Music

Intent  

Appreciate, Participate Innovate

In our school, we teach children to appreciate music. Children will experience a wide range of music, including that of the great performers and composers through recordings and live performances giving them the language to acknowledge and understand the subject. We aim to inspire children to develop a love of music. We then want children to engage with their learning and participate in their music education in order to acknowledge their own talent as musicians, and so increase their self-confidence, creativity and sense of achievement.  Music is a practical subject, integrating singing, playing, listening, notating, rehearsing, performing and creating activities. All practical activity is underpinned by an understanding of music and the way it works. Finally, we want them to be innovative in their thinking; over time students should have the opportunity to develop their understanding of how music works, their range of musical skills, and their awareness of music’s power as an aesthetic art form.

Purpose of study

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

Aims

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 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 interrelated dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations

How is this subject planned?

• National Curriculum is taught in KS1 and KS2

• In the Early Years the Foundation Stage Curriculum is taught.

• Each year group has half termly projects, each with subject knowledge and skills to be taught. At times, these projects may be taught as a block.  

• The National Curriculum for Music is taught through subject specific projects which explore the seven dimensions of music: pitch, duration, dynamics, tempo, timbre, texture and structure. Where appropriate, there is opportunity for children to apply their understanding through the skills of: singing, playing, notation, listening and responding, rehearsing and performing, describing and discussing.

Implementation

The Stanmore Approach

At Stanmore we ensure that all children have the opportunity to appreciate the universal language of music. This is achieved not only through a well taught and delivered National Curriculum but through broader opportunities to make music, think more musically and become even more musical. Every child at Stanmore, irrespective of their background, gender or ability, has the opportunity to learn to play an instrument and fully participate through making music together.  Our music curriculum has been planned to inspire an appreciation of different styles and genres of music. Identifying that the voice is also an instrument, music can be a universal communication tool and that we do not have to play an instrument or love singing to be able to appreciate music. Through this approach we are able to enrich our childrens’ knowledge and understanding of music as a subject.

‘But for pupils to develop, it must be more than that. Early years providers and schools should build a musical culture, identify potential and talent and enrich children’s experience with music beyond the classroom. Music can help build community, including with parents and carers.’  The power of music to change lives A National Plan for Music Education 2022

Children have frequent opportunities to learn music. In the Early Years Foundation stage Music is usually taught weekly in key stages 1 and 2 although there may be times when it is more appropriate to deliver music through a blocked curriculum. Our study of music will inspire  children 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. This allows interconnectivity with our subject specific projects. For example; looking at how the Ancient Greeks and Anglo Saxons used music and what instruments were specific to that period of time and why. We use the expertise of our partners Hampshire Music Service, Pilgrims School and Winchester Cathedral to deliver an accomplished choir, 1:1 lessons, ‘Listen to Me’ in Year 2 and ‘Beyond the Beat’ throughout KS2. We are proud to be a Music Mark School in recognition of providing a high quality music education for all.

BEST values and Keys for Success 

Enriching our children’s exposure to music is central to our core BEST values. Our Commitment to providing High quality music education for all of our children has been recognised through the Music Mark.  Music encourages co-operation and the value of trusting others and yourself. Learning to play an instrument or listening to different genres in music encourages persistence and maintaining engagement throughout discussions and planning. Performing and watching others perform inspires them to feel confident and supported to do the same. This also develops the key of respect amongst the children. It also demonstrates to children how they belong to our school community. They are encouraged to develop their resilience and organisation in order to effectively communicate their own ideas and strive for excellence in the subject music by understanding and exploring how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

Inclusion 

To meet the needs of all our children we teach music through an inclusive music curriculum. We have identified the barriers for some children. These include being unable to easily listen and appreciate; experiencing disadvantage and physical or learning difference.  Our aim is that children will be to be able to listen to and identify with music that generates a response from them. We want the love of music to be part of the narrative of their lives, regardless of whether or not they continue to play an instrument.  We use a diverse range of materials to engage and maximise our childrens’ talents. At Stanmore we make music accessible to children from all backgrounds, including through strong links with Hampshire Music Hub and Winchester Cathedral. Every child is entitled to a music curriculum that is adapted to their individual needs, as required, including making use of pupil premium funding. We are determined to tackle the divide between the opportunities for children whose families can afford to pay for music tuition and for those who come from lower socio-economic backgrounds.

SMSC and British Values

At Stanmore we recognise that music embodies one of the highest forms of both creativity and spirituality. We plan for opportunities for children to recognise when and how music can bring colour to the experiences that shape them. Throughout EYFS KS1 and KS2 opportunities will be made for learners to participate and respond positively to both musical and culturally diverse opportunities. When exploring different genres and composers teachers are able to teach and enrich childrens’ knowledge of cultural differences and the countries that inspired composers and where they lived. For instance Edvard Greig was inspired to produce “In the Hall of the Mountain King” by the Norwegian folk tunes of his homeland. Within lessons students have the opportunity to express their opinions and these are respected by others. There may be votes to verify which piece of music they wish to listen to, or which song children wish to perform in lessons, assemblies or concerts.  Children are taught how to be an appreciative and supportive audience who listen attentively whilst others perform.

Through exposure to a range of music and instruments, children have respect for cultural diversity and an awareness of different ethnic and socio economic groups in local, national and global communities.

Oracy

At Stanmore we use the Pathways to Independence to teach subject specific musical vocabulary, including Tier 2 and Tier 3 vocabulary.  We use a range of approaches to introduce new vocabulary. Lessons provide opportunities for children to express themselves freely, forming opinions about music they will listen to, in composition and performing tasks. We encourage children to ask questions and discuss their learning using ‘agree, build challenge’ (ABC) to enable the teacher to build on and extend children’s thinking.

Impact

How is this subject assessed

• By the end of each key stage, children are expected to know, apply and understand the content, skills and processes specified in the relevant programme of study of the National Curriculum. Teachers make assessments using the Pathways to Independence and through the assessment and tracking documents. Teachers keep track of any children who are not meeting the year group expectations.

• Assessment of Music is reported to parents in the annual report.

How is this subject monitored

• The subject leader is responsible for monitoring the planning, teaching and assessment of the subject. This is triangulated through book looks, pupil conferencing, learning walks and discussions with teachers

• Governors carry out regular monitoring visits in school and update the Full Governing Body through Governor Visit reports.

Pupil Voice