Mrs C Woolley
The intention of the music curriculum here at Barton Moss is first and foremost to help children feel that they are musical, and to develop a lifelong love of Music. Through our musical curriculum, children will develop the skills of singing, playing tuned and untuned instruments, improvising and composing music. They will develop the knowledge of the History of Music and appreciation of the cultural context of Music too – celebrating musicality across the world and within different cultures. Our curriculum helps children develop transferable skill, such as, team work, leadership and creative thinking – these are vital to raise aspirations and prepare them for Key Stage 3.
Children will, (with our design), develop the musical skills of singing, playing tuned and untuned instruments, improvising and composing music. They will develop the History of Music and the cultural context of Music too. Through music, our curriculum helps children develop transferable skills, such as team working, leadership and creative thinking. These skills are vital to raise their aspirations and prepare them for Key Stage 3.
End of Key Stage Intentions
By the end of EYFS, pupils will demonstrate the following:
- how to play certain instruments,
- perform together as a group
- Starting to sing a familiar song and play an instrument, encouraging others to join in
- Clapping or tapping out a beat
- singing lyrics to a song
- Using familiar, everyday objects to create new instruments and sounds
- Demonstrating how to use your body and voice as instruments
- Searching for and watching videos showing traditional dances
- Learning and practising traditional dances together
- Using a safe search engine to find out more information or facts about particular dances or music types
- Searching for and listening to music together
- Finding out about different music relating to customs and festivals that are important to the children
Children will display their musical knowledge through their play on a regular basis. You can use the following list as a guide to know what to look out for, although it is obviously not an exhaustive list.
- Singing familiar songs to themselves or others
- Humming a tune
- Tapping or clapping beats or rhythms
- Using their bodies to make sounds (stamping, clapping, clicking fingers etc.)
- Using their voices to make or imitate sounds
- Creating or copying dances
- Creating or recreating songs either with or without instruments
- Experimenting with the sounds instruments make
- Creating instruments using junk modelling
- Singing and performing action songs
- Asking to listen to music
- Naming or talking about instruments
- Creating a band or performing a concert
By the end of Key Stage 1 pupils will demonstrate the following:
- Use their voices expressively and creatively by singing songs and speaking chants and rhymes
- Play tuned and untuned instruments musically
- Listen with concentration and understanding to a range of high-quality live and recorded music
- Experiment with, create, select and combine sounds using the inter-related dimensions of music
By the end of Key Stage 2 pupils will demonstrate the following:
- Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
- Improvise and compose music for a range of purposes using the inter-related dimensions of music
- Listen with attention to detail and recall sounds with increasing aural memory
- Use and understand staff and other musical notations
- Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
- Develop an understanding of the history of music
- Music to be taught for one hour per week as a discreet subject.
- Learning to be recorded in a class book to capture the learning for each lesson.
Class teachers will plan and teach using the Kapow Curriculum, which takes a holistic approach to Music. There are individual strands that are woven together; such as; Performing, Listening, Composing, History of Music, and the inter-related dimensions of Music.
Each five lesson unit combines these strands within a cross curricular topic designed to capture pupils imagination and encourage music enthusiastically.
Teachers will use the progression of skills that are taught within each year group to revise or build where necessary.
- Children will be confident performers, composers and listeners and will be able to express themselves musically at and beyond school.
- Book monitoring will show that all children’s outcomes are 100 good outcomes or better.
- Book monitoring will show at least 50 percent have outstanding evidence that show children are engrossed and can know and remember more about Musiclinked directly to the intent.
- All books show assessment stages throughout each term (star sheets, assessments, reading, progress maps) within the curriculum construct that show children are knowing and remembering more.
- Data at the end of EYFS will show at least 75% will achieve the musicobjectives.
- By the end of year 1/2/3 at least 65% of children will be age related with 10 percent achieving above.
- By the end of year 4/5/6 at least 75% of children will be age related with 15 percent achieving above.
- Book looks and pupil voice will show that staff know which children are engaged in musicactivity within or outside of school or those that show potential.