Music
Intent
Music is a universal language that embodies one of the highest forms of creativity. Our diverse music curriculum exposes children to music from a range of genres, countries, cultures and religions, tied to significant periods and events in history. We build cultural capital by learning about great musicians and composers from a variety of backgrounds and learning about the role that music plays in different cultural and religious festivals and celebrations all over the world.
Our children’s musical journey begins in EYFS where they are introduced to music through song and rhyme and are introduced to percussion instruments. They are encouraged to be imaginative and expressive.
Our children will receive a high quality music education which engages and inspires them 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, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination. They will be encouraged to express and share their opinions and feelings about music.
Our children will be taught music in a way that ensures progression of skills and follows a sequence to build on previous learning. Every child regardless of ability, gender or background can enjoy and thrive in their music education. Every child in Key Stage 2 is taught to play a musical instrument and to read music, setting many children off on the path to becoming talented musicians.
They will gain experience and skills of the wide range of dimensions of music in a way that will enhance their learning opportunities, enabling them to use music in a wide variety of contexts. |
Implementation
At Bentley High Street we follow a broad and balanced music curriculum that builds on previous learning and provides both support and challenge for learners. We follow a music scheme from Kapow Primary that ensures progression of skills and covers all aspects of the music curriculum. Music is taught in blocks throughout each topic within the year to allow children to focus on the content in more depth and build on their skills.
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Curriculum Implementation- Subject Content and Organisation Across School |
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EYFS |
To know a range of songs—jigsaw, Harvest songs, number songs—5 little monkeys swinging from a tree, 5 currant buns, 1,2,3,4,5 once I caught a fish a life, 10 green bottles, 10 in a bed. To know the ‘welcome everybody’ dance (Autumn Harvest) To know the sounds of percussion instruments—tambourine, triangle, maracas and words to describe their sound. |
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Year 1 |
Classical music, dynamics & tempo: Animals Chanting & tuned percussion: Space Vocal and body sounds: By the Sea |
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Year 2 |
Orchestral instruments: Traditional Stories African call and response song: Animals |
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Year 3 |
Creating compositions in response to an animation: Mountains Developing singing techniques & keeping in time: The Vikings Pentatonic melodies & composition: Chinese New Year Traditional instruments & improvisation: Around the World: India Ballads Jazz |
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Year 4 |
Body and tuned percussion: Rainforests Adapting and transposing motifs: Romans Rock and Roll Haiku, music & performance: Hanami Samba & carnival sounds & instruments: South America Blues |
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Year 5 |
Composing notation: Egyptians South and West Africa Looping & remixing: Dance music Composition to represent the festival of colour: Holi Changes in pitch, tempo & dynamics : Rivers Musical Theatre |
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Year 6 |
Songs of WWII Advanced rhythms Transposition- pop art theme Coast- Fingal’s Cave by Mendolsohn Film music Composing and performing a leavers’ song |
Impact
Our children enjoy and value music and know why they are doing things, not just how. Children will understand and appreciate the value of music in the context of their personal wellbeing and the creative and cultural industries and their many career opportunities.
Progress in music is demonstrated through regularly reviewing and scrutinising children’s work, in accordance with our music assessment policy to ensure that progression of skills is taking place. Namely through;
- looking at pupils’ work, especially over time as they gain skills and knowledge;
- observing how they perform in lessons;
- talking to them about what they know.
The music curriculum will contribute to children’s personal development in creativity, independence, judgement and self-reflection. This would be seen in them being able to talk confidently about their work, and sharing their work with others.
Progress will be shown through outcomes and through the process leading to them.
For further information on our Music curriculum, please contact our Music lead Miss Round.