Music – Intent, Implementation, and Impact

Intent

At Sunnyside Primary Academy we would like to help children to feel that they are musical and to develop a lifelong love of music. We focus on developing the skills, knowledge and understanding that children need to become confident performers composers and listeners. Our curriculum introduces children to music from all around the world and across generations, teaching children to respect and appreciate the music of all traditions and communities.

 

Children will develop the musical skills of singing, playing tuned and untuned instruments improvising and composing music and listening and responding to music. They will develop an understanding of the history and cultural context of the music that they listen to and how music can be written down. Through our music curriculum we help children to develop transferable skills such as team – working, leadership, creative thinking, problem solving decision making, and presentation and performance skills. These skills are vital to children's development as learners and have a wide application in their general lives outside of school and beyond.

Our music scheme of work enables pupils to meet the end of key stage attainment targets outlined in the national curriculum and is driven through our four curriculum pillars.

Striving for Excellence:

In our primary music curriculum, we encourage our pupils to strive for excellence by fostering a deep love for music and a commitment to honing their musical talents. Excellence in music isn't just about hitting the right notes; it's about developing a keen ear, expressing emotions through sound, and working collaboratively with peers. Through engaging lessons, ensemble performances, and exposure to various musical genres, our pupils learn to appreciate the beauty of music and the importance of practice and dedication. We aim to nurture their musical abilities, whether they become proficient musicians or simply lifelong enthusiasts. Striving for excellence in music not only enhances their creativity but also cultivates discipline, teamwork, and a lifelong appreciation for the art of sound.

Developing Vocabulary:

In our primary music curriculum, we recognize that building a strong musical vocabulary is fundamental to understanding and appreciating the language of music. We believe that a rich musical vocabulary empowers our pupils to express themselves and engage more deeply with the art form. Through interactive lessons, exploration of various instruments, and exposure to diverse musical styles, our pupils gradually develop a comprehensive musical vocabulary. They learn to describe rhythms, melodies, dynamics, and musical techniques, enabling them to communicate their musical ideas and interpretations effectively.

Building Community:

In our primary music curriculum, we place a strong emphasis on building a sense of community among our pupils through the shared joy of music. Music is a universal language that transcends boundaries and brings people together. Through group performances, ensemble activities, and collaboration, our pupils learn to harmonize not only musically but also socially. They develop important skills in communication, cooperation, and mutual respect, fostering a supportive and inclusive musical community. We aim to create an environment where all pupil’s unique musical talents are celebrated, and where the collective experience of making music enriches their sense of belonging and unity.

Expanding Cultural Experiences:

Teaching music is a powerful tool for expanding cultural experiences and meeting SMSC (Spiritual, Moral, Social, and Cultural) objectives in our curriculum. Through music, pupils are exposed to diverse cultural traditions and expressions from around the world. They learn to appreciate different musical styles, instruments, and rhythms, fostering cultural understanding and empathy. Music also engages pupils spiritually by allowing them to connect with their emotions and express themselves creatively. Furthermore, collaborative music activities promote social skills such as teamwork and communication. Overall, teaching music not only broadens pupils' cultural horizons but also aligns with the holistic development promoted by SMSC objectives, nurturing well-rounded individuals who are culturally aware, socially adept, and spiritually connected through the universal language of music.

Implementation

Our music scheme takes a holistic approach to music in which the individual strands below are woven together to create engaging and enriching learning experiences.

• Performing
• Listening
• Composing
• the history of music
• the interrelated dimensions of music

Each unit combines these strands within a cross curricular topic designed to capture pupils’ imagination and encourage them to explore music enthusiastically. Over the course children will be taught how to sing fluently and expressively and play tuned and untuned instruments accurately and with control. They will learn to recognise and name the interrelated dimensions of music – pitch, duration, tempo, timbre, structure, texture, and dynamics and use these expressively in their own improvisations and compositions.

The instrumental scheme lessons complement the curriculum scheme of work and allow lower key stage pupils to develop their expertise in using a tuned instrument from a minimum of one term as recommended in the model music curriculum.

Our national curriculum mapping document shows which of our units cover each of the national curriculum attainment targets as well as the strands within it our progression of skills and knowledge shows the skills that are taught within phase and how these skills develop to ensure attainment targets are securely met by the end of each key stage.

Our curriculum is a spiral curriculum model where previous skills and knowledge are returned to and built upon. Children progress in terms of tackling more complex tasks and doing more simpler tasks better as well as developing understanding and knowledge of the history of music, staff, and other musical notations as well as the interrelated dimensions of music and more. In each lesson pupils will actively participate in musical activities drawn from a range of styles and traditions developing their musical skills and their understanding of how music works. Lessons incorporate a range of teaching strategies from independent tasks paired in group work as well as improvisation and teacher LED performances. Lessons are hands on and incorporate movement and dance elements as well as making cross curricular links with other areas of learning.

 

Impact

Our curriculum is designed in a way that children are actively involved in the evaluation, dialogue and decision making about the quality of their work and the improvements they need to make. Teachers will also use performance times to conduct their assessments. Pupils should leave Sunnyside Primary Academy equipped with a range of skills to enable them to succeed in their secondary education and to be able to enjoy and appreciate music throughout their lives.

The expected impact of following the music scheme of work is that children will:

• Be confident performers, composers and listeners and will be able to express themselves musically at school and beyond.
• Show an appreciation and respect for a wide range of musical styles from around the world and understand how music is influenced by the wider cultural, social, and historical context in which it is developed.
• Understand the ways in which music can be written down to support performing and composing activities.
• Demonstrate and articulate enthusiasm for music and to be able to identify their own personal musical preferences.
• Meet the end of key stage expectations outlined in the national curriculum for Music.