Those working at greater depth will be able to make connections between units of study, Experiment with sounds digitally and otherwise. They will be able to practise and refine their compositions drawing on increasing musical knowledge. They will go beyond the knowledge studied and ask questions to further their understanding. They are playful and creative with sound and composition

The music curriculum is organised so that each year, learners revisit the interrelated dimensions of music: pulse, voice, pitch and rhythm- building upon previous learning and skills. Within each unit of study, learners listen, appraise, compose, appraise and improve. They then apply their learning within the summer term units to work with digital composition and to compose, using ideas drawn from a range of music styles. Learners develop their aural memory.

During Key stage 2 learners are taught to play a range of instruments: P-Buzz, turntablism, sound sampling, steel pans, tuned percussion. They perform for parents and the school community.

A variety of music is chosen for assemblies to extend learners musical knowledge and musical diet.

Teachers assess learner’s work, their attitudes, increasing skills, knowledge and understanding, by making informal judgements as they observe them during lessons. This assessment enables planning to be tailored to meet learners needs. Assessment encompasses teacher, peer and self-assessment. In all subjects, opportunities for both Assessment for Learning and Assessment of Learning are built into provision. Learners are supported to reflect on their own learning and, age appropriately, to make judgements about their strengths and needs, beginning to plan how to make progress and set personal targets

The learners work, in particular baseline assessments and end of unit assessments, which are recorded within learners’ workbooks are used to make decisions at the end of each unit, and at the end of each year, as to next learning steps and whether or not learners are making strong progress and are on track for end of key stage expectation.

Progress is recorded and reported to parents as part of the child’s annual school report.

Special Educational Needs

Music is taught to all children, whatever their ability, in accordance with the school curriculum policy of providing a broad and balanced education to all children. Teachers provide learning opportunities matched to the needs of children with learning difficulties.

Reading

In Music, we believe it is important for our pupils to gain the confidence to see themselves as musicians and composers; All learners learn how to play a variety of Musical instruments, In year 2, the Djembe, in lower key stage 2 the P-buzz and across both lower and upper key stage 2 garage band. In doing so they understand the different principle of each method of creating notes, as well as how to read basic music notation. 

Character

In music, learners develop a sensitive awareness of, and the ability to respond constructively to, the work of musicians and composers from a vast spectrum of backgrounds, time periods, genders, genres, styles, ethnicities and beliefs.  Learners explore how global issues and themes such as identity, shared humanity, difference, diversity, conflict and justice are represented in music; recognising different perspectives, ideas, beliefs and values and providing opportunities to learn about, and from, different cultures through listening to and understanding how music can be used to bridge cultural and global gaps. 

Creativity, reasoning and communication

We immerse our learners in a high-quality music education that engages, inspires and challenges pupils, equipping them with the knowledge and skills they need to experiment and be creative with the different elements of music and in their own performances.

Those working at greater depth were able to make connections between units of study. They went beyond the knowledge studied and asked questions to further their understanding.

By following the assess, plan, do, review cycle teachers identified areas which needed more or less focus over the last 2 years and supported all pupils to make strong progress from starting points.

In 2022/23 to address gaps cased by the pandemic we a participated and performed in Young Voices, the Philharmonic, Orchestra unwrapped concert and completed a digital composition unit of work using garage band (all pupils in KS2).

As we move into 23/24 we are embedding our new music curriculum and building upon the successes of 22/23 by once again participating in young voices and Orchestra unwrapped.

Aims

The national curriculum for music aims to ensure that all learners:

• 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 to 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.

Pupils in key stage 2 visit the philharmonic orchestra and participate in the orchestra unwrapped programme. In 2019/ 20, we joined in with the Orchestra to tell the story of Copeland's Appalachian Spring.

In 2020/21 we attended the concert virtually.

This year we were able to visit in person and we will do so in 23/24 also.

More about the orchestra.

In 2022/23 we attended the young voices concert with 80% of our key stage 2 pupils.

Email to vice chair of governors:

I just thought you'd appreciate some feedback from the school's recent involvement with Young Voices, from me, as both a governor and a parent. 

The event was simply superb, with the children hugely benefitting from this opportunity. The joy on their faces was clearly evident and I'm sure this experience will help them grow in confidence. It was also lovely to see them display their 'NB' banner that they had made with pride.

Listening and talking to the many other parents who attended, it was clear my thoughts and feelings were echoed. The general consensus was that this must happen again next year and beyond!

Also, credit must be given to Mrs Ward, Mr Ikin and the other volunteers who, despite the very long day, sang and danced their hearts out, providing encouragement to all the children.

This will now be an annual event.

Every year, all of our pupils in key stage 2 are given the opportunity to play, compose and perform:

Year 2: Djembe

Year 3/4: Steel pans and percussion, P-buzz and Hip hop

Year 5/6  garage band, grime, yuStudio

Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.

Expressive arts and design has two aspects:

Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Being imaginative: children 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.

Learning in Music will support learning in Personal, Social and Emotional Development and Communication and Language.

2023