Music 

History for Life at Holgate Academy

 Intent

Teaching music at Orrell Holgate aims to follow the specifications of the National Curriculum, providing a broad, balanced and adaptive curriculum and ensuring the progressive development of musical concepts, knowledge and skills. At Orrell Holgate we believe that music plays an integral role in helping children to feel part of a community, therefore we provide opportunities for all children to create, play, perform and enjoy music both in class and to an audience. Through assemblies and key stage performances, children showcase their talent and their understanding of performing with awareness of others. Lessons enable children to develop their skills, appreciate a wide variety of music and begin to appraise a range of musical genres.

Our curriculum:

·      Enables children to gain a firm understanding of what music is through listening, singing, playing, evaluating and analysing.

·      Equips children with the knowledge to look at a wide variety of historical periods, styles, traditions and musical genres.

·      Enjoy and have an appreciation for music.

·      Enables children to make judgements and express personal preferences about the quality and style of music.

·      Enables children to take part in performances with an awareness of audience.

Implementation

Music teaching at Orrell Holgate delivers the requirements of the National Curriculum through use of the Music Express scheme of work. This scheme was carefully selected as it provides a progressive and sequenced scheme of learning which support teachers and children alike. Teachers follow the suggested scheme of work, although adaptations can be made to meet the needs of the individual classes. Music lessons are broken down into roughly half-termly units and an emphasis is placed on musical vocabulary, allowing children to talk about pieces of music using the correct terminology. The music curriculum ensures children sing, listen, play, perform and evaluate. This is embedded in the classroom through the structured music programme Music Express as well as the weekly singing assemblies, various concerts and performances, musical clubs and teaching from specialist music teachers.

Our progression model also follows the same learning sequence to ensure all interrelated elements of music are covered and implemented.

Within the EYFS setting, music is an integral part of children’s learning journey. Rhyme and rhythm are utilised throughout the learning of phonics and handwriting. 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.

At Orrell Holgate, performance is at the heart of musical teaching and learning and pupils participate in a range of performances during their school ‘career’. These include nativities (KS1 and KS2) and a Leavers performance (Year 6). Pupils also take part in singing assemblies. Pupils who are confident are encouraged to perform in solo performances. Parents are invited and welcomed to watch all of these performances whether at school or outside of school.

Pupils in KS2 have had the opportunity to learn to play a musical instrument within the school day led by a member of staff.

Intent

By the time children leave Holgate, they are ready for the next step of their learning. 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).

· Annual reporting and tracking of standards across the curriculum.

· Photo and video evidence of the pupils practical learning.

· Use of the assessment tools agreed by all staff.

Music Curriculum Overview

Music 

History for Life at Holgate Academy

 Intent

Teaching music at Orrell Holgate aims to follow the specifications of the National Curriculum, providing a broad, balanced and adaptive curriculum and ensuring the progressive development of musical concepts, knowledge and skills. At Orrell Holgate we believe that music plays an integral role in helping children to feel part of a community, therefore we provide opportunities for all children to create, play, perform and enjoy music both in class and to an audience. Through assemblies and key stage performances, children showcase their talent and their understanding of performing with awareness of others. Lessons enable children to develop their skills, appreciate a wide variety of music and begin to appraise a range of musical genres.

Our curriculum:

·      Enables children to gain a firm understanding of what music is through listening, singing, playing, evaluating and analysing.

·      Equips children with the knowledge to look at a wide variety of historical periods, styles, traditions and musical genres.

·      Enjoy and have an appreciation for music.

·      Enables children to make judgements and express personal preferences about the quality and style of music.

·      Enables children to take part in performances with an awareness of audience.

Implementation

Music teaching at Orrell Holgate delivers the requirements of the National Curriculum through use of the Music Express scheme of work. This scheme was carefully selected as it provides a progressive and sequenced scheme of learning which support teachers and children alike. Teachers follow the suggested scheme of work, although adaptations can be made to meet the needs of the individual classes. Music lessons are broken down into roughly half-termly units and an emphasis is placed on musical vocabulary, allowing children to talk about pieces of music using the correct terminology. The music curriculum ensures children sing, listen, play, perform and evaluate. This is embedded in the classroom through the structured music programme Music Express as well as the weekly singing assemblies, various concerts and performances, musical clubs and teaching from specialist music teachers.

Our progression model also follows the same learning sequence to ensure all interrelated elements of music are covered and implemented.

Within the EYFS setting, music is an integral part of children’s learning journey. Rhyme and rhythm are utilised throughout the learning of phonics and handwriting. 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.

At Orrell Holgate, performance is at the heart of musical teaching and learning and pupils participate in a range of performances during their school ‘career’. These include nativities (KS1 and KS2) and a Leavers performance (Year 6). Pupils also take part in singing assemblies. Pupils who are confident are encouraged to perform in solo performances. Parents are invited and welcomed to watch all of these performances whether at school or outside of school.

Pupils in KS2 have had the opportunity to learn to play a musical instrument within the school day led by a member of staff.

Intent

By the time children leave Holgate, they are ready for the next step of their learning. 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).

· Annual reporting and tracking of standards across the curriculum.

· Photo and video evidence of the pupils practical learning.

· Use of the assessment tools agreed by all staff.

Music Curriculum Overview