Music
Our vision: ‘Embracing diversity, building a brighter future together’.
‘Learning at Boothferry inspires us to discover, explore and use our knowledge, skills and understanding to develop ourselves as citizens of tomorrow’.
Curriculum Intent
Our carefully selected IPC units of works ensures that children have a varied, progressive and well-mapped-out music curriculum that provides the opportunity for progression across the full breadth of the music national curriculum for KS1 and KS2. IPC units of study offer a coherently planned sequence of lessons to help teachers ensure they have progressively covered the skills and concepts required in the National Curriculum It is our intention for music to be an enjoyable experience for pupils and teachers. Through our IPC units of work, we intend for children to have the opportunity to learn through a range of musical experiences, building their confidence at the same time. As children progress through the year groups, they build on their understanding of rhythm and pitch and learn how music is structured, they experience listening to music from different cultures and eras as well as learning technical vocabulary for these elements,. Our aim is that children learn and retain the important, useful musical vocabulary – the development of this is shown through our musical vocabulary progression document. As children’s confidence builds, they enjoy the performance aspect of music.
Curriculum Implementation
Music is taught across the curriculum as part of our IPC units of work. The progression of skills , knowledge and understanding are developed through the year groups and scientific enquiry skills are of key importance within lessons. The progression of these skills is set out in the progression of skills document and the progression of key musical vocabulary is set out in the music vocabulary progression document. In accordance with the progression documents, musical knowledge, skills and understanding are developed with increasing depth and challenge as children move through the year groups. Interwoven into the teaching sequence are opportunities for assessment rubrics (aimed at targeting next steps in learning). These allow teachers to assess children’s levels of understanding at various points in the unit being studied. They also enable opportunities to recap concepts where necessary. The sequence of lessons helps to embed musical knowledge, skills and understanding with each lesson building on previous learning. The diagram below demonstrates our approach to teaching each unit and throughout this process and there also the opportunity to regularly review and evaluate children’s understanding. Our IPC units of work include adult guidance to ensure that teachers are equipped with secure musical subject knowledge, enabling them to deliver high-quality teaching and learning opportunities.
A weekly singing assembly allows the children opportunities to develop their singing skills and gain an understanding of how ensembles work. Performances, such as Christmas plays and nativities and end of year shows, demonstrate that music is important to the life of the school. Extracurricular activities, such as choir and peripatetic music lessons, also provide children with experience of making music.
Curriculum Impact
The use of our IPC assessment rubrics ensures opportunities are built into each unit for ongoing assessment. Attainment and progress can be measured across the school using our end of year summative assessments and end of year subject reviews that will inform the following year’s action plan. The impact of teaching music will be seen across the school with an increase in the profile of music. The learning environment across the school will be more consistent with musical vocabulary displayed, spoken and used by all learners.
Whole-school and parental engagement will be improved through performances, extracurricular activities and opportunities suggested in lessons/overviews for wider learning. Participation in music develops wellbeing, promotes listening and develops concentration. We want to ensure that music is loved by teachers and pupils across school, encouraging them to want to continue building on this wealth of musical ability, now and in the future.
Progression of Skills
If you would like to read the Progression of Skills document, please click below.
Progression of Vocabulary
If you would like to read the Progression of Vocabulary documents, please click below.
“I feel the school has advanced with regards to the appropriate curriculum for different age groups.“
“The bike loan scheme.My family also like the school bank.“
“My children are developing very well in school.“
“The stimulating learning environment. “
“This school meets our expectations in every way.“
“You can approach any member of staff and they help you.“
“The teaching of phonics is a strength and enables pupils to make rapid improvement in their early literacy skills. ”
“The Head teacher and deputy are fab, they join in everything.”
“My kids love the fruit on the snack table.“
“My son’s teacher is creative, enthusiastic and genuinely cares about him as an individual .“
Boothferry at Young Voices…..Just WOW! What an experience.”
“We want to thank you for welcoming my family when we moved here (from Bulgaria).”
“School leaders are ambitious and highly knowledgeable about teaching and learning.”
“The photography club is brilliant, I think introducing things like this is brilliant for the children.“
“Being part of their learning – it doesn’t just stay in the classroom.”
“Children get off to a strong start in early years. This is due to effective leadership and skilful teaching. The proportion of children reaching a good level of development is improving yearon-year.”
“Open weeks in Foundation allows parents to enjoy school as much as our children.“
“The joy of the teachers who greet the children and parents daily.“
“The headteacher, senior leaders and governors are ambitious for pupils. Their determination has made Boothferry Primary a flourishing and successful school.”
“the school gives me advice as a parent so I can help my daughter.“
“Pupils’ personal development and welfare are outstanding. Pupils thrive and are keen to learn. They know how to look after their
wellbeing and how to keep safe. The school is an inclusive and happy place.”
“I love seeing school events on Twitter.“
“The best thing about this school, when I ask my child this question, he said Mrs Emmerson. “
“School leaders have taken effective action to ensure that pupils make at least good progress from their low starting points in reading,
writing and mathematics in all year groups.”
“The headteacher, deputy headteacher and the assistant headteacher make an effective team. They sustain a culture of continuous i improvement through the school’s vision and specific learning goals, which include resilience, morality and adaptability.”
“Senior leaders lead by example, modelling what is expected of all staff. Teachers feel valued and respected.”
“Teachers, including those who are new to teaching, have high expectations, and they plan creative lessons that spark pupils’ interest and inspire them to do well.”
“Leaders use funding well to ensure that pupils with special educational needs and/or disabilities (SEND) make strong progress from their different starting points.”
“the amount of effort put in by the teachers to make topics interesting is brilliant.“
“My children have come on and made progress socially and academically since joining.“
“Opening the school doors at 8.40am has made it much easier as it is less crowded.“
“Pupils who speak English as an additional language make rapid progress. Disadvantaged pupils are also supported well to make good,
and sometimes better, progress in reading, writing and mathematics.”
“Miss Pulleyn is fantastic“
“..closeness between all age groups and years.“
“The curriculum is well designed to include a range of exciting themes, visits and visitors to enhance pupils’ learning. Pupils become
confident individuals who are well prepared for the next stage of their education.”
“Thank you for treating my child like your own.“
“Leaders and staff have significantly improved the teaching of reading. Pupils are enthusiastic and frequent readers.”
“The friendly atmosphere, the safe environment & the teachers’ encouragement.”
“The after school activities, film nights and discos.“
“My children are thriving as the school is committed to learning and progression.“
“I love the fact that senior members of staff know the names of the children.“
“When ever I have had a problem the staff on the whole have been sympathetic and helpful.“
History day was amazing. Brilliant idea.
“The choice to do a traditional nativity was great !.“
“We can only applaud the ingenuity & continued compassion of the young people at Boothferry.”
“Senior leaders lead by example, modelling what is expected of all staff. Teachers feel valued and respected.”
