With music, students can immerse themselves intellectually, emotionally, physically and kinaesthetically in the learning experience. Music performance and composition are collaborative and interpersonal activities, where social skills are developed through the sharing of ideas, skills, or instruments.
Aims and Intent
Statement of Intent
At Rawmarsh Rosehill Junior School, our music curriculum will engage and motivate children to see the world through the eyes of young Musicians. We use Charanga to support the teaching of music from year 3 up to year 6. Charanga offers an integrated, practical, exploratory and child led approach to music learning. The interrelated dimensions of music (Listen and respond, Explore and create, Singing and performing) weave through the units covered, encouraging the development of musical skills as the learning progresses. Charanga Musical School Units of Work enable children to understand musical concepts through a repetition-based approach to learning. At Rosehill, we believe learning about the same musical concept through different musical activities enables a more secure, deeper learning and mastery of musical skills. Children are guided through each strand of musical learning from the beginning of KS2 up to Upper Key Stage 2 in order for them have the opportunity to embed deeper learning, knowledge, understanding and skills. We strive to promote the learning of a variety of instruments and have a wide selection in school. We also work in partnership with Rotherham Music Services who provide the children instrument lessons. We encourage a love of singing and promote singing within the school through a weekly dedicated assembly, encouragement of singing in lessons and annual performances where singing and performing plays a vital role.
Statement of Implementation
Each Unit of Work is taught through a half term block, which comprises of strands of musical learning which correspond with the national curriculum for music:
Listening and Appraising
Optional Flexible Games
Playing instruments including learning music notation on the treble clef.
Children are taught in year group classes using their year groups objectives using the Charanga Music scheme.
Charanga Musical School Units of Work enable children to understand musical concepts through a repetition-based approach to learning. Learning about the same musical concept through different musical activities enables a more secure, deeper learning and mastery of musical skills. The Activity Manual guides teachers through each strand of musical learning from Reception to Upper Key Stage 2 in order for us to plan for our teaching and to see the opportunity to embed a deeper learning, knowledge, understanding and skills. Rosehill mainly focuses on the Key Stage 2 objectives.
Musical teaching and learning is not neat or linear. The strands of musical learning, presented within the lesson plans and the on-screen resources, are part of the learning spiral. Over time, children can both develop new musical skills and concepts, and re-visit established musical skills and concepts. Repeating a musical skill doesn’t necessarily mean their progress is slowing down or their development is moving backwards! It's just shifting within the spiral. Mastery means both a deeper understanding of musical skills and concepts and learning something new.