Our Music curriculum is a topic-based, cross-curricular approach to support children's learning in music and across other subjects through music. A steady progression plan has been built into our curriculum, both within each year and from one year to the next, ensuring consistent musical development. We ensure that they are fulfilling the aims for musical learning stated in the English National Curriculum: The English National Curriculum states 'That all pupils: perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians.'

Our Music Curriculum includes many examples of music styles and genres from different times and places, including the classical Western canon. These are explored through the language of music via active listening, performing and composing activities, which enable understanding of the context and genre. Examples include vocal melodies from Medieval times, Tudor court music, Romantic ballet music, Twentieth century pop, as well as traditional and classical forms from across the globe.

The English National Curriculum states 'That all pupils: learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence.' Children at Archbishop Courtenay are actively involved in using and developing their singing voices, using body percussion and whole body actions, and learning to handle and play classroom instruments effectively to create and express their own and others' music. Through a range of whole class, group and individual activities, children have opportunities to explore sounds, listen actively, compose and perform.

The English National Curriculum states 'That all pupils: understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.'

Our curriculum has been updated following the publication of the DfE ‘’Model Music Curriculum’ KS1-3 (March 2021)

There are 4 main areas to address:

• Singing
• Listening
• Composing / Improvising
• Performance / Musicianship

In the early years, EYFS, the curriculum is driven by ‘Development Matters in the EYFS’.

By progressing sequentially and developmentally, our curriculum will provide our pupils with the following:

• A common vocabulary of the musical elements as a tool-kit to enable accurate description and discussion take place -Pace / Pitch / Rhythm / Texture / Timbre / Dynamic / Structure and Silence
• A progressive course in traditional notation starting with RHYTHMS in Year 1 and PITCH in Year 3.
• In their SINGING an understanding of how the voice is used by developing pitch ranges appropriate to the age group, warming up, breathing, expression and responding to changes in Dynamics / Pace.
• A consistent approach to LISTENING using the vocabulary of the musical elements. Listening examples encompass the music of all styles / genres / periods and involve, in many cases, the use of Music Maps, time to share responses, make links eg to books/films and provide exemplars for pupil work to model.
• Opportunities for COMPOSING and IMPROVISING music using GRAPHIC NOTATION as well as TRADITIONAL when appropriate. Pupils are taught to explore and appreciate the TIMBRE of various instruments and consider the STRUCTURE and TEXTURE of their work.
• Opportunities for PERFORMANCE and to demonstrate MUSICIANSHIP (KS1) in a variety of contexts to develop confidence, encourage risk-taking and developing resilience. Pupils are taught HOW to present their work and respond to performance.
• Our resources are carefully chosen to ensure that ALL pupils can play an instrument regardless of SEND issues

Our music lessons focus on active music-making as much as possible using as wide a range of resources as possible (inc. technology). They are planned to be enjoyable and engaging as well as informative and inspiring.

Our Music curriculum builds experience and develops understanding of the dimensions (elements) of music throughout the scheme. Each unit has as its focus one process such as performance or composition, or one dimension, such as pitch, but the learning progresses within the context of all the inter-related processes and dimensions of music. A wide variety of notations, including picture, graphic, rhythm and staff notation are integrated, wherever appropriate, with practical music-making activities throughout the scheme. Notations are used progressively to promote understanding and use of the representation of sound in symbols by all children.