Intent
Our goal is to inspire students to cultivate a love for music and develop their talents as musicians, thereby boosting their self-confidence, creativity, and sense of achievement. As they progress, students should engage critically with music, learning to compose and listen discerningly to a range of musical pieces. By the end of Key Stage 1, our vision is for all pupils to have developed a genuine love for music and singing. They will have gained confidence in performing, exploring sounds, and expressing their creativity through music. Pupils will be able to listen attentively to a range of music and share their thoughts about what they hear. By the end of Key Stage 2, our vision is for all pupils to have developed a deep appreciation and understanding of music. They will be confident in their abilities to perform, compose, and listen critically to a diverse range of music. Pupils will demonstrate a strong grasp of rhythm, melody, harmony, and dynamics, and will be able to express themselves creatively through their musical talents. They will have experienced the joy of making music both individually and as part of an ensemble, and will be equipped with the skills and enthusiasm to continue their musical journey into Key Stage 3 and beyond.
Implementation
The Music Express scheme provides full coverage for experienced and inexperienced teachers of music to fully implement the National Curriculum objectives. The scheme uses repetition and retrieval throughout topics and year groups to ensure an in depth understanding of musical concepts is achieved. Links to music are made across the curriculum, as well as through performances, assemblies and external music tuition.
Music Express provides a carefully-structured progressive scheme of work that integrates singing, playing, listening and composing. It has a cross-curricular, topic-based approach to music teaching in mind, so that learning about music is developed whilst exploring different topics and is linked with other curriculum subjects. Each unit has a musical focus, such as exploring sounds, beat, pitch, performance and then musical development progresses through each age group, providing a comprehensive scheme of work.
NMPAT are employed by the school to deliver whole-class tuition of instruments – Year 3 and 4 are taught Brass on Cycle B and Samba on Cycle A. Hunsbury Park believes that by giving all children the chance to explore a range of instruments we can ensure their cultural capital is raised as well as encourage children to learn about the music of other cultures. We hope that it will open up more opportunities for the children of Hunsbury Park and encourage a higher level of musicianship. Phase 1 and Phase 3 receive enhanced enrichment music through a further external music teacher in order to support their early music learning by building up those key skills of rhythm and pulse, aiding their music progression.
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Key stage 1 Pupils should be taught to: |
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Use their voices expressively and creatively by singing songs and speaking chants and Rhymes
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Covered in every unit within Year 1 and 2 |
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Play tuned and untuned instruments musically |
Autumn 1 – Year 1 and 2 Spring 1 – Year 1 and 2 Spring 2 – Year 1 and 2 Summer 1 – Year 1 and 2 Summer 2 – Year 1 and 2 |
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Listen with concentration and understanding to a range of high-quality live and recorded
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Autumn 1 – Year 1 and 2 Spring 1 – Year 1 and 2 Spring 2 – Year 1 and 2 Summer 1 – Year 1 and 2 Summer 2 – Year 1 and 2 |
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Experiment with, create, select and combine sounds using the inter-related dimensions of music.
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Autumn 1 – Year 1 and 2 Spring 1 – Year 1 and 2 Spring 2 – Year 1 and 2 Summer 1 – Year 1 and 2 Summer 2 – Year 1 and 2 |
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Key stage 2 Pupils should be taught to |
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Sing and play musically with increasing confidence and control. |
Autumn 1 - Phase 2, Phase 3 Autumn 2 - Phase 2, Phase 3 Summer 1 – Phase 2 Summer 2 – Phase 2 |
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Should develop an understanding of musical composition, organising and Manipulating ideas within musical structures and reproducing sounds from aural memory.
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Autumn 2 – Phase 3 Autumn 2 – Phase 2 Spring 2 – Phase 2 Summer 1 – Phase 2 |
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Play and perform in solo and ensemble contexts, using their voices and playing musical instruments |
Samba Enrichment – Phase 2 Autumn 2 – Phase 2 Summer 2 – Phase 3 |
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Improvise and compose music for a range of purposes using the inter-related dimensions of music |
Autumn 2 – Phase 3 Autumn 2 – Phase 2 Summer 1 – Phase 2 |
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Listen with attention to detail and recall sounds with increasing aural memory |
Samba Enrichment – Phase 2 Spring 2 – Phase 2 Summer 1 – Phase 2 |
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Use and understand staff and other musical notations |
Autumn 2 – Phase 3 Spring 2 – Phase 2 |
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Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians |
Autumn 1 – Phase 3 Autumn 2 – Phase 3 Spring 1 – Phase 2 |
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Develop an understanding of the history of music. |
Autumn 1 – Phase 3 Spring 1 – Phase 2 Spring 2 – Phase 2 |
Impact
Our music curriculum ensures that all pupils engage in a diverse range of musical activities and develop an understanding of a wide range of musical features. They will have the chance to listen to and appreciate the works of various composers, as well as gain knowledge of many instruments. As a result, they will leave our school ready and eager for further musical challenges in the next stage of their education.
Assessment
Music Express ensures a progression of skills over time. Children are able to continually assess how well they are progressing, as they are always being taught the key elements of music in a spiral curriculum. Each lesson revisits and builds on the previous to allow children to progress their skills logically, helping them to learn and remember more. They are also given opportunities to compose their own music and share this with the class, supporting them in identifying the skills learnt and progression of these. Staff record the children’s assessment and progress against assessment criteria for each unit. This allows staff to better assess children’s individual learning needs to adapt lessons accordingly as well as assess their progress from start to finish.
Send and Disadvantaged Pupils
Our music curriculum establishes high expectations for all pupils, regardless of their prior performance, where all children will be set ambitious targets. Potential areas of difficulty will be addressed and pupils will be provided with necessary support to help them engage and thrive within music lessons
How Does Music Promote British Values?
In our music lessons at Hunsbury Park Primary School, children are taught about the need to establish clear rules when listening, performing and composing. These rules include working together as a team, taking turns with the instruments, listening when someone is playing and deciding on whose ideas are going to be used in a composition.
Children are encouraged to make their own choices regarding the music they like to listen to or perform and are respected for their individual preferences. We also encourage our children to offer opinions that critique as well as praise the music genres being taught through Music Express, as discussion and tolerance of others is a key part of their development.
Children are encouraged to appreciate the fact that music from all cultures and traditions around the world develops and contributes positively to British music. Children are taught songs that reflect a range of genres throughout British music history as well as being given the opportunity to share songs from their own cultures throughout the year. They are encouraged to make comparisons between historical landmarks, such as adaptations in black civil rights in Phase 1 and empowering female musicians in Phase 3.