At Victoria Primary Academy, we offer our children a broad and balanced curriculum which ignites and sustains curiosity, creativity and a love of learning to last a lifetime. We believe that music is everywhere and is an integral part of society. Through music, we encourage self-expression and the opportunity for children to connect with others in their classes, year groups, the wider school community and nationally. We enable children to explore multi-culturalism through music around the world and through the ages to enable them to interact and form positive relationships, developing as interesting citizens.
They learn to compose, sing, play instruments, use technology and identify features of music. Focus is also on children’s use and understanding of musical vocabulary and notation which is necessary for children to truly understand the techniques underpinning music.
The interrelated dimensions of music weave through the units to encourage the development of musical skills as the learning progresses through listening and appraising, differing musical activities (including creating and exploring) and performing.
Through a spiralised curriculum, children learn about the same musical concept through different musical activities which enables more secure, deeper learning and mastery of musical skills.
At Victoria Primary Academy, the curriculum for Music aims to ensure that all pupils:
- Have an understanding of technical, musical vocabulary which describes how music is created;
- 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;
- Create and compose music on their own and with others, including learning a musical instrument.
Teaching a Broad and Balanced curriculum for educational recovery DfE June 2021 states:
A key priority in all key stages is a curriculum which allows a return to practical music making through singing and playing instruments (including music technology). To ensure the safety of pupils and staff, this must be done in line with the DfE’s current Schools coronavirus (COVID-19) operational guidance and with the guidance issued by the Department for Culture, Media and Sport (DCMS). Local Music Education Hubs must also be able to provide guidance and support as performance activities are reintroduced.
At key stage 1:
- the music curriculum must maintain its focus on increasing pupils’ accuracy, fluency and expression through singing and playing a range of instruments.
- Singing familiar songs together, concentrating on intonation, phrasing and clear diction, and adding simple rhythmic accompaniments can help to build pupils’ confidence and quickly develop their listening skills.
At Key stage 2:
The focus must be on the technical knowledge and skills that pupils have not been able to practise or develop sufficiently through performance or composition work when they have not been in school.
- More attention must be given to the extent to which pupils have missed the opportunity to develop their instrumental and singing skills, or their knowledge of constructive elements such as scales, chords and musical forms.
- Close consideration must be given to the order in which key components are taught or re-taught, so that these important skills can be rebuilt deliberately and incrementally.
As schools reintroduce pupils to practical music-making, they must also focus on their aural development, which is important in rebuilding their expressive knowledge and understanding of music. This includes:
- providing effective feedback on pupils’ musical responses or choices, showing them how to resolve their musical difficulties and correcting inaccuracies.
- training pupils’ musical hearing to appraise, shape and improve their performances and compositions.
At Victoria Primary Academy:
- Planning takes into account the scheme for each year group as set out by Charanga.
- Children master and deepen their understanding of musical concepts through a repetition based approach to learning.
- One music unit is delivered per half term, totalling 6 units per school year.
- Coverage includes: Listen and Appraise, Musical Activities and Perform and Share.
- Music is progressive (See KS1 and KS2 musical progression document – Charanga). In both key stages children will have differentiated instrumental progression opportunities and progression in improvisation and composition through singing and performing whilst learning about a range of music genres.
- All members of the teaching team have access to Charanga to support with planning and resourcing their music curriculum.
- Planned music activities can be supplemented with other opportunities to provide a music stimulus, such as singing number songs in maths, having a days of the week song, listening to different music styles i.e. when coming into class, using music to provide a calm environment or using music to facilitate cross curricular learning.
- Year three learn to play wind instruments and Year five learn to play brass instruments. Year four will perform a staged musical performance.
- Pupils with additional needs are supported to access the learning as appropriate depending on their need. Pupils with physical disabilities may need access to specialist tools or resources. Some pupils will benefit from pre teaching of key vocabulary. Some pupils may benefit from additional time or support from an adult to complete their work.
- At least 2 music posts per term to be posted in Class Story and/or School Story per term (long term).
For more information, please contact the Music Subject Leader:
Mrs K Chauhan