At Tudor Primary School we believe a high-quality music curriculum should engage and inspire pupils to develop a love of music and their talent as musicians. Our high-quality music teaching and curriculum will increase pupils’ self-confidence, creativity and sense of achievement in themselves and their musical abilities and talents. As pupils progress through the school, they will also develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in a range of musical genres. Our curriculum will also give pupils the opportunities to try a range of musical instruments to help broaden their cultural capital.
The national curriculum for music 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.
In EYFS, music is interwoven through all areas of learning. Rhyme and rhythm are utilised throughout the learning of phonics, handwriting and mathematics. Children learn a wide range of songs and rhymes and develop skills for performing together.
Singing and music making opportunities are used frequently to embed learning, develop musical awareness, are given the opportunity to try instruments and to demonstrate how music can be used to express feelings
Key Stage 1 and Key Stage 2
At Tudor Primary school we follow the Kapow Primary’s Music scheme which takes a holistic approach to music. The individual strands below are woven together to create engaging and enriching learning experiences:
• The history of music
• The inter-related dimensions of music
Each five-lesson unit combines these strands within a cross-curricular topic designed to encourage pupils to explore music. Over the course of the scheme, children ar taught how to sing fluently and expressively, and play tuned and untuned instruments accurately and with control. They learn to recognise and name the interrelated dimensions of music - pitch, duration, tempo, timbre, structure, texture and dynamics - and use these expressively in their own improvisations and compositions.
The scheme follows the spiral curriculum model where previous skills and knowledge are returned to and built upon. Teachers also use Rosenshine principles to help develop the pupils' understanding of the subject. Children progress in terms of tackling more complex tasks and doing more simple tasks better, as well as developing understanding and knowledge of the history of music.
In each lesson, pupils actively participate in musical activities drawn from a range of styles and traditions, developing their musical skills and their understanding of how music works. Lessons incorporate a range of teaching strategies from independent tasks, paired and group work as well as improvisation and teacher-led performances.
Through the scheme, we aim for our pupils:
- To enjoy listening to a wide range of music from different times and cultures
- To enjoy making music based on different times and cultures
- To perform with confidence and enjoyment
- To sing with confidence and enjoyment
- To develop composition and appraising skills
- To develop a musical vocabulary with which to evaluate the music listened to
- To provide a range of musical opportunities
- To encourage awareness, enjoyment and appreciation of Music in all its forms.
- To develop imagination and creativity.
- To help children of all abilities develop positive attitudes and to experience success and satisfaction in music.
- To offer opportunities to perform, compose, listen and appraise.
Pupil’s progress is monitored through both formative and summative assessment opportunities. Including the use of low stake quizzes.
The expected impact is that children will:
- Be confident performers, composers and listeners and will be able to express themselves musically at and beyond school.
- Show an appreciation and respect for a wide range of musical styles from around the world and will understand how music is influenced by the wider cultural, social, and historical contexts in which it is developed.
- Understand the ways in which music can be written down to support performing and composing activities.
- Demonstrate and articulate an enthusiasm for music and be able to identify their own personal musical preferences.
- Meet the end of key stage expectations outlined in the National curriculum for Music.