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Music

“Music education opens doors that help children pass from school into the world around them – a world of work, culture, intellectual activity, and human involvement. The future of our nation depends on providing our children with a complete education that includes music.” 

President Gerald Ford  

Intent  

At Stansfield Hall we aim to inspire our children to have a love of music which they will have for the rest of their lives. We aim to help children feel that they are musical and achieve this by using the scheme of work from Kapow. We develop the skills, knowledge and understanding that children need to become confident performers, composers and listeners. Our children have opportunities to listen to music from all around the world and across many genres. As a result, our children learn to respect and appreciate the music of all traditions and communities.  

We encourage children to develop music skills of singing, playing tuned and untuned instruments, improvising and composing music, alongside listening and responding to music. They also develop an understanding of the history and cultural context of the music that they listen to and learn how it can be written down. All children will have the opportunity to play tuned and untuned instruments. Overall, our music curriculum intends to engage and inspire all our children to increase in confidence, creativity and a sense of achievement.  

Implementation  

 Kapow Primary’s Music scheme has been designed as a spiral curriculum with the following key principles in mind:   

Cyclical: Pupils return to the same skills and knowledge again and again during their time in primary school. 

 Increasing depth: Each time a skill or area of knowledge is revisited it, is covered with greater depth.  

Prior knowledge: Upon returning to a skill, prior knowledge is utilised so pupils can build upon previous foundations, rather than starting again. 

Our music is organised around the four components of Performing, Listening, Composing and The history of music. 

The inter-related dimensions of music are:

• Pulse
• Pitch
• Duration
• Dynamics
• Tempo
• Timbre
• Texture
• Structure
• Appropriate music notation

These dimensions alongside the dynamics of music are revisited in the cyclical delivery of our lessons. 

Each five-lesson unit combines these strands within a cross-curricular topic designed to capture pupils' imagination and encourage them to explore music enthusiastically. Over the course of the scheme, 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, textile and dynamics - and use these expressively in their own improvisations and compositions

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

Impact  

 We use the Kapow assessment tool to assess whether our children are on track and are making progress.   

The impact of the scheme is that our children will:  

After the implementation of Kapow Primary Music, pupils should leave primary school 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 Kapow Primary Music scheme of work is that children will:

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

This is assessed through both formative and summative assessment. 

For a more detailed look at our Music curriculum, to see how skills and vocabulary are developed throughout and how knowledge is introduced and revisited through the curriculum please see our full curriculum overview document below