Hampshire Music Service 

Children have the opportunity to enjoy a wide range of musical experiences through listening, singing, interpreting music through dance and by playing and composing music using tuned and un-tuned percussion. The majority of our music curriculum is delivered by Hampshire Music Service through their ‘Listen 2 Me’ programme. This introduces children to a range of instruments such as the African drums, ukulele, violins and recorders and gives a framework for children to develop their musical skills and knowledge as they progress through the school.

The children have lots of opportunities to perform their singing or instrument playing in class and to school or parent audiences. We also have an annual Christmas production for EYFS and KS1 and an end of year production for KS2 which everyone takes part in. These performances are always very well supported by parents and the local community. We also utilise a scheme called Charanga to supplement the ‘Listen 2 Me’ programme.

Teaching Music at Haselworth Primary School 

Intent

At Haselworth, the music curriculum, through playing, singing, creating and performing, will help our children develop confidence, communication, thinking and creative skills and improve their emotional well-being. The skills involved in playing and listening will help learners develop self-esteem, cooperation and creativity. We hope our children will find that music is enjoyable and relaxing and will develop a love and understanding of a wide variety of music, which they can carry with them for the rest of their lives.

How do we teach music?

The aims of teaching music in our school are:

• To have an equal opportunity to take part in the experience of music throughout their time in primary school and to develop a lifelong love of music. 
• To express themselves musically as individuals and within small and large groups. 
• To enhance their listening skills and to develop their appreciation of music in a variety of styles and from different times and cultures. 
• To have the opportunity to use their voices and bodies with confidence and creativity in a musical way.
• To integrate music, where practical and desirable, into other aspects of the curriculum, thus contributing to the promotion of our pupils’ spiritual, moral, social, cultural and physical development, and their key skills of communication, number, computing, working with others, improving their own learning and performance and problem-solving.

 

Personal, social and health education (PSHE) and citizenship

Music contributes significantly to the teaching of personal, social and health education and

citizenship. Through the common goal of making music, children learn to work effectively with other people, and to build up good relationships. Music is the basis of many social activities, and plays an important role in personal development and building self-confidence. Participation in successful public musical performances is sometimes one of the most memorable things young people do at school.

Spiritual, moral, social and cultural development

Creating, performing or listening to music is a moving and spiritual experience. We encourage children to reflect on the important effect that music has on people's moods, senses and quality of life.

It is our belief that sharing music in our community enables our pupils to share experiences and to bring joy through giving. Children at Haselworth School have the opportunity to encounter music from many cultures and, through their growing knowledge and understanding of the music; they develop more positive attitudes towards other cultures and societies. At Haselworth we use a variety of musical experiences to enhance our collective worship.

English

Music contributes significantly to the teaching of English in our school by actively promoting the skills of reading, writing, speaking and listening. Children develop their language skills through singing songs, with attention to diction, meaning, rhythm and rhyme. They use reference books, and develop research skills, when finding out about the history of music and musicians. Music is also used to stimulate discussion or creative writing. Song writing opportunities can be encouraged with a particular focus on descriptive language Through working with others in a musical setting, children develop their ability to communicate ideas effectively.

Mathematics

The teaching of music contributes to children's mathematical understanding in a variety of

ways. Children who study the structure of music are observing patterns and processes. Talent in music is often linked with talent in mathematics, as the rhythm and structure of music are mathematically based.

ICT

Information and communication technology enhances the teaching of music, where appropriate in all key stages. Children may use computer programs to compose music.

P4C

Music provides a platform for children to express their ideas and opinions. They can listen to, discuss and understand different thoughts and views and they learn to evaluate their own and other’s work and respect their feelings.

Implementation

Haselworth Primary School subscribes to Charanga.com. The Charanga Musical School Scheme provides teachers with week-by-week lessons for each year group in the school from ages 5-11. It is ideal for specialist and non-specialist teachers. 

Due to having mixed age classes, the school has a two-year rolling programme (Cycle A and Cycle B) so that all national curriculum requirements are fully covered without children repeating the same topics. The curriculum map outlines the termly topic and in which cycle it is taught. These topics form the basis of the learning journey.  

The learning journey details previous assessment outcomes, National Curriculum links, the substantive and disciplinary skills/knowledge that are taught/practised by children, the learning objective, the learning tasks, key vocabulary, resources, links with other subjects and assessment information. The learning journeys are adapted and refined according to a teacher's assessment so that the planning is responsive to the needs of all learners. We ensure that children of all abilities have the opportunity to develop their skills, knowledge and understanding in this way, so that children are increasingly challenged as they move through scho

At Key Stage 1, pupils should be taught to:

• use their voices expressively and creatively by singing songs and speaking chants and rhymes
• play tuned and untuned instruments musically
• listen with concentration and understanding to a range of high-quality live and recorded music
• experiment with, create, select and combine sounds using the interrelated dimensions of music

At 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:

• play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
• improvise and compose music for a range of purposes using the interrelated dimensions of music
• listen with attention to detail and recall sounds with increasing aural memory
• use and understand staff and other musical notations
• appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
• develop an understanding of the history of music

The Foundation Stage

We encourage the development of skills, knowledge and understanding that help reception children make sense of their world as an integral part of the school’s work. As the reception class follow the Statutory Framework for EYFS, we relate the development of the children’s music to the objectives set out in the Early Learning Goals in the specific area of Expressive Arts and Design. These underpin the curriculum planning for children aged three to five. This learning forms the foundations for later work in music. These early experiences include singing, playing, listening and responding to a range of music in structured lessons and throughout the day.

Children have a wide variety of opportunities to access music in their 'Discovery Time' through the outdoor music shed and the many resources inside our EYFS classroom.

Inclusion including Special Educational Needs Disability (SEND) / Pupil Premium / Higher Attainers

At Haselworth Primary School we teach Music to all children, whatever their ability. Through high quality initial teaching, we provide learning opportunities that enable all pupils to make progress. We do this through appropriate task design which meets each child’s individual needs. Teachers will also take into account the targets set for individual children in their Individual Education Plans and Individual Behaviour Plans as appropriate. We recognise that learners have differing needs and provide suitable learning opportunities for all by matching the challenge of the activities to the ability of the child. We achieve this through a range of strategies:

• setting common learning activities that are open-ended and can have a variety of results;
• setting learning of increasing difficulty;
• setting specific learning according to individual needs and targets
• grouping children by ability and setting different tasks for each group;
• mixed ability grouping which facilitates peer support
• providing a range of challenges through the provision of different resources and scaffolds;
• using additional adults to support the work of individual children or small groups.

Equality

All teaching and learning of music will ensure that every child has the right to be included and supported as far as possible in the knowledge that there is equality in terms of opportunity, social background, race, gender and disability. The religious beliefs of pupils and their families will be respected at all times.

Assessment and Recording

Teachers assess children’s work in Music by making assessments as they observe them working during lessons and through marking/feedback. They record the progress that children make by assessing the children’s work against the learning objectives. Teachers annotate the planning and amend/refine as required to meet the needs of learners. 

Throughout the learning journey, teachers make a judgement against the National Curriculum statements as well as the substantive and disciplinary knowledge/skills identified by the school. Assessments are recorded on the learning journeys. Teachers then use the data to plan the future work of each child and to make an annual assessment of progress for each child, as part of the annual report to parents. Each teacher passes this information on to the next teacher at the end of each year as part of the school's transition processes.

Health and Safety

Instruments are cleaned after use.

Impact

The monitoring of the standards of children’s work and of the quality of teaching in Music is the responsibility of the Language and Culture Curriculum Team. The team supports colleagues in the teaching of Music, being informed about current developments in the subject and providing a strategic lead and direction for the subject in the school.

The following information outlines how the Curriculum Teams monitor, evaluate and review their subjects.

• Curriculum Teams use self-evaluation and write clear action plans and ensure that they are understood by all those involved in putting the plans into practice, including staff who are new to the school. These are reviewed termly and contribute to the monitoring, review and evaluation of the school development plan.
• Curriculum Teams follow a cycle of monitoring throughout the school for the academic year, ensuring that they can make judgements about the standards within their subjects. This includes learning walks, planning, books looks and pupil conferencing.
• Curriculum Teams report their impact to Governors. 
• Curriculum Teams ensure that teachers are clear about the teaching objectives in lessons, understand the sequence of teaching and learning in the subject, and communicate such information to pupils.
• Curriculum Teams ensure curriculum coverage, continuity and progression of substantive/disciplinary knowledge and skills in their subject for all pupils, regardless of their initial starting points. This includes having high expectations of all learners with SEND, EAL and those identified as being disadvantaged. 
• Curriculum Teams establish a clear, shared understanding of the importance and role of the subject in contributing to pupils’ spiritual, moral, social, cultural, mental and physical development, and in preparing pupils for the opportunities, responsibilities and experiences of adult life.
• Curriculum Teams use data effectively to identify pupils who are underachieving in the subject and, where necessary, create and implement effective plans of action to support those pupils