World Aware

Children will be given the opportunity to study Music from a range of cultures and historical eras. They will find out about where different genres originated from, and learn about links between these.

Belonging

Through studying Music from a range of cultures and historical eras, we hope to teach our children about inclusivity, diversity and equality. We will encourage our children to participate in local community-based music events, when these present themselves. We will encourage children to participate in group-based musical activities (for example, the school choir). Whole school singing is a daily and celebrated part of school life at Aylburton.

Well-being

For many people, Music becomes a therapeutic and relaxing activity that aids mental health, we will aim to develop a lifelong enjoyment of Music in this way. We will encourage children to build music into their lives outside school.

Spirituality

Through elements of composition, children will be encouraged to explore ways to express ideas connected to the world around them. We will explore how different moods can be created through singing and playing different kinds of music.

Possibilities

Through our whole class teaching, children have the opportunity to learn the basics in playing a range of instruments, which leads to many children continuing to learn an instrument to a higher level. Through this opportunity, some children will go on to join the Lydney Training brass band. Children will be exposed to a range of musical experiences during their time in school, including musicians visiting the school, visits to young people’s concerts and participation in events such as the Young Voices Concerts.

The Music Curriculum is sequenced through a gradual build-up of specific skill sets relating to the strand of music being taught. There are 5 key strands: to perform, to compose/improvise, to transcribe, to describe music and to listen and appraise. This provides an even spread of creative and practical experience for the children across the year.  

The music planning is closely linked to the school’s drivers (world aware, possibilities, well-being, spirituality and belonging) which always inform teacher’s planning from the very beginning of each unit. The planning builds very much on what was taught on the previous year and the planning details how to connect retrieval from prior learning in order to create meaningful and deeper links for children’s understanding. Opportunities for reflection and evaluation are built into every unit and are an important part of the music curriculum alongside the skills aspect of learning.  

The music curriculum has been designed in this way because it is fundamentally important that children are taught progressive and sequential skills which are built on whilst forming a solid understanding of the role that music plays in society, history, religion and culture. Reflection and evaluation of children’s own work and the work of others is vital and enables children to see their place in the wider world. The use of a music terms word bank or glossary in every unit taught is particularly salient in helping to cement children’s knowledge and understanding of key vocabulary. This understanding enables children to articulate their understanding more clearly and coherently. Children are excited to share their developing understanding of the role of music in local and the wider community and enjoy talking about it.