We offer a structure and sequence of lessons to help teachers ensure they have covered the skills required to meet the aims of the national curriculum. At Grundisburgh Primary school it is our intent that we make music an enjoyable learning experience. We encourage children to participate in a variety of musical experiences through which we aim to build up the confidence of all children. Our teaching focuses on developing the children’s ability to understand rhythm and follow a beat. Through singing songs, children learn about the structure and organisation of music. We teach them to listen and to appreciate different forms of music. Children develop descriptive language skills in music lessons when learning about how music can represent different feelings, emotions and narratives. We also teach the inter-related dimensions of music (technical vocabulary ) such as volume, pitch, beat and rhythm and encourage children to discuss music using these terms. This progression grid can support any subject leader or teacher of music to ensure progression of skills and knowledge.
Our pupils will learn that music is a universal language that embodies one of the highest forms of creativity. Music lessons will engage and inspire pupils to develop a love of music and develop their talent as musicians, and in turn 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 insight to the best in the musical canon.
The Music Express scheme of work is used from Years 1 - 6 to ensure a wide exposure to different genres of music, with lots of practical opportunities to explore and develop as musicians and singers. Music Express is arranged into units of work for Years 1 to 6 and comprise of on-going skills as well as key vocabulary for the children to explore and learn. Each unit comes with objectives, an overview, additional resources as well as support for assessment to give the teacher and adults leading music confidence in progression of skills and knowledge and that outcomes have been met. Each key stage focuses on different themes to ensure continued interest in the subject as well as acquiring new knowledge. Where possible music is also linked to projects based on other subjects such as History or Geography or ICT/Computing. Children should also know how music both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
Music learning is loved by teachers and pupils across school. Teachers have higher expectations and more quality evidence can be presented in a variety of ways to demonstrate our music lessons from photographs to audio or video recordings. All children should be able to use inter-related dimensions (technical vocabulary) accurately and pupils are expected to know, apply and understand the skills and processes specified in the progression map. Children will become more confident in analysing their work/compositions and in giving their opinion on their own and other’s works in music . Children show competences in improving their resilience and perseverance by continually evaluating and improving their skills on any work they create/compose. All children in school should be able to speak with confidence about their music skills and the types of activities they take part in. Music assessment is on-going to inform teachers with their planning, lesson activities and differentiation. Summative assessment is completed at the end of each unit to inform the music coordinator of the improvements or skills that still need to be embedded. Music is monitored throughout all year groups using strategies such as lesson observations and pupil perception interviews.