts,
tonality, chords,
Explore some of your pulse, rhythm, Pulse, rhythm,
Explore the inter-
favourite film heroes ostinato, musical devices,
related dimensions of
and villians, discover improvisation, clichés; listening,
Light and Musical music through silent
how the soundtrack organisation of responding,
Dark Clichés film and adverts and
creates mood and instrumental evaluating,
then create your own
character and then sound, listening, storyboard
soundtrack to a movie
create your own! performance and (Year 5/6)
evaluation
(Year 5/6)
Pitch, unison, part
Explore some of the Discover how some of Mood, character,
singing, character,
best-known musicals the great composers ostinato, drone,
mood, phrasing,
through vocal and have been influenced pattern, layering,
Musical dynamics, Who’s
dramatic activities by art and poetry, sequencing,
Theatre articulation, Who?
and perform your explore the links and performing and
rehearsal,
favourite selections at use that knowledge to evaluation
performance
the end create original music (Year 5/6)
(Year 5/6)
GEOGRAPHY
Musical Musical
Project Description Project Description
Focus/Level Focus/Level
Pulse, rhythm,
syncopation, Explore the music of
chords, melody, Java through Pulse, rhythm, cyclic
Explore the music of
improvisation, instrumental activities patterns, layers
the Carribean
structure, in the classroom then mood, character
Calypso through singing, Gamelan
purpose, try them out on our performing and
playing, listening and
character, mood own Gamelan - cross- refining
composing activities
maintaining an curricular links to art (Year 5/6)
independent part and RE
(Year 5/6)
Learn about the
Listen to Smetana’s Pulse, rhythm, chords,
world’s hemispheres, Pitch, rhythm,
‘Vltava’ and explore tonality, pentatonic
the lands around the pulse, notation,
the use of music to scale, character,
Latitude Equator and along timbre, texture,
describe different mood, singing in
and the Meridian; within responding to Rivers
places and events on parts, small group,
Longitude the tropics and at the music
and near the river. performance, revision
poles through song, (Year 5/6)
Culminating in a class and evaluation
rap, composing and
performance (Year 5/6)
performing activities
Get to know your
precipitation from Composition,
your condensation, instruments, small
The Water with a class groups Children will be encouraged to play instruments they are
Cycle performance of a (Year 5/6) learning during these projects where appropriate.
topic based piece.
There is also a focus
on song lyrics
12HISTORY
Musical Musical
Project Description Project Description
Focus/Level Focus/Level
Singing, Singing, performing,
instruments, composing,
Explore the world of Explore the life of the
listen, compose, pentatonic scale,
Anglo-Saxons and rich and poor in
Anglo- ostinato, mood, revising and
Celts through the Medieval Medieval England -
Saxons and character, evaluating work,
story of Beowulf and Music Children will respond
the Celts tonality, creating maintaining an
the song. ‘A Hero to music (time, place
descriptive music independent part
Comes Home’ and purpose)
(Year 5/6) (Year 5/6)
Pitch, melody,
Singing, listening
Celebrate this chords,
performing,
sporting event with pentatonic scale,
Explore Tudor pass composing chords,
songs and chants and question and
times, leisure, working pentatonic scale,
explore some of the answer, pulse,
The The life. Children will revising and
diverse cultures that rhythm, tone,
Olympics Tudors repond to music evaluating work,
are brought together composition,
(time, place and maintaining an
through performing improvisation
purpose) independent part
and composing responding to
(Year 5/6)
activities music
(Year 5/6)
Singing, listening
performing
composing,
Explore the life of rich chords pentatonic
The
and poor in Victorian scale, revising and
Victorians
England evaluating
maintaining an
independent part
(Year 5/6)
SCIENCE
Musical
Project Description
Focus/Level
Pulse, rhythm,
Explore film music ostinato, tonality,
about space and chords, pedal
discover musical notes, melody,
Journey elements and mood, character,
Through compositional selection/
Space devices. The children manipulation of
work in groups to sounds,
create their own performing, refine
music and evaluate
(Year 5/6)
“Engaging and exciting children through exciting, fulfilling and
valuable experience in, through and about music, opens up
possibilities for current and future learning… Given all the benefits
and evidence about the power of music, notwithstanding the most
important – the significant impact of music learning itself – it is
difficult to fathom why any school wouldn’t aspire for music to be at
the heart of the school curriculum.” (From ‘Teaching Primary Music’
Daubney, 2017)
13Terms and Conditions
General:
As well as terms and conditions specific to projects as set out in this booklet, the following will apply:
The Music Faculty will:
Provide teaching over a minimum of 34 weeks and a maximum of 36 weeks per annual project.
Support Music in your school.
Deliver and collect instruments.
Monitor the quality of teaching provided.
Carry out stock checks of instruments being used by the school in line with MK Council internal audit requirements.
Schools will:
Provide appropriate space and resources for the class/group to ensure a good learning environment.
Prioritise booking a Whole class Ensemble Programme. (IN3A, IN3B and IN3C)
Ensure a member of staff supports the delivery of termly tasters and WCET (IN3A, IN3B and IN3C). This can be a
teaching assistant or a class teacher but needs to be the same member of staff every week.
Ensure all pupils who have received WCET have the opportunity to continue with instrumental lessons.
Provide details of the school’s behavioural policy
Provide details about each class - names, SEN, behaviour etc
Ensure that all Music Faculty instruments are checked on arrival and departure and are signed for and are part of
the school’s audit procedures.
Continue 1:1 support in music sessions for those pupils that qualify.
Complete the annual Arts Council return.
Length of Agreement:
When booking, schools commit to the agreed programme for the period advertised.
Method of timing of payments:
Schools will be invoiced on a termly basis. The Music Faculty will supply schools with written confirmation of services
purchased.
How to Book
Please order your curriculum projects along with your school music provision for next
year. We may also have availability at other times during the year, please contact us to
enquire.
For access to the electronic booking form please either go the website www.milton-
keynes.gov.uk/musicmk and follow the ‘Services to Schools’ link or email the Music
Faculty to request one: music@milton-keynes.gov.uk.
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The Milton Keynes Music Co-operative
Milton Keynes Music Co-operative is a not-for-profit association of self-employed specialist music
teachers that works closely with Milton Keynes Music Faculty. It provides a wide range of
instrumental and vocal tuition in the Milton Keynes area, working in local schools, as well as providing
out-of-school tuition to both young people and adults. Teachers working through the MK Music
Co-operative are pro-active in supporting and encouraging pupils to join Music Centre groups.
Arts Council England operates as fund holder for Music Education Hubs on behalf of the Department
for Education. As fund holder, it is responsible for providing advice, assessment, decision-making and
monitoring the performance of Music Education Hubs against agreed delivery plans. The Arts Council
Annual Music Return that your school fills in helps to ensure the continued funding the Milton Keynes
Music Hub.
Milton Keynes Music Hub
Rivers Centre, Humber Way, Bletchley,
Milton Keynes, MK3 7PH
Telephone: 01908 253520
Email: music@milton-keynes.gov.uk
Web: www.milton-keynes.gov.uk/musicmk M19118
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