Creative Arts at Barr View Primary

Music 

Intent

Identified areas of need:

1. To inspire children to become musical and develop a life-long appreciation of music.
2. To embrace developing the skills, knowledge and understanding that children need to become confident performers, composers and listeners.

3 Cultural Capital: To aim to achieve introducing our children to music from all around the world and across generations, teaching children to respect and appreciate music of all traditions and communities.

At Barr View Primary Academy, our intention is first and foremost, to help children to feel musical, and develop a life-long love of music. We focus on developing the skills, knowledge and understanding that children need in order to become confident composers, performers and listeners.

Our children will be introduced to a curriculum that encompasses music from all around the world, and across generations, teaching children respect and appreciation of music from all traditions and communities. Our children will develop the musical skills of singing, playing tuned and un-tuned instruments, improvising and composing music, listening and responding to music. They will develop an understanding of the history and cultural context of music that they listen to, and learn how music can be written down.

Through music, our curriculum helps children develop transferable skills such as: team-working, leadership, creative thinking, problem-solving, decision making, presentation and performance skills. These skills are vital to children’s development as learners and have a wider application in their general lives outside and beyond school.  

Implementation

The teaching and implementation of Music at Barr View School is based on the National Curriculum, ensuring a broad experience of knowledge and skills are developed, then applied to a range of outcomes.

We follow the scheme from Kapow, which also covers all aspects of the Model Music Curriculum which was published by the Department for Education in March 2021. It takes on a holistic approach to music in which individual strands are woven together to create engaging and enriching learning experiences.

These strands are:

• Performing
• Listening
• Composing
• The history of music
• The inter-related dimensions of music.

Each five-lesson unit combines these strands within a cross-curricular topic designed   to capture pupils’ imagination and encourage them to explore music enthusiastically. Over the course of the scheme, children will be taught how to sing fluently and expressively, and play tuned and un-tuned instruments accurately and with control.

They will learn to recognise and name the interrelated dimensions of music - pitch, duration, tempo, timbre, structure, texture and dynamics - and use these expressively in their own improvisations and compositions.

 Impact

The impact of our scheme will be constantly monitored through both formative and summative assessment opportunities. Each lesson includes guidance to support teachers in assessing pupils against the learning objectives and at the end of each unit there is often a performance element where teachers can make a summative assessment of pupils’ learning. Assessment quizzes and knowledge catchers can be used at the start and or end of a unit to measure pupil progress.

After the implementation of our music scheme, pupils should leave Barr View Primary Academy equipped with a range of skills to enable them to succeed in their secondary education and to be able to enjoy and appreciate music through their lives.

 The expected impact of following our music curriculum is that children will:

• Be confident performers, composers and listeners and will be able to express themselves musically at and beyond school.
• Show an appreciation and respect for a wide range of musical styles from around the world and will understand how music is influenced by the wider cultural, social, and historical contexts in which it is developed,
• Understand the ways in which music can be written down to support performing and composing activities.
• Demonstrate and articulate an enthusiasm for music and be able to identify their own personal musical preferences.
• Meet the end of key stage expectations outlined in the National Curriculum for Music.

ART AND DESIGN 

Intent 

Identified areas of need:

1. To become proficient in a wider range of art, craft and design techniques
2. Cultural Capital: varied life-experiences, activating prior-knowledge and language acquisition.

Art, craft and design embody some of the highest forms of human creativity. We believe a high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.

Over time, through increased real-life experiences, strategically planned into our curriculum, children will develop a growing awareness of different kinds of art, craft and design. Each year builds on the vocabulary, knowledge and skills taught in previous years to allow children to acquire further knowledge, know more and remember more. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Implementation 

The teaching and implementation of the Art and Design Curriculum at Barr View Primary Academy is based on the National Curriculum, ensuring a broad experience of knowledge and skills are developed, then applied to a range of outcomes.

We follow the combined scheme from Kapow, consisting of three half-term units of work, carefully planned so that pupils’ learning builds sequentially. For each unit there is a suggested prior learning lesson, if needed, to ensure long term learning is secure.

The Kapow Art and Design scheme is designed with the following strands that run throughout. These are:

• Generating ideas
• Using sketchbooks
• Making skills, including formal elements (line, shape, tone, texture, pattern and colour).
• Knowledge of artists
• Evaluating and analysing Key skills are revisited again and again with increasing complexity to improve children's mastery of art and design techniques, including: drawing, painting and mixed-media, sculpture and 3D, craft and design.

Lessons aim to always be practical in nature and encourage experimental and exploratory learning.

Impact:

• Enriched cultural capital.
• Be proficient in drawing, painting, sculpture and other art, craft and design techniques.
• Know about great artists and the historical and cultural development of their art.
• SEND pupils are well catered for.
• Children will leave KS2 well-prepared and with a strong foundation for the KS3 Art curriculum and beyond

Equal opportunities, Special Needs and Equality:

All children should have access to the Art Curriculum in line with the school’s Equal Opportunities Policy, the SEND policy and Equality Policy. Teachers should aim to provide effective learning opportunities for all pupils by:

• Setting suitable learning challenges.
• Adapting art lessons to meet the needs of all pupils
• Responding to pupils diverse learning, religious and cultural needs.
• Overcoming potential barriers to learning and assessment for individuals and groups of pupils.

If necessary, the SENDCo and the Art Leader will advise teachers on teaching activities relevant to pupils with special educational needs and by using Kapow for ideas of how to adapt lessons to meet the needs of all pupils. including more able pupils.