Our Music curriculum has been designed to build on our children’s cultural capital, through our curriculum drivers, children’s interests and the requirements of the National curriculum to enable our children to; acquire a widening repertoire and appreciation of a range of musical genres and their historical origins as well as growing their musical knowledge and vocabulary to ignite a love for creating original and imaginative composing and performance work.
Our Music curriculum provides a coherent, structured, academic curriculum that leads to sustained mastery for all and a greater depth of understanding for those who are able. It sets out a clear list of what will be covered for each year group which ensures each teacher, even as a non-specialist, has clarity as to what to cover, the threshold concepts children should understand and the criteria for progression within the threshold concepts.
Our Key Music concepts: perform, transcribe, compose and describe music are organised so that children are able to return to the same concepts over and over so they gradually build a secure musical understanding and appreciation.
Our Music milestones define the standards for the threshold concepts. We expect children in year 1 of the milestone to develop a basic understanding of the concepts and an advancing or deep understanding in year 2 of the milestone.
Our teaching of Music is taught as a discrete subject on a weekly basis in reception and KS1 following the LSMS scheme of work intertwined with elements of the Charanga scheme of work and alongside our music spine. This is built upon during whole school and year group assemblies. In nursery, music is interweaved throughout all areas of learning with a particular emphasis in communication and language and phonics and alongside our nursery rhyme spine. Our music concepts are revisited in both years, in each key stage so they are built upon across the 4 years of our children’s time here to ensure progression and enable children to build a music schema and move their learning from working in to long term memory.
Music activities are planned for within our continuous provision which enables application and replication of music knowledge and appreciation taught in different contexts, with pertinent cross curricula links, offering a more open ended approach to learning which challenges and empowers children to demonstrate their learning in imaginative and different ways. It also builds on previously taught knowledge, both day-to-day and across year groups. It supports the needs of the less knowledgeable children but challenges those more knowledgeable children.
The impact of our curriculum is that by the end of each milestone, the vast majority of children have sustained mastery of the content, that is, they remember it all and are fluent in it; some children have a greater depth of understanding. Our assessment ensures that teachers and children assess their learning continuously throughout the lesson.
Children will learn about experts and people of influence and where possible visits from specialists in their field will be encouraged introducing children to a range of career paths they can take in the world of music.
As part of learning in the environment we will focus on using natural resources around us and musical sounds in nature as part of our creating music curriculum. Environmental issues will be visited in songs we listen to, perform and compose.
When looking at influential people, excerpts used and in the development of our music spine careful consideration has been made to include persons from a diverse range of backgrounds as possible.
Opportunities for the future
We ensure our children are made aware of jobs they could aspire to do in the future as a musician: video and sound engineers, music directors/conductors, music teacher, DJ, musical therapist, music journalist, music agent, song writer, musical theater performer, session singer/musician, record producer.