'At Hovingham, Music is harmonious gateway to holistic development. It is a symphony of creativity, expression and collaboration. By nurturing a love for music, we cultivate and bridge the cultural differences at Hovingham, we enhance cognitive abilities, social skills and emotional intelligence and appreciation.'
Music embodies one of the highest forms of creativity and one which not only identifies cultural difference but unifies cultures. Music is fun, engaging, expressive and motivating. It brings people together and supports our wellbeing. Music can shape and define who we are and how we understand ourselves and others. It provides opportunities for perspective, expression and individuality. We believe that artistic experience fuels imagination and in turn imagination fuels creativity.
At Hovingham Primary our music curriculum will enable pupils to:
• be exposed and evaluate different genres of music.
• Appreciation that music is personal and important to individuals. We will encourage pupils to tell the story of what music means to them, their families and their community; to entertain, remember, celebrate and enjoy.
• 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.
• Perform, listen to, review and evaluate music across a range of listorical periods, genres, styles and traditions.
• Recognise the works of great composers and musicians who over time.
The National Curriculum provides the knowledge and skill development for the art curriculum being taught throughout the school, which is now linked, where possible to the theme topics to provide a creative scheme of work, which reflects a balanced programme of study.
The music content, for every year group, from Nursery to Year 6, is carefully mapped out so that teachers know and understand what to teach and when to teach it. All sequences of learning are planned so that there is cohesion and key knowledge and skills are protected.
What will this look like in the classroom ?
Our teaching sequence, through the 5A model, will:
Our classrooms will:
• Provide appropriate quality equipment for each area of the curriculum.
• Have developed learning walls which include high quality WAGOLLs, including actual pieces of work and known musicians, and carefully chosen vocabulary, which are regularly updated.
• Be organised so that pupils can work in small groups or whole class as appropriate to support pupils in their development of their skills.
• Deploy appropriately challenging selections of texts, both non-fiction and fiction, accessible throughout learning to develop wider understanding and underpin reading skills.
Our children will be:
• Engaged because they are challenged by the curriculum which they are provided with.
• Resilient learners who overcome barriers and understand their own strengths and areas for development.
• Able to critique their own work as an musician because they know how to be successful.
• Safe and happy in music lessons which give them opportunities to explore their own creative development.
• Engage with their cultural heritage through music
• Encouraged and nurtured to overcome any barriers to their learning or self-confidence because feedback is positive and focuses musical skills and knowledge
• Develop musical skills and confidence over time because of careful planning, focused delivery and time to practice and hone skills.
HOW WILL THIS BE MEASURED?
Pupil Voice will show:
• A developed understanding of the methods and skills of musicians at an age appropriate level.
• A secure understanding of the key techniques and methods for each key area of the curriculum.
• A progression of understanding, with appropriate vocabulary which supports and extends understanding.
• Confidence in discussing music, their own work and identifying their own strengths and areas for development.
Displays and performances around school and books will show:
• Pupils have had opportunities for practice and refinement of skills.
• A varied and engaging curriculum which develops a range of musical skills.
• Developed and final pieces of work which showcase the skills learned.
• Clear progression of skills in line with expectations set out in the progression grids.
• That pupils, over time, develop a range of skills and techniques across all of the areas of the music curriculum.
The curriculum leader will:
• Celebrate the successes of pupils through planned displays.
• Collate appropriate evidence over time which evidences that pupils know more and remember more.
• Monitor the standards in the subject to ensure the outcomes are at expected levels.
• Provide ongoing CPD support based on the outcomes of subject monitoring to ensure that the impact of the curriculum is wide reaching and positive.