Music

Music Subject Handbook - Intent, Implementation, Impact

Music curriculum Map and Rationale

Music Progression

At St Wilfrid's we use the Charanga Scheme of work to support the planning and teaching of music across our school.

The universal language of Music embodies and gives expression to one of the highest forms of creativity and communication. The transformational power of music offers all learners a channel to discover their God-given talents. Music endeavours to enable pupils to give expression to the heights and the depths of their emotions, hopes and longings and may transcend the limitations found in other forms of communication.

The aims of the Music Curriculum for Primary Schools in England set out in the National Curriculum are as follows.

By the end of primary schools, all students should have opportunity to:

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

Our Substantive knowledge focuses on developing children’s skills and knowledge required for them to develop as musicians. This is achieved through deliberate practice and allows children to develop and demonstrate fluency of knowledge. It involves learning about music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians.

Our Disciplinary knowledge in music is the interpretation on the interrelated dimensions of music and how this knowledge is used when singing, playing instruments, improvising and composing, to develop creative and original pieces and performances. Children work independently and collaboratively to interpret and combine the dimensions of music to create a specific and desired effect.

By then end of EYFS, children will:

Be able to sing a range of well-known nursery rhymes and songs, perform songs, rhymes, poems and try to move in time with the music.
Express their ideas and feelings about music, explore and engage in music making.
Use props in a performance on their own or in a group.

By the end of key stage 1, children will:

Use their voices expressively and creatively by singing songs and speaking chants and rhymes
Play tuned 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 the interrelated dimensions of music.

By the end of key stage 2, 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 sounds 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 drawn from different traditions and from great composers and musicians
Develop an understanding of the history of music.