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BerkswichCE Primary School

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Our Music Curriculum Intention

Our music curriculum is shaped by our whole school vision and curriculum intent, which aims to enable all children, regardless of background, ability, additional needs, to flourish and excel - to become the very best version of themselves they can possibly be.

 

 

At Berkswich CE Primary, we value music because it is a powerful and unique form of communication that can change and impact the way in which children feel, think and act. Music is a universal language that embodies one of the highest forms of creativity. An engaging music education should inspire children to sustain a life-long love of music and enhance their talent as musicians. Our curriculum is designed to increase each child’s self-confidence and aspirations, recognising the way in which music can play an important role in the personal development of each child. Learning at Berkswich CE aims to inspire and motivate children to continue with a life-long delight and involvement in music.

 

As children progress, our intent is that the curriculum enables all children to develop a critical engagement with music, allowing them to compose and listen with discrimination to the best in the musical cannon. Children develop a greater appreciation of the world we live in, by understanding both their own and different cultures and societies through music.

 

Our music planning is cumulative with a coherent progression of interconnected knowledge and skills, purposefully driving forward each child’s musicality. It is ambitious for all groups, including SEND. Greater depth opportunities are available for every learner to reflect our high expectations; indeed, challenge is relished in music, providing opportunities for children to be tenacious and build resilience.

 

The curriculum is supported by research, recognising that the impact of participation in the arts is positive; improved outcomes have been identified in the core subjects. Practice is informed by findings which suggest that this effect, on average, is greater for younger learners and, in some cases, particularly beneficial for disadvantaged pupils. Wider benefits are reported to include more positive attitudes to learning and increased well-being (Education Endowment Foundation).

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