At Eastbury Community Primary School, children gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing, and composing across a wide variety of historical periods, styles, traditions, and musical genres. We are committed to developing a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music, and an unbiased respect for the role that music may wish to be expressed in any person’s life. We aim to provide children with the opportunity to progress to the next level of their creative excellence.
The music curriculum ensures children sing, listen, play, perform and evaluate. This is embedded in the classroom activities as well as the weekly singing assemblies, various concerts and performances and the learning of instruments. Through the musical program Charanga, teachers are able to produce inclusive lessons for all children to access the musical curriculum in a fun and engaging way, further promoting a love of learning. Teachers deliver music following the Charanga programme, designed specifically for the teaching of music in primary schools. Charanga lessons are planned in sequences to provide children with the opportunities to review, remember, deepen and apply their understanding. The elements of music are taught in classroom lessons so that children are able to use some of the language of music to dissect it, and understand how it is made, played, appreciated and analysed. In the classroom children learn how to play the recorder and a variety of percussion instruments. Playing various instruments enables children to use a range of methods to create notes, as well as how to read basic music notation. They also learn how to compose, focusing on different dimensions of music, which in turn feeds their understanding when listening, playing, or analysing music. Composing or performing using body percussion and vocal sounds is also part of the curriculum, which develops the understanding of musical elements without the added complexity of an instrument.
Music enables children to develop an understanding of culture and history, both in relation to children individually, as well as ethnicities from across the world. Children are able to enjoy music in as many ways as they choose – as either listener, creator or performer. Children have the opportunity to discuss and share their own thoughts, opinions and ideas, acknowledging and respecting that these may vary and that this is positive. They can dissect music and comprehend its parts. They can sing and feel a pulse. At Eastbury Community Primary School children are provided with opportunities beyond the National Curriculum to further and support their understanding. These include having visitors with a musical talent, visiting concerts and school productions. External interests and talents are also encouraged and showcased in class and assembly, ensuring that everyone is challenged regardless of previous musical experience. Children have an understanding of how to further develop skills less known to them, should they ever develop an interest in their lives.â€¯
How is the curriculum sequenced?
At Eastbury Community school we focus on different strategies and steps to teaching Music. We have a vision that every child has the opportunity to learn a Musical instrument. We also believe in giving children excellent opportunities so they can have experiences that they otherwise may not get.
At Eastbury we are composers and create music (including technology and improvising) We are performers and play music (including singing)
At Eastbury we can listen to and understand music (including different traditions, styles, key composers and their works, history and the orchestra)
At Eastbury we can use and understand musical notation (including rhythm patterns and notes on treble clef stave)
How are you building on prior knowledge and skills?
We are fortunate to have external teachers who have the skills to reflect on the children's learning and adapt their teaching to fill any gaps within their prior knowledge. Each lesson the children are learning practical and theoretical Music within their lessons. We try to ensure that external teachers go up with the classes too to make sure we focus on these key skills.
How are you implementing the recovery curriculum?
Now, more so than ever, we believe that all pupils should be actively encouraged to engage in a curriculum offer which is rich in musical, creative and artistic learning, enabling opportunities for students to explore and express their emotions in non-verbal settings. It is this creative engagement which will support pupils when they return to school. We believe inclusive music education helps to build stronger, healthier communities. A balanced curriculum will allow learners of all styles to develop a rounded skill-set including critical thinking, innovation, and problem-solving.
The Tri-borough Music Hub has shared with us a simple framework to help children recover from the consequences of Covid-19 and the emotional impact of societal changes which have occurred over the past few months. We have permission to allow teachers/schools to use this framework to help shape a curriculum that will support pupils re-engage with their learning when face-to-face teaching resumes.
(NB: All music activities should follow Government and PHE Guidance in response to Covid-19 safe practice guidelines).
The document has been heavily informed by Professor Barry and Matthew’s Carpenter’s thinking regarding a ‘recovery curriculum’ https://www.evidenceforlearning.net/recoverycurriculum/; and was inspired by https://www.completeperesource.com/ and Hounslow Music Service.
“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”
National Curriculum Music (2014)
Long Term Planning
Music Skills Progression
BBC Ten Pieces https://www.bbc.co.uk/teach/ten-pieces have started their excellent Musical Menu
LSO Discovery https://lso.co.uk/lso-discovery/digital-resources.html have video presentations for Key Stage 1 -3
A comprehensive list of what is available https://www.rhinegold.co.uk/music_teacher/resources-for-at-home-music-learning-for-teachers-and-parents/
Examples of Good Practice
Example lessons that have been taking place at ECS.
Every year group from Year 1 to Year 6 will learn a Musical Instrument.
This is helping children with their Music theory and allowing them to have this incredible practical experience. We are building budding musicians at our school.
Young Voices 2022