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St. Edmund’s Academy

Music

The National Curriculum for music is divided into three strands: composing, performing and listening and appraising.

 

In the Early Years Foundation Stage the focus is on hearing and listening, vocalising and singing, moving and dancing and exploring and playing.  

 

In the nursery, musical instruments are freely accessible in the indoor and outdoor environments, pieces of music are played during the session and the children are taught songs and nursery rhymes in a daily ‘singing sack’ circle time activity.

 

In the reception class elements of the Charanga music scheme are followed and the children are taught songs and nursery rhymes in regular ‘singing sack’ circle time activities.

 

The composing and performing elements of the music curriculum are taught by a visiting music teacher on a weekly basis and across the school year, each year group will have a terms tuition.

The listening and appraising element of the curriculum is covered by class teachers.

 

This element is either linked to class topics or themes, taught as a stand-alone element of the Charanga music scheme, or a combination of both.

 

The school subscribes to the Norfolk Music Hub, giving access to the Charanga music scheme of work.  

 

Musical teaching resources are supplemented by additional subscriptions, currently Cool4School and Out of the Ark, giving access to a wide range of song banks and activities.

 

Ordinarily, the children come together to take part in a range of musical events, for example, a whole-school weekly singing assembly and a weekly lunchtime choir, as well as visits to local churches and the community centre for our annual Christmas service and Christingle service. KS2 groups have also participated in county-wide performance events in King’s Lynn and Norwich.

 

The current Covid-19 situation has meant that all schools have seen restrictions imposed upon the performance aspect of music.

 

However, safety measures are in place and here at St Edmund’s we are able to continue with an adapted music curriculum. For example, the music teacher visits a different class bubble each week to record an assembly that focuses on rhythm and body percussion instead of singing. This is then shared with the whole school via Class Dojo.

 

Year group bubbles are also given the opportunity to participate in a music after school club on a rotational basis.

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