Intent | What and why do we teach what we teach?

At Ford, the teaching of music encourages children to engage through regular structured skills and knowledge-based lessons. This presents opportunities for children to develop their own musicality and skills. A well-balanced approach of singing and instrumental sessions will allow children to learn a wide range of knowledge about musical performance, listening, improvisation and composition which in turn deepens their understanding. ​

This broad offering plays a key role in allowing our children to become the musicians of the future. Children working collaboratively with their peers and classmates are able to develop their social skills and wellbeing through articulating their thoughts and ideas in response to a broad range of music as well as through singing and playing instruments during composition, improvisation and performance. Through the interrelated dimensions of music (pulse, pitch, rhythm, tempo, dynamics, timbre, structure, texture and notation), our children are able to develop their creativity in a well-managed and safe environment.

Implementation | How and when do we teach what we teach?

In the EYFS, children will learn to sing a range of well-known nursery rhymes and songs and will begin to learn how to move and keep in time with the pulse. This will be explored creatively through body percussion (stomp, pat, clap, click etc.) and using instruments. At this beginning of their musical journey at Ford, children will learn how to express and discuss their feelings when listening to a wide range of music. ​

In Key Stage 1, children will begin to develop an awareness of the interrelated dimensions of music as well as articulate the similarities and differences between these dimensions. They will also learn to sing expressively, with the correct use of diction, through learning 2-note chants, action songs and various melodies. Children will continue exploring and playing tuned and untuned percussion instruments and begin to incorporate them into their compositions and performances. ​

In Key Stage 2, children will further develop their knowledge of the interrelated dimensions of music. From the start of Year 3 to the end of Year 6, children will gain a theoretical understanding of how music works through learning; notation systems; key signatures; tempo; dynamics; articulation; scales; chords and syncopation, and how these look on a piece of sheet music. By the end of Key Stage 2, children will sing and perform a broad range of songs using rhythm, phrasing, accurate pitching and correct use of diction and singing style, as well as be able to discuss and justify their thoughts, feelings and emotions in response to these pieces of music.

Impact | How do we assess the impact of what we teach via pupil outcomes?

Pupil progress and outcomes are recorded using a range of strategies. One of these is through end of unit assessments, or quizzes, which allow the children to retrieve the knowledge they have learnt this term. These assessments also require active listening, where children have to explain what they have heard in relation to a particular dimension of music. Pupil progress is also recorded using an electronic music portfolio, which outlines children’s outcomes at the end of each unit. Importantly, this also allows the children to review their work and discuss how it can be enhanced for future performances.