Our curriculum is designed to engage and inspire pupils to develop a love of music and their talent as musicians. In doing so, they will increase their self-confidence, creativity and sense of achievement. Children are given the 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. Children learn to sing and to use their voices, to create and compose music on their own and with others. They are offered the opportunity to learn a musical instrument. Children learn to 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 notation. At Edward Betham we are committed to ensuring children understand the value and importance of music in the wider community and that they understand the joy and creativity that comes from opportunities to involve themselves in music, in a variety of different contexts.
- At Edward Betham we use the original Charanga music scheme to deliver all of our music lessons. This provides teachers with week-by-week lesson support for each year group in the school. It is ideal for specialist and non-specialist teachers and provides lesson plans, assessment, clear progression, and engaging and exciting whiteboard resources to support every lesson. The Scheme supports all the requirements of the National Curriculum.
- In EYFS Music is delivered weekly. Children have opportunities to learn through song, experiment with instruments and develop their own musical interests. Teachers plan for child led music opportunities within the continuous provision.
- In KS1 and KS2 Music is taught for half an hour once a week. In addition, children have 30 minutes a week dedicated to singing practice in the weekly Hymn Practice which develops skills of singing in parts and singing in rounds
- The subject lead plans annual CPD where staff gain confidence in how to use the range of resources and materials on Charanga most effectively. Staff are encouraged to build their own subject knowledge and adapt the scheme to suit their own strengths.
- Four music units are taught each year. One step of a Charanga unit may be covered over two weeks. This ensures a depth of coverage. The curriculum map shows the units that are covered in each year group
- Each Unit of Work comprises the strands of musical learning which correspond with the National Curriculum for music: Listening and Appraising - using the 9 dimensions to discuss in a musically literate way; Sing/Compose/ Improvise; Perform – The final performance being recorded at the end of the unit (Including children improvising and elements of composition)
- Children understand musical concepts through a repetition-based approach to learning. They learn about the same musical concept through different musical activities which enables a more secure, deeper learning and mastery of musical skills.
- Teachers plan lessons which have an integrated, practical, exploratory and child-led approach to musical learning.
- Children have access to Yumu which is a platform dedicated to supporting students' music-making between lessons.
- Children's musical talents are celebrated regularly. Children have many wider opportunities to perform in Collective Worship, Mass celebrations, and there is a concert in the summer term which gives the opportunity to perform to an audience.
- Children have extra-curricular opportunities to develop their musical skills including: guitar lessons, school choir and Young Voices. The Young Voices experience is the largest children’s choir in the world. Children perform in Wembley alongside incredible artists to an audience made up of family and friends.
In EYFS the children’s musical creativity is assessed regularly through detailed observations and questioning of the children. In KS1 and KS2 pupils’ progress is recorded and evidence is saved on the shared drive. Teachers inform pupils, parents and teachers of their progress annually. Ongoing formative assessment includes performance, high quality questioning and teacher observations throughout the unit. Music is monitored by the subject leader throughout all year groups using a variety of strategies such as, lesson observations, staff discussions and pupil interviews. Feedback is given to teachers and leaders use the information to assess pupils’ progress and identify next steps for development of the subject. It is expected that the majority of pupils in the school will meet the expected level for their age within the National Curriculum.
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