Music

Learning Through Our Pathways

Engage

Experiencing music

Pupils engage with a variety of musical stimuli through multisensory experiences.

They explore sounds, instruments and electronic media and develop their responses through exploration, anticipation, persistence and initiation. Pupils are encouraged to express their enjoyment, interests and preferences using their individual methods of communication.

Discovery

Exploring sound and musical ideas

Pupils discover more about music through focused activities and opportunities for independent exploration.

They begin to make sounds using different musical instruments and real-life objects and start to recognise and use musical vocabulary. Graphics, symbols and sequencing can support pupils in communicating their musical knowledge and understanding.

Develop

Building musical knowledge and skills

Pupils develop their knowledge through distinct musical topics and explicit Music lessons.

They build their understanding of musical concepts, learn to use appropriate vocabulary and develop confidence using a variety of instruments and sound-making resources.

Pupils also begin to contribute to the planning, evaluation and recording of compositions, developing their understanding through practical musical experiences.

Deepen

Creating and performing independently

Pupils deepen their understanding of key musical concepts and develop their skills with increasing independence.

They apply previously learnt skills with minimal support and can use different music-making resources, including instruments and technology, to create their own compositions.

Pupils also develop their understanding of different musical styles and the history of music, recognising music as a global creative art form.

Exploring & Creating Music

Discovering the possibilities of sound

Practical exploration is central to Music at Newman.

Pupils are encouraged to experience and investigate different sounds and discover how these can be produced and changed.

Depending upon their pathway, pupils develop their musical understanding through experiences including:

• responding to different musical stimuli;
• exploring musical instruments and other sound-making objects;
• experiencing electronic and digital music-making;
• exploring cause and effect;
• using graphics, symbols and sequencing;
• learning and applying musical vocabulary;
• developing musical ideas;
• planning and recording compositions;
• performing individually and with others; and
• listening to, reflecting upon and appraising music.

As pupils progress, they become increasingly able to make their own musical choices and apply their knowledge creatively.

Performance & Composition

Expressing ideas through music

Music provides pupils with opportunities to express themselves creatively and communicate ideas in different ways.

At the earliest stages, this may involve initiating a sound, responding to a piece of music or showing a preference for a particular instrument or musical experience.

As pupils develop, they explore musical ideas, learn how to create sounds using different instruments and begin to contribute to compositions.

More advanced pupils can independently select from different music-making resources, develop their own compositions and communicate musical ideas through performance.

Pupils are also encouraged to reflect upon previous learning, developing their performance and appraisal skills as their musical understanding grows.

Music & Communication

Finding different ways to express ourselves

Music provides valuable opportunities for communication.

Pupils can communicate their involvement, enjoyment and preferences through speech, AAC, gesture, signs and symbols, ensuring that musical participation is accessible to different communication needs.

As pupils progress, they develop their understanding and use of musical vocabulary and learn to communicate their ideas through graphics, symbols, sequencing, performance and composition.

At the Deepen pathway, pupils can communicate their musical knowledge across different situations, working both independently and collaboratively.

Communication • Independence • Resilience

Newman’s three curriculum drivers are embedded throughout Music.

Communication develops from expressing enjoyment and responding to musical experiences towards using appropriate musical vocabulary and communicating increasingly sophisticated musical ideas.

Independence develops as pupils move from exploring and initiating musical experiences towards independently selecting instruments and resources and applying their musical skills with decreasing levels of support.

Resilience develops through experimenting with sound and musical ideas, practising, performing and reflecting upon previous learning. Pupils become increasingly confident expressing opinions, asking questions and using feedback and experience to further develop their skills.

Music for Wellbeing

Listening • Participation • Enjoyment

Music has benefits that extend beyond subject-specific musical knowledge.

Newman’s subject overview identifies participation in Music as supporting wellbeing, listening and concentration.

Music provides opportunities for enjoyment, shared experiences and creative expression, while performances, extra-curricular activities and wider learning can help connect pupils with other members of the school community and their families.

Music Across Newman

An approach shaped around our pupils

At Whiston, pupils in EYFS, Key Stage 1 and Key Stage 2 have weekly Music learning. Within EYFS and Key Stage 1, this can combine continuous provision with explicit lessons, while Key Stage 2 pupils receive specific subject lessons.

At Dinnington, Key Stage 3 pupils and some Key Stage 4 pupils access weekly Music and follow an adapted form of the National Curriculum. Some older pupils can continue Music through the options carousel and AQA Unit Award opportunities.

At NAR, the majority of Key Stage 3 pupils access weekly Music, with provision adapted for pupils following bespoke curricula.