To appraise music – to say what they like and/or dislike about music
To imitate – be able to repeat sounds, rhythms or notes
To compose – have creative ideas to make their own patterns or musical phrases
To improvise – use their own, and others’, creative ideas to invent musical ideas
To perform – confidence is needed to become a performer
Intent: Introduction, Vision and Philosophy
The purpose of this document is to clarify the how, why, and what of music teaching at Harris Primary Academy Harris Primary Merton. This is to be used by staff to clarify expectations, highlight the resources that we have at our disposal, and to ensure that a high-quality music curriculum is being taught to all.
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.
Music teaching at Harris Primary Merton ensures that all pupils 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. They have the opportunity to 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. Children should 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.
Implementation: What does Music look like at HPAM? Overview:
From EYFS, to Year 6, music learning builds and progresses by becoming more proficient in using a wider range of instruments and instrumental techniques. Children increase their musical vocabulary throughout the range of different technical skills as well as the difficulty in the variety of pitches found in different songs. For example, in year 1, children learn songs with only a few different pitch changes whereas children year 6 will learn more complex patterns of pitch as well as singing in multiple parts. Within each year group, the learning follows a systematic approach; children learn to replicate and repeat what they hear before moving on to composing their own music and then create improvisations around their ideas once they have developed the first two skills. At Harris Primary Merton, we use Charanga to support teachers with planning and resourcing. We use this because it provides teachers with relevant training programmes to develop their own subject knowledge. Charanga is an interactive online resource, which enables children to sing and perform together in a group. To develop teachers’ subject knowledge, subject leaders deliver termly CPD, as well as supporting with, and providing feedback on, half-termly planning for music. The subject leader themselves attends half-termly training as part of a small cluster group of schools, meeting with other leaders of music – these are all led by experts in the subject, and provide an opportunity to share good practise.
Within the Early Years Foundation Stage curriculum, the pupils will:
· Express and communicate their ideas, thoughts and feelings by using a widening range of movement and a variety of songs and musical instruments
· Recognise and explore how sounds can be changed, sing simple songs from memory, recognize repeated sounds and sound patterns and match movements to music
· Use their imagination in art and design, music and dance.
Music is taught for at least half an hour each week as a discrete subject in KS1 and KS2.
Impact: Evidence and Assessment
We expect children to show evidence of building on their prior knowledge and skills each year and for this to be clearly evident in their learning across the school. Evidence of progression in music is recorded each term by the class teacher. Children are given the opportunity to demonstrate their learned skills by performing in front of others in a class or performance setting. It is important for children to have the experience of performing in front of a large group.
Our teachers rely on a range of assessment tools to provide data on the knowledge and skills pupils have, their progress and their development points
assessment for learning
standards of learning in booksâÂ¯
end of unit questions and quizzing