Music

At Shepherd Primary school, we aim to help children develop a love of music. Using music from a variety of genres and cultures, we aspire to develop children’s ability to perform, compose and understand the subject. The majority of our children do not have private musical tuition, so it is imperative that our curriculum gives children a wide range of musical experiences.

Our programme of study makes provision for all children to reach at least the minimum national requirements by the end of each key stage. This will be achieved through clear progression, practitioners’ secure subject knowledge and a contextual awareness of each cohort. We ensure that children who are more able in Music are identified and given the opportunities and/ or resources to further their skills.

At Shepherd Primary we are extremely fortunate to have music taught by a music specialist from Hertfordshire Music Service - the long-term plan includes all National Curriculum objectives and there is clear progression through the year groups. The planning is written to include a variety of music from across different times and cultures.

Rickmansworth Music Festival

A group of KS2 pupils attend the Rickmansworth Music Festival each year.

Young Voices Concert

Year 5 and 6 children are given the opportunity to perform at the O2 in London as part of the Young Voices choir with other schools from around the country.

The Journey

Music education is an essential component of the primary curriculum in England, and the journey through primary school provides a wonderful opportunity for children to explore their creativity and musical understanding. This journey, from Reception through to Year 6, involves a progressive development across the four key strands of the Model Music Curriculum: singing, listening, composing, and performing. Let’s take a closer look at how these strands weave together over the years, guiding children through an enriching musical experience.

In Reception, the adventure begins! At this stage, the focus is primarily on singing and listening. Children are encouraged to sing simple songs and nursery rhymes, often accompanied by actions or movement, which helps to engage their bodies and minds in learning. The aim here is to foster a love of music and to develop basic listening skills. often using call-and-response activities to stimulate engagement, allowing children to mimic sounds and rhythms. The children begin to explore important music genres and differences between them and think about how music and sounds can  reflect feelings and emotions. They will be introduced to pulse and rhythm at first using body percussion and then simple untuned percussion instruments. This early exposure builds the foundation for confident singing and the performing both in unison, and as part of an ensemble.

As children transition into Year 1, the emphasis continues to be on singing, with more structured sessions and singing more complex pieces in an ensemble. Children are  introduced to  simple musical instruments, like tambourines or maracas, in addition to body percussion to support rhythmic exploration and to develop their knowledge of pulse and rhythm. At this stage, children also start to engage in listening more actively; they will listen to different genres of music or various instruments, developing their ability to distinguish between sounds. Activities  include identifying different instrument families or discussing the themes of songs. This builds the framework for both appreciation and understanding of music. The focus genre this year is Blues Music, and the children begin to make links between melody and rhythm in both performance and composition.

Moving into Year 2, there is a stronger focus on musical notation and the basics of composing. Children will often be introduced to simple graphic scores and learn to follow visual instructions, manipulating sounds as they go and beginning to recognise different notes and pitches. The act of composing can be as simple as arranging sounds from various instruments or creating rhythms with clapping. Children also begin to listen critically to their creations, discussing what they like or would change, which adds a layer of reflection to their learning. They also develop their singing skills by learning how to sing multiple parts in an ensemble. The focus genre this year is Rock Music.

In Year 3, there’s a noticeable shift towards a deeper understanding of music. Children engage in more group performances, enhancing their collaborative skills as they learn to work together harmoniously using and composing tuned and untuned percussion to create simple melodies using basic rhythmic notation. They explore how to use their voices in different ways, experimenting with dynamics (loudness and softness) and pitch. Listening becomes a richer experience as they learn to identify elements like tempo and texture within pieces they hear, particularly in their focus genre of Pop Music.

Year 4 sees a more substantial introduction to the theoretical aspects of music. Children start to learn about the musical staff and some basic notation, which lays the groundwork for future music theory. They often compose short pieces, incorporating their newfound knowledge of structure and notation. The act of singing in harmony and synchronising with others introduces them to essential musical concepts such as blend and balance. Additionally, the children continue to develop their skills in playing a range of both tuned and untuned percussion instruments.

By Year 5, students begin to refine their skills further. In singing, they may tackle more complex songs that require them to harmonise or sing in rounds, developing their musical ear. The listening strand becomes even more enriching, as students continue to listen to a wide range of music including Blues and compare it with other genres, allowing them to articulate their thoughts about music more deeply.

In composing, the Year 5 curriculum typically encourages creativity, with students exploring different compositional styles. For example, they might create a melody that tells a story or captures a particular mood, utilising both traditional and non-traditional instruments. They begin to understand the importance of structure in their compositions, learning about verses and choruses. The children continue to develop their performance skills and are introduced to  both Djembe drums and ukelele for the first time.

As children reach Year 6, they're primed for more advanced musical experiences including the end of year performance.

In listening, Year 6 students often dive deeper into music from around the world, exploring cultural contexts and the impact of music on society, which allows them to appreciate diversity in music. They are encouraged to critically analyse music, developing personal preferences while respecting different genres and styles.

Finally, in composing, Year 6 learners engage in projects that involve multi-layered pieces combining melody, harmony, and rhythm. They develop and consolidate their skills in playing Djembe drums and ukulele. This combination of skills prepares them for further musical education and fosters a lifelong appreciation for music.

To sum up, the musical journey from Reception to Year 6 is a dynamic progression that transcends mere acquisition of facts. It encourages children to explore, create, and express themselves, guided by the four strands of the Model Music Curriculum. As they move through the years, they develop not only musical skills but also essential life skills, including collaboration, communication, and critical thinking. This comprehensive approach ensures that by the end of Year 6, students are not only capable musicians but also enthusiastic participants in the arts, ready to carry forward their passion for music into their secondary education and beyond.