Music

Why Music at Beaucroft is so important?      

  • 64% increase in mental health problems following the pandemic (5-16 year olds). Music is suggested to help children with stress and anxiety, depression and trauma. Music proven to help regulate these effects.
  • To Engage and inspire pupils to develop a love of Music and their talent as musicians, and so increase their self -confidence, creativity and sense of achievement.
  • Pupils are motivated and engaged and display positive attitudes towards their learning.
  • Enhance Communication and Independence.
  • Full filling Sensory and Physical needs.
  • Freedom to express themselves.
  • Demonstrate pride and determination to succeed.
  • Using and understanding Musical notations in preparation for reading music.
  • Explore different Music cultures.
  • Encourage individual students to explore instruments.
  • It’s FUN!!!

Strengths in Music at Beaucroft

  • Beaucrofts Got Talent.                      
  • Beaucroft Choir. 
  • Music Therapy.                                         
  • Bournemouth Symphony Orchestra in School. 
  • Dorset Music Services – Samba and recorder weekly sessions.
  • Daily singing and signing, Good morning song, goodbye and tidy up song. 
  • Selecting song choices with visuals/PECS.
  • Dancing – DJ Raphy, Lets Dance.
  • Boomwhackers.
  • Individual singing and performing lessons.
  • Percussion instruments – tempo, dynamics, conductor game.
  • Drumming – Braille, playing the weather game, gentle rain and thunder. Syllables ‘fish n chips’.
  • Repeating rhythms.
  • Computer, Expresso Music programme – Busy Things.
  • Notation – Musical scores.
  • Use of Music room to explore instruments.
  • Maths adding/ subtraction songs.
  • Literacy – Story Telling – Bear Hunt, Peace at Last.
  • Listening to Music from different cultures.
  • Sensory Time.

Progression In Music at Beaucroft

For pupils working within P Scales:

P1

  • Pupils encounter activities and experiences
  • Simple reflex responses e.g. startling at sudden noise.
  • Emerging awareness of activities and experiences – they may become excited at repeated patterns and sounds.

P2

  • They accept and engage in coactive exploration ex being encouraged to stroke strings on a guitar.
  • They recognise familiar people, events and objects e.g. Looking for the source of Music, they recognise a favourite song.
  • They cooperate with shared exploration and supported participation – holding an ocean drum.

P3

  • Pupils begin to communicate intentionally. They seek attention through eye contact, gesture or action
  • They request events and activities – leading an adult to CD player.
  • They explore materials in increasingly complex ways – Tapping piano keys gently and with more vigour.
  • They remember learned responses over more extended periods – recalling movements associated with a particular song from week to week.

P3ii

  • They greet known people and may initiate interactions and activities ex perform an action such as clapping hands to initiate a particular song.
  • Respond to options and choices- Choose a shaker in a rhythm band activity.
  • They actively explore objects and events for extended periods- tapping, stroking, rubbing or shaking instrument to produce various effects.
  • Indicate by eye contact or gesture the pupil whose turn it is to play in a ‘call and response activity’ .

P4 

  • With some support, they listen and attend to familiar musical activities and follow and join in familiar routines. Good Morning song
  • They begin to look for an instrument played out of sight
  • They repeat copy and imitate actions, sounds or words in songs and musical performances.

P5

  • They respond to signs given by a musical conductor – stop and start game
  • They select an instrument when asked – find the triangle, find the drum
  • They play loudly, quietly and slowly in imitation. They play an instrument when prompted by a cue card.
  • They listen to a familiar instrument played behind a screen and match the sound to the correct instrument on the table – Match the instrument game.

P6  

  • Pupils respond to others in Music sessions.
  • They join in and take turns in songs and play instruments with others.
  • They begin to play, sing and move expressively in response to the music or the meaning of words in a song. Lets Dance, DJ Raphy
  • They explore the range of effects that can be made by an instrument or sound maker
  • They can copy simple rhythms and musical patterns or phrases.
  • They can play groups of sounds indicated by a simple picture or symbol-based score
  • They begin to categorise percussion instruments by how they can be played – for ex striking, or shaking.

P7 

  • Pupils listen to Music and can describe music in simple terms – describing musical experiences using phrases or statements combining a small number of words, signs, symbols or gestures.
  • They respond to prompts to play louder, softer faster slower.
  • They follow simple graphics scores with symbols or pictures and play simple patterns or sequences of music.
  • Pupils listen and contribute to sound stories, are involved in simple improvisation and make basic choices about the sound and instrument used
  • They make simple compositions.

P8

  • They listen carefully to Music
  • They understand and respond to words,symbols and signs that relate to tempo,dynamics and pitch – faster, slower, louder, higher and lower.
  • Create their own simple compositions, carefully selecting sounds .
  • They create simple graphic scores using pictures and symbols
  • They use a growing musical vocabulary of words, signs or symbols to describe what they play and hear: fast, high, low etc.
  • They make and communicate choices when performing, playing, composing listening and appraising for example prompting members of the group to play alone, in partnership ,in groups and all together.

Progression in Music at Beaucroft

Key Stage 1 and 2

Perform, listen to and review and evaluate music across a range of historical periods, genres, styles and traditions, including the work of great composers and Musicians.

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.

Understand and explore how music is created,  produced and communicated, including through the inter-related dimensions: pitch, duration, tempo, timbre (sound quality) texture, structure and appropriate musical notations.

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