Curriculum – Music

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Music
Policy

The National Curriculum and Statutory Requirements

‘Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.’ – The National Curriculum, 2013

The expectation is that at the end of each key stage, and their time in primary school, children will be able to understand and apply the knowledge and skills acquired in music lessons, as detailed in the National Curriculum programme of study.

Aims

As a maintained school, our music curriculum is based on the National Curriculum and reflects the statutory requirements therein. By the end of Key Stage 2, all children should:

  • Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
  • Learn to sing and use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
  • Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations

At Hawkhurst CEP School we want our pupils to enjoy music and creativity and believe that all children should have access to a high-quality music curriculum. Music is also a vehicle for personal expression and cultural understanding and we want children to learn more about themselves and the world in which they live through the creation and appreciation of music.

Teaching and Learning

At Hawkhurst CEP School, we follow the Charanga scheme of learning for music lessons. We also embed music in some of our creative, cross-curricular topic teaching and through our ‘composer of the term’ children learn about some of the great composers in the European classical tradition. Each year group will cover the skills as detailed in our skills progression document for music. In the EYFS, children’s learning in music will generally be expressed through talk and play with a focus on children’s responses to music and self-expression. Pupils in the EYFS will also learn simple songs and rhythms and explore movement to music. In Key Stage 1, children explore pulse, rhythm and pitch. They learn about their voices and use both their voices and tuned instruments to compose and improvise using a small range of notes. In Key Stage 2, children will continue to build on the skills developed in Key Stage 1 and grow in confidence and skill in composing, improvising and singing using a wider range of notes. They will have a greater awareness of musical dimensions and will work together to learn, compose and perform in ensembles using both musical instruments and their voices.

Each term, classes will make links between what they are learning in music and the school value that the whole school is focussing on. Through this, children will develop a sense of the role that our school values play in both our curriculum and the whole school community, including our special place in the community of St Laurence Church.

We are committed to ensuring all children in our school have equal opportunities to access learning and lessons are planned and taught in line with our SEN and inclusion policies.

Recording and Assessment

At Hawkhurst CEP School, children’s learning in music lessons will almost always be practical. Performances may be recorded/videoed where appropriate and stored on the class computer for recording and assessment purposes and as children progress through the school there will be opportunities for children to record their compositions in pictorial ways.

Teachers will assess children’s work regularly and this will be through observation and feedback given orally during lessons. Children’s progress will be checked against the skills progression documents for each year group.

Monitoring and Evaluating

The quality of education in music will be monitored by SLT and the music subject leader. The subject leader will carry our regular learning walks (each seasonal term) and will monitor progress throughout the school by checking the quality of learning opportunities and the standard of outcomes through observation and pupil conferencing.

The subject leader will be responsible for managing the music budget and ensuring classes have sufficient resources to deliver high-quality music lessons across the year.

Skills Progression

EYFS KS1 KS2
To recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

To safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

To use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.

Pupils should be taught to:

  • Use their voices expressively and creatively by singing songs and speaking chants and rhymes
  • Play tuned and untuned instruments musically
  • Listen with concentration and understanding to a range of high-quality live and recorded music
  • Experiment with, create, select and combine sounds using the inter-related dimensions of music.
Pupils should be taught to:

  • Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • Improvise and compose music for a range of purposes using the inter-related dimensions of music
  • Listen with attention to detail and recall sounds with increasing aural memory
  • Use and understand staff and other musical notations
  • Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
  • Develop an understanding of the history of music.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To imitate movement in response to music.

To develop a preference for forms of expression.

To begin to build a repertoire of dances.

To learn how to enjoy moving to music by dancing, marching, being animals or pop stars. To learn how to enjoy moving to music by dancing, marching, being animals or pop stars.

To learn how songs can tell a story or describe an idea.

To identify and move to the pulse.

To think about what the words of a song mean.

To take it in turns to discuss how a song makes them feel.

To listen carefully and respectfully to other people’s thoughts about music.

To confidently identify and move to the pulse.

To talk about the musical dimensions working together in the song they are studying e.g. the use of dynamics in the chorus.

To talk about music and how it makes them feel.

When discussing music, to try to use musical vocabulary.

To think about the message of songs.

To compare two songs in the same style, talking about what stands out musically in each of them, their similarities and differences.

To confidently use musical vocabulary when discussing music.

To develop Year 5 skills and be able to use them independently and confidently in lessons.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Explore the different sounds of instruments. Finding pulse.

Listening, copying and creating rhythms.

Listening and singing back a melody.

Vocal warm ups.

Find the pulse.

Listening to the rhythm and clap back.

Copy short rhythmic phrases based on words, with one and two syllables, whilst marching to a steady beat.

Listening and singing back a melody.

Vocal warm ups.

Clap and say back rhythms.

Creating their own simple rhythmic patterns and leading the class or a group in using these.

Listening and singing back both without and with notation.

Vocal warm ups.

Creating and leading the class in using their own simple rhythms.

Listening and copying back with instruments, without and with notation.

Vocal warm ups.

Copying back one-note riffs using simple and syncopated rhythm patterns.

Questioning and answering using two or three different notes.

Copying back riffs using up to three notes using simple and syncopated rhythm patters.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To sing a few familiar songs.

To sing to self and make up simple songs.

To begin to build a repertoire of songs.

Learning about voices and singing notes of different pitches.

Learning to make different sounds with voices e.g. rapping.

Learn to start and stop singing when following a leader.

Learning about voices and singing notes of different pitches.

Learning to make different sounds with voices e.g. rapping.

Learning to find a comfortable singing position.

Learning to start and stop singing when following a leader.

To sing in unison and in simple two-parts.

Demonstrate a good singing posture.

To follow a leader when singing.

To explore singing solo.

Learning how to sing with an awareness of being ‘in tune’.

To have an awareness of the pulse when singing.

To continue to develop the skills introduced in Year 3.

To be able to rejoin the song if lost.

To be able to listen to the rest of the group when singing.

To sing in unison and to sing backing vocals.

To grow in confidence when singing solo.

To experience rapping and solo singing.

To listen to each other and be aware of how they fit into the group.

To develop Year 5 skills and use them independently and confidently in lessons.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Explore the different sounds of instruments. Learn how to treat instruments respectfully and carefully.

Play a tuned instrumental part with the song they are performing.

Learn to play an instrumental part.

Listen to, and follow, musical instructions from a leader.

Learn how to treat instruments respectfully and carefully.

Play a tuned instrumental part with the song they are performing.

Playing a part in time with a steady pulse.

Listen to, and follow, a musical leader.

To play different parts on a tuned instrument, from memory or using notation.

To rehearse and perform a part within a context of the song being learnt.

To be able to play a part or the melody of the song being learnt either from memory or using notation.

To listen and follow musical instructions from a leader.

To experience and practise leading  playing.

To play an instrument with the correct technique within the context of the song being learnt.

Select and learn, rehearse and perform an instrumental part.

To lead a rehearsal session.

To develop Year 5 skills and use them independently and confidently in lessons.

To confidently lead a rehearsal session.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To sing to self and make up simple songs. Listen and clap back, then listen and clap their own answer.

Using voices and instruments listen and play your own answer using one or two notes.

Listen and clap back, then listen and clap their own answer.

Using voices and instruments listen and play your own answer using one or two notes.

Improvise using one or two notes.

Using instruments to listen and play back their own response using two or three different notes. To use voices and instruments to improvise using up to three different notes. Copying back and improvising using three notes.

Understanding the mood of different styles of music, e.g. Bossa Nova, and being able to recreate this in an improvisation.

To develop Year 5 skills and use them independently and confidently in lessons.

To be able to use a keynote in improvisation.

Enrichment Activities
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