Rationale: At Wybunbury Delves we aim to 'light the spark for a love of learning and of life' and believe Music is a subject which offers the very best opportunities to achieve this. Music is a practical subject involving children in listening, thinking, feeling and most of all doing.
'Music has a power of forming the character and should therefore be introduced into the education of the young.' (Aristotle)
'Music is a moral law. It gives soul to the universe, wings to the mind and life to everything ... Without music, life would be an error.' (Plato)
Why do we teach Music?
The new National Curriculum for 2014 sets out why we teach Music in schools: '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.'
The aims of Music in our school are:
Curriculum & School Organisation
We have introduced a web-based scheme 'Charanga' (£240 annual cost) which provides non-specialist staff the tools to deliver a high quality music curriculum. The Charanga scheme ensures planning and progression, the class teacher adapts the scheme to meet the individual needs of the class as required. Children who are learning an instrument are set up with a login to the Charanga site and this can be used for additional practice. As part of our church school calendar there are times when new songs are introduced within music lessons to complement our services (e.g. Christmas/Harvest/Easter). Music is part of a broad and balanced curriculum and is taught on a regular basis , across each half term ,to ensure that skills are developed. Wherever possible we link music to our study work themes.
EYFS Area: Expressive Arts and Design By the end of Reception children should:
Exploring and Using Media and Materials: Children sing songs, make music and dance, and experiment with ways of changing them.
Being imaginative: Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.
National Curriculum Subject Content
Key stage 1 Pupils should be taught to:
Key stage 2: Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.
Pupils should be taught to:
Teaching and learning style
Music teaching focuses on making music, either through singing or instrumental work, and evaluating music. Notation of music is taught through graphic scores and formal notation. Children are taught vocabulary to allow them to appraise music with technical terms. Notation and vocabulary are taught within a music making environment rather than a formal theory session.
The Learning Environment
The learning environment is of great importance at Wybunbury Delves. A music resource area has been organized and will be used to:
Curriculum Enhancement Opportunities
At present extra-curricular activities in school are: the inclusive school choir supported by Mrs Brittain (parent volunteer) and a recorder group. Music for Life and Love Music Trust also provide opportunities for children to become involved in music making.
Private tuition is offered by 'Music for Life' currently covering; brass, guitar, keyboard, piano, violin and voice. All children who can play a musical instrument or wish to sing have the opportunity to perform as part of Year 6 Celebration Worship each week.
There is an annual Music Concert in school where all children are able to perform. The school works in partnership with the local high school and takes part in join events, e.g. the community Christmas Concert. We also perform in local community events throughout the year, including massed choir concerts.
Assessment, Recording and Reporting
Children are assessed against the national standards typical for their age. Currently teaching staff observe whether children can meet the learning objective that has been set for the class and make AfL notes for tracking progress as required.
The Music Subject Leader monitors coverage, standards and progression through, cohort assessments, learning walk and pupil voice.
Monitoring, review and evaluation
Monitoring the standard of children's work and the quality of teaching in Music is the responsibility of the Music Subject Leader. The Music Subject Leader is also responsible for supporting colleagues in the teaching of Music, informing staff of developments in the subject and for providing leadership for the subject in the school. The Annual Report for each child includes a comment on Music.
The Music Subject Leader produces a subject evaluation summary at the end of each academic year which is reported to curriculum governors. This feeds into a curriculum action plan.
The Music Subject Leader meets with other Leaders through the Love Music Trust music hub to discuss curriculum issues. This information is then disseminated to staff. Within school the music co-ordinator is available to support other staff in delivering the music curriculum. The professional development needs of staff are assessed through monitoring and where necessary further training is provided. This may be INSET provided internally or external courses as appropriate.
Curriculum Risk Assessment
The subject specific risk assessment can be found in the Head teacher's office in the Curriculum H & S file. This is reviewed annually and agreed by all staff.
Resources are centrally stored in the Music resource area. Instruments are available for loan from the local high school as required. The Music Subject Leader co-ordinates and audits all resources. There are two designated percussion boxes, Key Stage 1 and Key Stage 2. These have a pictorial inventory which enables practitioners and children to name instruments. Additional resources are kept on shelves or in drawers in the cupboard in the Music resource area. Use of technology in Music is encouraged.
Links with other subjects
Literacy: Children develop their language skills through singing songs, with attention to diction, meaning, rhythm and rhyme. Music can also be used to stimulate creative writing or discussion.
Computing: ICT is used where appropriate. Links can be made between the Music and Computing curriculums using music as a soundtrack for animation, or using ICT to record music activities.
Personal, social and health education (PHSE) and Citizenship: In collective music making, children are given opportunities to work together and develop good relationships. Music can form the basis of many social activities and is important in the lives of many young people. The ability to perform for other people can develop self-confidence and can be a memorable occasion for children.
Spiritual, moral, social and cultural development: Being involved in music, through performance, listening or creating, can be a moving or spiritual experience. Music is central to our daily worship sessions. The children enter and exit worship listening to a variety of genres of music which can help them reflect on the spiritual words. The music coordinator also selects songs and hymns that reflect the worship theme each week.