At Bricknell Primary School, the teaching of Music has been carefully considered to enable our pupils to become confident musicians in a range of areas. We strive to enable our pupils to become skilled and confident musicians. Our curriculum aims to provide the children with a secure understanding of music through singing, listening, performing, and composing. We are dedicated to fostering a passion for the subject as well deepening the children’s knowledge and skills in music. We are committed to developing our musician’s creativity, confidence, and appreciation of music in a balanced and non-judgemental way.
At Bricknell, we follow the Charanga Music Scheme, alongside this our highly skilled subject leader has carefully worked to create a Progressive Skills Document where objectives for each year group are progressively mapped out to ensure our pupils are given the acquired skills and knowledge the further their education journey into KS3.
Our aim is to provide inclusive and aspirational environments and learning experiences where pupils thrive and build the cultural capital, they need to make aspirational choices about their own futures, overcoming any barriers. To achieve this, our curriculum is underpinned by the principles highlighted in our Aspiration Curriculum.
Bricknell Aspiration Curriculum
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Within the Music Progressive Skills Document, our progressive objectives identify what pupils should know by the end of each year group and link to prior learning. These enable teachers to identify and plug gaps in pupil’s knowledge and skills. Within Music, pupils will develop a deep understanding of key concepts and second order concepts. These key concepts have been carefully considered and identified as the core knowledge and skills, required to successfully achieve in Music. The Key concepts are revisited and developed as the pupils move through the school to ensure the knowledge and skills are firmly embedded within the long-term memory. These key concepts compliment work carried out across the school in line with the Aspiration Curriculum. The expectation is that, by the end of Primary School, children will know and understand these key concepts and to give them a solid foundation to enter the music curriculum at KS3.
In addition to first order concepts, the subject leader has identified subject specific second order concepts. These can be used across all aspects of a subject to organise the substantive knowledge and skills taught.
The pillars of music are developed through the curriculum which progressively builds pupils knowledge and skills of the following key concepts:
Singing (developing pitch, melody, rhythm and control individually and as part of a group)
Listening (exploring feelings and emotions in response to music, giving opinions, identifying instruments, structure, musical features)
Composing (improvising, composing, notating: representing sounds through symbols, standard and non-standard notation)
Performing (singing, playing instruments, individual and groups, practising, rehearsing, presenting, recording, evaluating)
Be able to sing a range of well-known nursery rhymes and songs, perform songs, rhymes, poems and try to move in time with the music. Express their ideas and feelings about music, explore and engage in music making. Use props in a performance on their own or in a group.
By the end of key stage 1, children will:
1. Use their voices expressively and creatively by singing songs and speaking chants and rhymes.
2. Play tuned and untuned instruments musically.
3. Listen with concentration and understanding to a range of high-quality live and recorded music.
4. Experiment with, create, select, and combine sounds using the interrelated dimensions of music.
By the end of key stage 2, children will:
Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control, and expression.
1. Improvise and compose music for a range of purposes using the inter-related dimensions of music
2. Listen with attention to detail and recall sounds with increasing aural memory
3. Use and understand staff and other musical notations
4. Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
5. Develop an understanding of the history of music.
Any child working below their age-related expectation, will receive a tailored curriculum with personalised objectives taken from the Curriculum Assessment Toolkit. This will enable all children to build the skills and knowledge needed to bridge the gap between themselves and their peers enabling them to reach their full potential.
At Bricknell Primary School, our curriculum is carefully mapped out into a Long-Term Plan by our highly skilled subject coordinator. This enables links between subjects to be identified and carefully planned for to support pupil’s retention of knowledge and skills.
The academic year is broken down into six units across the year. Music is taught discretely through each of the six units and outcomes are demonstrated in music books as well as video recordings.
At Bricknell, all Music lessons will follow the same teaching sequence outlined below:
In Year 4, all pupils take part in the wider opportunities programme and are taught how to play a brass instrument by a specialist music teacher. To prepare the children for this, teachers across EYFS, Year 1, 2 and 3 provide the fundamental knowledge and skills so that all pupils can access this fantastic opportunity.
Additional to the discrete Music lessons, all pupils will be included in collective singing during assemblies. Children entering KS2 are provided with the opportunity to develop their love of music by playing a musical instrument with peripatetic teachers. Children taking part in these additional enrichment activities, are celebrated and pupil’s musical achievements are shared and celebrated during whole school assemblies.
A wide range of strategies are used to measure the impact of our Music curriculum. Our teaching sequence allows children to respond to assessments where knowledge is absorbed into the long-term memory of pupils. Formative Assessments are also carried out by teachers after each lesson which will allow them to inform future planning. Additionally, summative assessments are carried out by using an internal assessment tool. As a result of these assessment tools, pupil’s misconceptions or gaps in subject knowledge, skills, behaviours, and attitudes are addressed and additional teaching and support is provided.
In EYFS, staff professional judgements are valued. Assessments are formative so that they quickly make a difference to children’s learning. They inform the provision of activities and experiences which develop children’s skills and knowledge as well as giving opportunity for further practise. We record WOW moments on Tapestry and build up a detailed picture of each child using a Child on a Page document.
Our Subject Leader will also monitor the effectiveness of the Music curriculum through carrying out regular subject 360 evaluations. These evaluations are quality assured by the Curriculum Lead, Senior Leadership and Governors.
The effectiveness of Music is also monitored through pupil and parental voice throughout the course of the year.