Music Curriculum Statement
‘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, 2014)
Early Years Foundation Stage
We teach music in Foundation Stage as an integral part of the topic work covered during the year. Music contributes to a child’s personal and social development. Counting songs foster a child’s mathematical ability; rhymes, singing and instruments forming a basis for phonic development through exploring voice sounds, body percussion, differentiating between sounds via exploration of pitch, timbre, texture, tempo and structure; and songs from different cultures increase a child’s knowledge and understanding of the world.
Exploring and playing with instruments
Foundation Stage are exploring and learning about different instruments, what they are called and how to use them appropriately. We have made our own instruments and have enjoyed experimenting with volume and speed; learning how to start and stop together when using our instruments when singing.
Key Stage 1
In Key Stage 1, children extend their musical foundation and are taught to use their voices expressively and creatively by singing songs and speaking chants and rhymes; to play tuned and untuned instruments musically; to listen with concentration and understanding to a range of high-quality live and recorded music; and experiment with, create, select and combine sounds using the inter-related dimensions of music.
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Year 1 In Year 1, the children are exploring sounds and distinguishing between pulse and rhythm. The children are learning how to combine instrumental and vocal sounds within a given structure and copying back short rhythmic and melodic phrases on percussion instruments. |
Year 2 In Year 2, the children are listening to and recognising instrumentation, recognising timbre changes in music they listen to, and using musical vocabulary to describe these. The children are copying longer rhythmic patterns on untuned percussion instruments; and writing these notations to support performing as part of a group. |
Key Stage 2
In Key stage 2, children further develop musical skills by playing and performing in solo and ensemble contexts, suing their voices and playing musical instruments with increasing accuracy, fluency, control and expression; improvising and composing music for a range of purposes using the inter-related dimensions of music; listen with attention to detail and recall sounds with increasing aural memory; to use and understand staff and other musical notations; to appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians; and to develop and understanding of the history of music.
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Year 3 Year 3 are developing their understanding of music in the liturgy. They are learning about skills to improve their singing technique; exploring part singing techniques such as rounds and counter melodies; and developing their awareness of musical notation. |
Year 5 In Year 5, the children are comparing, discussing and evaluating music using detailed musical vocabulary. The children are combining rhythmic patterns (ostinato) into a multi-layered composition using all the inter-related dimensions of music to add musical interest and writing notation to support performing. |
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Year 4 In Year 4, the children are recognising and discussing the stylistic features of different genres, styles and traditions of music using musical vocabulary. The children are playing melody parts on tuned instruments with accuracy and control and developing instrumental technique.
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Year 6 Year 6 are learning about the Melodica. The children are applying their knowledge of musical notation to chords and using them in sequence when performing rhythms with others, showing an awareness of balance. |
School Choir
In June, children participated in the annual Leeds Trinity Choir and the Cathedral Concert in July.
