Music

At Bridgelea we want our children to love music. We want them to have no limits to what their ambitions are and grow up wanting to be music producers, songwriters, composers or rockstars! The music curriculum has been carefully designed so that our children develop their artistic capital. We want our children to remember their music lessons in our school, to cherish these memories and embrace the opportunities they are presented with! 

The music curriculum promotes curiosity and a love and thirst for learning. It is ambitious and empowers our children to become independent and resilient – like all curriculum areas. We want to equip them with not only the minimum statutory requirements of the music national curriculum but to prepare them for the opportunities, responsibilities and experiences of later life.  We want our children to use the vibrancy of Manchester to learn from other cultures, resmusicct diversity, co-omusicrate with one another and appreciate what they have. We achieve this by providing a strong SMSC curriculum, with British Values and our core values placed at the heart of everything we do. This often feeds into the music curriculum. 

We enrich their time in our school with memorable, unforgettable experiences and provide opportunities which are normally out of reach – this piques their interests and passions. 

  • Sing and use their voices to create and compose music
  • Perform, listen to and review music across a range of historical periods, genres and styles
  • Have the opportunity to learn a musical instrument within additional nurture time.
  • Have the opportunity to express themselves creatively
  • Develop their musical skills through an understanding of the interrelated dimensions of music – pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations
  • Use technology appropriately
  • Have the opportunity to progress to the next level of musical excellence
  • Have the opportunity to perform in school and as part of the wider community

Strategies

  • In the mile post 1 the teaching of music allows children to explore sound and have access to musical instruments and listening stations. They also explore music through dance, movement, story, role play and singing.
  • Music in taught weekly throughout the school and cross-curricular links are made wherever possible.
  • Children have additional opportunities to develop their understanding of skills in music through enrichment
  • Pupils are given the opportunity to listen to a range of Music drawn from different traditions and from great composers and musicians within assemblies and class.

Assessment and Recording

Assessment will form an integral part of the teaching and learning of Music. This will be done by observing children working and performing, by listening to their responses and by examining work produced. As often as possible children’s work will be recorded and they will have the opportunity to listen back to their work, giving them the chance to assess and improve.  The music lead will collect samples of graphic scores and think pieces throughout the year in order to monitor the listening element.

Resources

  • Music resources are in place at Withington- pitched and unpitched percussion.
  • Music resources for Longsight- Djembi drums, noise makers, Boom Whackers.
  • Music resources also available via Purple Mash- ICT scheme (All sites)
  • Steel pan set for Able, Gifted, Talented and interested.

Staffing

  • Facilitator Jenny Osbourne delivers music across all 3 sites.
  • Rebecca Squires (Music Subject Lead) is also a qualified music teacher and provides guidance and resources and monitoring across all 3 sites.

Rights linked to music (Key Focus)

  • Article 15 (freedom of association) Every child has the right to meet with other children and to join groups and organisations, as long as this does not stop other people from enjoying their rights.
  • Article 29 (goals of education) Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.
  • Article 31 (leisure, play and culture) Every child has the right to relax, play and take part in a wide range of cultural and artistic activities

Nurture principles linked to Music

  • Children’s learning is understood developmentally- Children are taught in milepost classes around their musical abilities.
  • The classroom offers a safe base. There are ear defenders, different timbres of instruments and the option to withdraw if distressed for all music sessions.
  • Nurture is important for the development of self-esteem.- Music sessions are aimed at building confidence, skills and giving children new and enriching experiences.
  • Language is understood as a vital means of communication.- Key vocabulary is shared and explored with children and the importance of singing, songs and lyrics developed.
  • All behaviour is communication- This includes expressive behaviour where children show their feelings through music.
  • Transitions are significant in the lives of children- The music facilitator visits classrooms rather than children withdrawing to lessen the impact of transition from room to room .

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