Music

Introduction

At Bay Primary School we make music an enjoyable and enriching experience for all children. We encourage children to take part in a range of musical opportunities which not only build on a clear skills and knowledge progression but also enable children to grow in confidence as an individual or group performer. Our teaching focuses on developing the children’s ability to sing in tune with other people and through singing a wide range of songs from different genres children are introduced to the structure, organisation and key elements of music. Children are taught to listen and appraise music from different cultures and times and comment on this using key vocabulary introduced through song. They are given the opportunity to play a range of musical instruments, tuned and untuned, to develop musicality and are encouraged to use this when composing music for others.

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.

(National Curriculum 2014)

Aims

At Bay Primary School our aim is to inspire all children to develop a life-long love of music. Through a high quality, fun and engaging music curriculum, whole school values and a whole child approach, we aim to nurture creative, confident children who will strive to reach their full musical potential. We listen to our children wants and needs and provide them with a range of musical experiences that welcomes self-expression and imagination. We believe all children should be given the skills and mindset to leave primary school able to be successful in their musical experiences at secondary school and beyond. We are passionate about educating both our children and families to develop a greater understanding of how to benefit from the joys of music in aiding healthy minds and positive well-being. We do this by having strong links with our local music hub and collaborating in projects within our community.

Bay Primary School also aims to ensure that all pupils:

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

(National Curriculum 2014)

Scheme of Work

At Bay Primary School we recognise the developments made in the non-statutory guidance ‘Model Music Curriculum 2021’ and now use the ‘Get Set 4 Music’ platform and Scheme of work to drive standards in music forward. ‘Get Set 4 Music’ is planned so that progression is built into the scheme which ensures our children are increasingly challenged as they move up through the school. The curriculum planning in Music is carried out in three phases (long-term, medium-term and short term). The long-term plan maps out the Music topics covered in each term during the key stage. Our medium-term plans give details of each unit of work for each term. These schemes of work provide an overview of the unit, links to other areas of the National Curriculum and assessment criteria for that unit. The short-term lesson plans provide opportunities for children of all abilities to develop their musical skills, understanding and depth of knowledge by offering learning opportunities that build on pupils’ previous experiences.

Objectives

Children will be taught a range of knowledge of skills in both Key Stage One and Key Stage Two. By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Subject content

Foundation Stage

We encourage the musical experiences and development of our children in reception as an integral part of their work. As these classes are part of the Foundation Stage, we relate the musical development of the children to the objectives set out in the Early Learning Goals, particularly the Expressive Arts and Design Early Learning Goal, which underpin the curriculum planning for children aged three to five years of age.

Expressive Arts and Design and is organised on a topic basis. Expressive arts and design is one of the four specific areas within the Early Years Foundation Stage (EYFS). Each specific area is divided into early learning goals, for expressive arts and design these are:

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 Best practice and activity ideas.

Reception access the Get Set 4 Music Scheme of work. This half-termly (6-step) focus-based approach supports teachers in engaging all young children with music. It includes a variety of adult-led and child-initiated activities delivered through planning and play, all the musical learning is focused around nursery rhymes and action songs. Each Unit of Work has a cross-curricular/topic-based focus and a musical focus that will engage the children in activities related to the developmental events taking place in their changing lives. Children sing songs, make music, dance, and experiment with ways of developing the sounds and movements used. They safely use and explore a variety of materials, instruments and techniques, as well as being given opportunities to represent their own ideas, thoughts and feelings.

Key stage 1 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.

Key Stage 2 pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.

Key Stage 2 pupils should also 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.

Curriculum Intent, Implementation and Impact Overview

Intent

Research

Implementation

Impact

To build a musical curriculum which develops learning and results in the acquisition of knowledge and improved well-being.

Education Endowment Fund indicates that the impact of arts participation is positive and improved outcomes have been identified in the core subjects- English, mathematics and science. Research suggests that arts participation has a greater effect on average for younger learners and, in some cases for disadvantaged pupils and benefits have been found in both primary and secondary schools.

Wider benefits include more positive attitudes to learning and increased well-being

Clear and comprehensive scheme of work in line with the National Curriculum through Get Set 4 Music. Teaching and learning should show progression across all key stages within the strands of music.

Music specialist teaching in KS 2. Children get access to being taught by real musicians.

Peripatetic teachers to come into school and teach individuals

A love of playing an instrument promoted and encouraged in their ability to do so as a form of expression.

Children will achieve age related expectations in music at the end of their cohort year.

Children will retain knowledge that is pertinent to music.

Children will have the opportunity to foster their instrumental flare and use this as a form of expression.

instruments to those children who wish to learn them.

To promote a love of music and singing across a broadened curriculum.

Children will access extracurricular musical participation opportunities such as choir, singing in the local community and with Remarkable Arts.

Scope for children’s participation and wider opportunities for performing to greater audiences will be increased and therefore musical benefits greatened. Musical opportunities will be displayed in school and a whole school choir competition will be promoted and participated in. All children get experience of performing to a wider audience.

Children will be aware of opportunities available and possibility of accessing them. Children will participate in wider musical activities. Opportunities for improved well-being and confidence will be increased.

Children will gain wider audience performance experience.

Children will have heightened awareness of musical opportunities available in and outside of school in the hope that access will be increased.

Learning Environment

Access For All

Every reasonable adjustment is made to ensure that all children have equality of opportunity to take part in music activities.

Greater Depth

A pupil working at Greater Depth in music can;

apply their knowledge and understanding of music confidently, consistently and fluently
organise their ideas to make connections across a variety
work independently
perform at a high standard
clearly explain what they have been doing and teach others what they have learned to enable them to learn too

Extra-curricular Opportunities

The choir have always taken a very active role in sharing music in the school and wider community. They perform annually at the East Coast Festival of Music Making, the Christmas Tree Festival and entertain in residential homes and at specific events. The choir have also performed in ‘Remarkable Rock’ with other local schools.

Leadership of Music

The Music leader is to ensure that;

a clear progression of musical elements and expectations is in place across the school
a variety of tuned and untuned instruments are available in the hall and in the after school club room
a range of opportunities are available for all pupils
a range of enrichment opportunities are available for all pupils
staff CPD is timely and effective
music lessons are effective

Links to SMSC

The spiritual development of pupils is shown by their:

sense of enjoyment and fascination in learning about themselves, others and the world around them
use of imagination and creativity in their learning
willingness to reflect on their experiences.

The social development of pupils is shown by their:

willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively

The cultural development of pupils is shown by their:

understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
willingness to participate in and respond positively to artistic, sporting and cultural opportunities
interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity, and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

School Music Development Plan Summary