Music
Intent, Implementation and Impact
From The National Curriculum in England – framework document March 2012 Purpose of study
“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.”
Curriculum Intent
At Charlwood Village Primary School, children gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing, and composing across a wide variety of musical genres. We are committed to developing a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music, and an unbiased respect for the role that music may wish to be expressed in any person’s life. We are committed to ensuring children understand the value and importance of music in the wider community and are able to use their musical skills, knowledge, and experiences to involve themselves in music, in a variety of different contexts.
Aims
The National Curriculum for music aims to ensure that all learners:
Curriculum Implementation
The music curriculum ensures children sing, listen, play, perform and evaluate. This is embedded in the classroom through the structured music programme Charanga as well as the weekly singing assemblies, various concerts and performances and teaching from specialist music teachers. The elements of music are taught in the classroom lessons so that children are able to use some of the language of music to dissect it, and understand how it is made, played, appreciated and analysed. In the classroom children learn key aspects of music through cross-curricular links. They also learn how to compose, focusing on different dimensions of music, which in turn feeds their understanding when listening, playing, or analysing music. Composing or performing using body percussion and vocal sounds is also part of the curriculum, which develops the understanding of musical elements without the added complexity of an instrument.
Early Years Foundation Stage
Key Stage 1
Learners are taught to:
Key Stage 2
Learners are taught to:
How we show the Core Values in Music
CONFIDENT – To challenge ourselves and show a Growth Mindset
VALUED – To support our peers and give constructive feedback when listening to and creating music independently and collaboratively
PREPARED – We explore and appreciate a range of other cultures and music from around the world
SUCCESSFUL – We have time to be reflective and creative through exploring and practising new skills we have acquired
Curriculum Impact
Whilst in school, children have access to a varied programme, which allows them to discover areas of strength, as well as areas they might like to improve upon. The integral nature of music and the learner creates an enormously rich palette from which a child may access fundamental abilities such as: achievement, self-confidence, interaction with and awareness of others, and self-reflection. Music will also develop an understanding of culture and history, both in relation to children individually, as well as ethnicities from across the world. Children are able to enjoy music in as many ways as they choose – either as listener, creator or performer. They can dissect music and comprehend its parts. They can sing and feel a pulse. They have an understanding of how to further develop skills less known to them, should they ever develop an interest in their lives.
Ongoing assessments take place throughout the year. Teachers use this information to inform future lessons, ensuring pupils are supported and challenged appropriately. This data is analysed on a termly basis to inform and address any trends or gaps in attainment.
Children in the Foundation Stage are assessed within Expressive Arts and Design and their progress is tracked termly. Age related expectation levels are reported to parents at the end of the reception year.
Intent, Implementation and Impact
From The National Curriculum in England – framework document March 2012 Purpose of study
“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.”
Curriculum Intent
At Charlwood Village Primary School, children gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing, and composing across a wide variety of musical genres. We are committed to developing a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music, and an unbiased respect for the role that music may wish to be expressed in any person’s life. We are committed to ensuring children understand the value and importance of music in the wider community and are able to use their musical skills, knowledge, and experiences to involve themselves in music, in a variety of different contexts.
Aims
The National Curriculum for music aims to ensure that all learners:
- perform, listen to, review and evaluate music
- be taught to sing, create and compose music
- understand and explore how music is created, produced and communicated
Curriculum Implementation
The music curriculum ensures children sing, listen, play, perform and evaluate. This is embedded in the classroom through the structured music programme Charanga as well as the weekly singing assemblies, various concerts and performances and teaching from specialist music teachers. The elements of music are taught in the classroom lessons so that children are able to use some of the language of music to dissect it, and understand how it is made, played, appreciated and analysed. In the classroom children learn key aspects of music through cross-curricular links. They also learn how to compose, focusing on different dimensions of music, which in turn feeds their understanding when listening, playing, or analysing music. Composing or performing using body percussion and vocal sounds is also part of the curriculum, which develops the understanding of musical elements without the added complexity of an instrument.
Early Years Foundation Stage
- Make comments about what they have heard and ask questions to clarify their understanding
- Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary
- Sing a range of well-known nursery rhymes and songs
- Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music
Key Stage 1
Learners are 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
Key Stage 2
Learners are 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
How we show the Core Values in Music
CONFIDENT – To challenge ourselves and show a Growth Mindset
VALUED – To support our peers and give constructive feedback when listening to and creating music independently and collaboratively
PREPARED – We explore and appreciate a range of other cultures and music from around the world
SUCCESSFUL – We have time to be reflective and creative through exploring and practising new skills we have acquired
Curriculum Impact
Whilst in school, children have access to a varied programme, which allows them to discover areas of strength, as well as areas they might like to improve upon. The integral nature of music and the learner creates an enormously rich palette from which a child may access fundamental abilities such as: achievement, self-confidence, interaction with and awareness of others, and self-reflection. Music will also develop an understanding of culture and history, both in relation to children individually, as well as ethnicities from across the world. Children are able to enjoy music in as many ways as they choose – either as listener, creator or performer. They can dissect music and comprehend its parts. They can sing and feel a pulse. They have an understanding of how to further develop skills less known to them, should they ever develop an interest in their lives.
Ongoing assessments take place throughout the year. Teachers use this information to inform future lessons, ensuring pupils are supported and challenged appropriately. This data is analysed on a termly basis to inform and address any trends or gaps in attainment.
Children in the Foundation Stage are assessed within Expressive Arts and Design and their progress is tracked termly. Age related expectation levels are reported to parents at the end of the reception year.
| Music Intent, Implementation and Impact.pdf |
| Model Music Curriculum Expectations for KS1.pdf |
| Model Music Curriculum Expectations for KS2.pdf |
| MMC Progression of Skills Years 1-6.pdf |
| EYFS Progression of Skills in Music.pdf |
