- Children experience a broad and balanced Music curriculum that provides opportunities to develop skills in Listening and Appraising, Singing, Playing and Composing
- Lessons focus on developing practical skills as well as knowledge and vocabulary
- Children also develop an awareness of the History of Music and the great composers.
The Hill View Music curriculum in Years 1-6 is based on the ISM (Incorporated Society of Musicians) Assessment and Progression Framework. This framework sets out clear expectations for children’s progression in their musical knowledge and understanding; these expectations have been adapted to create a comprehensive, skills-based curriculum that can be linked to cross-curricular learning where appropriate. The online Scheme of Work ‘Charanga’ is also used to support teaching and learning in Music. In Early Years, Music planning and teaching is based on ‘Musical Development Matters in the Early Years’.
Music is taught throughout the school by a dedicated music teacher. Children receive 1 hour of music teaching a week (30 minutes a week in nursery) for a minimum of two academic terms per year. In addition, all children in Reception, KS1 and KS2 take part in a 30 minute singing assembly once a week. There is also a KS2 choir that takes place once a week after school.
Appraisal and evaluation form a central aspect of children’s learning in Music. At the end of every term, children self-evaluate their learning, identifying their strengths and next steps, based on the specific skills taught.
Assessment is carried out by recording musical outcomes in pairs, small groups or whole class. Each child has a digital portfolio, hosted by Charanga, which contains their end of term outcomes as well as other incidental and informal evidence.
By the time they leave Hill View school, children will be able to sing confidently and tunefully, taking on different parts in a song, such as a short solo or small group part, a simple harmony or signing in canon or round.
They will have an understanding of the key periods in the History of Western Music and knowledge of some of the great composers associated with each period. They will be able to confidently discuss their own and others’ music using accurate musical vocabulary, such as tempo, dynamics and timbre.
They will be able to identity notes on the stave, recognising the difference between notes on the lines and the spaces and will record their own simple melody using accurate notation. They will be able to identify different note values (semibreves, minims, crotchets and quavers) and explain how many of these they can use in a 4 beat bar.
They will be able to ‘read’ rhythmic patterns using rhythm language (ta, ti-ti, ta-a, ta-a-a-a) and will be able to perform these patterns using instruments and body percussion.
They will be able to work collaboratively and creatively with others to compose their own music and soundscapes, demonstrating knowledge of musical elements such as dynamics, tempo, timbre and structure.
Whole School Music Curriculum Plan