Woodwind
The woodwind curriculum contains learning objectives and activities that are suitable for all woodwind instruments, including flute, oboe, clarinet, saxophone, bassoon, recorder, fife, ocarina, and instruments designed for young beginners such as the Nuvo TooT and DooD.
Programme of Study 1
A Listening and internalising
- A1 - Listen and respond to music in and out of lessons, enjoying their experiences and building on them
- A2 - Have some aural perception of the music to be played
- A3 - Recognise and discriminate between the musical elements of pulse, pitch, rhythm, tempo, dynamics and texture
- A4 - Recognise and convey in their playing simple melodic patterns, e.g. repetition of main tune
- A5 - Using appropriate notation, make links between sounds and symbols, e.g. shape of the melody, repetition
B Making and controlling musical sounds
- B1 - Posture and freedom of movement
- B2 - Breathing and air flow
- B3 - Embouchure
- B4 - Tone quality and intonation
- B5 - Articulation
- B6 - Finger technique
C Creating and developing musical ideas
- C1 - Improvise by exploring different sounds and creating repeated musical patterns or phrases
- C2 - Make use of instrumental skills when beginning to compose
D Playing music
- D1 - Work out by ear how to play short, easy phrases or patterns from well-known tunes
- D2 - Repeat short, easy rhythmic and melodic patterns by playing back from memory
- D3 - Play short, easy pieces from appropriate notation/symbols
- D4 - Memorise with accuracy selected short, simple pieces from their repertoire
- D5 - Read and play at sight short, simple phrases at a regular pulse; begin to make links between sound and symbol
- D6 - Begin to interpret music with some expression and with a sense of its intended effect; talk about its mood and how it is sung or played and suggest improvements to convey the character of the music
E Playing music with others
- E1 - Play with the teacher and/or other learners, demonstrating some basic ensemble skills by listening, watching and keeping in time with the group
- E2 - Explore and discuss the character of the music and the expressive possibilities
F Performing and communicating
Programme of Study 2
A Listening and internalising
- A1 - Listen to music with concentration and understanding in and out of lessons, enjoying their experiences and building on them
- A2 - Have some aural perception of the music to be played, including some feeling of the expressive characteristics
- A3 - Recognise and discriminate between the musical elements, including aspects of articulation, phrasing and quality of tone
- A4 - Recognise and convey simple structures in their playing, e.g. repetition of rhythmic and melodic phrases
- A5 - Hear some elements of the music internally when using notation/symbol, e.g. tempo, pitch, rhythm, dynamics
B Making and controlling musical sounds
- B1 - Posture and freedom of movement
- B2 - Breathing and air flow
- B3 - Embouchure
- B4 - Tone quality and intonation
- B5 - Articulation
- B6 - Finger technique
C Creating and developing musical ideas
- C1 - Improvise rhythmic and melodic phrases freely or within given structures, individually or as part of a group
- C2 - Compose by developing musical ideas within simple given structures and applying instrumental skills
D Playing music
- D1 - Work out by ear how to play short, easy well-known tunes or accompaniments using a limited range of notes
- D2 - Repeat short, easy rhythmic and melodic phrases by playing back from memory
- D3 - Play a variety of short, easy pieces from notation/symbols
- D4 - Play from memory, and to others, selected contrasting pieces from their repertoire
- D5 - Read and play at sight short, easy pieces at a regular pulse, beginning to hear some of the elements internally and attending to expressive details, including articulation and dynamics
- D6 - Interpret music by making choices in relation to tempo, dynamics, phrasing, articulation, colour, etc. in order to achieve an intended effect and convey the expressive characteristics; describe and evaluate the music using appropriate musical vocabulary
E Playing music with others
- E1 - Play with others, helping to maintain a separate part and showing awareness of their role within the ensemble
- E2 - Explore, discuss and convey the character of the music
F Performing and communicating
- F1 - Perform to others with a sense of occasion, e.g. in a concert, school assembly, examination, projecting the character of the music and acknowledging audience applause
- F2 - Evaluate the quality of their performance in relation to the character of the music, suggesting improvements and commenting on how the intentions were achieved
Programme of Study 3
A Listening and internalising
- A1 - Listen with attention to detail, responding to the expressive character of music, using their experiences to inform their playing
- A2 - Develop their aural perception of the music to be played, including some feeling and understanding of the expressive characteristics
- A3 - Recognise and discriminate between the musical elements, including more refined aspects of articulation, phrasing, quality/variety of tone
- A4 - Recognise and convey structural features and compositional devices in their playing, e.g. A A B A, sequence
- A5 - Hear simple music internally when using notation/symbols, including repetitions, contrasts, changes to melodic and rhythmic patterns
B Making and controlling musical sounds
- B1 - Posture and freedom of movement
- B2 - Breathing and air flow
- B3 - Embouchure
- B4 - Tone quality and intonation
- B5 - Articulation
- B6 - Finger technique
C Creating and developing musical ideas
- C1 - Improvise in a variety of genres and styles, sustaining and developing musical ideas and achieving different intended musical effects with the instrument
- C2 - Apply knowledge and understanding of the instrument in order to compose with an understanding of musical idiom
D Playing music
- D1 - Work out by ear how to play tunes or accompaniments in straightforward keys or modes
- D2 - Repeat moderately short musical phrases (melodic and rhythmic) from memory
- D3 - Play a variety of moderately easy pieces from different styles and traditions
- D4 - Memorise a variety of pieces from their repertoire of increasing length and complexity
- D5 - Read and play at sight a variety of short, straightforward pieces at a regular pulse, using an increasing rhythmic, melodic and tonal range
- D6 - Interpret music with an understanding of the musical style, structure and idiom; communicate the character of the music and the intentions of the composer, making improvements to their work in the light of their knowledge about the music
E Playing music with others
- E1 - Play with others, independently maintaining an individual part, demonstrating awareness of their role within the ensemble and leading the ensemble where appropriate
- E2 - Contribute to collective decisions, e.g. tempo, ensemble, tuning, balance, conveying the character of the music
F Performing and communicating
Programme of Study 4
A Listening and internalising
- A1 - Use their listening skills and experiences of a variety of musical styles and traditions to inform their interpretations, e.g. use of rubato, shaping of phrases, variety of tone
- A2 - Further develop their aural perception of the music to be played, including some feeling and understanding of the expressive and stylistic characteristics
- A3 - Identify and incorporate subtle changes to the musical elements in their playing, e.g. tempo, articulation, phrasing
- A4 - Recognise and convey more extended structures and techniques in pieces being studied, e.g. rondo, raga, dance forms, simple modulations
- A5 - Hear simple music internally with increasing accuracy and fluency when using notation/symbols
B Making and controlling musical sounds
- B1 - Posture and freedom of movement
- B2 - Breathing and air flow
- B3 - Embouchure
- B4 - Tone quality and intonation
- B5 - Articulation
- B6 - Finger technique
C Creating and developing musical ideas
- C1 - Improvise with freedom in a wide range of musical structures genres, styles and traditions, drawing on internalised sounds
- C2 - Compose in different styles, creating and selecting musical ideas by exploring the characteristics of their chosen resources
D Playing music
- D1 - Work out by ear how to play moderately easy tunes or accompaniments, e.g. with a wider range of intervals and different octaves/positions
- D2 - Repeat phrases of a moderate length and complexity in a variety of styles
- D3 - Play a variety of pieces of moderate difficulty
- D4 - Memorise a variety of pieces from their repertoire in different styles and traditions, featuring a range of musical devices and structures
- D5 - Read and play at sight moderately easy pieces in different styles at a regular pulse; internalise and incorporate less-familiar musical features, e.g. time signatures, variety of tempi, keys
- D6 - Interpret music with understanding and insight, developing a personal response through sustained study of and reflection on the music, applying their knowledge of style, characteristics and historical/social background; evaluate how their interpretation reflects the context in which the music was created and is performed and heard
E Playing music with others
- E1 - Play with others, independently maintaining an individual part with sensitivity, responding to others and leading where appropriate, demonstrating awareness of their role within the ensemble
- E2 - Contribute to collective decisions, e.g. balance, ensemble, interpretation, conveying the character and style of the music
F Performing and communicating
- F1 - Perform to others with growing confidence, responding to the audience, venue and occasion, communicating the character and style of the music through their own/shared interpretation
- F2 - Evaluate with perception the quality of their performance, using their knowledge of performing conventions, including the performances of distinguished musicians
Programme of Study 5
A Listening and internalising
- A1 - Listen systematically and critically to a wide variety of music from different styles and traditions to develop their own independent interpretations
- A2 - Have a clear aural perception of the music to be played, conveying their feeling and understanding of the expressive and stylistic features in practice and performance
- A3 - Identify and incorporate subtle changes to the musical elements in their playing, interpreting music both personally and idiomatically
- A4 - Recognise and convey in their interpretative decisions a wide variety of musical structures and compositional techniques
- A5 - Hear a wider range of music internally when using notation/symbols, anticipating the sound in their heads
B Making and controlling musical sounds
- B1 - Posture and freedom of movement
- B2 - Breathing and air flow
- B3 - Embouchure
- B4 - Tone quality and intonation
- B5 - Articulation
- B6 - Finger technique
C Creating and developing musical ideas
- C1 - Improvise extended musical ideas with a sense of direction and shape as they develop their own personal style
- C2 - Compose with consistency of style, coherence of musical ideas and a degree of individuality, and by making the most of the instrumental resources
D Playing music
- D1 - Work out by ear how to play pieces of increasing complexity
- D2 - Repeat longer and more complex phrases, involving different tempi, keys, tonality, and transpositions where appropriate
- D3 - Play a range of pieces from different styles and periods that are technically and musically advanced
- D4 - Memorise systematically and independently pieces from their repertoire with refinement and expressive subtlety, demonstrating a personal response to the music
- D5 - Read and play at sight a range of pieces in a variety of styles containing elements of surprise and deviation: internalise and incorporate a wide range of time signatures and tempi, rhythmic patterns, melodic range, intervals, tonality and expression
- D6 - Interpret music personally with consistency of style, and an understanding of idiomatic performing conventions; make independent, critical judgements about their interpretation
E Playing music with others
- E1 - Play with others with assurance and sensitivity, demonstrating an empathy with other performers and musical leadership
- E2 - Contribute their own interpretative ideas and respond to those of others, conveying the character and style of the music
F Performing and communicating
- F1 - Perform music to others with confidence and conviction, communicating the character and style of the music; demonstrate empathy with other performers and with the audience
- F2 - Make informed evaluations about their performance in the light of their knowledge about the music and the interpretations of distinguished musicians
A Listening and internalising
Programme of Study 1 Learning Objectives
- A1 - Listen and respond to music in and out of lessons, enjoying their experiences and building on them
- A2 - Have some aural perception of the music to be played
- A3 - Recognise and discriminate between the musical elements of pulse, pitch, rhythm, tempo, dynamics and texture
- A4 - Recognise and convey in their playing simple melodic patterns, e.g. repetition of main tune
- A5 - Using appropriate notation, make links between sounds and symbols, e.g. shape of the melody, repetition
Programme of Study 2 Learning Objectives
- A1 - Listen to music with concentration and understanding in and out of lessons, enjoying their experiences and building on them
- A2 - Have some aural perception of the music to be played, including some feeling of the expressive characteristics
- A3 - Recognise and discriminate between the musical elements, including aspects of articulation, phrasing and quality of tone
- A4 - Recognise and convey simple structures in their playing, e.g. repetition of rhythmic and melodic phrases
- A5 - Hear some elements of the music internally when using notation/symbol, e.g. tempo, pitch, rhythm, dynamics
Programme of Study 3 Learning Objectives
- A1 - Listen with attention to detail, responding to the expressive character of music, using their experiences to inform their playing
- A2 - Develop their aural perception of the music to be played, including some feeling and understanding of the expressive characteristics
- A3 - Recognise and discriminate between the musical elements, including more refined aspects of articulation, phrasing, quality/variety of tone
- A4 - Recognise and convey structural features and compositional devices in their playing, e.g. A A B A, sequence
- A5 - Hear simple music internally when using notation/symbols, including repetitions, contrasts, changes to melodic and rhythmic patterns
Programme of Study 4 Learning Objectives
- A1 - Use their listening skills and experiences of a variety of musical styles and traditions to inform their interpretations, e.g. use of rubato, shaping of phrases, variety of tone
- A2 - Further develop their aural perception of the music to be played, including some feeling and understanding of the expressive and stylistic characteristics
- A3 - Identify and incorporate subtle changes to the musical elements in their playing, e.g. tempo, articulation, phrasing
- A4 - Recognise and convey more extended structures and techniques in pieces being studied, e.g. rondo, raga, dance forms, simple modulations
- A5 - Hear simple music internally with increasing accuracy and fluency when using notation/symbols
Programme of Study 5 Learning Objectives
- A1 - Listen systematically and critically to a wide variety of music from different styles and traditions to develop their own independent interpretations
- A2 - Have a clear aural perception of the music to be played, conveying their feeling and understanding of the expressive and stylistic features in practice and performance
- A3 - Identify and incorporate subtle changes to the musical elements in their playing, interpreting music both personally and idiomatically
- A4 - Recognise and convey in their interpretative decisions a wide variety of musical structures and compositional techniques
- A5 - Hear a wider range of music internally when using notation/symbols, anticipating the sound in their heads
B Making and controlling musical sounds
Programme of Study 1 Learning Objectives
- B1 - Posture and freedom of movement
- B2 - Breathing and air flow
- B3 - Embouchure
- B4 - Tone quality and intonation
- B5 - Articulation
- B6 - Finger technique
Programme of Study 2 Learning Objectives
- B1 - Posture and freedom of movement
- B2 - Breathing and air flow
- B3 - Embouchure
- B4 - Tone quality and intonation
- B5 - Articulation
- B6 - Finger technique
Programme of Study 3 Learning Objectives
- B1 - Posture and freedom of movement
- B2 - Breathing and air flow
- B3 - Embouchure
- B4 - Tone quality and intonation
- B5 - Articulation
- B6 - Finger technique
Programme of Study 4 Learning Objectives
- B1 - Posture and freedom of movement
- B2 - Breathing and air flow
- B3 - Embouchure
- B4 - Tone quality and intonation
- B5 - Articulation
- B6 - Finger technique
Programme of Study 5 Learning Objectives
C Creating and developing musical ideas
Programme of Study 1 Learning Objectives
- C1 - Improvise by exploring different sounds and creating repeated musical patterns or phrases
- C2 - Make use of instrumental skills when beginning to compose
Programme of Study 2 Learning Objectives
- C1 - Improvise rhythmic and melodic phrases freely or within given structures, individually or as part of a group
- C2 - Compose by developing musical ideas within simple given structures and applying instrumental skills
Programme of Study 3 Learning Objectives
- C1 - Improvise in a variety of genres and styles, sustaining and developing musical ideas and achieving different intended musical effects with the instrument
- C2 - Apply knowledge and understanding of the instrument in order to compose with an understanding of musical idiom
Programme of Study 4 Learning Objectives
- C1 - Improvise with freedom in a wide range of musical structures genres, styles and traditions, drawing on internalised sounds
- C2 - Compose in different styles, creating and selecting musical ideas by exploring the characteristics of their chosen resources
Programme of Study 5 Learning Objectives
D Playing music
Programme of Study 1 Learning Objectives
- D1 - Work out by ear how to play short, easy phrases or patterns from well-known tunes
- D2 - Repeat short, easy rhythmic and melodic patterns by playing back from memory
- D3 - Play short, easy pieces from appropriate notation/symbols
- D4 - Memorise with accuracy selected short, simple pieces from their repertoire
- D5 - Read and play at sight short, simple phrases at a regular pulse; begin to make links between sound and symbol
- D6 - Begin to interpret music with some expression and with a sense of its intended effect; talk about its mood and how it is sung or played and suggest improvements to convey the character of the music
Programme of Study 2 Learning Objectives
- D1 - Work out by ear how to play short, easy well-known tunes or accompaniments using a limited range of notes
- D2 - Repeat short, easy rhythmic and melodic phrases by playing back from memory
- D3 - Play a variety of short, easy pieces from notation/symbols
- D4 - Play from memory, and to others, selected contrasting pieces from their repertoire
- D5 - Read and play at sight short, easy pieces at a regular pulse, beginning to hear some of the elements internally and attending to expressive details, including articulation and dynamics
- D6 - Interpret music by making choices in relation to tempo, dynamics, phrasing, articulation, colour, etc. in order to achieve an intended effect and convey the expressive characteristics; describe and evaluate the music using appropriate musical vocabulary
Programme of Study 3 Learning Objectives
- D1 - Work out by ear how to play tunes or accompaniments in straightforward keys or modes
- D2 - Repeat moderately short musical phrases (melodic and rhythmic) from memory
- D3 - Play a variety of moderately easy pieces from different styles and traditions
- D4 - Memorise a variety of pieces from their repertoire of increasing length and complexity
- D5 - Read and play at sight a variety of short, straightforward pieces at a regular pulse, using an increasing rhythmic, melodic and tonal range
- D6 - Interpret music with an understanding of the musical style, structure and idiom; communicate the character of the music and the intentions of the composer, making improvements to their work in the light of their knowledge about the music
Programme of Study 4 Learning Objectives
- D1 - Work out by ear how to play moderately easy tunes or accompaniments, e.g. with a wider range of intervals and different octaves/positions
- D2 - Repeat phrases of a moderate length and complexity in a variety of styles
- D3 - Play a variety of pieces of moderate difficulty
- D4 - Memorise a variety of pieces from their repertoire in different styles and traditions, featuring a range of musical devices and structures
- D5 - Read and play at sight moderately easy pieces in different styles at a regular pulse; internalise and incorporate less-familiar musical features, e.g. time signatures, variety of tempi, keys
- D6 - Interpret music with understanding and insight, developing a personal response through sustained study of and reflection on the music, applying their knowledge of style, characteristics and historical/social background; evaluate how their interpretation reflects the context in which the music was created and is performed and heard
Programme of Study 5 Learning Objectives
- D1 - Work out by ear how to play pieces of increasing complexity
- D2 - Repeat longer and more complex phrases, involving different tempi, keys, tonality, and transpositions where appropriate
- D3 - Play a range of pieces from different styles and periods that are technically and musically advanced
- D4 - Memorise systematically and independently pieces from their repertoire with refinement and expressive subtlety, demonstrating a personal response to the music
- D5 - Read and play at sight a range of pieces in a variety of styles containing elements of surprise and deviation: internalise and incorporate a wide range of time signatures and tempi, rhythmic patterns, melodic range, intervals, tonality and expression
- D6 - Interpret music personally with consistency of style, and an understanding of idiomatic performing conventions; make independent, critical judgements about their interpretation
E Playing music with others
Programme of Study 1 Learning Objectives
- E1 - Play with the teacher and/or other learners, demonstrating some basic ensemble skills by listening, watching and keeping in time with the group
- E2 - Explore and discuss the character of the music and the expressive possibilities
Programme of Study 2 Learning Objectives
- E1 - Play with others, helping to maintain a separate part and showing awareness of their role within the ensemble
- E2 - Explore, discuss and convey the character of the music
Programme of Study 3 Learning Objectives
- E1 - Play with others, independently maintaining an individual part, demonstrating awareness of their role within the ensemble and leading the ensemble where appropriate
- E2 - Contribute to collective decisions, e.g. tempo, ensemble, tuning, balance, conveying the character of the music
Programme of Study 4 Learning Objectives
- E1 - Play with others, independently maintaining an individual part with sensitivity, responding to others and leading where appropriate, demonstrating awareness of their role within the ensemble
- E2 - Contribute to collective decisions, e.g. balance, ensemble, interpretation, conveying the character and style of the music
Programme of Study 5 Learning Objectives
F Performing and communicating
Programme of Study 1 Learning Objectives
- F1 - Perform music to others, e.g. parents/carers, teachers, fellow learners and friends, demonstrating an awareness of the mood of the music
- F2 - Discuss the quality of their playing and, with guidance, learn from their performance
Programme of Study 2 Learning Objectives
- F1 - Perform to others with a sense of occasion, e.g. in a concert, school assembly, examination, projecting the character of the music and acknowledging audience applause
- F2 - Evaluate the quality of their performance in relation to the character of the music, suggesting improvements and commenting on how the intentions were achieved
Programme of Study 3 Learning Objectives
- F1 - Perform to others with increasing awareness and assurance, communicating the character of the music and their musical intentions to the audience
- F2 - Evaluate with perception and some independence the quality of their performance and respond to ideas from others
Programme of Study 4 Learning Objectives
- F1 - Perform to others with growing confidence, responding to the audience, venue and occasion, communicating the character and style of the music through their own/shared interpretation
- F2 - Evaluate with perception the quality of their performance, using their knowledge of performing conventions, including the performances of distinguished musicians
Programme of Study 5 Learning Objectives
- F1 - Perform music to others with confidence and conviction, communicating the character and style of the music; demonstrate empathy with other performers and with the audience
- F2 - Make informed evaluations about their performance in the light of their knowledge about the music and the interpretations of distinguished musicians
Our Woodwind curriculum is also available as a PDF which you can download below.
A Common Approach