Music
Music is an art form that expresses ideas and emotions through sound, rhythm, melody or harmony. Music is a form of language which evokes movement and emotion. Music engages the brain while stimulating neural pathways associated with higher forms of intelligence, memory and an improved mental health.
In our teaching of music we will cover:
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Pitch, Duration, Dynamics, Tempo, Timbre, Texture and Structure, Composition, Performance
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A range of styles of music
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History of music
A musician needs the following skills, which will be embedded within our curriculum
Intent: introduction, vision and philosophy
The purpose of this document is to clarify the how, why and what of music teaching at our Academy. This is to be used by staff to clarify expectations, highlight the resources that we have access to, and to ensure that a high-quality music curriculum is being taught to all pupils in our academy.
We ensure that our music teaching engages and inspires 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, we see them develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.
As part of our teaching, we strive to provide children with the skills needed to be a musician, which include: being analytical, being able to persevere, listening, communicate effectively with others and to have a sense of rhythm. We encourage children to participate in a variety of musical experiences through which we aim to build up the confidence of all children. Our teaching focuses on developing the children’s ability to sing in tune both on their own and as part of a group. We teach them to listen and appreciate different forms of music and provide them with the vocabulary to effectively participate in discussion based on their own opinion of different pieces of music. We encourage children to use their analytical skills in music lessons when learning about how music can represent feelings and emotions, critically engaging both in the work of composers, their own and their peers work.
Implementation: what does Music teaching look like?
Music in Key Stage 2
Throughout key stage 2, we use a progression grid which outlines the minimum expectation of what should be taught in each year group including relevant vocabulary. By following this progression, we ensure that knowledge is building upon what the children have remembered from what they have previously been taught.
We recognise that the national curriculum is a minimum expectation of what should be taught to our children therefore we strive to deepen our students’ understanding. To ensure that this is part of our teaching we have outlined examples of how students would show a deeper understanding of music:
In KS2: Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Music Outline HJAC: Year 3 – Year 6
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| Year 3 | Year 4 | Year 5 | Year 6 |
| Autumn 1 | Underground Rhythms: deepen their understanding of rhythm | Partner songs and composition: Gospel | Rhythmic notation – Connect it
| Pachelbel’s Canon (Xylophone/Glockenspiel)
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| Autumn 2 | Worldwide Winter: deepen their understanding of rhythm | Music for Celebration
| Jazz Music: Swing - exploration of swing rhythms, syncopation and polyrhythms
| Music Inspired by Nature: Storms, Winter, and Earth
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| Spring 1 | Recorder: developing skills in playing the recorder | The Recorder Method: 2 - builds and deepens the skills learned in that unit as a foundation for further instrumental instruction.
| Major, Minor and Pentatonic Scales: Spirituals (Xylophone/Glockenspiel)
| Music Technology: Loops and Layers (Launchpad)
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| Spring 2 | Recorder: developing skills in playing the recorder | The Recorder Method 2: Last half term, the children consolidated their Year 3 learning in preparation for a more advanced repertoire. | The Blues: Blues scale and Improvisation (Xylophone/ Glockenspiel)
| Music Technology: Loops and Layers (Launchpad)
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| Summer 1 | Indian Classical Music: Tala, Drone and Raga | Folk Music: British Isles | Musical Theatre Introduction
| Songwriting: Rhythm & Rhyme
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| Summer 2 |
| Triads, Chords and Bass Lines focused on playing and composing music, while developing an understanding of how melodies are produced using scales and tonality on a range of instruments (Xylophone/Glockenspiel)
| Rock Music: investigating Styles | Ensemble Performing – Preparing for Year 7 |
Each half term a new unit is taught which covers the National Curriculum objectives and allows the children to make meaningful connections. To support our teaching of music, we use Charanga; providing teachers with a framework to build units of work and lessons and resources to be adapted for the needs of each class.
Through the progress of study, our curriculum comprises of 6 units. Each half term a new unit is taught which covers the National Curriculum objectives and allows the children to make meaningful connections.
Our broad curriculum from years 3-6 provides children with a wide range of musical vocabulary ensuring we are exceeding above the National Curriculum expectations. Each lesson has a retrieval practice to reinforce learning from the previous lesson and to build into the next lesson.
Impact
Video evidence will be taken, showing the progression of skills for each lesson. This will then be uploaded at the end of each half term for staff to review.
The subject leader conducts learning walks and pupil interviews to measure the impact of our teaching, based on how much children can remember and how they can articulate what they have learnt.
Subject leaders will meet with their counterparts from other cluster schools half-termly and will moderate the planning, work and monitoring outcomes from their setting to ensure that standards are exceeding the expectations of the National Curriculum.
Subject Gallery
