1.2 Cultural understanding

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Music PoS
Languages PoS
Key Concepts
Key Concepts

• 1.2 Cultural understanding
• Exploring how ideas, experiences and emotions are
  conveyed in a range of music from different times
  and cultures.
• 1.3 Critical understanding
• Engaging with and analysing music, developing
  views and justifying opinions.
• Drawing on experience of a wide range of musical
  contexts and styles to inform judgements.
• 1.4 Creativity
• Using existing musical knowledge, skills and
  understanding for new purposes and in new
  contexts.
• Exploring ways music can be combined with other
  art forms and other subject disciplines.

• 1.3 Creativity
• Using familiar language for new purposes and in
  new contexts.
• Using imagination to express thoughts, ideas,
  experiences and feelings.1.4 Intercultural
  understanding
• Appreciating the richness and diversity of other
  cultures.

2

• Curriculum opportunitiesMusic
• develop individual performance skills, both
  vocal and instrumental
• develop listening skills in practical
  activities, including composing and performing
• develop creative and compositional skills,
  including songwriting, arranging and improvising
• work individually, in musical groups of
  different sizes and as a class
• make links between music and other subjects
  and areas of the curriculum.

• Curriculum opportunitiesLanguages
• hear, speak, read and write in the target
  language regularly and frequently within the
  classroom
• communicate in the target language
  individually, in pairs and in groups for a
  variety of purposes
• use an increasing range of more complex
  language
• listen to, read or view a range of materials,
  including authentic materials in the target
  language, both to support learning and for
  personal interest and enjoyment
• use the target language in connection with
  topics and issues that are engaging and may be
  related to other areas of the curriculum.

3

• Range and contentMusic
• performance activities in a range of contexts
  within and beyond the classroom
• a range of live and recorded music from
  different times and cultures
• a range of classical and popular traditions
  and current trends in music that reflect cultural
  diversity and a global dimension

• Range and contentLanguages
• the interrelationship between sounds and writing
  in the target language
• a range of vocabulary and structures
• learning about different countries and cultures

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• Key processesMusic
• 2.1 Performing, composing and listening
• Pupils should be able to
• sing in solo or group contexts
• perform with control of instrument
• practise, rehearse and perform
• create, develop and extend musical ideas by
  selecting and combining resources within musical
  structures, styles, genres and traditions
• listen with discrimination and internalise and
  recall sounds
• identify the expressive use of musical
  elements, devices, tonalities and structures.

• Key processesLanguages
• 2.1 Developing language-learning strategies
• Pupils should be able to
• identify patterns in the target language
• develop techniques for memorising words,
  phrases and spellings
• use previous knowledge, context and other clues
  to work out the meaning of what they hear or read
• use reference materials such as dictionaries
  appropriately and effectively.

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• Key processesMusic
• 2.2 Reviewing and evaluating
• Pupils should be able to
• analyse, review, evaluate and compare pieces
  of music
• identify conventions and contextual influences
  in music of different styles, genres and
  traditions
• communicate ideas and feelings about music,
  using expressive language and musical vocabulary
  to justify their opinions
• adapt their own musical ideas and refine and
  improve their own and others work.

• Key processesLanguages
• 2.2 Developing language skills
• Pupils should be able to
• listen for gist or detail
• skim and scan written texts for the main
  points or details
• use correct pronunciation and intonation
• adapt language they already know in new
  contexts for different purposes
• deal with unfamiliar language, unexpected
  responses and unpredictable situations.

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Curriculum opportunities During the key stage
pupils should be offered the following
opportunities that are integral to their learning
and enhance their engagement with the concepts,
processes and content of the subject. The
curriculum should provide opportunities for
pupils to develop individual performance skills,
both vocal and instrumental, including the use of
music technology develop listening and aural
perception skills in practical activities,
including composing and performingdevelop
creative and compositional skills, including
songwriting, arranging and improvising work with
a range of musicians and watch and listen to live
musical performances where possible, to extend
their musical learning  work individually, in
musical groups of different sizes and as a
class build on their own interests and skills,
taking on different roles and responsibilities
and developing music leadership skills make links
between music and other subjects and areas of the
curriculum.
Curriculum opportunities During the key stage
pupils should be offered the following
opportunities that are integral to their learning
and enhance their engagement with the concepts,
processes and content of the subject. The
curriculum should provide opportunities for
pupils to hear, speak, read and write in the
target language regularly and frequently within
the classroom and beyond communicate in the
target language individually, in pairs, in groups
and with speakers of the target language,
including native speakers where possible, for a
variety of purposes use an increasing range of
more complex language make links with English at
word, sentence and text level use a range of
resources, including ICT, for accessing and
communicating information in the target
language listen to, read or view a range of
materials, including authentic materials in the
target language, both to support learning and for
personal interest and enjoyment use the target
language in connection with topics and issues
that are engaging and may be related to other
areas of the curriculum.
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Range and content This section outlines the
breadth of the subject on which teachers should
draw when teaching the key concepts and key
processes. The study of music should
include performance activities in a range of
contexts within and beyond the classroom a range
of live and recorded music from different times
and cultures a range of classical and popular
traditions and current trends in music that
reflect cultural diversity and a global
dimension staff notation and other relevant
notations in a range of musical styles, genres
and traditions consideration of contextual
influences that affect the way music is created,
performed and heard the use of music technologies
to create, manipulate and refine sounds the role
of music and musicians in society, of the music
industry and of artistic and intellectual
property rights.
Range and content This section outlines the
breadth of the subject on which teachers should
draw when teaching the key concepts and key
processes. The study of languages should
include the spoken and written forms of the
target language the interrelationship between
sounds and writing in the target language the
grammar of the target language and how to apply
it a range of vocabulary and structures learning
about different countries and cultures comparing
pupils own experiences and perspectives with
those of people in countries and communities
where the target language is spoken.
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Key processes These are the essential skills and
processes in music that pupils need to learn to
make progress. 2.1 Performing, composing and
listening Pupils should be able to sing in solo
or group contexts, developing vocal techniques
and musical expression perform with control of
instrument-specific techniques and musical
expression practise, rehearse and perform with
awareness of different parts, the roles and
contributions of different members of the group,
the audience and venue create, develop and extend
musical ideas by selecting and combining
resources within musical structures, styles,
genres and traditions improvise, explore and
develop musical ideas when performing listen with
discrimination and internalise and recall
sounds identify the expressive use of musical
elements, devices, tonalities and structures.
Key processes These are the essential skills and
processes in languages that pupils need to learn
to make progress. 2.1 Developing
language-learning strategies Pupils should be
able to identify patterns in the target
language develop techniques for memorising words,
phrases and spellings use their knowledge of
English or another language when learning the
target language use previous knowledge, context
and other clues to work out the meaning of what
they hear or read use reference materials such as
dictionaries appropriately and effectively.
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2.2 Developing language skills Pupils should be
able to listen for gist or detail skim and scan
written texts for the main points or
details respond appropriately to spoken and
written language use correct pronunciation and
intonation ask and answer questions initiate and
sustain conversations write clearly and
coherently, including an appropriate level of
detail redraft their writing to improve accuracy
and quality reuse language that they have heard
or read in their own speaking and writing adapt
language they already know in new contexts for
different purposes deal with unfamiliar language,
unexpected responses and unpredictable
situations.
2.2 Reviewing and evaluating Pupils should be
able to analyse, review, evaluate and compare
pieces of music identify conventions and
contextual influences in music of different
styles, genres and traditions communicate ideas
and feelings about music, using expressive
language and musical vocabulary to justify their
opinions adapt their own musical ideas and refine
and improve their own and others work.
10
Key concepts There are a number of key concepts
that underpin the study of music. Pupils need to
understand these concepts in order to deepen and
broaden their knowledge, skills and
understanding. 1.1 Integration of
practice Developing knowledge, skills and
understanding through the integration of
performing, composing and listening. Participating
, collaborating and working with others as
musicians, adapting to different musical roles
and respecting the values and benefits others
bring to musical learning. 1.2 Cultural
understanding Understanding musical traditions
and the part music plays in national and global
culture and in personal identity. Exploring how
ideas, experiences and emotions are conveyed in a
range of music from different times and
cultures. 1.3 Critical understanding Engaging
with and analysing music, developing views and
justifying opinions. Drawing on experience of a
wide range of musical contexts and styles to
inform judgements. 1.4 Creativity Using existing
musical knowledge, skills and understanding for
new purposes and in new contexts. Exploring ways
music can be combined with other art forms and
other subject disciplines. 1.5 Communication Explo
ring how thoughts, feelings, ideas and emotions
can be expressed through music.
Key concepts There are a number of key concepts
that underpin the study of languages. Pupils need
to understand these concepts in order to deepen
and broaden their knowledge, skills and
understanding. 1.1 Linguistic competence Developin
g the skills of listening, speaking, reading and
writing in a range of situations and
contexts. Applying linguistic knowledge and
skills to understand and communicate
effectively. 1.2 Knowledge about
language Understanding how a language works and
how to manipulate it. Recognising that languages
differ but may share common grammatical,
syntactical or lexical features. 1.3 Creativity Us
ing familiar language for new purposes and in new
contexts. Using imagination to express thoughts,
ideas, experiences and feelings. 1.4 Intercultural
understanding Appreciating the richness and
diversity of other cultures. Recognising that
there are different ways of seeing the world, and
developing an international outlook.