Music at key stages 1 and 2

There are two types of unit in this scheme of work:

Continuous units (Units 1, 8 and 15)

These can be taught either in weekly sessions or in a series of short periods that take place when the opportunity arises, for example before playtime or at the end of the day. The intention is that these units will form the heart of the programme and be extended by, and support, all the other units.

These can be taught in weekly sessions or less frequently in more extended periods of time. Provided the continuous unit is taught regularly the other units can be used flexibly.

The exploration-based units are not intended to be stand-alone, one-off units. They should be linked directly with the continuous units through the key learning objective and through activities that can be used in both units. Many units should also be revisited at least once during the key stage, using different stimuli. For example, the key learning objective of Unit 7 'Rain, rain, go away' can be consolidated using the stimulus of transport or the fairground. Ideas for revisiting are given in the 'Points to note' and 'Future learning' sections of the units.

The series of units for each key stage provides the minimum range of experiences necessary for children to achieve a balanced programme for music. The intention is that these units will be supplemented, developed or reinforced by further units developed by the teacher or chosen from published sources where appropriate. The key learning objectives provide a framework for teachers to use when developing additional units. The aim should be to make sure that the great majority of children achieve the 'most children' expectations by the end of each two-year programme. The units for key stage 2 are grouped into two programmes: Units 8, 9, 10, 11, 12, 13, and 14 for years 3 and 4, and Units 15, 16, 17, 18, 19, 20 and 21 for years 5 and 6.

It is suggested that the units for key stages 1 and 2 should be followed in the sequence given as each unit has been designed to build on the previous ones and to add another layer of understanding. There is also progression through the three programmes for years 1 and 2, years 3 and 4 and years 5 and 6. The table 'Strands of progression across the units' shows how specific units are linked across the programmes.

One of the most difficult issues in producing this scheme of work was balancing the need for progression with the need to encourage all teachers to make music an integral part of their classroom work. Music teaching can be very demanding, and some teachers may need much support if they are to teach all the requirements of the programmes of study, particularly at key stage 2. Here, making the distinction between descriptive skills and disciplined skills may help identify those aspects of music that provide greater or less challenge to the teacher. It may be advisable, for example, for some teachers to begin with the descriptive-skills units (Units 9, 13 and 18) and to revisit these, using different starting points, before moving on to the other units.

Strands of progression across the units

This chart highlights the need for skills to be developed progressively across key stages 1 and 2 and into key stage 3. The direct vertical links indicate the units that are dependent on previous development. The interrelated skills of performing, composing and appraising are developed in all units, as are listening skills and the ability to apply musical knowledge and understanding.

	Ensemble skills (performing the music of others)
Year 1/2	Unit 6
Year 3/4	Unit 11
Year 5/6	Unit 17
	Unit 20

	Descriptive skills	Disciplined skills (rhythmic skills)	Disciplined skills (melodic skills)
Year 1/2	Unit 2	Unit 3	Unit 5
	Unit 7	Unit 4
Year 3/4	Unit 9	Unit 10	Unit 12
	Unit 13	Unit 14
Year 5/6	Unit 18	Unit 16	Unit 19
		Unit 21
		Year 7

	Ongoing skills (singing, listening and responding, for example through movement, dance)
Year 1/2	Unit 1
Year 3/4	Unit 8
Year 5/6	Unit 15

There are many ways in which the two types of unit (continuous and exploration-based) could be timetabled during each key stage. Here are two examples:

• Weekly music lesson(s) plus opportunities as they arise
  
  In this case, each lesson should contain activities from both the relevant continuous unit (Unit 1, 8 or 15) and the selected exploration-based unit. Activities from the continuous unit should also be reinforced and extended through short sessions that take place as opportunities arise, for example in the few minutes before break-time or between different lessons.
  
  
• Regular short sessions built into the week plus blocked time planned each term
  
  In this case, the continuous unit should be taught in regular short sessions and the exploration-based units taught in blocked time planned across the school year.

The continuous units are designed to be used frequently, for around 15 minutes a week (say, five minutes on three different occasions), which equates to a total of nine hours each year.

All the other units can be taught for between three and six hours. If most units are taught for three hours, at least one unit at key stage 1 and two units at key stage 2 should be extended to six hours each year.

One way to use the key stage 1 units would be as follows:

Another way of organising the key stage 1 units would be to use Unit 1 as the basis for a whole term's work at the beginning of each year and then to continue this work alongside the other units in subsequent terms.

It must be stressed that the intention is for schools to supplement the given programme with their own units, developed by the teacher and supported through published materials. This scheme of work has been developed to demonstrate how the statutory requirements could be planned and taught across key stages 1 and 2.

This scheme of work has been developed to provide a progressive course from year 1 to year 6. This means that the units in key stage 2 require the prior learning described in the earlier units.

For teachers wishing to start the programme in key stage 2, it is advisable to select units from the previous programme before using the units designed for the key stage 2 age range. This is particularly true for years 5 and 6 where the children, and teachers, will need to have met the expectations for the units for years 3 and 4 before they are ready for the units for years 5 and 6.

The chart 'Strands of progression across the units' shows the sequence in which the units should be developed across key stages 1 and 2. It highlights how the later units are dependent on learning developed in the earlier units.

The last three units, Units 19, 20 and 21, will provide a challenge to most schools and will only be achievable if the prior learning has been developed in the previous units.

The units for years 3 and 4 can be made relevant to years 5 and 6 by moving quickly, once learning has been achieved, to place the emphasis on the extension activities. Units 8, 9, 10, 11, 12, 13 and 14 provide the opportunity for children to achieve at level 4 and beyond even though they take level 3 as the general level of expectation for most children in the class.

In schools where children of different ages are taught together, music teaching may be organised in cycles over time. Children should be taken through the sequence of units with different children starting and finishing at different points. Provided all children experience all units, and attention is drawn to the extension activities provided in each unit, progression is achievable by all children in the class.