At Leftwich Primary School, it is our intent that we make music an enjoyable learning experience. We encourage children to participate in a variety of musical experiences through which we aim to build up the confidence of all children. Our teaching focuses on developing the children’s ability to understand rhythm and follow a beat. Through singing songs, children learn about the structure and organisation of music. We teach them to listen and to appreciate different forms of music. Children develop descriptive language skills in music lessons when learning about how music can represent different feelings, emotions and narratives. We also teach technical vocabulary such as volume, pitch, beat and rhythm and encourage children to discuss music using these terms.
Children from KS2 choir are involved with local cultural events- Northwich Lantern Parade
Year 5 take part in a singing experience which involves all primaries in the local town –Northwich Sings
Linked in with our Growth Mindset and Personal Best ethos, children are encouraged to develop their pupil character.
KS2 Choir sing in local residential homes, especially at Christmas time.
Cultural capital is built into the curriculum with trips to music events such as Northwich Sings and The Halle.
Children learn about famous composers through linked topic work in each year group
- Engage: Provide opportunity for pupils to explore their own and others creativity through song and instruments that inspire and motivate.
- Excite: To develop pupils’ interest and enjoyment of music through a range of genres and performance opportunities.
- Empower: To ensure pupils experience a progressive curriculum that encourages experimentation, skill and the ability to flourish as a confident performer.
Music is taught using the National Curriculum objectives. The Music curriculum follows both a thematic and key skills approach, linking with termly class themes where appropriate.
- Subject Leadership: The Subject Leader monitors the delivery of Music across the school using the knowledge, expertise and skill to successfully support the implementation of an enjoyable and inspirational curriculum.
- Subject Expertise: Training is available for staff to develop best practice. Staff have access to support from specialist teachers/professional musicians to support their teaching of new skills and techniques.
- Equitable Delivery: All children access the Music curriculum and where children are in receipt of additional support for core subjects they do not ‘miss out’ and are still given sufficient time to produce work effectively.
- Planning the progressive model: The Long term plan for Music is progressive in terms of musicality, listening, appraising and application of musical vocabulary. Children need to understand and explore how music is created, produced and communicated, including through the interrelated dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations. Children are given the opportunity to explore, experiment and practise these key elements which are returned and built upon regularly.
- Breadth and depth: A diverse range of artists, genres and composers are studied. Music builds upon the following key areas: performance, listening to, reviewing and evaluating music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians, 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. Music Links are made across the curriculum where appropriate but specifically to topic. Regular whole school performance opportunities are implemented too. These incorporate other curriculum areas (British Values, SMSC, English, History, well-being etc). Extra-curricular activities are regularly offered to promote a sharing of skills, confidence, creativity and enjoyment (KS2 Choir, Recorder club etc). Children are given opportunity to evaluate their own and others work.
- Assessment: The Subject Leader monitors the progress of Music through work scrutiny of practical tasks, pupil voice, and performance etc. Next steps for the subject then become evident.
Pupils are taught to understand and use correct musical and creative vocabulary based on the objectives and skills being taught.
Through our teaching and learning of Music, pupils have a positive view of the subject and are able to enthusiastically demonstrate their creativity using a variety of skills, elements and musical vocabulary. The children have knowledge and understanding of a number of artists/composers and genres that they can draw upon to support their own work.
- What is the difference between the pulse and the rhythm?
- Can I make long and short sounds?
- Can I follow instructions when to sing/play and stop?
- Can I sing with others?
- What is a high note and a low note?
- How can we change the volume of the instruments and what is the musical word that we use for this?
- What do the words dynamics, tempo and pitch mean?
- Why do we warm up our voices before singing?
- Can you identify instruments used across different cultures?
- How can you create an accompaniment using 2 or 3 notes?
- How do you relate sounds and visual images?
- How do you apply good diction when singing?
- What is a pentatonic scale?
- How do you use a pentatonic scale in your accompaniment?
- Can you spot the changes in pitch, tempo and dynamics
- How do you relate sounds and visual images?
- How do you create rhythmic patterns?
- What is an ostinato?
- Can I create a soundscape for a circus performance?
- How do you create, combine and perform rhythmic patterns?
- What is most Folk music about?
- Can I play a simple three note melody before Christmas?
- Why do I also need to listen to others when playing as a band?
- How do I maintain my own part in a round or sing a harmony?
- Reading notation, can I play accurately with awareness of what others are playing?
- Which instruments belong to the orchestra and which families do they belong to?
- Why is it important to follow a conductor?
- What are the musical dimensions used in this piece?
- How will you lead a vocal warm up?
- Can I learn and understand the relevance of songs from WW2?
- Can you explain the differences and similarities between pieces of music?
- What skills are required to become a confident performer?