Music

This page provides details about what Music looks like at Crayke Primary. It includes our Intent Statement, our coverage and progression document and our “jigsaw” explaining how teaching and learning in Music links to our four core values of Friendship, Forgiveness, Respect and Determination.

The Music Subject Leader is: Mrs Jackson.

Music Intent Statement

Ensuring access to a rich, broad and balanced curriculum, based upon and framed by our school values of Respect, Determination, Friendship and Forgiveness, is at the heart of Crayke’s provision…

Rationale:

The fundamental aim of Crayke Church of England Primary School is to provide opportunities for children to develop as independent, confident, successful learners with high aspirations; creating citizens of the future who know how to make a positive contribution to their community and the wider society.

Music intent:

Being a Crayke Musician means that pupils learn:

  • A rapidly widening repertoire which they use to create original, imaginative, fluent and distinctive composing and performance work.
  • A musical understanding underpinned by high levels of aural perception, internalisation and knowledge of music, including high or rapidly developing levels of technical expertise.
  • Very good awareness and appreciation of different musical traditions and genres.
  • An excellent understanding of how musical provenance – the historical, social and cultural origins of music – contributes to the diversity of musical styles.
  • The ability to give precise written and verbal explanations, using musical terminology effectively, accurately and appropriately.
  • A passion for and commitment to a diverse range of musical activities.

Music implementation:

It is our aim at Crayke that music lessons are engaging and inspiring.  We strive to develop a love of music and to nurture musical talent.

Meeting National Curriculum requirements, we deliver a rich, broad and balanced curriculum. Crayke engages all learning styles using a variety of resources which support the teaching of the curriculum. The wider learning culture is promoted through our school values of ‘Determination, Respect, Friendship and Forgiveness’ and through a culture of our aspirational ‘Crayke Growth Mindset’.

EYFS:

The EYFS Curriculum for Expressive Arts and Design is taught in a variety of ways through adult-led and adult-supported tasks and child initiated learning in well resourced provision areas, both indoors and outdoors.

KS1 & KS2:

Using the National Curriculum and the ‘Charanga’ music scheme we deliver an integrated, practical, exploratory and child-led approach to musical learning focussing on listening and appraising, differing musical activities (including creating and exploring) and performing.

Each Unit of Work comprises the of strands of musical learning which correspond with the national curriculum for music:

  1. Listening and Appraising
  2. Musical Activities
    • Warm-up Games
    • Optional Flexible Games
    • Singing
    • Playing instruments
    • Improvisation
    • Composition
  1. Performing

Charanga Musical School Units of Work enable children to understand musical concepts through a repetition-based approach to learning. Learning about the same musical concept through different musical activities enables a more secure, deeper learning and mastery of musical skills.

Children are given the opportunity to be involved in musical performances during their time at Crayke.  Children in Reception and Year 1/2 participate in an annual Nativity and Key Stage 2 children take part in a show at the end of the Summer Term.  Children have the opportunity to learn a range of musical instruments in school with peripatetic teachers.  This includes violin and piano.

Music appreciation is promoted during Collective Worship where a range of music genre are played and discussed.

A “Glee Club” will be provided by a member of staff to support and develop the children’s enjoyment of music and ability to perform in front of others confidently.

Music impact:

Impact will be measured by assessing against the ‘Charanga’ knowledge and skills statements through ‘Insight pupil tracking’ as:

  • Taught, but not yet understood
  • Some evidence, but not yet secure
  • Objective secured
  • Working at greater depth

Musical teaching and learning is not neat or linear. The strands of musical learning, presented within the lesson plans and the on-screen resources, are part of the learning spiral. Over time, children can both develop new musical skills and concepts, and re-visit established musical skills and concepts. Repeating a musical skill doesn’t necessarily mean their progress is slowing down or their development is moving backwards! It’s just shifting within the spiral. Mastery means both a deeper understanding of musical skills and concepts and learning something new.

Crayke musicians will be able to demonstrate the essential characteristics of musicians detailed in the Intent section above.

All musical learning in this scheme is built around the Interrelated Dimensions of Music: pulse, rhythm, pitch, tempo, dynamics, timbre, texture, structure and notation. These dimensions are at the centre of all the learning.

From Reception to Year 6, the learning consists of six half-termly Units of Work. The final unit in each year – Reflect, Rewind and Replay – allows for revision and more extension activities.

They will use the school Christian values of Respect, Determination, Friendship and Forgiveness to drive their Music attainment and show progress against the ‘Charanga’ knowledge and skills statements alongside demonstrating aspiration, confidence, independence as they develop in to citizens of the future.

Musical Progression KS1

Musical Progression KS2

Long Term Plan 2021 – 2023