Bourne Avenue, Ranton, Stafford,
Staffordshire. ST18 9JU

Telephone: 01785 282228

office@allsaints-ranton.staffs.sch.uk

Music

Intent

Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.

music1
 

Implementation

Where possible, projects are planned using a creative cross-curricular approach so that musical ideas can be explored and expressed creatively. Planning in the Early Years is based on the Foundation Stage framework expressive arts and design area of study.

Planning in Key Stages 1 and 2 is based on the National Curriculum. Projects are agreed in all year groups to ensure robust curriculum coverage and development through musical skills. Music specialists are utilised through Staffordshire Choirs Association; this enables the pupils to have experience of skilled professionals who are able to play instruments. Skills, knowledge and understanding are identified as a learning journey through milestones (Milestone 1 covering KS1; Milestone 2 covering Lower KS2 and Milestone 3 covering Upper KS2).

We make music an enjoyable learning experience. We encourage children to participate in a variety of musical experiences through which we aim to build up the confidence of all children.

We recognise that in all classes children have a wide range of musical ability, and so we seek to provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this in a variety of ways:

  • setting tasks which are open-ended and can have a variety of responses;
  • providing resources of different complexity, depending on the ability of the child;
  • providing every child with the opportunity to enjoy and achieve through the use of music to enrich the curriculum.

Children who are interested are offered the opportunity to study a musical instrument with specialist music teachers. Flute / piano lessons are organised by The Staffordshire Choirs Association, part of The Music in You’. Parents who want their children to participate in the scheme must purchase or hire the instrument and pay the additional music lesson fees on a termly basis. These lessons are normally taught to small groups of children and this is in addition to the normal music teaching of the school.

We enable pupils to have access to the full range of activities involved in learning music. Where children are to participate in activities outside the classroom, for example in a musical festival at another school or venue, we carry out a risk assessment prior to the activity, to ensure that the activity is safe and appropriate for all pupils.

Impact

Through the music experience and learning offered at All Saints, the children are able to flourish and fulfil the aims for the music curriculum:

  • perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
  • learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
  • understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

Assessment Milestones

Milestone 1

To perform

Take part in singing, accurately following the melody.

• Follow instructions on how and when to sing or play an instrument.

• Make and control long and short sounds, using voice and instruments.

• Imitate changes in pitch.

To compose

• Create a sequence of long and short sounds.

• Clap rhythms.

• Create a mixture of different sounds (long and short, loud and quiet, high and low).

• Choose sounds to create an effect.

• Sequence sounds to create an overall effect.

• Create short, musical patterns.

• Create short, rhythmic phrases.

To transcribe

• Use symbols to represent a composition and use them to help with a performance.

To describe music

• Identify the beat of a tune.

• Recognise changes in timbre, dynamics and pitch.

Milestone 2

To perform

• Sing from memory with accurate pitch.

• Sing in tune.

• Maintain a simple part within a group.

• Pronounce words within a song clearly.

• Show control of voice.

• Play notes on an instrument with care so that they are clear.

• Perform with control and awareness of others.

To compose

• Compose and perform melodic songs.

• Use sound to create abstract effects.

• Create repeated patterns with a range of instruments.

• Create accompaniments for tunes.

• Use drones as accompaniments.

• Choose, order, combine and control sounds to create an effect.

• Use digital technologies to compose pieces of music.

To transcribe

• Devise non-standard symbols to indicate when to play and rest.

• Recognise the notes EGBDF and FACE on the musical stave.

• Recognise the symbols for a minim, crotchet and semibreve and say how many beats they represent.

To describe music

• Use the terms: duration, timbre, pitch, beat, tempo, texture and use of silence to describe music.

• Evaluate music using musical vocabulary to identify areas of likes and dislikes.

• Understand layers of sounds and discuss their effect on mood and feelings.

Milestone 3

To perform

• Sing or play from memory with confidence.

• Perform solos or as part of an ensemble.

• Sing or play expressively and in tune.

• Hold a part within a round.

• Sing a harmony part confidently and accurately.

• Sustain a drone or a melodic ostinato to accompany singing.

• Perform with controlled breathing (voice) and skilful playing (instrument).

To compose

• Create songs with verses and a chorus.

• Create rhythmic patterns with an awareness of timbre and duration.

• Combine a variety of musical devices, including melody, rhythm and chords.

• Thoughtfully select elements for a piece in order to gain a defined effect.

• Use drones and melodic ostinati (based on the pentatonic scale).

• Convey the relationship between the lyrics and the melody.

• Use digital technologies to compose, edit and refine pieces of music.

To transcribe

• Use the standard musical notation of crotchet, minim and semibreve to indicate how many beats to play.

• Read and create notes on the musical stave.

• Understand the purpose of the treble and bass clefs and use them in transcribing compositions.

• Understand and use the # (sharp) and (flat) symbols.

• Use and understand simple time signatures.

To describe music

• Choose from a wide range of musical vocabulary to accurately describe and appraise music 

• Describe how lyrics often reflect the cultural context of music and have social meaning.

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"We are committed to creating a safe, welcoming, stimulating and challenging environment in which all the children develop a love of learning and strive to reach their full potential within a Christian caring community where individuals are respected and valued."

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