Music at Westfield Primary School
At Westfield we follow the National Curriculum for music at Key Stage 1 and Key Stage 2.
‘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’. (National Curriculum)
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. At Westfield, we want pupils to listen to and review music from a range of times and cultures, learn to sing to use their voices to create and compose and to explore how music is created and communicated using pitch, duration, dynamics, tempo, timbre, texture, structure and notation using both tuned and untuned instruments.
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 inter-related 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 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.
We recognise that progression and cohesion in the teaching and learning of music needs to flow effectively from Nursery to Year 6. The EYFS at Westfield follow the ‘Early Years Statuary Framework for the Early Years and Foundation Stage’ (DfES, 2014) ‘Communication and Language’ is a prime area through which, as a foundation of pupils’ learning, music is taught. ‘Expressive Arts and Design’ is the specific area in which pupils are introduced to music skills and knowledge.
At Westfield we have chosen to use the published scheme, Charanga. Charanga is a scheme of work which offers a topic-based approach to support children’s learning in music. A steady progression plan has been built into Charanga, both within each year and from one year to the next, ensuring consistent musical development. We use Charanga as the basis of our scheme of work, so that we can ensure that we are fulfilling the aims for musical learning stated in the National curriculum.
Charanga was selected because it includes many examples of music styles and genres from different times and places. These are explored through the language of music by active listening, performing and composing activities, which enable understanding of the context and genre.
Charanga implements a classroom based participatory and inclusive approach to music learning. In the scheme, children are actively involved in using and developing their singing voices, using body percussion and whole body actions and learning to handle and play classroom instruments effectively to create and express their own and others’ music. Using a range of whole class, group and individual activities, children have opportunities to explore sounds, listen actively, compose and perform.
How the Scheme is structured
Each unit of work comprises the strands of musical learning which correspond with the National Curriculum for music:
1. Listening and Appraising
2. Musical Activities
a. Warm-up Games
b. Optional Flexible Games
d. Playing instruments
The National Curriculum for Music progresses year on year, giving pupils the skills and knowledge that they need to move forward in their learning, alongside opportunities to apply skills to different situations. When children keep up with the curriculum, they are considered to be making expected progress and to have achieved the expected standard for their year group. We give each pupil at Westfield the opportunity to not only strive to achieve academic excellence, but also to recognise and develop their individual talents and become the best person that they can be. With this in mind, we hope that pupils are inspired and enthused by the music curriculum and will take as interest in the subject with them into the next stage of their education and their lives as adults.
Design and Technology
At Westfield Primary School we aim to, develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world. We want our children to build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users. Following this, children will be given opportunities to critique, evaluate and test their ideas and products and the work of others. During food technology sessions the children will understand and apply the principles of nutrition and learn how to cook.
At our school, we encourage children to learn to think and work creatively to solve problems; both as individuals and collaboratively as members of a team. At Westfield Primary School, we inspire children to use their creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. Where possible, we support children to make connections to other subjects, such as Mathematics, Science, Computing and Art. The children are also given opportunities to reflect upon and evaluate past and present technology and its usefulness.
Through a variety of creative and practical activities, we teach the knowledge, understanding and skills needed to engage in the process of designing and making. Through well-planned lesson structures, children are able to show a clear process of research, design, make, improve and evaluate. Children are able to explore a range of existing products and formulate opinions on these, in order to make design decisions for their own products. Learning is adapted to meet the needs of different pupils, for example SEND and provides additional challenges for those children who require it.
From Years 1-6, Design and Technology is taught in a 2-week block at the end of each term. The whole school curriculum plan details the rolling programme for teaching Cooking and Nutrition, Textiles, Construction and Structures, Electrical systems,
There are many opportunities for carrying out Design and Technology related activities in all areas of learning in EYFS. By the end of the EYFS, most children should be able to:
- Construct with a purpose in mind, using a variety of resources.
- Use simple tools and techniques competently and appropriately.
- Build and construct with a wide range of objects, selecting appropriate resources and adapting their work when necessary.
- Select the tools and techniques they need to shape, assemble and join materials they are using.
Each topic ends with all children creating a final product; these products demonstrate the skills they have learnt. Throughout the school, children are given the opportunity to consolidate their skills by creating their final product independently. Each lesson builds on the previous and children’s skills are improved upon throughout each topic. It is also clear to see the progression of skills throughout the school through the quality of products each year group creates. Subject and school leaders monitor the impact of our curriculum provision through completing regular monitoring, that includes listening to the voice of our children.