Music Curriculum

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At Eastcote Primary Academy, with our understanding of the philosophy of the IB and the Primary Years Programme (PYP), all our pupils, regardless of need and background, become global citizens who make a positive contribution to the world. Through our study of Music we intend to provide children with opportunities to enjoy listening to, performing and evaluating music. We hope that this will allow them to develop an appreciation of what this can do for their own wellbeing as well as being able to compose for themselves and to strive for careers in the music industry.

We intend that all pupils develop the knowledge and skills in order to be able to: perform, listen to, review and evaluate music; sing, create and compose music; and understand and explore how music is created, produced and communicated. We intend to explore the three pillars of music: technical (singing, playing and music technology), being constructive (understanding music components) and being expressive (exploring creativity and meaning of music).

As well as this, we aim to expose them to a wide variety of historical periods, styles, cultures, traditions and musical genres. We want our children to develop a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music. To develop their cultural understanding, we ensure they are exposed to music from diverse backgrounds, some which will already be familiar to them and others which will be completely new. We are committed to ensuring children understand the value and importance of music in the wider community and are able to use their musical skills, knowledge, and experiences to involve themselves in music, in a variety of different contexts.

The approaches of the International Baccalaureate Primary Years Programme enable the implementation of a music curriculum that ensures students sing, listen, play, perform and evaluate. This is embedded in the classroom activities as well as weekly singing assemblies, various concerts and performances and the learning of instruments with a peripatetic music specialist. The elements of music are taught in the classroom lessons so that children are able to use some of the language of music to dissect it and understand how it is made, played, appreciated and analysed. In the classroom, students learn how to play an instrument from all four main instrument groups of wind, strings, percussion and keyboards. In doing so they understand the different principles of each method of creating notes, as well as how to read basic music notation.

The children will learn how to compose focussing on different dimensions of music, which in turn feeds their understanding when listening, playing, or analysing music. Composing or performing using body percussion and vocal sounds is also part of the curriculum, which develops the understanding of musical elements without the added complexity of an instrument. We encourage staff to teach a weekly music lesson. This helps to ensure sufficient time is allocated to music and that musical subject matter can be revisited frequently. We believe that by crafting our curriculum this way, we improve the potential for our children to retain what they have been taught, to alter their long-term memory and thus improve the rates of progress they make. Teachers check pupils’ understanding systematically, and are knowledgeable in the misconceptions commonly held, using a range of visuals and sources to support this.

Children have access to a varied curriculum, which allows them to discover areas of strength, as well as areas they might like to improve upon. Music will also develop an understanding of culture and history, both in relation to students individually, as well as ethnicities from across the world. Children are able to enjoy music, in as many ways as they choose- either as listener, creator or performer. They can dissect music and comprehend its parts. They can sing and feel a pulse. They understand how to further develop skills less known to them. We use both formative and summative assessment to help us provide the best possible support for all of our pupils, including the more able.

The assessment milestones for each phase have been carefully mapped out and further broken down for each year group. This means that skills in music are progressive and build year on year. It is used to inform further curriculum developments and provision is adapted accordingly. Our exciting and engaging Music curriculum will lead pupils to be enthusiastic musicians who leave Eastcote Primary Academy reaching at least their expected age-related expectations for Music.