Music

Intent

At Hanwell Fields Community School, we believe that Music is fundamental to children’s wellbeing, their emotional and physical health, their sense of belonging within the school community, and their wider cultural identity. Children experience a broad and balanced Music curriculum that provides opportunities to develop skills in listening and appraising, singing, performing, and composing. In both Music lessons and assemblies, children develop an awareness of the history of western music and the great composers. However, we also recognise and celebrate the diversity of our community and of modern Britain and aim to reflect this in the music we listen to, the songs we learn, the instruments we play, and the musicians we celebrate through our curriculum.

Inclusivity and Diversity

At Hanwell Fields Community School we value the contribution that every individual makes to our school and wider community. Within the Music curriculum we recognise and celebrate diversity through the wide range of genres, cultures, and styles of music we listen to, and the individuals we learn about. We ensure that all children can access learning in Music through the use of visual prompts, scaffolds, and adult support. Cooperation and collaboration are crucial to our learning in music. We take time within lessons to reflect on our own learning and celebrate the achievements of all children within the class.

Implementation

The Hanwell Fields Music curriculum in Years 1-6 is based on the skills set out in the Model Music Curriculum, the non-statutory guidance published in March 2021. This guidance sets out clear expectations for children’s progression in their musical knowledge and understanding; these expectations have been adapted to create a comprehensive, skills-based curriculum that can be linked to cross-curricular learning where appropriate. The online Scheme of Work ‘Charanga’ is also used to support teaching and learning in Music. In Early Years, Music planning and teaching are based on ‘Musical Development Matters in the Early Years’.

Music is taught throughout the school by a dedicated music teacher. Children in Years 1-6 receive 1 hour of music teaching a week for three academic terms per year. In addition, all children in KS1 and KS2 take part in a 15-minute singing assembly once a week. There is also a KS2 choir that takes place once a week after school. Music in Early Years is led by EYFS staff, with support from the music coordinator for planning and resources.

Appraisal and evaluation form a central aspect of children’s learning in Music. At the end of every term, children self-evaluate their learning, identifying their strengths and next steps based on the specific skills taught.

Assessment is carried out by recording musical outcomes in pairs, small groups, or whole class. These outcomes are collated into a class SWAY which contains children's end of term outcomes as well as other incidental and informal evidence.

Impact

By the time they leave Hanwell Fields Community School, children will be able to sing confidently and tunefully, taking on different parts in a song, such as a short solo or small group part, a simple harmony, or singing in canon or round.

They will have an understanding of the key periods in the History of Western Music and knowledge of some of the great composers associated with each period. They will be able to confidently discuss their own and others’ music using accurate musical vocabulary, such as tempo, dynamics, and timbre.

They will be able to identify notes on the stave, recognising the difference between notes on the lines and the spaces, and will record their own simple melody using accurate notation. They will be able to identify different note values (semibreves, minims, crotchets, and quavers) and explain how many of these they can use in a 4-beat bar.

They will be able to ‘read’ rhythmic patterns using Kodaly rhythm language (ta, ti-ti, ta- a, ta-a-a-a) and will be able to perform these patterns using instruments and body percussion.

They will be able to work collaboratively and creatively with others to compose their own music and soundscapes, demonstrating knowledge of musical elements such as dynamics, tempo, timbre, and structure.