Our Vision for Music.
Each child at Peterhouse Church of England Academy has an individual ‘soundtrack’ gained from their own life and experiences. However, many
- Emotional –
Our Aims for Music
o engage and inspire pupils to nurture a love of music and develop their talent as musicians, and so increase their self-confidence, creativity and sense of achievement.
The aims of the music curriculum at Peterhouse are to encourage all pupils to:
- develop, through listening, appraising, performing and composing, musical skills and an understanding of the concepts of pitch, duration, dynamics, tempo, timbre, texture, structure and notation;
- develop social skills through co-operating with others in the shared music-making experiences of creating and composing;
- develop an understanding of musical traditions and developments across a range of cultures, historical periods, genres, styles and traditions, including the works of the great composers and musicians;
- be motivated to enjoy and succeed in music, through using voices and instruments and appropriate technology.
How do we deliver Music?
gives us such opportunities as musicians visiting the school to perform concerts and being able to access to online shows such as Christmas pantomimes.
Curriculum Design in Music
“Music education goes beyond a set of skills, knowledge and understanding that we explain to someone else in the sense that, when acting musically, we embody the learning.” (The Incorporated Society of Musicians.) With this in mind, the music curriculum has been designed to engage pupils with the subject through the aspects of actively performing, composing and listening to music.
The curriculum is based upon the Charanga Scheme which covers the inter-related dimensions of pulse, rhythm, pitch, dynamics, timbre, tempo, structure, texture and notation through a spiral curriculum where the strands are revisited and built on over time, using a variety of activities and degrees of challenge.
The curriculum, delivered through the Charanga scheme by the Musician in Residence, is also supplemented by a weekly listening programme led by the class teacher. The musical resources taken form the BBC Ten Pieces website have been selected to ensure that the children are introduced to different musical genres and cultures, from musical heritage to modern times, covering a diverse range of composers from different backgrounds and traditions. The aim of this being, to allow all pupils to believe that they can be musical and inspire a life-long connection with this creative form.
Our Intended Coverage
dimensions of pulse, rhythm, pitch, dynamics, timbre, tempo, structure, texture and notation through activities relating to performing, composing and listening. It is supplemented by listening sessions based around music taken from the BBC Ten Pieces website, a resource that allows the children to experience and learn about a diverse range of music and composers.
Our Musician in Residence delivers units on a rota basis that alternates each half term. The spiral nature of this scheme means the strands are revisited and learning extended throughout the course of the year.
Through the delivery of a knowledge rich curriculum children in EYFS build a focused and sequenced body of
knowledge which students are able to remember. In the EYFS Music comes under the title of Expressive Arts
and Design (EAD). Singing and music forms a key experience across the EYFS, as a precursor to both
language and rhythm. The children take part in singing and dancing on a daily basis, it is built into the routine
of the day such as the ‘Count to one hundred’ song, ‘days of the week’ song and our ‘special child’ song.
Children will be exposed to a variety of different music from nursery rhymes to classical to rap. They will
explore how sounds can be changed by experimenting with pitch and tempo, using their voices and body
percussion. They will learn how sounds and instruments can be used and adapted to tell a story by studying
composers. The children will incorporate musical instruments into our learning. As part of our Christmas
Nativity the children learnt a variety of songs and how to sign them as well. There are plans to develop our
own ’musical shed’ where children will have independent access to a range of musical instruments and
‘improvised sound instruments’.
By the time children leave Reception they will be expected to;
Being Imaginative and Expressive
● Sing a range of well-known nursery rhymes and songs
● Perform songs, rhymes and stories with others, and -when appropriate- try to move in time with music.
Assessment in Music
- Formative assessment is an ongoing process throughout music sessions, with interaction between teachers and children about learning forming an essential part of the reflective learning process.
- Musical learning will be assessed both by the Musician in Residence during sessions, and through evidence collected by class teachers of these sessions. Recording examples of performances at the beginning and end of each rotation will provide evidence of progression, as well as mid-points of processes where appropriate.
- Where other music curriculum opportunities may arise, these can be recorded as audio or visuals files and photographs.
- Throughout, the children will be encouraged, through tasks and targeted questioning, to reflect critically upon their own achievements and those of others.