Broadoak Primary School

Music

“Music is the most universal of all the arts. Ask any person in any country what their favourite music is, and they’ll always have an answer. So treasure music and keep it with you always.”

(John Suchet, Newscaster)

Vision Statement

The vision for music at Broadoak Primary School aligns directly with the Purpose of Study as described in the National Curriculum 2014. We believe music is a universal language that embodies one of the highest forms of creativity and can be a vehicle for personal expression. Through a high quality music education delivered through the online service Charanga, we aim to engage and inspire children to develop a life-long love of music.

Music can play an important part in a child’s personal development increasing their self-confidence and giving them a sense of personal achievement through their individual talent and commitment to aspects of music. Through the music curriculum, we provide opportunities for all children to create and compose, play, perform and enjoy music, encouraging them to listen and appraise with discrimination. We aim to give every child a voice. Music is also a reflection of the diverse culture in our society and so the teaching and learning of music enables children to better understand and appreciate the world they live in.

Aims and Objectives

At all key stages music teaching aims to ensure that all pupils:

Are developing enthusiasm, enjoyment and appreciation of a range of music across different historical periods, genres, styles and traditions
Increase their ability to make judgments of musical quality
Are building their knowledge and recognition of the work of the great composers and musicians
Have the opportunity to perform, listen to, review and evaluate music
Learn to sing and use their voices expressively and creatively
Are given the opportunity to create and compose music on their own and collaboratively
Have the opportunity to play tuned and untuned instruments musically
Have access to individual and small group tuition in order to further develop their talents.
Can use technology appropriately.
Understand how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
Are appropriately challenged according to their individual needs and attainment level
Learn how music is influenced by time and place, by the venue, occasion and the purpose of the piece.

In order to achieve our aims, we provide:

High quality teaching and learning which enables all children to succeed and achieve
An interesting learning environment in which children feel safe and secure
Opportunities for children to be actively involved and engaged in their own learning, through creative approaches to learning with strong curriculum links to other subjects when appropriate
Opportunities to promote independence
Evaluations of children’s progress towards the Early Learning Goals and National Curriculum guidelines which inform planning at all stages
Effective monitoring of teaching and learning.

Broadoak Primary School Music
Intent	Implementation	Impact
What will take place before teaching in the classroom?	What will this look like in the classroom?	How will this be measured
The school’s senior leadership team will:	Our teaching sequence will be:	Pupil Voice will show:
== Lead the school staff to develop a clear overarching curriculum intent which drives the ongoing development and improvement of all curriculum subjects. Ensure that the curriculum leaders have appropriate time to develop their specific curriculum intent through careful research and development. Provide sufficient funding to ensure that implementation is high quality.	Big picture: Look at and recap previous knowledge/skills that a relevant to the new learning. Consistent opportunities for pupils to develop their aural skills, in regards to both listening (ear-training) and using voices/instruments. This must link to the performance aspects of the unit of work. Consistent opportunities to listen to and appraise a wide variety of musical genres. Consistent opportunities to perform, using voices and a wide variety of musical instruments. Explore the inter-related dimensions of music (pitch, duration, dynamics, tempo, timbre, texture and structure) and their notation and apply these to appraisal, performance, improvisation and composition. Consistent opportunities for pupils to improvise and compose. Reflecting on and evaluating their work. =	A developed understanding of the methods and skills of musicians at an age appropriate level. A secure understanding of the key techniques and methods for each key area of the curriculum. A progression of understanding, with appropriate vocabulary which supports and extends understanding. Confidence in discussing music, their own work and identifying their own strengths and areas for development.
The Curriculum Leader will:	Our classrooms will:	Displays around school / books will show:
Understand and articulate the expectations of the curriculum to support teaching and support staff in the delivery. Ensure an appropriate progression of knowledge is in place which supports pupils in knowing more and remembering more as musicians. Ensure an appropriate progression of music skills and knowledge is in place over time so that pupils are supported to be the best musicians they can be, and challenge teachers to support struggling musicians and extend more competent ones. Ensure an appropriate progression for vocabulary is in place for each phase of learning, which builds on prior learning. Identify musicians who underpin specific areas of the curriculum and raise aspirations for pupils. Keep up to date with current music research and subject development through an appropriate subject body or professional group. ==	Provide appropriate quality equipment for each area of the curriculum. Have developed learning walls which include high quality WAGOLLs, including actual pieces of work and known musicians, and carefully chosen vocabulary, which are regularly updated. Be organised so that pupils can work in small groups or whole class as appropriate to support pupils in their development of their skills.	Pupils have had opportunities for practice and refinement of skills. A varied and engaging curriculum which develops a range of musical skills. Developed and final pieces of work which showcase the skills learned. Clear progression of skills in line with expectations set out in the progression grids. That pupils, over time, develop a range of skills and techniques across all of the areas of the music curriculum.
The class teacher will, with support from the curriculum leader:	Our children will / will be:	The curriculum leader will:
Create a long term plan which ensures appropriate coverage of knowledge, skills and vocabulary from the progression grid. Personally pursue support for any particular subject knowledge and skills gaps prior to teaching. Ensure that resources are appropriate, of high enough quality and are plentiful so that all pupils have the correct tools and materials.	Engaged because they are challenged by the curriculum which they are provided with. Resilient learners who overcome barriers and understand their own strengths and areas for development. Able to critique their own work as a musician because they know how to be successful. Safe and happy in music lessons which give them opportunities to explore their own creative development. Encouraged and nurtured to overcome any barriers to their learning or self-confidence because feedback is positive and focuses musical skills and knowledge Develop musical skills and confidence over time because of careful planning, focused delivery and time to practice and hone skills.	Celebrate the successes of pupils through planned displays. Collate appropriate evidence over time which evidences that pupils know more and remember more. Monitor the standards in the subject to ensure the outcomes are at expected levels. Provide ongoing CPD support based on the outcomes of subject monitoring to ensure that the impact of the curriculum is wide reaching and positive.

Children will leave us with a Backpack of knowledge, skills and understanding as detailed below:

In their Broadoak Backpack for Life,

an accomplished Musician will…x

Be able to sing and use their voices expressively and creatively
Be able to create and compose music on their own and collaboratively for a range of purposes
Have enthusiasm, enjoyment and appreciation of a range of music across different historical periods, genres, styles and traditions
Be able to compare and contrast music from different time periods, genres, styles and traditions
Have a good understanding of and be able to use staff notation
Be inspired to learn more about music in future education

Music in Early Years

Music is an integral part of learning in Early Years and musical skills are taught with the intent of providing a starting point for children's musical journeys. In EYFS, children learn to keep a steady pulse and understand the comparatives: louder and quieter; higher and lower; faster and slower. The children also begin to find their singing voice, using repetition and call and responses to help them to gain control over their voice. Children also listen to songs from different cultures to increase their knowledge and understanding of the world.

The children will:

Sing a range of well-known nursery rhymes and songs
Perform songs, rhymes, poems and stories with others, and – when appropriate –try to move in time with music.

Music in Key Stage One

Throughout Key Stage One, children continue to engage with and enquire into the broader role music plays in our lives. They will connect with and understand different styles of music from various cultures, gaining an understanding of historical and cultural contexts related to music. The Charanga programme introduces simple rhythm notation and will gain the ability to distinguish pitch more accurately as they gain more control over their singing voices. Children will have the opportunity to play instruments and improvise both individually and as part of a group.

The children will:

use their voices expressively and creatively by singing songs and speaking chants and rhymes
play tunes 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 interrelated dimensions of music.

Music in Key Stage Two

In Key Stage Two, children continue to acquire a range of musical skills will continue to learn about social connectivity through music and connect this understanding with their place in their community. Children will become more fluent in their usage and application of key musical vocabulary and they will be immersed in a range of genres of music. Children will be able to use their knowledge of rhythm, pitch notation, composition and improvisation in performances within a group and individually. Children will have the opportunity to use their singing voices and instruments to compose and perform their own pieces, form their own musical opinions and make their own musical decisions. In KS2, children are given the optional opportunity to learn an instrument through MAPAS, which provide weekly extra-curricular lessons.

The children will:

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 sound 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 form different traditions and great composers and musicians.
Develop an understanding of the history of music.

Whole School Curriculum Overview

As a school, we follow Charanga's Model Music Curriculum in Year 1-6. The Learning Journey consists of a number of elements which are:

Musicianship
Understanding music
Improvising
Listening and responding
Learning to sing songs
Playing instruments with songs
Improvising with songs
Composing with songs
Performing songs.

In Reception, we follow Charanga's original music scheme within the Expressive Arts and Design strand of the EYFS Framework.

The learning journey consists of the following stages:

Listen and Respond
Explore and create using voices (musical activities)
Sing the song
Share and perform

In Nursery, music is taught through continuous provision using Development Matters for inspiration as well as more formal music sessions taught through the 'Can Do' music scheme. There are 5 steps/ activities within the sequence of learning for each 'Can Do' unit. As the scheme progresses, greater levels of confidence and concentration are developed.

The 5 steps consist of:

Greeting
Co-ordination
Choosing and turn taking
Solo spot
Goodbye

Whole School Music Curriculum Overview	Autumn	Spring	Summer
Nursery	Ting Tang Boom! All about Me	Swaying Animals	Let's March Big Sounds, Soft Sounds
Reception	Me! My Stories	Everyone! Our World	Big Bear Funk Reflect, Rewind and Play
Subject Focus	How can we make friends when we sing together?	How does music make the world a better place?	What songs can we sing to help us through the day?
Year 1 (First Half Term)	Introducing Beat	Exploring Sounds	Having Fun With Improvisation
Year 1 (First Half Term)	Key Learning To listen to five new songs in varying styles. To understand that the pulse or beat of the music is like a heartbeat that doesn’t stop. Understand how music can be used to develop friendships with others.	Key Learning To understand that you can combine notes of different rhythms and pitches to create a melody. That creating a melody of your own is called composing. To explore how six different pieces of music use rhythm and pitch differently.	Key Learning To listen to six new songs. To understand what improvisation is and how we do it. To understand different ways we can improvise (solo, group, whole class).
Subject Focus	How does Music tell stories about the past?	How does music help us to understand our neighbours?	How does music teach us about looking after the planet?
Year 1 (Second Half Term)	Dance, Sing and Play	Learning to Listen	Let's Perform Together
Year 1 (Second Half Term)	Key Learning To understand that music is made up of long and short sounds called rhythm. To understand that music is made up of high and low sounds called pitch. To understand how these different sounds work together to create pieces of music.	Key Learning To listen with concentration and begin to understand music through seeing, hearing and feeling sounds through my body. To begin to understand how music can connect us to others through lyrics, actions and feelings.	Key Learning To clap and play three-beat rhythms that involve long and short sounds. To rehearse and perform a song involving singing, dancing and playing to an audience. To reflect on my performance, identifying likes and dislikes.
Subject Focus	How does music help us to make friends?	How does music make the world a better place?	How does music make us happy?
Year 2 (First Half Term)	Pulse, Rhythm and Pitch	Inventing a Musical Story	Exploring Improvisation
Year 2 (First Half Term)	Key Learning To listen to and perform three new songs of varying styles. To understand that pulse, rhythm and pitch are three of the building blocks of music. To connect the music explored to the wider social theme of building relationships.	Key Learning To understand that songs can tell stories through different volumes, speeds and tones. That musical stories can help us to express out feelings. To begin to experiment with volume, speed and tone to help me to tell a story through improvisation.	Key Learning To further understand what improvisation is and how we do it. To understand different ways we can improvise (solo, group, whole class).
Subject Focus	How does music teach us about the past?	How does music teach us about our neighbourhood?	How does music teach us about looking after the planet?
Year 2 (Second Half Term)	Playing in an Orchestra	Recognising Different Sounds	Our Big Concert
Year 2 (Second Half Term)	Key Learning To listen to and perform three new songs of varying styles. To understand what an orchestra is. The musical elements that identify a piece of music as orchestral.	Key Learning To identify different instruments which may be playing simultaneously in a piece of music. To understand that a harmony occurs when different voices and instruments work together.	Key Learning To perform a short melody that I have composed to an audience in keeping with the backing track. To plan, rehearse and perform a song to an audience from memory. To explain musical choices through a reflection on my performance.
Subject Focus	How does music bring us closer together?	How does music make the world a better place?	How does music make a difference to us everyday?
Year 3 (First Half Term)	Writing Music Down	Compose Using Your Imagination	Enjoying Improvisation
Year 3 (First Half Term)	Key Learning To listen and appraise three new songs. To understand how music is represented by different symbols and how these symbols are written on a stave.	Key Learning To use a short series of notes to create a melody that tells a story of my choice. Consider rests, dynamics and tempo within my improvisation to add meaning. Perform to an audience and evaluate my performance.	Key Learning To explore patterns in the structure of music, discussing sections that change or repeat. To extend my knowledge of standard notation. To explain how songs connect to a social theme/historical context.
Subject Focus	What stories does music teach us about the past?	How does Music help us to get to know our community?	How does music connect us with our planet?
Year 3 (Second Half Term)	Playing in a Band	More Musical Styles	Opening Night
	Key Learning How time signatures tell us how many beats there are in each bar. That we can hear harmony in music when people sing or use instruments to play at two or more pitches at the same time.	Key Learning That changes in volume are called dynamics. That loud sounds are called ‘forte’ and quiet sounds are called ‘piano’. That composers use changes in volume to convey meaning.	Key Learning To plan, rehearse and perform a song to an audience with confidence, including singing, dancing and an instrumental section. To reflect on feelings about my performance. To demonstrate an understanding of how my chosen song links to the social theme.

Subject Focus	How does music bring us together?	How does music improve our world?	How does music shape our way of life?
Year 4 (First Half Term)	Musical Structure	Compose With Your Friends	Expression and Improvisation
Year 4 (First Half Term)	Key Learning Understand that musical sections that repeat or change help structure, or form, a piece of music, for example, verses and choruses. Understand how music can be used to bring people together.	Key Learning That music is often written based on key signatures that guide melodies. That a ‘tonic pitch’ or ‘home note’ makes a melody or a song sound final and signals a resolution.	Key Learning To listen and learn to sing to three new songs. Explain how music allows us to express our emotions. Change dynamics in our improvised pieces to convey emotion.
Subject Focus	How does music connect us with our past?	How does music teach us about our community?	How does music connect us with the environment?
Year 4 (Second Half Term)	Exploring Feelings When You Play	Feelings Through Music	The Show Must Go On
Year 4 (Second Half Term)	Key Learning Understand that lyrics and words can be used to communicate specific emotions and feelings in a piece of music, thinking about our emotions when playing. Understand how this can help us connect to our past.	Key Learning That feelings can be communicated through music through volume, tempo and tones. To play instruments with different sounds to help communicate different emotions. To understand representations of togetherness and community through music.	Key Learning To plan, rehearse and perform a song to an audience that includes a melody I have composed. To discuss the mood and meaning of the song in relation to the social question. To reflect on my performance using musical vocabulary.
Subject Focus	How does music bring us together?	How does music improve our world?	How does music shape our way of life?
Year 5 (First Half Term)	Melody and Harmony in Music	Composing and Chords	Freedom to Improvise
Year 5 (First Half Term)	Key Learning That a melody (or a tune) is a group of notes played one after another. That a harmony refers to notes that are played at the same time, like chords. To consider the contrast between melody and harmony through three new songs.	Key Learning That playing three or more pitches together creates chords. That chords create the basis for accompaniment in music. To link the focus songs to the wider social theme of being kind citizens and improving the world.	Key Learning Explain how music can be used to express your emotions. Understand that an interval refers to the distance between two pitches. Some notes lie next to each other (stepping motion) and others lie further apart (skipping motion). Improvise using notes that are further apart.
Subject Focus	How does music connect us with our past?	How does music teach us about our community?	How does music connect us with the environment?
Year 5 (Second Half Term)	Sing and Play in Different Styles	Enjoying Musical Styles	Battle of the Bands
Year 5 (Second Half Term)	Key Learning That tempo can vary within a song and how to identify a change in tempo. How tempo links to the style of music, helping us to identify the genre. To link the songs listened to, to the wider social theme of connecting us with our past.	Key Learning That texture refers to the layers of sound that can be heard in a piece of music, determined by the number of voices and instruments that can be heard at once. That different styles of music have different textures. That musicians use texture to create meaning and evoke feelings.	Key Learning To plan, rehearse and perform a song to an audience including my own composition. Keep in time when performing a short instrumental section where members of my group are playing a different instrument to myself. Reflect on my performance using musical language and link the composition to the social question.
Subject Focus	How does music bring us together?	How does music improve our world?	How does music shape our way of life?
Year 6 (First Half Term)	Music and Technology	Creative Composition	Improvising with Confidence
Year 6 (First Half Term)	Key Learning To understand the impact technology has had on music. To understand how a DAW works. To know how I can use technology to compose/improvise my own piece of music.	Key Learning To understand that chords can be used to create an accompaniment for a melody. To explore how chords are used within the focus songs. To compose a simple chord progression to enhance a melody.	Key Learning Understand how music from a range of genres is structured differently. Understand how phrases fit together to make a melody. Engage in discussion and debate about music’s significance in our lives, including music’s psychological impact.
Subject Focus	How does music connect us with our past?	How does music teach us about our community?	How does music connect us with the environment?
Year 6 (Second Half Term)	Developing Ensemble Skills	Musical Styles Connect Us	Farewell Tour
Year 6 (Second Half Term)	Key Learning To perform confidently as part of an ensemble. To change the dynamics of music using crescendo and decrescendo to help make music more exciting.	Key Learning To confidently recognise and explore a range of musical styles based on style indicators. To develop an understanding of how music enables a composer to explore identity and culture. To compose music to reflect my identity.	Key Learning To plan, rehearse and perform a song to an audience that includes my own lyrics and an instrumental composition of a series of phrases. To keep in time when other members of my group are playing a different instrument to myself. To reflect on my performance using musical language and give respectful feedback to others.