Music

Intent – What is the purpose of our Music curriculum?

At Tranmere Park Primary, the music curriculum ensures that students sing, listen, play, perform and evaluate. Our children gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing and composing across a wide variety of historical periods, styles, traditions and musical genres. Our objective is to promote a curiosity for the subject, as well as an understanding and acceptance of the validity an importance of all types of music, and an unbiased respect for the way that music may wish to be expressed. We promote creativity and expression and take pride in ensuring that all pupils understand the value and importance of music in the wider community and can readily access musical activities of their choosing. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increate their self-confidence, creativity and sense of achievement. At our school, the music curriculum allows pupils to discover their areas of strength affording them an invaluable opportunity to develop their self-confidence, mental well-being and self-awareness.

Our Children will:

Our Teachers will:

  • • Demonstrate a general awareness of sound both musically and in their everyday environment.
  • • Experiment with sound and identify sound from a variety of media.
  • • Listen to a variety of music with attention and understanding.
  • • Recognise the inter-related dimensions of music such as pitch, dynamics and duration of sound.
  • • Imitate and recall simple rhythmic and melodic patterns through percussion instruments, body percussion and vocals.
  • • Join in as a member of a music-making group and play instruments.
  • • Create short compositions in response to given stimuli.
  • • Improvise using instruments, body percussion or vocals. Demonstrate highly positive attitudes towards the subject and be aspirational in their goals.
  • • Learn songs from memory and join in with a wide range of singing styles.
  • • Teach a music curriculum providing quality, range, depth, progression, challenge and personalisation.
  • • Use the ICT based Charanga Music Scheme to deliver exciting, contemporary and relevant music lessons.
  • • Teach one musical focus each half term linked to the Artforms Progression in Music document, thus ensuring progression across Key Stages.
  • • Identify gaps in understanding and swiftly overcome these with precise teaching.
  • • Provide the children with a rich curriculum of carefully crafted lessons that ensures time for practise and consolidation.
  • • Provide opportunities for our children to: listen to, make and analyse music working both individually and collaboratively thus fostering an enthusiasm for music beyond the classroom.

 

Implementation – How do we do it?

The Learning Journey

The key elements of the music curriculum are taught in classroom-based lessons so that children can use the ‘language of music’ to dissect and analyse a piece of music. Our curriculum is progressive and starts from EYFS and interweaves through all areas of learning and development.
The music curriculum ensures that students: sing, listen, play, perform and evaluate. These activities are embedded in classroom practice as well as weekly singing assemblies, concerts and performances and the learning of instruments. The elements of music are taught in classroom lessons so that children can use the language of music, and understand how it is made, played, appreciated and analysed. In the classroom, students learn how to play an instrument (each class has a set of chime bars) and, in doing so, they understand the principle of note playing as well as demonstrating an ability to read basic music notation. They compose with creativity and confidence, which, in turn, feeds their understanding when listening, playing or analysing music. Composing or performing, using body percussion and vocal sounds, is also integral to everything we do.
At Tranmere Park Primary, we take pride in giving the children the chance to perform in front of an audience, giving them the will and the motivation to do so through a variety of opportunities which could include but aren’t limited to: nativities, performances and class assemblies.

Assessment

• Short-term assessments aim to assess the children’s learning informally on a lesson-by- lesson basis and are key to our curriculum. These could include observations of groups, analysis of whole class feedback, the marking of work or short tests, either in written or oral form.
• Medium- term assessments are completed at the end of a term and the class teacher keeps a highlighted grid, to show progress within the age bands (EYFS do this utilising ‘Development Matters.’) These grids are kept in the assessment folders within classrooms.
• Long term assessments assess our children against national expectations. These are also used to provide extra information about individual children’s attainment and progress so that the teacher can report to the next teacher and the child’s parent. Furthermore, data will be used by SLT to brief the governing body, the staff and the LEA on overall progress towards the school’s end of year targets.
To enhance upon the above, at the start of a chosen half term/Charanga unit of work, our staff film the children singing the song on their first attempt. At the end of the above half term/Charanga unit of work, staff film the children singing the song and performing with instruments. This provides us with clear evidence of pupil progress.
‘Ows’ and ‘Wows’ are recorded in lessons and seen in films of the children performing. These are vital to our to assessment of learning and progress. This evidence is used to inform our Foundation Subject Assessment Folder and to provide data for our end of year Otrack assessments (WEX).

Monitoring

The Music subject leader will use their expertise to support other teachers through timely feedback, coaching and support. Completing an annual deep dive into Music, they will undertake: learning walks, pupil and teacher interviews and will scrutinise assessment data. Additionally, regular staff consultations and questionnaires are used to identify any areas for development. This information is used to develop the focus for future CPD in the subject.

Impact – What knowledge and skills are obtained?

At Tranmere Park, every pupil will:
• Be given equal opportunities to fulfil their potential within music, regardless of ethnicity, culture, class, gender or special educational needs.
• Have access to a varied programme within which they will discover something that they enjoy, thus cultivating a starting point for a lifelong interest in learning.
• Complete each key stage with a high proficiency in each aspect of music.
• Believe that they are good at music and will have the resilience required to take part in all elements of the music curriculum.
• Be a listener, a creator and a performer and will understand the culture and history of music.
• Be exposed to meaningful, high-quality experiences and lessons that promote choice and independent thinking.
• Be aware of their own music strengths as well as areas for improvement.
• Be encouraged to develop a positive and lifelong relationship with Music and musical activity.
• Have an improved sense of achievement, pride, self-confidence and where relevant, improved behaviour and increased academic achievement because of the creative engagement of music making and team work.

Further to the above, our Curriculum, at Tranmere Park, is designed to ensure that each and every child achieves or demonstrates the following:

The Team Tranmere Way
Be Yourself Be Your Best Be Team Tranmere
Our children will learn to like who they are; they respect themselves and live their lives in their own way, regardless of the opinions of others. Our children ‘give it everything they have got’ to achieve their full potential across the curriculum. Our children are a part of a community and have respect for the resources and people in it and that surround it.
Our Learning Values and Behaviours
Self-Manager Effective Participator Independent Enquirer Team Worker Resourceful Thinker Reflective Learner
Our children set their own goals and manage their own time, motivation and concentration. Our children participate in lessons and persuade and encourage others to do so. Our children set goals for their research with clear success criteria. Our children understand that we are stronger together and implement this. Our children are problem-solvers who can adapt to new or difficult situations. Our children critically analyse their work ensuring future improvements.