2 of 11

INTENT

IMPLEMENTATION

IMPACT

MUSIC

Children will:

Use their voices expressively and creatively by singing songs and speaking chants and rhymes
Play tuned and un-tuned instruments musically
Listen with concentration and understanding to a range of high-quality live and recorded music drawn from different traditions and from great composers
Have time to experiment with, create, select and combine sounds using the inter-related dimensions of music
Developing an understanding of musical composition
Organising and manipulating ideas within musical structures and reproducing sounds from aural memory
playing and performing in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
Encouraging pupils to improvise and compose music for a range of purposes using the inter-related dimensions of music
Show how to use and understand musical notations

Delivered Through…

Creativity, Educational Visits, Performance opportunities across different platforms , Cross School Projects,

BUILDING:

Knowledge, technical vocabulary, experience and experimentation of different instruments, curiosity, a wide range of music from a variety of genres and time periods.

How Music is taught

Across the federation the teachers use Charanga, Sing Up and Sparkyard to focus on different musical styles and skill areas. The children have the opportunity to learn how to sing correctly and develop their theory of music knowledge. Throughout the school children are taught in weekly lessons.They are given time to play as a whole class tuned instruments such as the glockenspiel and then develop their skill of improvisation. Each child is encouraged to develop their composing skills to create a new piece of music. This will develop through the school from whole class compositions through to pair and individual compositions. Every class learn how to perform and regularly perform to other classes their pieces when they have rehearsed.

Our music Curriculum is planned to demonstrate progression and build on and embed current skills. We focus on progression of knowledge and skills in the different musical components and teaching of vocabulary also forms part of the units of work. If children are achieving the knowledge and skills in lessons, then they are deemed to be making good or better progress. We measure the impact of our curriculum through the following methods:

Pupil discussions and interviewing the pupils about their learning (pupil voice).
Governor monitoring with our subject music link governor.
Annual reporting and tracking of standards across the curriculum.
Photo and video evidence of the pupils practical learning.
Use of the assessment tools provided within the Charanga scheme.
Dedicated music leader time.

The impact of our music curriculum is also measured in the uptake of our music after school clubs and uptake of additional music 1:1 teaching.

Skills

Perform
Compose and create
Listen and review
Evaluate music
Sing
instrument

Music in KS1 and EYFS

Within the EYFS setting, music is an integral part of children’s learning journey. Rhyme and rhythm are utilised throughout the learning of phonics, handwriting and mathematics. Children learn a wide range of songs and rhymes and develop skills for performing together. Singing and music making opportunities are used frequently to embed learning, develop musical awareness and to demonstrate how music can be used to express feelings.

Performance is at the heart of musical teaching and learning and pupils participate in a range of performances. These include nativities and a leavers performance. Pupils also take part in Harvest assemblies and singing assemblies.

Music in KS2

In Key Stage 2 children have the opportunity to learn an instrument through peripatetic music lessons with an experienced music tutor. They have the chance to learn the piano, violin, guitar, drums, clarinet and flute. The curriculum offers opportunities to:

Learn to sing and to use their voices, to create and compose music on their own and with others
Present musical composition projects at assemblies attended by parents.
Develop their performance expertise through musical opportunities such as: concerts, assembly performances, KS2 summer play.

Approaches and Methodology

Teach Simply

Model effectively

Practise thoroughly

Feedback constructively

Aspire for excellence

4 of 11

Music – progression of Skills

Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education engages and inspires pupils to develop a love of music and their talent as musicians, and so increases 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.

Across Bushey Federation we use a musical programme called Charanga which provides teachers with weekly lessons, assessment, progression, and engaging and exciting whiteboard resources to support all the requirements of the national curriculum. In line with the curriculum for music and guidance from Ofsted, this Scheme moves away from the previous levels and learning objective/outcome concepts to an integrated, practical, exploratory and child-led approach to musical learning. Ofsted have stated that “We will not always know the learning outcomes” so segregated learning objectives at the start of each lesson are not appropriate. Instead 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.

How the Scheme is structured: Each Unit of Work comprises strands of musical learning which correspond with the national curriculum for music: Listening and Appraising; Musical Activities; Warm-up Games; Optional Flexible Games; Singing; Playing instruments; Improvisation; Composition; Performing The National Curriculum for music aims to ensure that all pupils: Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and tradition, 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 interrelated dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

All Year Groups	Singing and performing techniques, expression and communication, and cultural and personal development through involvement in musical activities are also developed in singing assemblies, class assemblies and extra-curricular provision (eg choir).

5 of 11


Reception	Being imaginative Early Learning Goal: Children talk about their own ideas and processes which have led them to make music. They can talk about the features of their own and others work (compositions), recognising the differences between them and the strengths of others. Pupils are given opportunities to; Develop ideas and interests- Have specific focus for creative designs/purpose Combine and change their creation purposefully reflecting and reviewing their work Talk about the ideas and processes they have used in their own and others work Recognise the strengths of their own work and others Expected - The children are provided with an environment which is set up in such a way that promotes these opportunities and focus on representing their own ideas Expected - Pupils experiment with design - sometimes adult led but not making 'everyone the same' Exceeding - Pupils develop their ideas, make decisions, combine and change their ideas with a purpose to aligning their decision making processes and judging their own work and the work of others through reflection on ways to improve the work they have created Charanga: Listen & Respond (Listen & Appraise) The foundation of musical learning begins. Whilst listening to a variety of styles of music, the children are encouraged to find the pulse, use their imaginations, dance and enjoy themselves. Afterwards, the teacher will ask simple questions. In each step there is the option to listen and respond to a different song or piece of music in a different style. This music is used to inspire imaginative movement, initially free and child-led movement, this grows to enable the teacher to teach the children to follow and copy instruction. The children begin to respond verbally and with movement. Topics: Autumn- Me/ My Stories / harvest songs and christmas nativity songs Spring - Everyone/Our World Summer: Big Bear Funk/Reflect, Rewind, Replay

6 of 11

Year 1	Performing	Composing (including notation)	Appraising	Topics
Year 1	Use their voices to speak/sing/chant Join in with singing To use instruments to perform Look at their audience when they are performing Clap short rhythmic patterns To copy sounds Challenge: Pupils make loud and quiet sounds They know that the chorus keeps repeating	Make different sounds with their voice Make different sounds with instruments Identify changes in sounds Change the sound Repeat (short rhythmic and melodic) patterns Make a sequence of sounds Show sounds by using pictures Challenge: Pupils can tell the difference between long and short sounds They can tell the difference between high and low sounds They can give a reason for choosing an instrument	Respond to different moods in music Say how a piece of music makes them feel Say whether they like or dislike a piece of music Choose sounds to represent different things Recognise repeated patterns Follow instructions about when to play or sing Challenge: Pupils are able to tell the difference between a fast and slow tempo They can tell the difference between loud and quiet sounds They identify two types of sound happening at the same time	Autumn Hey You Rhythm in the way we walk (The Banana Rap) Spring In the Groove Round and Round Summer Your imagination Reflect, Rewind, Replay Cross Curricular Links

7 of 11

Year 2	Performing	Composing (including notation)	Appraising	Topics
Year 2	Sing and follow the melody (tune) Sing accurately at a given pitch Perform simple patterns and accompaniments keeping a steady pulse Perform with others Play simple rhythmic patterns on an instrument Sing/ clap a pulse increasing or decreasing in tempo Challenge Pupils can sing/play rhythmic patterns in contrasting tempo; keeping to the pulse	Order sounds to create a beginning, middle and end Create music in response to Choose sounds which create an effect Use symbols to represent sounds Make connections between notations and musical sounds Challenge Pupils can use simple structures in a piece of music They know that phrases are where we breathe in a song	Improve their own work Listen out for particular things when listening to music Challenge Pupils recognise sounds that move by steps and by leaps	Autumn Hands Feet Heart Ho ho ho Spring I wanna play in a band Zootime Summer Friendship song Reflect, Rewind, Replay Cross Curricular Links

8 of 11

Year 3	Performing	Composing (including notation)	Appraising	Topics
Year 3	Sing in tune with expression Control their voice when singing Play clear notes on instruments Challenge Pupils work with a partner to create a piece of music using more than one instrument	Use different elements in their composition Create repeated patterns with different instruments Compose melodies and songs Create accompaniments for tunes Combine different sounds to create a specific mood or feeling Challenge Pupils understand metre in 2 and 3 beats; then 4 and 5 beats They understand how the use of tempo can provide contrast	Improve their work explaining how it has improved Use musical words (the elements of music) to describe a piece of music and compositions Use musical words to describe what they like and dislike Recognise the work of at least one famous composer Challenge: Pupils can tell whether a change is gradual or sudden They identify repetition, contrasts and variations	Autumn Let your spirit fly Glockenspiel (Stage 1) Spring Three little birds The dragon song Summer Bringing us together Reflect, Rewind, Replay Cross Curricular Links

9 of 11

Year 4	Performing	Composing (including notation)	Appraising	Topics
Year 4	Perform a simple part rhythmically Sing songs from memory with accurate pitch Improvise using repeated patterns Challenge Pupils can use selected pitches simultaneously to produce simple harmony	Use notations to record and interpret sequences of pitches Use standard notation Use notations to record compositions in a small group or on their own Use their notation in a performance Challenge Pupils can explore and use sets of pitches, e.g. 4 or 5 note scales They can show how they can use dynamics to provide contrast	Explain the place of silence and say what effect it has Start to identify the character of a piece of music Describe and identify the different purposes of music Being to identify with the style of work of Beethoven, Mozart and Elgar Challenge Pupils can identify how a change in timbre can change the effect of a piece of music	Autumn Mamma Mia Glockenspiel (Stage 2) Spring Stop Lean on Me Summer Blackbird Reflect, Rewind, Replay Cross Curricular Links

10 of 11

Year 5	Performing	Composing (including notation)	Appraising	Topics
Year 5	Breath in the correct place when singing Sing and use their understanding of meaning to add expression Maintain their part whilst others are performing their part Perform 'by ear' and from simple notations Improvise within a group using melodic and rhythmic phrases Recognise and use basic structural forms e.g. rounds, variations, rondo form Challenge Pupils use pitches simultaneously to produce harmony by building up simple chords They devise and play a repeated sequence of pitches on a tuned instrument to accompany a song	Change sounds or organise them differently to change the effect Compose music which meets specific criteria Use their notations to record groups of pitches (chords) Use a music diary to record aspects of the composition process Choose the most appropriate tempos for a piece of music Challenge Pupils understand the relation between pulse and syncopated patterns They can identify (and use) how patterns of repetitions, contrasts and variations can be organised to give structure to a melody, rhythm, dynamic and timbre	Describe, compare and evaluate music using musical vocabulary Explain why they think their music is successful or unsuccessful Suggest improvements to their own or others' work Choose the most appropriate tempo for a piece of music Contrast the work of famous composers and show preferences Challenge Pupils can explain how tempo changes the character of music They identify where a gradual change in dynamics has helped to shape a phrase of music	Autumn Livin' on a prayer Classroom Jazz 1 Spring Make you feel my love Fresh Prince of Bel Air Summer Dancin' in the street Reflect, Rewind, Replay Cross Curricular Links

11 of 11

Year 6	Performing	Composing (including notation)	Appraising	Topics
Year 6	Sing a harmony part confidently and accurately Perform parts from memory Perform using notations Take the lead in a performance Take on a solo part Provide rhythmic support Challenge Pupils can perform a piece of music which contains two (or more) distinct melodic or rhythmic parts, knowing how the part will fit together	Be able to use a variety of different musical devices in their composition (including melody, rhythms and chords) Recognise that different forms of notation serve different purposes Use different forms of notation Be able to combine groups of beats Challenge Pupils can show how a small change of tempo can make a piece of music more effective They use the full range of chromatic pitches to build up chords, melodic lines and bass lines	Be able to refine and improve their work Be able to evaluate how the venue, occasion and purpose affects the way a piece of music is created Be able to analyse features within different pieces of music Be able to compare and contrast the impact that different composers from different times will have had on the people of the time. Challenge Pupils can appraise the introductions, interludes and endings for songs and compositions they have created	Autumn I'll be there Classroom Jazz 2 Spring Britten - A New Year Carol Happy Summer You've got a friend Reflect, Rewind, Replay Cross Curricular Links

1 of 11