Music is a powerful means of communication and is one of the highest forms of creativity. It brings children together and creates opportunities to work with one another using a universal language, helping promote collaboration, one of our key values at Rusper. It is an art that fosters creativity and can be practiced, appreciated and enjoyed at many levels. Music develops children’s ability to take part in practical activities, both independently and in groups and encourages and cultivates an enjoyment of and enthusiasm for different genres of music. Additionally, Music reflects the culture and society we live in and so the teaching and learning of music enables the children to better understand the diversity of the world they live in beyond Rusper. It is our intention that all children at Rusper Primary School experience a high-quality, inspiring music education that instils a life-long love and appreciation for music.
We follow a Music scheme that takes a holistic approach to music, in which the individual strands below are woven together to create engaging and enriching learning experiences:
The history of music
The inter-related dimensions of music
Each five-lesson unit taught, combines these strands within a cross-curriculum topic, designed to capture pupil’s imagination and encourage them to explore music enthusiastically.
This structure of lessons and strands ensures effective progression of skills and covers all aspects of the music curriculum. (see Appendix 2 for progression of skills document)
Our music curriculum follows a spiral curriculum model where previous skills and knowledge are returned to and built upon. Children progress in terms of tackling more complex tasks and doing more simple tasks better.
Inclusive practice in Music should enable all children to achieve their best possible standard; whatever their ability, and irrespective of gender, ethnic, social or cultural background, home language or any other aspect that could affect their participation in, or progress in their learning.
At Rusper, we ensure our music planning includes differentiation to ensure that lessons can be accessed by all pupils and that there are opportunities to stretch pupils’ learning available when required.
In addition to planned curriculum time for music, children also have additional musical experiences, sometimes the whole school together, sometimes individually, which occur during the school year and contribute to the overall planning and time allocation for music.
We endeavour to ensure that children have the opportunity to learn instruments, such as the recorder and guitar in extra-curricular sessions throughout the academic year.
Opportunities are used for musical experiences through a range of activities in other subjects to enable children to apply and use Music in real life and academic contexts e.g. History, PE.
Visitors to the school are used to enhance the music curriculum where appropriate.
Music is incorporated at times, into activities and events within school, such as weekly assemblies, classroom routines and special celebrations.