Intent
At MPA, we want all children to have access to high-quality, practical and engaging musical experiences. We aim for all children to develop the self-confidence, skills, knowledge and understanding to develop a lifelong love of music, whilst also providing a secure foundation that enables them to take music further should they wish to. We view music as an important area of learning and want children to see that people of all genders and ages can be musicians. We believe that a music curriculum should draw on a broad range of musical traditions, using authentic songs and materials.
Implementation
Teachers use Sing Up Music as a basis for their planning, linked to the long-term plans set out for the MPA curriculum, which ensure the children develop their knowledge, skills and vocabulary sequentially across units, the year and year groups, allowing for depth in their learning to be achieved.
Music is taught on a weekly basis throughout the year. By teaching Music weekly, this allows the children to build upon their prior learning and supports the ‘reactivation’ of knowledge and skills. Each lesson includes warm-ups, main activity and a conclusion. The National Plan for Music Education outlines that pupils should be engaged in one hour a week of music in KS1 and KS2. Lessons take place for approximately 40 minutes and the children also take part in a weekly singing assembly. Further to this, assemblies have a weekly ‘Music of the Week’ focus to introduce children to a range of different styles of music, musicians and composers.
Year 3 children are taught Music through whole-class teaching from Suffolk County Music Service, where they receive weekly guitar lessons. This is an hour lesson a week which provides the children with opportunities to develop their understanding of musical terms through clapping and body percussion before applying these on the guitar, linking these to different notes. Children then have the option to continue learning the guitar in Years 4-6, which is funded by parents.
Learning is matched to the different needs of learners, enabling all pupils to access the curriculum, with those who may require it, such as SEND or pupil premium groups, able to access additional or adapted resources.
Evidence of learning is recorded in a way which is appropriate to the task the child has completed, which in many sessions will include videoing their skills. In Years 1-6, children have a music folder to store any written learning, however this is not expected to be a high amount across the year.
Impact
The Music subject lead regularly checks that teaching approaches match the intended curriculum goals for pupils, as well as following the progression of knowledge and skills which are laid out within the Sing Up Music curriculum. The sequencing of lessons supports and promotes progress for all children and teachers check what pupils know in their Music lessons, through teaching, discussion and through feedback.
Teachers assess the children using Sing Up Music progression snapshots; this is a snapshot each term which is recorded as video evidence. Teachers also assess the children using the progression of skills laid out by Sing Up Music in an informal way during their music lessons. Evidence will be collated from teacher assessment, video and pupil voice to inform these assessments. This will track the children’s progress against age-related expectations for Music.
In the term where Music is a focus subject (to support workload for subject leaders), the Music subject leader will use a range of methods to evaluate the strengths and development areas, including pupil voice, learning walks and video looks. They will also identify any CPD needs within Music, which may include team teaching, modelled lessons for teachers or whole teaching staff CPD within a staff meeting. The aim of this is to give staff the skills they need to be confident to teach and promote the subject. The subject leader will also analyse the assessment data to identify any areas of the curriculum or areas of the school which have gaps which need to be addressed.
Wider and Extra Curricular Opportunities
- Children have the opportunity to continue learning the guitar in Years 4-6, funded by parents. Children who learn guitar, including Year 3, complete a termly performance which parents are invited to.
- In Key Stage 2, children have the option to attend a lunchtime choir. This then provides opportunities such as performing at local care homes as well as Snape Maltings Concert Hall as part of their ‘Celebration’ event.
- In Year 4, children complete their 11 Before 11 promise of ‘Culture Vulture’. This includes going to the theatre to see a performance, which includes music alongside it.
- Responding to the children’s wishes, MPA’s talent competition has taken place for the past few years. This has included children performing on their electric guitar and singing both solos and group performances.
- Children in EYFS and KS1 perform a nativity in the Autumn term and children in Year 5 and 6 complete a performance in the Summer term.
Music Progression Documents
Sing Up Music Single Age Progression (followed by Reception, Years 4, 5 and 6)
Sing Up Music Mixed Age Progression (followed by Key Stage 1)