Curriculum
Developing Skills
Music at Birdsedge First School delivers At Birdsedge First School, music Music Vision the requirements of the National plays an integral role in bringing Curriculum through the ‘Charanga’ our community together through Statement scheme of work. Teachers follow the planning provided although there are singing, playing and performing At Birdsedge First School our vision opportunities to adapt and personalise Sequence of lessons. both in school and in the wider the learning to meet the individual is to ignite pupils' creativity and community. Long term planning, needs of our children through the Our lesson sequences beenwill learn to expression.have Children following the National Curriculum, ‘freestyle’ feature which offers carefully designed enable as children think andto respond musicians, but ensures progression and alternative units and additional to build on previously taught they also learn the therapeutic resources. The curriculum ensures development of our First children’s Birdsedge concepts and their existing children listen, sing, play, perform and power of music as an expressive art understanding Schoolof musical evaluate throughout the year and Teachers then cater and means of communication. As concepts, knowledge and skills understanding. across all key stages. This is delivered lessons topart respond to children’s of Birdsedge’s inclusive culture, across all key stages. By the time through classroom activities, ideas. Each pupils lessonwill contains learn how to express they leave our school, our assemblies and various performance demonstrations or practical activities opportunities. children will have had linked to the concept being taught, opportunities to gain a firm The lessons are carefully sequenced in understanding of all aspects of so that children can explore and Vocabulary the programme to ensure progression experiment with the challenging and opportunities to review, music through listening, singing, People who changed the ideas contained in the curriculum. remember, retrieve, deepen and apply The vocabulary the staff will use taken playing, evaluating, analysing and musical world….. their knowledge, skills and from the National other WhatCurriculum we willand cover…. composing across a wide variety understanding. guidance. Teachers will however strive to addition periods, to teaching the core ofInhistorical styles, andand appraising - children extend thisListening by using new challenging substantive of Music, Accurate musical language is traditions andideas musical genres.children Tier 3 vocabulary that will broaden the willintroduced learn how toused identify musical and to listen to, also learn about key musicians from children’s language acquisition when pace, rhythm features such as tone, discuss and explore how music is around the world, who have made a speaking and listening. played, appreciated and andmade, genre. contribution to musical heritage, analysed. In displayed the classroom, Key vocabulary should be with our from different cultures and periods of children work. learn play thewill ocarina, Performance – to children learn to the children’s Science recorder, ukulele and various time. We place a great emphasis on play and perform in solo andtuned, untuned and body percussion. This the diversity of musicians as we want ensemble contexts, using their allows for exploration of a range of all of our children to see themselves voices and for playing musical methods creating notes/sounds and in our curriculum and believe that instruments with increasing reading basic music notation (formal they are capable of great musical and informal). The children accuracy, fluency, control learn and how to improvise and compose focussing on achievement too. expression. different dimensions of music which in turn develops their Improvise music forunderstanding a range of