Curricula

In primary schools the policy is for generalist teachers to teach the whole curriculum. In theory this includes Music. In practice Music is often taught by a teacher or unqualified tutor who is not the class teacher. Schools can make their own decision about who teaches Music. In Secondary schools specialist music teachers are employed, although there is an ongoing shortage of such teachers.

ENGLAND

Each subject in the curriculum has an importance statement: “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.” (Taken from NC for England)

The three activities of composing, performing and listening form the basis of the curriculum and teachers are expected to integrate these through practical, inclusive engagement by students of all abilities. The musical content should reflect the diverse cultural landscape of the UK whilst attending to traditional and classical musics. Learning should be contextualised and link to learning in other subjects

Pupils are expected to learn through music making independently and in groups with increasing independence as they move into secondary school. Therefore the teacher’s role is conceived as one that is flexible: director, instructor, facilitator, co-musician, critic, resource manager, mentor etc.

Content

The English music curriculum document provides a framework for assessment and does not prescribe specific content. The aim of the curriculum is to give pupils experiences in composing, performing and appraising which enable them to recognise, control and manipulate the elements of music in increasingly fluent, imaginative and expressive ways. The curriculum promotes a broad and diverse repertoire (which includes traditional music from the British Isles, western classical, popular, jazz and musics from other times and places). The framework promotes progression and implies content by the conceptual language used. There are also level descriptors which give expected learning outcomes for students at each stage (broadly equating with two chronological years).

The curriculums for Wales and N. Ireland share underlying structure and concepts with England – emphasis and aspects of content vary.

The Scottish Guidelines are more extensive and offer more specific explanations and examples for teachers. There is more guidance on singing and the use of traditional notation. Composing is termed “inventing”. Music technology is included in all curricula – with increased emphasis for the 11-14 age range.

Levels of attainment to be achieved at 14 years old / Examples from each curriculum

England: Pupils identify and explore musical devices and how music reflects time and place. They perform significant parts from memory and from notations with awareness of their own contribution such as leading others, taking a solo part and/or providing rhythmic support. They improvise melodic and rhythmic material within given structures, use a variety of notations and compose music for different occasions using appropriate musical devices such as melody, rhythms, chords and structures. They analyse and compare musical features. They evaluate how venue, occasion and purpose affects the way music is created, performed and heard. They refine and improve their work.

Scotland : Recognise simple concepts such as repetition, sequence and pattern learned through exploring and inventing music; distinguish between acoustically and electronically produced sound; identify and discuss the features and characteristics of various musical styles, e.g. folk, classical, pop and jazz; suggest and justify effective combinations of instruments; give/accept constructive and informed criticisms of performing and inventing.

N. Ireland: Pupils show an awareness of style in their compositions and arrangements and preserve their work in appropriate ways. They perform and interpret more difficult music with control, accuracy and confidence. They are critically aware and evaluate the music they make and hear.

Wales: Pupils demonstrate fluency in singing and playing a broad repertoire, they maintain a part as member of a group. Working with others they develop and organise material within appropriate musical structures and they evaluate and refine their compositions. They discriminate within musical elements and recognise the main characteristics of a variety of music.