Implementation - How Do We Deliver the Music Curriculum?
Our Music Curriculum design is based on Chris Quigley Essentials Curriculum. Underpinned by the curriculum drivers, our music curriculum sets out:
A clear approach as to when the aspects of music are covered. At early years, this is rooted in the children’s everyday experiences, including singing, dancing and playing percussion instruments. As they move into years one and two, they focus on developing their skills in music, including singing and whole class teaching of the ukulele or ocarina. As they progress into KS2 (Year 3-6), they build on the skills covered in KS1 and develop further aspects of singing, playing instruments and a wider appreciation of music. In working this way the children work and develop their understanding throughout the primary phase.
The road map gives you a really good overview of our music curriculum from nursery to Year 6.
The ‘threshold concepts’ are what pupils should understand and the skills they should develop. In music, these are returned to again and again across all year groups, they are what develops the designing and making skills. These include:
This returning to the same thing again and again is called interleaving.
The detailed progression can be found in the document below.
Impact - How Do We Help Children Get to a Deep Level of Understanding?
Through the explicit teaching of skills in music, both the teachers and the pupils assess their learning continuously throughout the lesson. To help children get to a deep level of understanding we return to the threshold concepts again and again.
Children develop each concept over time and it takes a two-year period to get to a deeper level of understanding at the appropriate age. For example, in year one, children will have a basic understanding of music at an age appropriate level, but by revisiting this they should have a deeper level of understanding and have developed their skills by year two.