Contents

Introduction to “Music’sCool!” Year 3:Page 3

“Music’sCool!” Year 3 in schoolsPage 4

The Practice SessionPage 5

Listening and group workPage 5

Information about recordersPage 6

Recorder SuppliersPage 6

“Music’sCool!”Year 3 Learning objectives:

Overall objectivesPage 6

Term 1(instrumental playing; ensemble skills)Page 7

Term 2(Small group work)Page 8

Term 3(More advanced ensemble skills) Page 9

Assessment sheets:

Individual assessmentPage 10

Continuous assessmentPage 11

Report summary statementPage 12

Feedback questionnairePage 13

Information for supply staffPage 15

Relationship to the National CurriculumPage 16

“MUSIC’SCOOL!”

Year 3

This Scheme of Work is designed to cover all areas of the New Primary Curriculum – Understanding The Arts – Music. Because of the practicalities of having a visiting teacher delivering Music, the use of ICT may be limited and this is an area that the school should follow up in more depth through the practice session and also through cross curricular projects It is designed to lead on to it’s Year 4 partner scheme and at the end of the two years most students will have achieved Music Attainment Level 3 of the Music National Curriculum and some more able children will be approaching Level 4.

The New primary Curriculum states that “The arts are a source or inspiration, enjoyment and fulfilment. They provide contexts in which children learn to express their thoughts and emotions, use their imaginations, experiment and develop creativity”. This scheme puts enjoyment in practical music making, through singing and instrumental playing, at its heart contributing to the development of “…confident individuals” and “….responsible citizens”. Fundamental to this scheme in Year 3 is a teaching collaboration between the class teacher and the BMS tutor. In Year 4 schools may opt to end this collaboration but it should be noted that evidence from previous years indicates that the children do not progress as quickly or achieve as much without the active support of the class teacher in the music sessions.

Why learn to play an instrument?

Investing in music can have a major impact on the school as a whole. Broader outcomes - such as improved concentration, self esteem and team-working skills – can result from children learning musical instruments. Recent research by Sing Up has shown that effective arts work can make a real difference to everything from behaviour and attendance to attainment across the curriculum. (visit Sing Up at

In “Music’sCool” all children are given the opportunity to learn to play an instrument and the class teacher learns along with the children. It is a way of encouraging and developing the teaching skills of class teachers in primary music activities. Whilst you can teach many aspects of the Primary Music curriculum without instrumental skills, having them has been shown to be the single most influential factor in ensuring children’s musical progression and fulfilment.

Taking part in large-scale musical events and festivals, both at local and national level, can raise the profile of a school.

Links to other curriculum areas:

As stated in the New primary Curriculum, “Participating in a range of art forms – including …. Music … helps children responsive, critical and appreciative. They discover the value of discipline and practice and, in responding to the work of others, they gain insights into different viewpoints, identities, traditions and cultures.”

History & Geography: The songs & tunes used in the Programme include traditional folk songs from many different parts of the world. These songs often deal with a historical or topical theme relevant to their origin.

Literacy: Songs and tunes are often learnt by heart in this programme, and tutors will always explain the ideas, meanings and stories behind the text of the songs. Each term’s scheme has a list of key vocabulary which includes specific musical terms, but also many general English adjectives and concepts.

Citizenship: Many of the songs carry a positive theme related to working together, being part of a community & appreciating the beauty of the world and the child’s place in the world. Christian and other religious material is available for use in faith based schools.

Foreign Languages: There is an opportunity to sing songs that have simple text in a foreign language. Examples could include: Che Che Koolay (Ghanaian), “Au Clair De La Lune” (French), “Schlaf, Kindlein Schlaf” (German),

“MUSIC’SCOOL !”

Year 3

In Schools

What BMS Tutors will provide in Year 3

  • 33 structured lessons each academic year, each lasting at least 30 minutes, which can be delivered in the classroom or in a designated space.
  • A scheme of work at the start of each term.
  • Materials to assist the class teacher in running a practice session.
  • A new descant recorder for every child. Spare recorders will be left in school for those children arriving during the year.
  • Each class will take part in a performance to parents demonstrating their new skills.
  • Copies of individual assessments will be given to the class teacher, which will indicate the Gifted and Talented children in the class.
  • A list of Gifted and Talented children will be given to the Head Teacher.
  • The tutors will help the class teacher to do continuous assessment.
  • A generic report statement, using the guidelines set by the BMS Advisory Board, which the class teacher may then add to.

What is expected of the school

  • ALL class teachers must meet formally with the tutor BEFORE the programme can commence.
  • The BMS tutor will need copies of class lists and other relevant school documents BEFORE the first lesson.
  • The lesson should take place in a suitable space with access to classroom instruments, whiteboard/smart board and CD player.
  • Class teachers MUST remain with their class at all times and are expected to take an active part in the lesson.
  • Class teachers must do a practice session (approx 20 minutes) every week as a follow up to the lesson delivered by the BMS tutor.
  • The class teacher will assist in the concert/assembly
  • The class teacher should make sure that all the children have their recorders.
  • If a child loses their recorder, the school must ensure that another one is provided.
  • The class teacher is responsible for the music report at the end of the year.
  • At the end of the year the recorders will be passed onto the new class teacher.
  • Music co-ordinators must show the teacher’s booklet to supply teachers make them aware of their obligations.
  • If any other activity is arranged by the school on a day when the tutor would normally teach “Music’sCool” then this lesson WILL NOT be made up.
  • Each school should have the opportunity in Years 3,4,5 and 6 for children to learn a musical instrument outside of the classroom.

“MUSIC’SCOOL!”

Year 3

The Practice Session

The aim of the practice session is for the children and the class teacher to go over any specific skillscovered in the previous lesson. This session should be on a different day from the lesson and should last for 20 – 30 minutes. This session is lead by the class teacher and gives the children and the teacher a chance to develop, practise and explore at their own rate. Children who do take part in a regular practice session, progress at a much faster rate than those who do not.

At the end of a lesson the tutor will give the class teacher concrete objectives and tasks for such a session, but how the session is conducted is up to the individual to decide. You may however like to use the following guidelines:

  • Think about where the session will take place – this usually works best if it is in the same setting as the original lesson.
  • When the children are settled use the same warm up activity that the tutor used in the lesson
  • Remind the children of the objectives of the session and the main points of the previous lesson, by demonstration if possible. (This could be an able child)
  • Don’t worry if you lack expertise. Explain to the children that you are learning alongside them and that they can help you as well.
  • If appropriate, try practising in pairs or groups as well as a whole class.
  • Towards the end conduct a quick plenary to see who has achieved all of the objectives. Report back to the tutor next week and they will use this information to review their setting of objectives.
  • Add in your own songs and activities that meet the objectives.

Listening activities and group work

Listening is an important part of any lesson and listening skills will be developed considerably by using the activities introduced through “Music’sCool”. There is scope for the classroom teacher to do more detailed listening activities in the practice session using their own resources so that different concepts and styles will be made clearer to the students, investigating a wider approach to a topic.

Large and small group work will be introduced to the students from the beginning of the course to encourage independent learning. Classroom teachers will be supervising groups, along with the BMS tutor, helping the students to gradually learn to develop and refine their own musical ideas.

“MUSIC’SCOOL!”

Year 3

Information about Recorders

Each class teacher and each child will be given a recorder. The recorder bags should be labelled and kept in the class throughout the year.

Recorders should be rinsed through with water every now and then to stop them getting blocked. Your tutor will show you how to clean and dry the recorders with the cleaning sticks provided with each recorder

If you wish some of the children to take their recorders home in the Summer term to practise that is at your discretion. In this case you should have some spare recorders in the class. In the past we have found that many children take their recorders home, simply to lose them or never remember to bring them to school. If a child does not have a recorder then the effectiveness of the “Music’sCool” programme is undermined and it is the school’s responsibility to ensure that the instrument is replaced. (See below for recorder suppliers).

Recorder Suppliers

Descant recorders can be ordered by telephone from any of the following suppliers:

Normans:Tel: 0800 0281415Fax: 01283 535340email:

Starland:Tel: 01752 313008Fax: 01752 313336

Dawsons:Tel: 01925 582420

Music VillageTel: 01708 771900Fax: 01708 771901

They can also be bought from local high street music shops, but tend to cost more than direct sales.

“MUSIC’SCOOL!”

Year 3

Learning objectives

Overall objectives:

  • to build confidence in themselves as music makers by singing and playing the recorder and other classroom instruments
  • to develop awareness of the musical elements (pitch, dynamics, duration) & different musical styles
  • to build a repertoire of songs, rhymes, chants & musical games appropriate to their age building musicality & confidence
  • to compose and improvise using a range of different stimuli
  • To develop basic ensemble skills

“MUSIC’SCOOL!”

Year 3

Termly objectives

Term 1 – Year 3

(Developing hand/eye co-ordination through instrumental playing; ensemble skills)

By the end of the term most children should be able to:

  • participate in vocal warm up routines
  • sing songs with a small range of notes – such as that required for singing games
  • create tunes and actions for singing games (co-ordination and team skills)
  • be aware of simple musical structures (phrases, use of repetition, rhythmic patterns)
  • hold the recorder correctly, have the correct posture
  • be more aware of how to start a note correctly using the tongue
  • play the notes B, A and G on the recorder
  • perform some simple 3 note tunes from memory
  • copy and recognise tunes using B A and G
  • play in time with the group
  • play simple recorder parts with songs as an introduction to larger ensemble playing
  • play simple recorder pieces in 2 parts
  • be aware of basic rhythmic notation using crotchets and quavers
  • use basic music vocabulary (fast/slow, loud/soft, high/low)

More able children will have progressed further and will be able to:

  • start a note correctly on the recorder with the tongue
  • compose and improvise simple tunes using the notes B A and G
  • know notes C and high D on the recorder
  • perform vocal and/or recorder solos from memory
  • know the position of B A and G on the stave
  • Lead groups in creating and performing singing games
  • Recognise and name simple musical structures (phrases, repetition, rhythmic patterns)

Some children will not have progressed so far and will be able to:

  • use a limited range of notes & sounds on the recorder without covering thumb hole properly
  • hold the recorder correctly when reminded
  • Participate in some warm up routines, but with reluctance
  • Join in the actions required for singing games but not necessarily the singing

During the first half term: Performance of singing games.

Throughout the term: Continuous assessment.

Key vocabulary

Fast, slow, high, low, loud, soft, beat (or pulse), rhythm, tempo, crotchet, quaver, treble clef, stave diaphragm, and vocal chords.

Term 2 – Year 3(Small group work: rehearsal, performance and assessment)

By the end of the term most children should be able to:

  • join in songs that demand a greater control of pitch, pulse and rhythm, showing a degree of accuracy.
  • lead vocal warm up activities
  • hold the recorder correctly, correct posture
  • start a note correctly on the recorder using the tongue
  • play G, A, B, C and D on the recorder
  • perform tunes using 5 notes in time with the group
  • lead a group playing basic tunes and rhythmic patterns
  • copy, improvise and compose simple tunes using the notes learn so far on the recorder
  • create an accompaniment to a song by using repeated patterns (drones and ostinati) in layers
  • maintain an individual line within a performance
  • make improvements to their own work and comment using appropriate vocabulary
  • know the position of B, A and G on the stave
  • know basic rhythm notation using crotchets and quavers

More able children will have progressed further and will be able to:

  • sing in tune
  • recognise the need for expression in songs
  • be aware of how the different parts of an ensemble fit together and be able to rehearse a group to achieve this end
  • comment on how intentions have been achieved in compositions and suggest improvements to their own and others’ work
  • play the notes low D and E on the recorder
  • read B A and G on the stave at sight (not using rhythm values)

Some children will not have progressed so far and will be able to:

  • join in singing activities but lacking confidence and accuracy
  • Copy simple patterns on the recorder using the note B on the recorder
  • be aware of the fingerings for other notes but have difficulty with producing the correct tone
  • copy patterns using notes B and A on the recorder
  • improvise simple tunes on the recorder using B and A
  • perform a simple part in an ensemble, with help, but not necessarily create that part

First half term: Individual assessments by BMS Tutor of singing skills and recorder skills (performance of any 5 note tune)

Key vocabulary

Fast, slow, high, low, loud, soft, expression (this can be simply happy sad), beat (or pulse), rhythm, tempo, crotchet, quaver, treble clef, stave, compose, improvise, pentatonic scale, drone, ostinato, diaphragm, and vocal chords.

Term 3 – Year 3 (More advanced ensemble skills – rounds, two part music)

By the end of term most children should be able to:

  • sing pentatonic songs with some expression and a degree of pitch accuracy
  • take part in simple two part vocal pieces, maintaining a line when part of a large group
  • put some simple expression (happiness, sadness, fear) into songs, given examples to follow
  • know how to hold the recorder correctly& how to start a note using the tongue
  • play the notes G, A, B, C, high D, low E and low D
  • copy simple melodic patterns using a set of 3 - 5 notes
  • play basic rhythm notation using crotchets & quavers using B, A & G on the stave

More able children will have progressed further and will be able to:

  • help others to sing and play with expression by suggesting techniques
  • sing more complex songs with accurate pitch
  • lead a section when doing two part singing
  • take part in simple two part vocal pieces, maintaining a line when part of a small group, possibly even individually
  • suggest ways of singing expressively (using face, eye contact, body language, dynamics, legato or staccato etc)
  • lead the group playing simple tunes with confidence from memory
  • play some accidentals on the recorder (F#, Bb)
  • read simple tunes using B, A & G on the stave

Some children will not have progressed so far and will be able to:

  • join in all singing activities with increasing confidence but not necessarily with accuracy of pitch
  • be aware of both strong and weak elements in performance/composition but have difficulty in expressing opinions.
  • sing a simple line but find it difficult to maintain pitch and rhythm once another part is introduced
  • sing with some accuracy of pitch but without any concept of expression
  • use correct hand position on recorder (left hand nearest face) when reminded
  • play the notes B and A with confidence on the recorder
  • play the recorder without using tongue to articulate notes
  • begin to use some rhythm notation

Assessment: Participation in a performance to parents and peers. (This does not have to take place at the end of the Summer Term, indeed many schools may prefer to have it earlier in the year because of other commitments).