Music

"Music can change the world, because it can change people."

 

Bono, 1983.

 

Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils 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 to the best in the musical canon.

Intent

At St Richard’s Catholic Primary School we recognise music as a universal language that embodies one of the highest forms of creativity.  It is our intent to provide a high quality music education that will engage and inspire pupils to develop a love of music and their talent as musicians. Through doing this we will increase pupil’s 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 to the best in the musical canon. Our curriculum is designed to teach children about a vast range of musical genres, from different historical periods.

It is our aim that all pupils will leave our school being confident to play at least two tuned instruments. These tuned instruments are taught through discrete teaching units during KS2.  We signpost pupils and their families to outside music clubs / teachers to promote continuing progression and enjoyment.

Using the Programmes of Study from the Music programmes of study: key stages 1 and 2 National curriculum in England it is our aim to ensure children: 

• 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.

It is our intention to use the Model Music Curriculum to provide a practical framework through which the statutory requirements of the curriculum can be met.

Implementation

Music is incorporated into the Early Learning goals in the Early Years Foundation Stage and is firmly embedded in our Early Years provision. Music is part of the Expressive Arts and Design area of learning, but is also used to support all areas of learning, particularly linguistic development, social development and mathematical development.

As part of the music curriculum in KS1 and KS2, each child has the opportunity to listen to, appraise, create and perform music, including playing instruments. We follow the Charanga Model Music scheme of work. While there are opportunities for children of all abilities to develop their skills and knowledge in each teaching unit, the progression planned into the scheme of work means that the children are increasingly challenged as they move through the school. Music is accessible to all, regardless of any special educational need or disability. For more information on inclusion, please see our SEN policy.

Impact

The school has a supportive ethos and our approaches support the children in developing their musical skills, as well as empathy and the need to recognise the achievement of others. Regular and ongoing assessment informs teaching. This along with targeted extra support enables the success of each child. These factors ensure that we are able to maintain high standards.

A review of the teaching of music at the school, carried out by Clare Dagnall (Music Lead) shows that children speak very highly of Music and are keen to share their work and love of the subject.  Children clearly understand how well they are doing in their work, how they are moved on in their learning and how they can access support, when required, in their learning.