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.
At Windmill Academy, we use the music scheme ‘Charanga’ to support the teaching of music. Teachers and pupils are able to access a wide diverse range of music through both time and place.
The Charanga Scheme provide our teachers with week-by-week lessons for each year group in their school. Charanga supports all the statutory requirements of the National Curriculum for Music in England in full. It allows teachers within school to adapt the learning to suit the class needs and aids teachers to teach whole class instrument lessons.
Charanga combines pedagogy, inspiring technology, great music and resources.
Music has links with history, dance, geography as well as SMSC, UNICEF Rights Respecting, and our school capabilities.
Assessment is regarded as an integral part of teaching and learning and is a continuous process. There are planned opportunities within the curriculum plan to revisit learning from the current year but also previous year groups.
It is the responsibility of the class teacher to assess all pupils in their class. This is mainly achieved through mini-plenaries, questioning, observation, recordings, performances, feedback from support staff and pupil self-assessment.
Teachers use feedback, recordings and performances to monitor attainment and progress, as well as analysing for gaps to plan follow up learning.
End of year assessment is reported on Itrack and features on the annual report to parents.
The monitoring of the standards of children’s learning and the quality of learning and teaching of music is the shared responsibility of the Senior Leadership Team and the subject leader. The work of the subject leader also involves supporting colleagues in the teaching of music, being informed about current developments in the subject, and providing a strategic lead and direction for the subject in the school. A named member of the school governing body is briefed to overview the teaching of the curriculum in the school.
At Windmill Academy, we believe that music is a vital part of the children’s education to enable them to express themselves through sound, to learn about the roots of genres of music and through a variety of styles through time.
We aim to provide every pupil with the opportunity to learn a variety of instruments with the support from Cornwall’s music hub for class instrument lessons throughout the year e.g. Samba drumming, and string instruments. We believe that learning music will help benefit every pupil to listen and learn to analyses a variety of styles and composers both modern and from a variety of periods through the curriculum.
Pupils at Windmill Hill Academy are also given the opportunity to join in with in school, e.g. annual Christmas performances, and after school music and joining clubs that lead to performances within the community events. This includes: Samba band performances at the late night shopping in town or during Launceston Heritage days at the castle or school fetes. It gives the children a sense of belonging, building up to a performance, sense of accomplishment and giving back to the community.
Our role in school is to ensure that children are able to develop their relationship with music and learning instruments and are supported to reach their potential. We also have a role to ensure that children learn about the history of music and how to read basic notation, compose, improvise and control sound, appraise, evaluate and perform to an audience.
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 inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
The KS1 music curriculum states that 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 inter related dimensions of music
The KS2 music curriculum states that 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 for a range of purposes using the inter related 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
In Key Stage 2, children should be taught to sing and play musically with increasing confidence and control. They should understand musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.
As discussed above, the curriculum for KS2 involves school students learning about musical notation (the way that songs are written down so players know the duration and pitch of the notes they are meant to play). Each note is worth a certain amount of beats. Here are some music note names to explore with your class members:
- Semibreve (whole note – four beats)
- Minim (half note – two beats)
- Crochet (quarter note – one beat)
- Quaver (eighth note – half a beat)
- Semiquaver (sixteenth note – quarter of a beat)
Windmill Hill Academy follows Cornwall Charanga music programme for music, which also allows teachers in school to tailor the programme to the needs of their pupils whilst still following statutory guidance.
By the end of each key stage, pupils are expected to know, apply and understand the skills and knowledge specified in the relevant programme of study.
See the knowledge and skills organiser for music which demonstrates the progression through the year groups.
- Whole School Long term horizontal curriculum map
- Charanga music scheme
- Music knowledge and Skills organiser
- Music skills progression
All of these can be can be found on our website under the curriculum/policies tab.