INTENT
Our aim is to make music an enjoyable learning experience for all through singing, playing instruments, performing and composing.
We encourage children to participate in a variety of musical experiences through which we aim to build up the confidence of all children.
Learning to play a new instrument can be a challenging, but achievable goal. Children who master even the smallest goal in music will be able to feel proud of their achievement.
Our curriculum is centred around ‘Charanga’, a music-based scheme, in which the children learn to sing and play instruments. Children are exposed to a wide range of genres of music, with lots of practical opportunities to explore and develop as musicians and singers.
Through our Music Subject Progression document you will see a carefully planned sequence of progression which incorporates both skills and knowledge.
In Music we are developing skills through meticulously chosen units of work from the Charanga Musical School Scheme. Furthermore, in order to extend pupil development, we have also included a variety of additional resources such as Boomwhackers in Action, Ready, Steady, Recorders! amongst others.
Knowledge and skills are built on what children did in previous years and will feed into what they are doing in future years.
IMPLEMENTATION
EYFS
Our focus is on engaging children with music.
Children will build up a repertoire of songs (nursery rhymes and action songs).
They will be able to identify different musical instruments by the way it sounds
They will create sounds by banging, shaking, tapping or blowing and explore how sounds can be changed.
They will start to recognise repeated sounds and sound patterns as well as copy simple repeated rhythm patterns.
KS1
Our focus is on developing the children’s ability to understand rhythm and pulse through songs, listening and appreciating different genres of music and playing a variety of percussion
Children will know that music has a steady pulse, like a heartbeat.
They will learn how to enjoy moving to music by dancing and marching.
They will understand that rhythms are different from the steady pulse.
They will know that we can create rhythms from words, our names, favourite food, colours and animals.
They will learn how to treat instruments with care and respect.
They will be learning about the voice, singing notes of different pitch and how to find a comfortable singing position.
LKS2
Our focus is on developing on existing skills such as singing and playing musically with increasing confidence, accuracy, fluency, control and expression.
Children will confidently identify and move to the pulse.
They will be discussing how a song makes them feel and will sing in unison.
They will know how pulse, rhythm and pitch work together to create a song.
They will play a tuned instrument – a one-note, simple or medium part, as part of a group.
They will start to improvise using one or two notes using tuned and untuned instruments.
They will understand the importance of keeping the internal pulse when playing in a group.
They will listen and appraise works of some great composers from the Baroque (1600-1750) and Classical (1750-1820) periods.
UKS2
Our focus is on continuing to develop on existing skills such as singing and playing musically with increasing confidence, accuracy, fluency, control and expression.
Children will explore pitch and rhythm patterns using Boomwhakers
They will use rhythm boxes to compose own patterns using crotchets, quavers and rests.
They will practise clapping different rhythm patterns using crotchets, quavers and rests and the importance of keeping the pulse and splitting quavers equally within the beat.
They will learn how to read notes on the treble clef and understand about note values and rests.
They will consolidate existing recorder skills, improve on quality of sound and expand repertoire
They will play and improvise – use question and answer ideas to improvise using glockenspiels and recorders.
They will continue to work on performance skills and the importance to listen to each other and keep the internal pulse when playing as part of a group.
They will listen and appraise works of some great composers from the Romantic (1820-1900) and Early 20th Century (1900-1940) periods.
