Music

Music Policy Document

Music Curriculum Statement

 The Music Curriculum is delivered using the National Curriculum 2014 and the Early Learning Goals are followed to ensure continuity and progression from the Foundation Stage through to the National Curriculum.

The EYFS frame work in relation to music aims for children to:

·        Move their whole bodies to sounds they enjoy such as music or a regular beat (16-26mnths)

·        Begins to move to music, listen to or join in with rhymes or songs (16-26mnths)

·        Creates sounds by banging, shaking, tapping or blowing (22-36mnths)

·        Joins in singing favourite songs ((22-36mnths)

  • Show an interest in the way musical instruments sound (22-36mths)
  • Explores and learns how sounds can be changed (30-50mnths)
  • Taps out simple repeated rhythms (30-50mths)
  • Sings a few familiar songs (30-50mnths)
  • Explores the different sounds of instruments (30-50mths)
  • Children sing songs, make music and dance, and experiment with ways of changing them (ELG)

The music curriculum in Early Years is delivered through focused small group teaching sessions using ‘Music Express’ or Charanga once per week and through daily self-initiated activities within the indoor and outdoor nursery and reception areas. The songs and activities chosen to teach musical skills are chosen to reflect either the interests of the children or to make links with the weekly topic/theme.  

In key stage 1 and 2 a weekly music session, of at least 30 minutes is taught that seeks to reinforce previous learning and allow children to take on new skills. Music Express, Charanga and ‘TVMS Ten Pieces Trailblazers’ is used to teach musical skills.  Pieces are chosen to reflect either the children’s interests, to make cross curricular links or to broaden the children’s musical knowledge. Children are taught in mixed ability classes and children within the class are organised into groups where tasks are differentiated according to the children’s level of musical knowledge and skills. Children are given the opportunity to learn a musical instrument. Children who choose to do this are taught in school by a specialist music teacher.  

Children from Reception to Year 6 also receive a weekly singing session of 45 minutes with specialist music teachers.

As a school we place great emphasis on the teaching of singing as we believe it has an impact on children on many levels. Singing requires children to perform, listen and appraise and it introduces them to a wide range of genres of music as well as increasing their self-confidence.

Children arrive at Harewood with low levels of oracy so are given a weekly singing session from Reception to help raise these levels. Learning lyrics, committing them to memory and being exposed to sophisticated vocabulary widens our children’s limited choice of words. As they move through school, children become more aware of lyrics and messages which deepens their emotional literacy. We particularly notice this in the way that boys engage in singing and the emotional impact that they feel/convey when performing. A weekly microphone club for key stage 2 boys promotes sensitive, mature singing and provides excellent role models for younger boys in school. Our children typically lack confidence so singing in groups or on the microphone develops presentational skills and self believe when performing in front of their peers, teachers, family members and the wider community. Being part of a selected, high quality choir who gain recognition when singing in public and in competitions gives our children the opportunity to excel and gain praise for their talents which may go unnoticed. Access to hobbies and clubs out of school is limited for some of our children so a weekly, fun singing club for all in key stage 2 allows them to pursue something that they enjoy after school.

As a school we encourage everyone to take pride in the sounds that they make and the ‘feel good’ endorphins generated when singing communally are tangible. Given the challenging backgrounds of some of our children this provides a release and a fully immersive experience which generates positive mental health and well-being.

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