St John's Primary School
Music at St John’s
“Collective music making supports co-operation, pro-social behaviour, belongingness, relationships, collaborative learning, social advancement, group identity, solidarity, taking turns, teamwork and helping others”
Susan Hallam’s book The Power of Music, 2015:
Intent
1. Self-We want our pupils to develop their own understanding, appreciation and enjoyment of music through the school’s music curriculum.
2. Others-We want our pupils to learn about different styles of music from different times and cultures and work with others to perform and appreciate music.
3. Wider world-We want our children to use the skills they learn in music to give them the confidence to relate to the wider world of music.
IMPLEMENTATION
At all key stages, music teaching will develop the interrelated skills of performing, composing and appraising in all activities. Furthermore, it will extend these skills by applying listening skills and knowledge and understanding of music. In particular, pupils will be helped to understand how sounds are made, changed and organised, how music is produced and how it has been influenced by time and place.
In EYFS, Key Stage 1 pupils and Key Stage 2 pupils follow the Charanga Musical School Scheme. This scheme is in line with the National Curriculum for music and its learning objectives. It uses an integrated, practical, exploratory and child-led approach to musical learning. Each class will follow a 2-year cycle which has been designed for mixed Year Groups.
Pupils’ own experiences of music will be built upon and individual responses will be recognised. Emphasis will be placed on making music fun. Resources and curriculum content is selected to ensure that it accurately reflects any changing cultural elements in the school community and that it actively teaches pupils to value the musical traditions of cultures other than their own.
St John's Primary School
Music at St John’s
“Collective music making supports co-operation, pro-social behaviour, belongingness, relationships, collaborative learning, social advancement, group identity, solidarity, taking turns, teamwork and helping others”
Susan Hallam’s book The Power of Music, 2015:
Intent
1. Self-We want our pupils to develop their own understanding, appreciation and enjoyment of music through the school’s music curriculum.
2. Others-We want our pupils to learn about different styles of music from different times and cultures and work with others to perform and appreciate music.
3. Wider world-We want our children to use the skills they learn in music to give them the confidence to relate to the wider world of music.
IMPLEMENTATION
At all key stages, music teaching will develop the interrelated skills of performing, composing and appraising in all activities. Furthermore, it will extend these skills by applying listening skills and knowledge and understanding of music. In particular, pupils will be helped to understand how sounds are made, changed and organised, how music is produced and how it has been influenced by time and place.
In EYFS, Key Stage 1 pupils and Key Stage 2 pupils follow the Charanga Musical School Scheme. This scheme is in line with the National Curriculum for music and its learning objectives. It uses an integrated, practical, exploratory and child-led approach to musical learning. Each class will follow a 2-year cycle which has been designed for mixed Year Groups.
Pupils’ own experiences of music will be built upon and individual responses will be recognised. Emphasis will be placed on making music fun. Resources and curriculum content is selected to ensure that it accurately reflects any changing cultural elements in the school community and that it actively teaches pupils to value the musical traditions of cultures other than their own.