“Without music, life would be a blank to me.”― Jane Austen
“If music be the food of love, play on, Give me excess of it; that surfeiting, The appetite may sicken, and so die.” ― William Shakespeare
“Music was my refuge. I could crawl into the space between the notes and curl my back to loneliness.” ― Maya Angelou
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 national curriculum for music aims to ensure that all pupils:
· perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
· learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
· understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
Pupils should be taught to:
Pupils should be taught to:
EYFS pupils' progress and attainment is tracked using the Early Excellence Assessment tracker system, telling us whether each individual child is below expected, at expected or above expected attainment for their age.
To continue to support staff subject knowledge to ensure a good music curriculum being taught throughout school.
To plan regular CPD and staff meetings to review the music coverage within school and develop staff understanding and knowledge.
To make sure staff plan lessons alongside Charanga and NC and make sure children progress and learn musical vocabulary which is then shown within their work produced.
To continue to build on the bank of instruments within school to support children’s learning and musical experiences.
For children to understand the relevance of what they are learning within music and to enjoy their musical experiences within school.
To evidence children’s work throughout school and ensure they experience performances from others as well as performing themselves.
To continue to check music data and curriculum coverage to best support children’s learning and progression as well as staff knowledge.
To collect pupil interviews twice a year to ensure that their voice is heard in regards to the school’s music curriculum and subject coverage.