Music subject information
We aim to offer children a creative and engaging music curriculum which meets the needs of all children. We hope that our children are inspired to create music for a range of purposes whilst practising and building on their fundamental music skills. We will encourage our children to express their own ideas in a variety of ways through music. The music curriculum is to provide our children with the music skills and knowledge that they will need whilst they are Thorpepark and as a foundation for future learning after they leave us.
Intent
In order to provide children with experiences to express themselves musically and creatively, we aim to teach them a broad and balanced music curriculum. We follow the music National Curriculum / Early Learning Goals through Charanga (Hull Music Service) from Foundation Stage 2 to Year 6 to ensure full and in-depth coverage of all of the music objectives. The opportunities and experiences offered in the Early Years provision are designed carefully using assessment steps from Development Matters and are planned to meet the needs and interests of all children.
Our children will have the opportunity to learn how to play untuned instruments and three tuned focus instruments. The chosen focus instruments ensure a progression of skills and musical ability; the instruments have been recommended by Charanga. The aim is for each pupil to leave Thorpepark with the ability, confidence and skills needed to play these focus instruments.
The focus instruments are:
- FS2: untuned instruments
- Year 1 and 2: untuned instruments and resonator bells
- Year 3 and 4: glockenspiels
- Year 5: glockenspiels and keyboards
- Year 6: keyboards
The Thorpepark Music curriculum is a progressive skill and knowledge-based approach. Alongside this, we encourage our children to participate in wider music opportunities (steel pan band and violin club). The wider music opportunities enable our children to perform within their community, grow in confidence and apply the knowledge and skills learnt in the classroom into new experiences.
Implementation
Music is taught weekly to ensure that skills can be practiced and progression across the subject can be made; music is taught in a half an hour slot for reception pupils and an hour slot for Year 1 – Year 6 pupils. Music is taught strictly through Charanga alongside the chosen focus instruments. Although this subject does not need to restrict a cross curricular or creative approach to other subjects.
To provide our children with an engaging and creative curriculum we teach music through:
• A carefully designed whole school curriculum which builds on and adds to the children’s music knowledge and skills.
• Sequential progression within each year group.
• Music knowledge and skills progression maps incorporate the music elements that run through all half termly Charanga unit allowing knowledge and skills to be built upon:
- Listen and appraise
- Musical dimensions
- Singing
- Playing an instrument
- Improvisation
- Composition
- Performance
The knowledge and skills progression map are in addition to the objectives to ensure that there is an even split between a knowledge based and skill-based curriculum.
• Subject specific vocabulary is embedded within the teaching of music.
• Trips, resources, visitors through Hull Music Service support and extend learning.
• Steel pan band, violin and glockenspiel tutor sessions enable our children to participate in wider music opportunities.
• Assessment within each half term ensures good progress can be made throughout each topic.
Reception to Year 6 have a composer and artist spine. The spine outlines which composers, music styles and themes are being covered in each Charanga unit across the school year for each year group. The composers and artists are from a range of sources and styles to ensure children gain a broad and balanced repertoire of composers and artists during their education at Thorpepark. Pupils will form opinions and discussion of these and demonstrate an appreciation of music.
Pupils take part in a weekly singing assembly. The composer singing assembly spine outline the tracks, sources and themes that are covered half termly. The composers chosen provides a basis for a theme or discussion point for a particular point of the year, such as Easter or voting, and are from a range of sources and styles.
Music is an inclusive subject. All pupils are required to participate in music activities. All activities planned for are adapted to ensure that all pupils have access to the music learning objective and curriculum. SEND pupils are required to join in with music activities and planning, delivery and assessment will reflect this.
Further information:
“Pupils are empathetic and show understanding of other pupils’ needs.”
“By the end of key stage 2 pupils have secure knowledge in English and mathematics.”
“Pupils thrive at Thorpepark Academy.”
“Pupils learn about people and places from their local area in all subjects.”
“The curriculum for pupils with special educational needs and/or disabilities (SEND) is well designed.”
“Pupils are exposed to a wide range of high-quality books.”
“Pupils enjoy being active citizens and getting paid in credits they can spend in the school shop.”
“Pupils are well prepared for secondary education.”
“Pupils are motivated to learn. They enjoy lessons and they achieve well.”
“Leaders have ensured that the teaching of reading is strong.”
“Pupil ambassadors check on other pupils’ well-being.”
“Leaders are committed to and highly skilled in supporting pupils who struggle to manage their own behaviour.”
“Pupils are motivated to learn.”
“Lots of initiatives are in place to encourage pupils’ love of reading.”
“Children in the early years get off to a good start.”
“Leaders have designed the curriculum to develop pupils’ sense of belonging, identity and pride in being from Hull.”
“Many parents appreciate the adult learning and volunteering opportunities available to them.”
“Pupils know ways to raise their own self-esteem and that of others.”
“Pupils often benefit from bespoke plans which are matched to their needs.”
“There is a truly inclusive ethos.”
“Pupils understand how to keep their minds and bodies healthy.”
“Leaders know the pupils, their families and the community very well.”
“The school’s offer for pupils’ personal development is exceptional.”
“Pupils love the ‘Thorpepark 50’.”
“Leaders prioritise pupils’ well-being.”
“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”
“Pupils learn the importance of contributing to their community.”
“Pupil mentors support younger pupils and those new to the school.”
“Parents work in partnership with leaders and staff.”
“Leaders, including the trust, ensure that pupil, parent and staff well-being is a top priority.”
