Music

Music at CBINS

Intent - Our Music curriculum is designed to enable and inspire all children to develop a love for music and increase their self-confidence, creativity and sense of achievement. We encourage our children to become musicians by learning to sing and use their voices, play musical instruments, create and compose music, listen to and evaluate a wide range of music and explore the inter-related dimensions of music. We feel it is crucial for children to participate in a subject that can give so much enjoyment and confidence, stimulate so much creativity and connect so many in one universal language.

Curriculum Drivers

Big ideas

Mapping

Learning for Life
Learning together; Making connections
Learning and Living Healthily
Learnning and Living in our Community and the Wider World

Using our voices expressively and creatively
Explore and play tuned and untuned instruments
Listen to a range of high-quality live and recorded music
Experiment with sounds

Progression of skills and knowledge
Builds on, embeds and deepens prior learning
Practical exploration, creation and reflection underpin teaching and learning

Implementation – We implement this by following blocks of learning experiences linked to the inter-related dimensions of music that builds on prior musical knowledge and understanding in order to meet and go beyond national expectations as outlined in the EYFS and KS1 curriculum. Children learn to become musicians through using their voice in different ways for singing and performing chants and rhymes; exploring musical instruments in their independent play and in taught sessions; listening to and moving to music; experimenting with sounds and ideas to compose their own pieces of music; learning performance skills and quality first teaching.

Teaching

Support and challenge

Retaining knowledge

Modelling through clear presentation of subject matter
Responsive and adaptive to the needs of children
Assessment for learning throughout
Promoting independence through learning and play
Impactful questioning that promotes deeper thinking and talk
Promoting the use of everyday language, the language of learning e.g. compare, analyse etc... and subject specific vocabulary e.g. pulse, tempo, rhythm
Developmentally appropriate that leads to high levels of productivity

Scaffolding through resources, models, peer support and adult interaction
Addressing errors at the point of misconception
Delving deeper through questioning, both adult led and child led
Use feedback, learning conversations, play partnering and sustained shared thinking strategies to reinforce and extend learning

Sequential mapping and skills progression that revisits and reinforces taught content
Learning environment that reinforces taught knoweldge and encourages application to new learning with continuous provision inviting children to turn to music as part of their play and exploration
Apply skills and knowledge into new contexts by making links to previous learning

Impact – Our Music curriculum leads to good progress across the school. At the end of EYFS (any data from Expressive arts and design – is it above national?) children are more confident in ________ can articulate ______ and demonstrate _____. At the end of KS1, children build on the skills and knowledge acquired in EYFS and show_______________, use______________ when discussing __________ and can relate/understand _______________

Music Subject Curriculum Map

Contact Details

Music