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Music

Intent

Music is a universal language that embodies one of the highest forms of creativity and enables a person to express themselves in a variety of different ways. Our high-quality music education and provision at Codnor engages and inspires pupils to develop both a love of music and their talent as musicians, and so increases their self-confidence, creativity and sense of achievement.


Music at Codnor Primary School reflects our ethos of a purposeful journey for the whole child. It equips our pupils with the skills and knowledge necessary to excel in all aspects of life, both inside and outside of the classroom and beyond education. It takes our children on a journey which provides opportunities for them to develop skills and knowledge - both academic and personal - which will ensure that success is achievable for all, regardless of circumstance.


Music is a unique way of communicating: a universal language of which we can all speak, regardless of circumstance. Our well-funded and extensive music enrichment programme removes any barriers of circumstance, enabling pupils to learn a wide-variety of musical instruments whilst nurturing skills of creativity and confidence: skills which we, at Codnor, hold in high regard. Music is a vehicle for pupils to learn more about the world they live in and our Music curriculum not only reflects the personal and society of our school location, but also our place in the wider world. Through Music at Codnor, our pupils listen, learn and perform the universal language of music, removing the barriers of diversity and exploring songs, sounds and instruments from not only Great Britain, but also different cultures and nations. Through the exploration and participation of this curriculum, our pupils become knowledge-rich, understanding and appreciating the significance music has on the lives of people within our wider community and all around the world.


We value the development of the whole child. Our children are not just learners – they are creators, performers, listeners, composers, collaborators and ultimately the future of our community and the world beyond it. Through our high-quality Music lessons, we relish building both the musicians of the future and those who appreciate the arts!


We ignite pupils' curiosity and fascination about the musical world around them, encouraging them to think, act, perform, collaborate and grow in confidence like those in the creative field. Furthermore, music also plays an important part in helping children to feel part of a community and so we provide opportunities for all children to create, play, perform and enjoy music, to develop their skills, to appreciate a wide variety of musical forms, and to begin to make judgements about the quality of music.

 
Aims:

  • A rapidly widening repertoire which they use to create original, imaginative, fluent and distinctive composing and performance work. 
  • A musical understanding underpinned by high levels of aural perception, internalisation and knowledge of music, including high or rapidly developing levels of technical expertise. 
  • Very good awareness and appreciation of different musical traditions and genres.
  • An excellent understanding of how musical provenance - the historical, social and cultural origins of music - contributes to the diversity of musical styles.
  • The ability to give precise written and verbal explanations, using musical terminology effectively, accurately and appropriately.
  • A passion for and commitment to a diverse range of musical activities.


Through our in-depth and carefully sequenced lessons, pupils' musical knowledge, skills, concepts and are transferable to all areas of our school curriculum.


These key Music skills and concepts are:

  • Perform
  • Compose
  • Transcribe
  • Describe music

 

Our pupils leave Codnor Primary School with the knowledge to be a musician: to act like a musician and perform like a musician, and they value the transference of these skills into their every day life, in education and beyond.  

 

 

Implementation - progression through year groups


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