At Villa Real School we shape our music curriculum to ensure it is fully inclusive to every child. Our aims are to fulfil the requirements of the National Curriculum for music. We provide a broad, balanced and differentiated curriculum, ensuring the progressive development of musical elements, knowledge and skills. We also aim to develop a love of music and develop skills for later life such as self-regulation, turn taking and team work.
Our teaching equips pupils with knowledge of music language, musical skills and cultural awareness. We want our pupils to enjoy music and enjoy learning about music, gaining knowledge and skills. We also aim to provide opportunities to perform outside of the classroom, such as performing Carols at a local Supermarket and attending joint Musical events with other local schools.
Pupils/students will have access to a variety of live music performances throughout the year, providing opportunities to listen and appraise. A Primary signing choir and Senior Ukulele group form part of our extracurricular offer.
Music is delivered as a part of the curriculum throughout all pathways within Villa Real School from EYFS to Key Stage 5. All pupils/students are taught for 2 terms by their class teacher. The remaining term is taught by a Peripatetic Music Teacher, focusing on playing tuned and untuned instruments.
Key Stages 1-3 follow the Music Overview which details the key elements to be taught, along with key vocabulary and suggested resources and activities. Genres are also mapped out to ensure breath of musical experience.
Early Years Foundation Stage
Within EYFS, children are given opportunities to be imaginative and expressive; invent and adapt, singing songs and rhymes, performing with others, listening and moving to a range of musical genres.
Pupils will engage with activities to build foundations linked to developing their understanding of the world around them.
Key Stage One
Music takes on more of a formal lesson structure when moving onto Key Stage One, with foundations in the National Curriculum. Music is taught on a weekly basis and follows a 3 year curriculum overview with recommended genre and key elements to be taught.
Pupils will begin by exploring pulse, rhythm and simple appraisal skills; likes and dislikes. They will use their voices (where able) expressively to sing songs and rhymes. They will play tuned and untuned instruments to experiment, select and create sounds. Pupils will listen to a range of live and recorded music.
Key Stage Two
Key Stage Two pupils are taught on a weekly basis and follow a 4 year curriculum overview, enhancing prior knowledge by building on the elements taught in Key Stage One, for example learning about tempo through different genres. Some pupils will begin to listen and understand with increased attention to a wide range of music. This range will include culturally relevant music as well as great composers, as stated in the Key Stage Two National Curriculum.
Key Stages Three
Students will build on previous knowledge, skills and understanding. Where able, pupils will play and perform with increasing confidence in solo and ensemble contexts. Where able, students will use their voice and instruments musically and with increasing fluency and accuracy. Students will improvise and compose, developing ideas and drawing on different styles and structures. Students will continue to be introduced to new genres, including music from great composers and musicians, as stated in the Key Stage Three National Curriculum.
Key Stage Four and Five
Students will build on prior knowledge, with activities and experiences that enhance and support other areas of learning with a focus on skills for later life such as self-regulation and social interaction. The Peripatetic Music Teacher will focus on creating and performing with tuned and tuned instruments.
The Music Coordinator monitors the planning, participates in lesson walks and work scrutinies, giving feedback to class teachers. The Music Coordinator aims to meet with other teachers across County Durham to look at work from pupils in different schools and moderate work together.
Formative assessments by teachers, staff feedback and pupil voice are used to monitor engagement and learning and to plan next steps. Progress of students is recorded and monitored through the Early Years Development Journal (for EYFS pupils) and by using BSquared Program for Engagement and Progression Step pupils/ students.
Music is taught as a discrete subject but also throughout our curriculum across the whole school; through quiet times, assemblies, sensory activities and cross curricular links. Pupils work at their own pace, at a level suitable to each pupil. Main methods of delivery are kinaesthetic, visual and auditory, to support communication and learning and progression in a safe and controlled environment.
All lessons are individualised and personalised to the pupils/students’ needs and abilities. All have access to an experienced Peripatetic Music Teacher for 1 term per year to enhance their learning.
Within lessons and other musical activities, pupils/students are encouraged to develop their musical skills and knowledge but also their communication and personal, social and emotional skills to include respect and understanding of other cultures.
Music is used to develop skills for now and also later life. Music can be fun and exciting, as well as being calming and self regulating. Music is used to develop listening skills, leading to increased attention span and concentration. Through music, singing and musical activities we work to increase memory recall and muscle memory. Music stimulates creativity, leads to use of imagination, encourages experimentation and encourages social interaction, co-operation and greater levels of mutual respect and tolerance.