Our Values
KindnessCreating happiness
Friendship Showing patience Sharing encouraging words and our time Thoughtfulness |
CuriosityInquisitiveness
Exploration Discovery Asking questions Making connections |
UnderstandingWelcoming all
Celebrating difference Being inclusive Asking for help when we need it Being tolerant |
BraveryTaking risks
Being adventurous Trying new things Challenging one’s self Standing up for what is right |
ResponsibilityDoing the right thing
Being reliable Care for self, others and the environment Using our manners Taking ownership |
Intent
Teachers expose children to the universal language of music where they can build upon skills and are challenged and supported to unlock their musical potential. Our curriculum allows children to listen and appraise a large array of music from different cultures, periods, genres and styles, rooting knowledge into the performance, reading and composition of music. We value the importance of teaching technical vocabulary and concepts of music, encouraging the engagement of these terms during discussions with the children in lessons, which progress with complexity throughout the years.
From Early Years, children begin to demonstrate a good understanding of music, through singing and exploration of instruments and music making. By the end of reception, children leave Early Years with the ability to find the pulse of music, respond to call and responses correctly, whilst having the opportunity to perform music and songs from small groups to larger audiences.
During key stage one, children will have experience with performing and composing with both tuned and untuned instruments, whilst understanding and discussing the interrelated dimensions of music including pitch, pulse, rhythm, dynamics, and tempo. Key stage one will explore listening and appraising different musical periods and a range of composers and artists. The children will build up their knowledge of performance through singing and starting to model some interrelated qualities into their singing alongside showing an awareness of vocal health and copy back different rhythmic voice, clap and instrument patterns.
Moving through Key Stage Two, children develop the confidence and control in performance whilst becoming more critically engaged into musical discussions. This builds on the use of the interrelated dimensions of music from key stage one, but includes specific vocabulary linked to these dimensions to explain feelings towards music and to compare to other pieces. By the end of Key Stage Two, children will know a range of composers and artists from different periods. Children will have developed understanding of staff and musical notation. Children will make links between notation and vocabulary, and able to apply these to improvise and compose increasingly difficult melodic phrases. At the end of Key Stage Two, children will be able to play and sing in ensemble contexts with fluency, diction and a high understanding of good performance habits, working with increasing melody, harmony and multiple parts in their performances.
Implementation
Music is a key focus of Quest learning in one of the three school terms. The term focuses on the arts with art, music and dance being the key drivers for the learning across the term. All areas of music are incorporated into the term’s work and the children all take part in a performance. Teachers plan creatively to match the focus of the Quest – this includes both musical appreciation and musical performance. Music, especially singing, is a year round offer with many opportunities for children to enjoy this activity in the classroom and to perform for peers and wider audiences.
Impact
With our curriculum, we strive for children to leave us with the self-confidence of their own ability in performance and discover their own passion for music, so that they are prepared for their next stage of their education. We aim for children to leave with the skills to read, play and compose music with fluency, with a breath of knowledge of inspiring composers and artists with an understanding of music from other cultures. We hope to develop our children’s cultural capital through the accumulation of knowledge with music history and develop them as performers and listeners by providing different opportunities for children to become inspired by live and recorded music.
Teachers expose children to the universal language of music where they can build upon skills and are challenged and supported to unlock their musical potential. Our curriculum allows children to listen and appraise a large array of music from different cultures, periods, genres and styles, rooting knowledge into the performance, reading and composition of music. We value the importance of teaching technical vocabulary and concepts of music, encouraging the engagement of these terms during discussions with the children in lessons, which progress with complexity throughout the years.
From Early Years, children begin to demonstrate a good understanding of music, through singing and exploration of instruments and music making. By the end of reception, children leave Early Years with the ability to find the pulse of music, respond to call and responses correctly, whilst having the opportunity to perform music and songs from small groups to larger audiences.
During key stage one, children will have experience with performing and composing with both tuned and untuned instruments, whilst understanding and discussing the interrelated dimensions of music including pitch, pulse, rhythm, dynamics, and tempo. Key stage one will explore listening and appraising different musical periods and a range of composers and artists. The children will build up their knowledge of performance through singing and starting to model some interrelated qualities into their singing alongside showing an awareness of vocal health and copy back different rhythmic voice, clap and instrument patterns.
Moving through Key Stage Two, children develop the confidence and control in performance whilst becoming more critically engaged into musical discussions. This builds on the use of the interrelated dimensions of music from key stage one, but includes specific vocabulary linked to these dimensions to explain feelings towards music and to compare to other pieces. By the end of Key Stage Two, children will know a range of composers and artists from different periods. Children will have developed understanding of staff and musical notation. Children will make links between notation and vocabulary, and able to apply these to improvise and compose increasingly difficult melodic phrases. At the end of Key Stage Two, children will be able to play and sing in ensemble contexts with fluency, diction and a high understanding of good performance habits, working with increasing melody, harmony and multiple parts in their performances.
Implementation
Music is a key focus of Quest learning in one of the three school terms. The term focuses on the arts with art, music and dance being the key drivers for the learning across the term. All areas of music are incorporated into the term’s work and the children all take part in a performance. Teachers plan creatively to match the focus of the Quest – this includes both musical appreciation and musical performance. Music, especially singing, is a year round offer with many opportunities for children to enjoy this activity in the classroom and to perform for peers and wider audiences.
Impact
With our curriculum, we strive for children to leave us with the self-confidence of their own ability in performance and discover their own passion for music, so that they are prepared for their next stage of their education. We aim for children to leave with the skills to read, play and compose music with fluency, with a breath of knowledge of inspiring composers and artists with an understanding of music from other cultures. We hope to develop our children’s cultural capital through the accumulation of knowledge with music history and develop them as performers and listeners by providing different opportunities for children to become inspired by live and recorded music.
