Neville's Cross Primary School

Relly Path, Durham, DH1 4JG

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Home / Curriculum / Neville’s Cross’ Curriculum / Curriculum – Music

Curriculum – Music

In this section of the website, you will find information about our approach to teaching Music at Neville’s Cross.

NX Music policy

What does Music look like at Neville’s Cross?

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At Neville’s Cross, we recognise the value of Music is building confidence and offering children opportunities to shine. We believe Music teaching should promote a love of music and a personal journey of discovery including music from periods of history, world music and music children create themselves. Children gain a firm understanding of the key ingredients of music through listening, singing, playing, evaluating, analysing and composing. They are taught the appropriate vocabulary to describe musical elements in what they hear and to have the confidence to combine them in different ways and explore the effect. We use Charanga Music School as a base for our Music curriculum. Charanga is a scheme of work which offers a wide range of musical styles and genre from contrasting times and places. A steady progression plan has been built into Charanga within each year and from one year to the next to ensure consistent musical development. Our curriculum is planned and delivered over a 2 year roll and the units are organised to ensure children have opportunities to revisit and review within lessons and across each unit.

Intent, Implementation and Impact:

  • The Intent provides information on the provision of Music.
  • The Implementation provides the subject overview detailing how Music is taught.
  • The Impact shows improvements seen as a result of our implementation of Music.

Intent

What will take place before teaching in the classroom? 

The school’s senior leadership team will … 

  • Lead the school staff to develop a curriculum intent consistent with school’s drivers and development of all curriculum subjects.  
  • Develop specific music subject intent, which explains our school ethos and curriculum design in detail.  
  • Support subject leader to spend time with staff to share skills.  
  • Provide funding to support high quality implementation of the music curriculum.   

Curriculum leader will ...

  • Understand and articulate the requirements of the curriculum. 
  • Use this knowledge to support staff in the delivery of music.  
  • Ensure skills and knowledge are planned for progressively over time so that children become effective musicians.  
  • Develop a long-term subject plan, which identifies the progression within each phase of knowledge, skills and vocabulary in music.  
  • Support staff to have a full picture of learning in Music at each stage, including EYFS so prior knowledge is constantly referenced accurately. 
  • Catalogue and organise an up to date range of resources so children have access to equipment, which supports them to extend their skills as a musician.  
  • Establish and nurture links within the local community to real musicians or those studying music, to give children aspirations.  
  • Network with other local schools, Charanga and Durham Schools Music Service to keep up to date with subject development.  

The class teacher will, with the support of the curriculum leader … 

  • Work in teams to develop curriculum skills grids, which outline the knowledge and skills to be covered over the course of each term and share with parents and carers.  
  • Use the long-term subject plan to ensure coverage in lessons is sequential, includes balance between knowledge and skills and references prior learning. 
  • Seek out the subject leader if they require support or advice.  
  • Ensure lesson resources are engaging, appropriate and plentiful so children can learn knowledge and practise skills across the series of lessons.  
  • Plan experiences, trips and visitors, which both enhance learning and place learning into context.  
Implementation

What will this look like in the classroom? 

Our teaching sequence will be …. 

Music begins in EYFS as Expressive Arts and Design.  

In Key Stage 1 and 2, Charanga is used to support the delivery of National Curriculum Music.  

All music lessons include warming up, in KS1 this has a heavy rhythm focus related to the unit main theme. Over the course of each unit children learning to sing first verse and chorus and then but it together. In KS2 children add playing an instrument to accompany the song.  

Each Charanga unit includes key musical elements of listening and appraising, performance and composition.  

Children in KS1 become confident with tuned and untuned instruments and KS2 children are introduced to recorder then ukulele.  

World music styles and period music is also included across each year group.

Our classrooms will… 

  • Provide a nurturing environment for learning where children, whatever their age can work individually, in pairs and cooperate in small groups. 
  • Contain age appropriate equipment specific to music for children to use and refer to.  
  • Reference music somewhere in the classroom using a QR code linked to seesaw.  
  • During music lessons, specific related vocabulary is displayed, defined and referenced.  

Our children will be … 

  • Enthused by their learning because coherent learning experiences give them the confidence to reach beyond their grasp. 
  • Engaged by the challenge within lessons to demonstrate their knowledge.  
  • Encouraged by specific feedback given by their teacher to reflect on their work and areas to improve.  
  • Nurtured to show confidence in contributing to their learning through sharing thoughts and ideas.  
  • Develop music skills and confidence over time due to carefully planned, sequences of high quality lessons over time.  
Impact

How will this be measured? 

Pupil voice will show … 

  • Enthusiasm and confidence in discussing their learning and experiences in music. 
  • A clear understanding of the skills and knowledge relating to music and needed to be a musician.  
  • A progression of the vocabulary used to articulate their learning and experiences as a musician.  

Displays around school and books will show ...

  • Pupils have a balance of planned learning experiences including practical evidence in photographs on Seesaw and work on display.  
  • A varied and engaging curriculum, which develops a range of music skills.  
  • Clear progression of skills in line with those identified on the long term plans.  
  • That pupils, over time, develop a range of skills and knowledge across all parts of the music curriculum.  

The curriculum leader will … 

  • Lead termly show case events to celebrate the success of children as musicians at Neville’s Cross.  
  • Collate a portfolio of evidence, which reflect children’s deepening knowledge and experiences in music over time.  
  • Monitor standards of teaching, lessons and work.  
  • Provide CPD opportunities including mentoring and coaching.  

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Bullying Intervention Group

Toilet twinning

Toilet twinning

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Food for life

Arts Council Artsmark Award

Arts Council England

Healthy School

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Neville’s Cross Primary

Copyright © 2021 Neville's Cross Primary School

Relly Path

Durham

DH1 4JG

Tel 0191 384 2249· Email nevillescross@durhamlearning.net



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