Music

Intent

At OPA many children do not have opportunities outside school to learn a musical instrument, sing with others or experience taking part in a performance with others. We provide an inclusive music curriculum which ensures that all children have the opportunity to learn at least two musical instruments during their time at OPA. Singing has a high priority and the whole school community comes together at least once a week to sing. This is highly valued by staff. Opportunities are created throughout the year for all children to sing in small and large groups to different audiences. Singing supports learning in other areas of the curriculum.

At OPA children:

• Perform, listen to, review and evaluate music across a range of historical periods,

genres, styles and traditions.

• Learn to sing and to enjoy singing.

• Create and compose music on their own and with others, including using technology.

• Have the opportunity to learn a musical instrument

• Understand and explore how music is created

Implementation

• Music is taught through transdisciplinary PYP units where possible rather than as isolated music lessons. This is supported by using Music Express and matching units to PYP Central Ideas.

• Skills are taught discreetly where appropriate, supported by Music Express.

• KS2 learn a musical instrument

• Y3 and Y4 recorders

• Y5 and Y6 ukulele

• Opportunities are created for children to perform in class, to the whole school and wider audiences.

• Weekly whole school singing teaches singing for enjoyment and links to the PYP LPAs as well as the PSHE and Well-being curriculums.

Impact

• Children enjoy expressing their creativity through singing and playing an instrument. They experience the enjoyment of music both through listening and performing.

• Self-esteem, confidence and well-being are developed alongside teamwork and collaboration skills.

• Children leave primary education with a broad experience of singing and performing. The experience of playing instruments and performing in different contexts can be transferred and built on during their secondary education and beyond.