Mrs Ottewell is our music lead.
Music and singing is integral part of our culture at Ripley Infants. We strive to provide a vibrant musical experience for all children. We provide opportunities for all children to create, play, perform and enjoy music, to develop their skills, to appreciate a wide variety of musical forms, and to begin to make judgements about the quality of music. This is embedded throughout school life, not just in an isolated music lesson once a week.
Through our music curriculum pupils will: gain enjoyment, self-confidence and a sense of achievement through musical activities. Be aware of, understand and respond appropriately to the rich variety of sounds in their environment and particularly to those organised arrangements of sounds called music. Acquire musical skills and understanding of musical concepts through primarily active listening then performing and composing and appraising. Develop their capacity to express ideas and feelings through the medium of sound.
Music teaching at Ripley Infants delivers the requirements of the National Curriculum through use of the Charanga scheme of work. Teachers follow the suggested scheme of work, although adaptations can be made using the alternative elements of the package to substitute units deemed to be more appropriate for learning in other curriculum areas.
Music lessons are broken down into half-termly units and an emphasis is placed on musical vocabulary, allowing children to talk about pieces of music using the correct terminology. Each unit of work has an on-going musical learning focus and lessons usually follow a specific learning sequence: · Listen and Appraise · Musical Activities (including pulse and rhythm) · Singing and Voice · Playing instruments · Improvisation / Composition · Perform and Share
Our progression model also follows the same learning sequence to ensure all interrelated elements of music are covered and implemented. Within the EYFS setting, music is an integral part of children’s learning journey. Rhyme and rhythm are utilised throughout the learning of phonics, handwriting and mathematics. Children learn a wide range of songs and rhymes and develop skills for performing together. Singing and music making opportunities are used frequently to embed learning, develop musical awareness and to demonstrate how music can be used to express feelings.
In addition to our weekly curriculum lessons we aim to embed music appreciation and exposure in school in other, creative ways. Each term all classes will listen to a different genre of music and build a repertoire of artists that they can respond to and discuss. Teachers will guide these discussions at first, as children then become more adept at having these conversations between themselves. Music will be played during a range of lessons such as handwriting, DT and art to continue exposure throughout the week. This could even be in the hall during lunch time. We have created a specific theme and song bank for our weekly singing lessons to cover a variety of artists and genres. Children also have the opportunity throughout the year to perform for audiences such as our Harvest and Easter festivals, and Christmas and Year 2 Leavers performances.
Our year-round after school choir club enhances the curriculum on offer. Concerts and events take place regularly led by Miss Saunders and Mrs Beighton to further inspire pupils and develop their musical and cultural awareness and abilities. They hold summer and winter concerts and fundraising events to add to the provision for music in school and showcase our children’s enjoyment and ability in music.
Our music Curriculum is planned to demonstrate progression and build on and embed current skills. We focus on progression of knowledge and skills in the different musical components and teaching of vocabulary also forms part of the units of work. If children are achieving the knowledge and skills in lessons, then they are deemed to be making good or better progress. We measure the impact of our curriculum through the following methods: · Pupil discussions and interviewing the pupils about their learning (pupil voice). · Tracking of standards across the curriculum by the subject coordinator. · Photo and video evidence of the pupils’ practical learning. · Use of the assessment tools provided within the Charanga scheme on a termly basis. · Dedicated music leader time.