Music
Intent At Carlton Junior Infant School, we know that music promotes positivity, self-confidence and a sense of community. Therefore, we believe that it should be a part of our everyday practice, whether through singing assemblies, extra-curricular activities or music lessons. Below you will find an overview of what your child will be expected to learn in each of the Key Stages. We aim to develop a broad, rich and engaging curriculum offering a variety of activities to enhance skills in Music. Through our music curriculum we aim to promote inclusion, equality and ensure that pupils of all abilities and cultures access the range of activities and resources we offer. We recognise the place music has in different cultures, past and present and how music is developing in the 21st century. Throughout the school day children are able to listen to a broad range of subtle back ground music playing in the corridors as we aim to develop an appreciation for music whilst improving children’s well-being.
Our curriculum 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.
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Implementation |
At Carlton our Music curriculum is underpinned by progressive objectives from EYFS to Year 6 (see separate progression document). Our school follows the New Model Curriculum for Music and ensures there clear and sequenced progression which is taught systematically for all pupils to acquire the intended knowledge and skills.
Our bespoke Music curriculum has been designed specifically for our pupils, and over their time with us they will learn musical skills through learning to play several instruments including: singing, Ocarina, Recorder, Ukulele and Glockenspiels. Through learning how to play these instruments, our pupils learn how to read and write music and create their own compositions. They also learn about musical composers and the instruments of the orchestra.
Wider curriculum opportunities are on offer to promote engagement with and a love of Music. A range of clubs are available to develop pupils’ musical skills. The school also provides opportunities for individual instrumental lessons within the curriculum time.
Parents and the wider community are given the opportunity throughout the year to come and watch performances of their children.
Each week, all classes from EYFS to Year 6 engage in a Music lesson which is delivered by a peripatetic teacher. Meaningful links are made across the curriculum to extend pupils’ Music knowledge, understanding and skills in subjects such as Science and PE as well as singing songs in both Phonics and Maths to help embed learning.
Music is played throughout school during the day helping to create a calming and positive environment.
Our curriculum is planned to meet the needs of all pupils. Special consideration is given to ensure all pupils can engage and succeed. Pupils are encouraged to make links between prior and subsequent learning through carefully planned teaching and learning opportunities.
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Impact |
The impact of the Music curriculum is triangulated using several measures. The quality of education in Music is monitored using various means (e.g. lesson observations, learning walks, performance, pupil voice, staff voice, examining application across the curriculum etc.) All monitoring is recorded using Target Tracker and timely feedback is given to class teachers with clear areas of strength and areas for development. Within lessons, feedback is given to pupils, in line with Feedback Policy, in order to support them to progress within and across series of lessons.
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Supporting Documentation |
ü National Curriculum ü New Model Music Curriculum ü Research review paper ü Key concepts ü Key knowledge linked to concepts ü LTP |
Subject Specific Pedagogy |
® Develop critical listening skills ® Understand and use appropriate technical vocabulary ® Develop an understanding of different techniques when learning how to play musical instruments ® Express ideas and emotions through Music ® Understand how Music enriches our cultural experiences ® Perform with confidence, individually and as part of a team ® Evaluate and refine Music, understanding the process involved from creation to performance. |
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2014 Music Curriculum – the ‘inter-related dimensions of music’
In the ‘aims’ and the Key Stage 1 and Key Stage 2 content of the 2014 Music National Curriculum it talks about the ‘inter-related dimensions of music’. This basically means the elements of practical musicianship.
- PULSE: The child needs to be able to feel and express the PULSE in a piece of music as a foundation to their musical understanding. PULSE is like a regular heartbeat running steadily through the music.
- PITCH: The next is PITCH which is the melody and the way the notes change from low to high and vice versa.
- RHYTHM: For some reason they use the word ‘duration’ but they basically mean RHYTHM (which is a much more exciting word!) If you were singing a song, the rhythm would follow the pattern of the words. If you sing a song and clap the words, your clapping would be different to the PULSE. This analogy can be taken as a starting point and later applied to music with no words.
- DYNAMICS: Loud and soft
- TEMPO: Fast and slow
- TIMBRE: The type of sound – whisper/hum/sing/talk (examples with the voice) or tinkly/hard/soft (examples with instruments
- TEXTURE: Layers of sound
- STRUCTURE: The way the music is laid out –e.g. 4 notes in a bar, 4 bars in a phrase etc (a bit like how words, sentences and paragraphs are put together in writing)
- APPROPRIATE MUSICAL NOTATIONS’ Anything that you can use to read music from, whether they be made up symbols to be read in a particular order, stick notation, solfa symbols or traditional stave notation…
The only element of musical skills that has changed from the previous National Curriculum, is the addition of ‘stave notation’ in the Key Stage 2 requirements. For most children in a primary classroom, this would be the beginning stages of reading music.
