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Heartwood CE VC Primary and Nursery School
Learn to Love – Love to Learn!
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We are musicians...

'Music gives a soul to the universe.

Wings to the mind

Flight to the imagination 

and life to everything'- Plato

 

At Heartwood we value music and how it enhances wellbeing, creativity and brings people and communities together.

 

We have a specialised music teacher who teaches the children to read music and play instruments. Singing is part of our everyday curriculum. We follow the Norfolk Music Hub Charanga curriculum throughout the school. 

We aim for our children to watch a wide range of live performances over their journey at Heartwood.

 

‘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’.

 

 

We are planning a live concert for our pupils (COVID permitting) and are planning for our pupils to plan and take part in their own concert in a venue for their parents and carers.

How do we teach music?

Music teaching is thread throughout the academic year. Opportunities are built in for performing and singing, including productions and services at the church (see below). We use the Norfolk Music Hub Charanga Model Curriculum to teach elements of the curriculum

 

In the EYFS children sing daily through different areas of the curriculum, The provision has opportunities for children to explore different instruments and the sounds they make. Planned sessions focus on rhythm, beat and tempo. 

 

Informed by the model music curriculum, our music curriculum sets out sequences of learning in the following key areas which, when taken together, all contribute towards the steadily increasing development of musicianship:

• Singing
• Listening
• Composing
• Performing/Instrumental Performance

 

In KS1 and KS2 the children are taught a progressive 3 year cycle of hymns through hymn worship which they perform in different contexts. 

 

We teach the curriculum using a wide range of instruments that are planned to ensure a wide variety of coverage. 

In KS2 we have a specialist music teacher who teaches the children the more complex knowledge and skills of the music curriculum. This is alongside the class teaching.  

 

Instrument progression 

Nursery Reception Year 1Year 2Year 3Year 4Year 5Year 6 

A wide range of instruments available in the provision to explore

For example:

Hand bells

Triangle

Percussion instruments (claves, shakers, tambourines)

A wide range of instruments available in the provision to explore

For example:

Hand bells

Triangle

Percussion instruments (claves, shakers, tambourines)

 

Wooden claves

Hand bells

Triangle

Glockenspiel

 

Focus instrument: Glockenspiel  

 

 

 

 

Glocks

Ocarina

Drums

Tamborines

Shakers

Triangle

 

Focus instrument: Ocarina

Ukulele

Percussion instruments (woodblocks, shakers)

Glokenspiel

Xylophone

 

Focus instrument: Ukulele/Xylophone

Ukulele

Percussion instruments (woodblocks, shakers)

Glockenspiel

Xylophone

Drums - steel/acoustic

 

Focus instruments: Drums/Ukulele

/Xylophone

Ukulele

Percussion instruments (woodblocks, shakers)

Glockenspiel

Xylophone

Drums - steel/acoustic

Recorder

 

Focus instrument: Recorder

Ukulele

Percussion instruments (woodblocks, shakers)

Glockenspiel

Xylophone

Drums - steel/acoustic

Recorder

 

Focus instrument: Recorder/guitar

 

Special Educational Needs and Disability (SEND)

 

Music has a rare and unique ability to bring people together; music making can make a whole class, school and community feel connected to others and part of something bigger.

Our music curriculum celebrates the inclusion of pupils with special educational needs and disabilities as it does the leaps in technology that have made available new tools and adapted instruments, leading to improved access and greater choice for all pupils to realise their creative potential.

We set high expectations for every pupil, whatever their prior attainment, using appropriate assessment to set targets which are deliberately ambitious. Potential areas of difficulty are identified and addressed at the outset. Lessons are be planned to address potential areas of difficulty and to remove barriers to pupil achievement.

Hymn Progression

Music in the Early Years

The Nicholas Hamond Academy music curriculum

Our curriculum is designed to prepare the children for the next stages in their education in each subject. Our curriculum map plans to support the declarative and procedural knowledge needed for the children to access and thrive in music in KS3.

 

Making a Difference 

Music provides its listeners with such pleasure and enjoyment. We perform to the community to strengthen partnerships and bring the community together. 

The teaching of music enhances the children's cultural capital and gives them the knowledge about famous and local musicians.

This includes performances at local residential homes, carol signing in the community and inviting in the community to events.

Carol Singing in the community

Carol singing for the community

The KS2 children performed their Christmas songs to the community. 

Group, duet and solo singing for the Christmas performances

Heartwood Festival 

We are excited to be having a school festival on Thursday 23rd June 2022. There will be live bands, street food and dancing! 

Music Implementation

We have a specialised music teacher who comes into our school to teach aspects of the music curriculum with our KS2 children. 

National Curriculum 

 

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.

 

The national curriculum for music aims to ensure that all pupils:

  • 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 interrelated dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations

 

EYFS Music 

 

 

3 & 4-year-olds will be learning to:

Children in Reception will be learning to:

ELG

Expressive arts and design

  • Listen with increased attention to sounds.
  • Respond to what they have heard, expressing their thoughts and feelings.
  • Remember and sing entire songs.
  • Sing the pitch of a tone sung by another person (‘pitch match’).
  • Sing the melodic shape (moving melody, such as up and down, down and up) of familiar songs.
  • Create their own songs, or improvise a song around one they know.
  • Play instruments with increasing control to express their feelings and ideas.
  • Listen attentively, move to and talk about music, expressing their feelings and responses.
  • Sing in a group or on their own, increasingly matching the pitch and following the melody.
  • Explore and engage in music making and dance, performing solo or in groups.

 

Being Imaginative and Expressive

  • Sing a range of well-known nursery rhymes and songs.
  • Perform songs, rhymes, poems and stories with others, and – when appropriate try to move in time with music. 

Physical development

  • Increasingly be able to use and remember sequences and patterns of movements which are related to music and rhythm.

 

 

Communication

  • Sing a large repertoire of songs.
  • Know many rhymes, be able to talk about familiar books, and be able to tell a long story.
  • Listen carefully to rhymes and songs, paying attention to how they sound.
  • Learn rhymes, poems and songs.

 

 

 

 

Key stage 1

Pupils should be taught to:

  • use their voices expressively and creatively by singing songs and speaking chants and rhymes
  • play tuned and untuned instruments musically
  • listen with concentration and understanding to a range of high-quality live and recorded music
  • experiment with, create, select and combine sounds using the interrelated dimensions of music

 

Key stage 2

Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.

Pupils should be taught to:

  • play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • improvise and compose music for a range of purposes using the interrelated dimensions of music
  • listen with attention to detail and recall sounds with increasing aural memory
  • use and understand staff and other musical notations
  • appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
  • develop an understanding of the history of music

 

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