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Our music curriculum was reviewed in 2018/19 when we adopted the leicestershire scheme for music. it will be reviewed in 2020/21 to ensure it remains fit for purpose.
We believe that music is an essential part of a child’s education, therefore every child has the opportunity to participate in a wide range of musical activities during their school career.
Music is fun and is something we enjoy throughout life in its many differing forms. It can support mental well being, encourage collaboration, creativity and resilience. We value the role music plays in developing confident learners.
Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire learners to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As learners 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 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.
Whole class music lessons are taught to children as part of the curriculum from Reception up to Year 6. During their years at NBPS children have the opportunity to play steel pans, untuned percussion and P-Buzz (starter trombone). In 2020 we will be adding turntablism to our musical repertoire.
Peripatetic teachers specialising in the trumpet, keyboard, guitar and violin visit the school every week for individual and small group tuition.
The Leicestershire Scheme of work for music is followed which enables us to build skills incrementally and adapt our music teaching to make links across the curriculum.
Year 2 pupils created this piece of art work in the style of Kandinsky, They then composed and created a piece of music to accompany the picture using music technology. Our first attempt can be found below. In discussion the children decided that they wanted to change the dynamics so we will be rerecording following further rehearsal.
A composition by one of our year 6 pupils can be downloaded and listened to using then link at the bottom of this page: Olivia Composition.
Music at NBPS
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. Music is usually taught as a separate subject, but links may be made to other learning. All learners in key stage 2 enjoy a trip to the Philharmonic orchestra. All learn to play a variety of musical instruments, explore a vast range of music using learning platforms such as the BBC Ten Pieces and ABRSM: Classical 100 and read standard notation by the end of keystage 2.
We aim to inspire learners to take up a musical instrument, to want to continue their learning at secondary school and to appreciate the role music plays in our lives- supporting mental health and wellbeing.
In addition to the taught music curriculum learners listen to a range of music styles and genres in assembly.
KS2 learners are taught music for approximately 1 hour a week and Key stage 1 for 30 minutes a week.
There are some books within the reading scheme about famous musicians.
A variety of music is chosen for assemblies to extend learners musical knowledge and musical diet.
Pupils in key stage 2 visit the philharmonic orchestra and participate in the orchestra unwrapped programme. This year we joined in with the Orchestra to tell the story of Copeland's Appalachian Spring.
Last year the focus was on the story of Scheherazade.
Assessment, recording and reporting progress in music
In all subjects there are three broad areas for assessment:
- Children’s knowledge and understanding
- How well children can use and apply their knowledge, understanding and skills at the end of a unit of work to complete an independent (of an adult) task or challenge.
- How well learners are developing habits for learning and character
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.
Baseline assessment, in order to understand pupils’ prior learning, is an essential part of planning to ensure new learning is relevant and progress can be assessed.
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
Music in early years Foundation Stage
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.
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.
By the end of EYFS learners :
- Can use their voice to speak, sing and chant.
- Can use instruments to perform.
- Can clap short rhythmic patterns.
- Can make different sounds with voice and with instruments.
- Can repeat short rhythmic and melodic patterns.
- Can make a sequence of sounds.
- Can respond to different moods in music. can say whether I like or dislike a piece of music.
- Can choose sounds to represent different things.
- Can follow instructions about when to play and sing
- A variety of simple rhymes and songs
- The names of some tuned and unturned percussion instruments
- How to treat instruments with respect
- How to make loud and quiet sounds with instruments and their voice
- The vocabulary: pulse, pitch, rhythm
Key Stage 1
By the end of KS 1 learners :
- Can sing and follow a melody.
- Can perform simple patterns and accompaniments keeping a steady pulse.
- Can play simple rhythmic patterns on an instrument.
- Can sing or clap increasing and decreasing tempo.
- can order sounds to create a beginning, middle and an end.
- Can create music in response to different starting points.
- Can choose sounds which create an effect.
- Can use symbols to represent sounds.
- Can make connections between notations and musical sounds.
- Can listen out for particular things when listening to music.
- Can improve my own work.
- A wider range of songs
- The names of instruments used and seen
- That music can be recorded in a written form to be played again
- That music can be created digitally
The children in class one composed, recorded and performed their penguin hunt songs, based on their learning about Antarctica.
Key stage 2
By the end of Key stage 2 learners:
- can sing in harmony confidently and accurately.
- can breathe in the correct place when singing.
- can maintain my part whilst others are preforming their part.
- can improvise within a group using melodic and rhythmic phrases.
- can perform parts from memory.
- can take the lead in a performance.
- can use a variety of different musical devices in my composition (including melody, rhythms and chords).
- can evaluate how the venue, occasion and purpose affects the way a piece of music is created.
- can analyse features within different pieces of music.
- can compare and contrast the impact that different composers from different times have had on people of that time.
- can explain why I think music is successful or unsuccessful
- can suggest improvement to my own work and that of others.
- How to improvise within a group using melodic and rhythmic phrases.
- How to change sounds or organise them differently to change the effect.
- How to compose music which meets specific criteria.
- How to use notation to record groups of pitches (chords).
- How to choose the most appropriate tempo for a piece of music.
- How to describe, compare and evaluate music using musical vocabulary.
- How to contrast the work of a famous composer and explain preferences.