Why do we learn music?
At Conway, we understand that the world is constantly changing. We view music as the great connector: bringing cultures and communities together. We have a deep understanding of the power of music and know our shared knowledge of music is crucial in understanding our origins and our place in the world. Music is embedded in our school culture.
Music plays a key role in our aims to develop well rounded individuals, global citizens and community champions. All children have access to a progressive curriculum that builds skills, knowledge, fluency and capability. Every child at Atwood is a performer, creator and composer of music with all children provided with the opportunity to play an instrument from Early Years through to Key Stage 2.
Through our curriculum, we aim to provide a culturally rich, diverse and inclusive method of teaching to encourage children to be open minded listeners who approach music with tolerance and have a wide breadth of knowledge of musical genres from around the world. Our timetabled regular weekly music slots for each year group ensure we offer a balanced curriculum.
Our approach
Our curriculum starts with a vocal programme which builds on prior learning and leads to a creative composition. The children’s skill and understanding of pitch and rhythm become more polished, fluent and complex as we progress through the years. These basic skills are regularly revisited to ensure concepts are embedded.
Children are encouraged to express themselves through music, so their voices are heard. We have competent teachers who engage and challenge children. Our teachers are constantly challenging themselves and benefit from specialist training from Ark Music professionals who ensure that every teacher at Atwood is a music teacher.
Weekly singing assemblies are held for each key stage and children are exposed to and perform music from all genres and cultures and in different languages, helping them to be educated citizens aware of the best of each respective genre and adding to their cultural capital.
Year 1
| Autumn 1 | Autumn 2 |
|---|---|
| Understanding the musical classroom | Developing musicianship in musical games |
| Spring 1 | Spring 2 |
|---|---|
| Aural rhythm | Exploring pitch |
| Summer 1 | Summer 2 |
|---|---|
| Let’s get creative (The Gruffalo) | Rehearsing and performing |
Year 2
| Autumn | |
|---|---|
| Establishing musicianship skills | |
| Spring 1 | Spring 2 | |
|---|---|---|
|
Pitch and melody |
| Summer 1 | Summer 2 |
|---|---|
| Let’s get creative (George’s Marvellous Medicine) | Rehearsing and performing |
Year 3
| Autumn 1 | Autumn 2 |
|---|---|
| Developing musicianship | The pentatonic scale |
| Spring 1 | Spring 2 |
|---|---|
| Comparing and improvising musical rhythms | Sing, improvise, and compose in pentatonic |
| Summer 1 | Summer 2 |
|---|---|
| Let’s get creative (Freedom Songs) | Rehearsing and performing |
Year 4
| Autumn 1 | Autumn 2 |
|---|---|
| Deepening musical roots | World Music |
| Spring 1 | Spring 2 |
|---|---|
| Understanding rhythmic language | Minor and major tonalities |
| Summer 1 | Summer 2 |
|---|---|
| Let’s get creative (Djembe and Samba) | Rehearsing and performing |
Year 5
| Autumn 1 | Autumn 2 |
|---|---|
| Mastering musical roots | African, Gospel, and Popular music |
| Spring 1 | Spring 2 |
|---|---|
| Developing rhythmic language | Harmony |
| Summer 1 | Summer 2 |
|---|---|
| Let’s get creative (Popular music structure) | Rehearsing and performing |
Year 6
| Autumn 1 | Autumn 2 |
|---|---|
| Expressive musicianship | Ensemble performance |
| Spring | |
|---|---|
| Chicago to Detroit: A musical journey | |
| Summer 1 | Summer 2 |
|---|---|
| Let’s get creative (musical expression) | Rehearsing and performing |