Music And Languages Nsc Pos Go Compare

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Music And Languages Nsc Pos Go Compare

  1. 1. <ul><li>1.2 Cultural understanding </li></ul><ul><li>Exploring how ideas, experiences and emotions are conveyed in a range of music from different times and cultures. </li></ul><ul><li>1.3 Critical understanding </li></ul><ul><li>Engaging with and analysing music , developing views and justifying opinions. </li></ul><ul><li>Drawing on experience of a wide range of musical contexts and styles to inform judgements. </li></ul><ul><li>1.4 Creativity </li></ul><ul><li>Using existing musical knowledge, skills and understanding for new purposes and in new contexts. </li></ul><ul><li>Exploring ways music can be combined with other art forms and other subject disciplines . </li></ul>Music PoS Languages PoS <ul><li>1.3 Creativity </li></ul><ul><li>Using familiar language for new purposes and in new contexts. </li></ul><ul><li>Using imagination to express thoughts, ideas, experiences and feelings. 1.4 Intercultural understanding </li></ul><ul><li>Appreciating the richness and diversity of other cultures . </li></ul>Key Concepts Key Concepts
  2. 2. <ul><li>Curriculum opportunities Music </li></ul><ul><li>develop individual performance skills , both vocal and instrumental </li></ul><ul><li>develop listening skills in practical activities, including composing and performing </li></ul><ul><li>develop creative and compositional skills , including songwriting, arranging and improvising </li></ul><ul><li>work individually , in musical groups of different sizes and as a class </li></ul><ul><li>make links between music and other subjects and areas of the curriculum. </li></ul><ul><li>Curriculum opportunities Languages </li></ul><ul><li>hear, speak, read and write in the target language regularly and frequently within the classroom </li></ul><ul><li>communicate in the target language individually, in pairs and in groups for a variety of purposes </li></ul><ul><li>use an increasing range of more complex language </li></ul><ul><li>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 </li></ul><ul><li>use the target language in connection with topics and issues that are engaging and may be related to other areas of the curriculum. </li></ul>
  3. 3. <ul><li>Range and content Music </li></ul><ul><li>performance activities in a range of contexts within and beyond the classroom </li></ul><ul><li>a range of live and recorded music from different times and cultures </li></ul><ul><li>a range of classical and popular traditions and current trends in music that reflect cultural diversity and a global dimension </li></ul><ul><li>Range and content Languages </li></ul><ul><li>the interrelationship between sounds and writing in the target language </li></ul><ul><li>a range of vocabulary and structures </li></ul><ul><li>learning about different countries and cultures </li></ul>
  4. 4. <ul><li>Key processes Music </li></ul><ul><li>2.1 Performing, composing and listening </li></ul><ul><li>Pupils should be able to: </li></ul><ul><li>sing in solo or group contexts </li></ul><ul><li>perform with control of instrument </li></ul><ul><li>practise, rehearse and perform </li></ul><ul><li>create, develop and extend musical ideas by selecting and combining resources within musical structures, styles, genres and traditions </li></ul><ul><li>listen with discrimination and internalise and recall sounds </li></ul><ul><li>identify the expressive use of musical elements, devices, tonalities and structures. </li></ul><ul><li>Key processes Languages </li></ul><ul><li>2.1 Developing language-learning strategies </li></ul><ul><li>Pupils should be able to: </li></ul><ul><li>identify patterns in the target language </li></ul><ul><li>develop techniques for memorising words, phrases and spellings </li></ul><ul><li>use previous knowledge, context and other clues to work out the meaning of what they hear or read </li></ul><ul><li>use reference materials such as dictionaries appropriately and effectively. </li></ul>
  5. 5. <ul><li>Key processes Music </li></ul><ul><li>2.2 Reviewing and evaluating </li></ul><ul><li>Pupils should be able to: </li></ul><ul><li>analyse, review, evaluate and compare pieces of music </li></ul><ul><li>identify conventions and contextual influences in music of different styles, genres and traditions </li></ul><ul><li>communicate ideas and feelings about music, using expressive language and musical vocabulary to justify their opinions </li></ul><ul><li>adapt their own musical ideas and refine and improve their own and others’ work. </li></ul><ul><li>Key processes Languages </li></ul><ul><li>2.2 Developing language skills </li></ul><ul><li>Pupils should be able to: </li></ul><ul><li>listen for gist or detail </li></ul><ul><li>skim and scan written texts for the main points or details </li></ul><ul><li>use correct pronunciation and intonation </li></ul><ul><li>adapt language they already know in new contexts for different purposes </li></ul><ul><li>deal with unfamiliar language , unexpected responses and unpredictable situations. </li></ul>

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