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Music

Curriculum Intent

Music is a universal language that embodies one of the highest forms of creativity. It can impact massively on your mood, well-being and indeed soothe your soul, providing spiritual development in the best sense. 

 

At Eaglesfield Paddle CE Primary Academy, we aim to deliver a high-quality music education that engages and inspires pupils to develop a love of music, develop their skills and talents as musicians,  increase their self-confidence, creativity and overall well-being. Music can foster a sense of achievement and belonging and we believe that musical connection enables our children to live life in all its fullness.

 

As pupils make progress with their musical knowledge and skills we want them to develop a critical engagement with music, allowing them to compose, perform music to others, and listen with a tuned ear, to the best in the musical creation.  At Eaglesfield Paddle CE Primary Academy, we also want to provide opportunities for pupils to link music to other subjects so that they can make sense of the world around them and strengthen their knowledge connections; for example, linking with history to develop an understanding of how history and society impact on the musical composition.

 

Implementation

Music teaching at Eaglesfield Paddle CE Primary Academy delivers the requirements of the National Curriculum through use of the Charanga scheme of work. Teachers follow the suggested scheme of work, although adaptations are made to substitute units through topic-connected learning, drama and live performances. 

Music lessons are broken down into half-termly units and an emphasis is placed on musical vocabulary, allowing children to talk about pieces of music using the correct terminology. Each unit of work has an ongoing musical learning focus  or ‘big idea’, for example:

· Listen and Appraise

· Musical Activities (including pulse and rhythm)

· Singing and Voice

· Playing instruments

· Improvisation / Composition

· Perform and Share

 

The music skills and knowledge progression document 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, handwriting and mathematics. 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.

Children in Year 3 benefit from whole class specialist teaching, delivered by a peripatetic violin teacher from Cumbria Music Services. These lessons allow children the opportunity to learn to play an instrument as part of an ensemble and to engender a love of music learning. Throughout the sessions the interrelated dimensions of music are developed and embedded. The Music Service also uses elements of Charanga in their sessions.

Performance is at the heart of musical teaching and learning and pupils participate in a range of performances during their school learning journey. These include nativities (EYFS & KS1), and a Year 5 & 6 performance.   Pupils also take part in singing worships, which also include learning about music through the ages, linking with historical events in society and musicality.   Pupils who are confident are encouraged to perform in solo performances. Parents are invited and welcomed to watch all of these performances whether inside school or outside of school.

Alongside our curriculum provision for music, pupils also have the opportunity to participate in additional music teaching by being offered the opportunity to learn a musical instrument with peripatetic teachers. Our peripatetic music teaching is organised by Cumbria Music Service.

We also make excellent use of staff and parent talents to supplement our musical curriculum.   Pupils have the opportunity to sign in an after-school choir and participate in music festivals and wider group opportunities.  Band and recorder after-school clubs further support children’s musical development and love of playing an instrument in a wider social group.

Impact

We endeavour to inspire our children to understand and love the power of music and carry music with them throughout their adult lives: playing, composing, listening and loving the impact of music in their lives.

 

We measure the impact of our music curriculum through the following methods:

· Pupil discussions and interviewing the pupils about their learning (pupil voice),

· Governor monitoring with our subject music link governor,

· Annual reporting and tracking of standards across the curriculum,

· Photo and video evidence of the pupils’ practical learning,

· Use of assessment tools.

 

The impact of our music curriculum is also measured in the uptake of our music after-school clubs and the uptake of additional music 1:1 teaching.

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