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To listen, appreciate and enjoy listening to a wide range of music. Children work together to use a range of skills to compose music in different genres with a variety of instruments. Children will develop confidence with performing using instruments and voices from around the world. 


See policies below.

The Charanga Music School scheme is an integrated, practical, exploratory and child-led approach to musical learning. The interrelated dimensions of music weave through the units to encourage the development of musical skills as the learning progresses through listening and appraising, differing musical activities (including creating and exploring) and performing.

Each Unit of Work comprises the strands of musical learning which correspond with the national curriculum for music:

1. Listening and Appraising

2, Musical Activities (warm-up games, optional flexible games, singing, playing instruments, improvisation and composition).

3. Performing

Mastery Approach

Charanga Musical School Units of Work enable children to understand musical concepts through a repetition-based approach to learning. Learning about the same musical concept through different musical activities enables a more secure, deeper learning and mastery of musical skills. Over time, children can both develop new musical skills and concepts, and re-visit established musical skills and concepts. Repeating a musical skill doesn’t necessarily mean their progress is slowing down or their development is moving backwards! It's just shifting within the spiral. Mastery means both a deeper understanding of musical skills and concepts and learning something new.

The Interrelated Dimensions of Music

  • Pulse - the regular heartbeat of the music;its steady beat.
  • Rhythm – long and short sounds or patterns that happen over the pulse.
  • Pitch – high and low sounds.
  • Tempo – the speed of the music; fast or slow or in-between.
  • Dynamics – how loud or quiet the music is.
  • Timbre – all instruments, including voices, have a certain sound quality e.g. the trumpet has a very different sound quality to the violin.
  • Texture – layers of sound. Layers of sound working together make music very interesting to listen to.
  • Structure – every piece of music has a structure e.g. an introduction, verse and chorus ending.
  • Notation – the link between sound and symbol.

Some of our pupils have been using sound cloud to create digital arrangements at home. Isla in Year 5 has created this amazing track 'Last Christmas.' Have a listen to this beautiful piece of music! 



Spooky Scary Skeletons

Please see below for our video of 'spooky scary skeletons'.  Isla, year 5, has also been working at her performance at home. I'm really impressed by her selection of spooky timbres and use of music technology to build up texture:

22 spooky scary skeletons Ashfield