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.
If you would like to read the Music Action Plan, please click below.
“Pupils behave consistently well. They display very positive attitudes towards their learning.”
“Leaders have established an ambitious curriculum. The school has clearly identified the most important knowledge that pupils need to learn.”
“Pupils understand difference and diversity. They know that everyone deserves to be respected.”
“Staff are proud to work in this school.”
“Leaders at Boothferry Primary School have established a distinctive school vision based on respect, cooperation and ‘international mindedness’.”
“Staff who are new to the profession flourish due to the effective support and professional development provided.”
“Pupils feel valued and are proud to be themselves. The school is a very happy place to learn.”
“Children in early years quickly master new sounds in phonics and enjoy curling up with their favourite book.”
“The support that pupils with SEND receive is exemplary. Pupils with SEND are flourishing.”
“The school has established a vibrant curriculum for all pupils. Adults bring learning to life through the many opportunities that the curriculum offers.”
“Leaders have made reading a priority. Staff share carefully chosen stories that inspire pupils to read.”
“Leaders deliberately broaden pupils’ experiences by enabling them to take on responsibilities within school.”
