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Music at Cononley Primary School

To read the Curriculum Statement, please click here.

To see how we develop British Values through Music, please click here

 

What our pupils will learn:

At Cononley Primary School, we use Music Express, a published scheme of work, to deliver the Early Years Curriculum and the National Curriculum for Key Stage 1. The scheme of work provides a foundation for the knowledge, vocabulary and skills which will be developed further in Key Stage 2. The scheme of work is flexible, creative and makes cross curricular links. The range of resources within Music Express supports teachers who are non-specialists. In Key Stage 2, all pupils are taught by a specialist music teacher and a structured curriculum has been written to meet the needs of our pupils, building on the knowledge and skills learned in Music Express in Key Stage 1.

 

What our pupils will learn in Early Years Foundation Stage:

In EYFS, pupils are taught the knowledge and skills for ‘Exploring and Using Media and Materials’ and ‘Being Imaginative’ using a thematic approach outlined in our EYFS Curriculum for Expressive Arts and Design (see EYFS Curriculum). The themes are linked to the Music Express Scheme of Work for Key Stage 1 to ensure progression as pupils move from EYFS to Key Stage 1. To see the EYFS Curriculum with links to KS1, please click the links below:

EYFS Curriculum: Expressive Arts and Design 

 

What our pupils will learn in Key Stage 1:

In  Key Stage 1 (Year 1 and Year 2) the music curriculum is taught each week by class teachers using a published music scheme  - 'Music Express'. 

To see the Music Curriculum at Key Stage 1, please click here. 

To see the rolling programme for Key Stage 1, please click here. 

 

What our pupils will learn in Key Stage 2:

In Key Stage 2, (Years 3,4,5,& 6) the music curriculum is taught by a subject specialist. 

To see the Music Curriculum at Key Stage 2, please click here. 

To see the rolling programme for Key Stage 2, please click here. 

 

How our pupils will be taught music:

In EYFS, the music curriculum will take place in provision, encouraging pupils to play and explore different musical sounds as well as in discrete lessons which develop specific skills. Music, particularly singing, is linked to themes in other curriculum areas and takes place on a daily basis. 

Key Stage 1, the music curriculum is taught in discrete weekly lessons. A rolling programme is used to ensure that the knowledge and skills are taught to all pupils during the Key Stage, taking account of the mixed-age structure of our classes.Music and singing are also used to enhance other curriculum areas.  

In Key Stage 2,  music lessons take place in rotation with French and PHSE so that pupils are taught each subject on a three weekly cycle (two weeks out of three). There is a rolling programme to take account of the mixed-age structure of our classes.

 

Progress and Assessment:

 EYFS

Regular observations and assessments of learning are recorded using an on-line journal (Tapestry) and contribute to a summative assessment at the end of EYFS using the Early Years Outcomes for Expressive Arts and Design.

 KS1

Regular, ongoing observational assessments are made and these contribute to a summative assessment at the end of the year.

 KS2

Regular ongoing, observational assessments and assessments of independent work take place and these contribute to a summative judgement at the end of the year. 

Impact

Our pupils enjoy singing and creating music with percussion instruments and technology. They engage with different styles of music and are keen to share their opinions. All of our pupils sing regularly in public performances, singing tunefully and confidently and this was recognised when pupils from Years 4,5 and 6 took part in Skipton Music Festival in March 2019, receiving a certificate of merit.

The impact of the curriculum will be reviewed at the end of the year through observations and assessments of pupils’ learning and through pupil discussions about their learning, which includes discussion of their thoughts, ideas, processing and evaluations of work.

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