At Hollickwood, we believe that high-quality music lessons inspire children to engage with music and develop their own skills as well as their appreciation and enjoyment of others.
Our Music curriculum promotes self-expression, collaboration and creativity. It teaches us about our shared culture and heritage and it informs our understanding of the role of music in documenting our past, relating to our feelings and expressing our hopes for the future. The following is an excerpt from the DfE Model Music Policy – March 2021: Music is all around us. It is the soundtrack to our lives. Music connects us through people and places in our ever-changing world. It is creative, collaborative, celebratory and challenging. In our schools, music can bring communities together through the shared endeavour of whole-school singing, ensemble playing, experimenting with the creative process and, through the love of listening to friends and fellow pupils, performing. The sheer joy of music making can feed the soul of a school community, enriching each student while strengthening the shared bonds of support and trust which make a great school.
At Hollickwood we adhere to the National Curriculum for Music and welcome opportunities to teach a broad and balanced programme that takes account of abilities, aptitudes and physical, emotional and intellectual development.
Children develop the following musical skills as they progress through the school:
Our Curriculum Intent, which takes into account the school, local, national and global needs, is embedded throughout our Music curriculum:
Experiences and Opportunities
We enrich our children’s learning by: engaging with local events such as the Barnet music festivals; offering instrumental tuition to pupils through the Barnet Education Arts Trust; sharing performances by pupils and other visitors; engaging with local musicians and performers.
All children have opportunities to perform in front of audiences including at school events such as concerts or with the school’s choir. Performances are also given outside of school, for example at the Junior Music Festival each year.
All pupils will have equal access to the Music curriculum and a high quality, coherent and progressive experience of History. Learning ability, physical ability, linguistic ability, gender, ethnicity and/or cultural circumstances will not impede pupils from accessing Music lessons. We aim to provide a broad and balanced education that meets the needs of all children. It is important that children feel a connection with Music and its role in expressing emotions and ideas alongside its function in drawing people together and unifying thoughts and ideas. Therefore, we aim to embed equality and diversity in our curriculum by studying a range of material, musicians and composers.
Hollickwood is committed to teaching our children to respect, accept and celebrate the diversity and difference that exists in our society. Our ethos, culture and curriculum reflects these communities and is proactive in promoting belonging and community accountability.
Our enquiry based curriculum enables children to develop a sense of curiosity about music and its development. Children engage with how musicians and composers create moods and communicate emotions through music and how music is organised and structured. It also enables children to think about the function of music in society and the world in terms of creating and preserving community, identity and tradition. Music provides rich opportunities for reflection and discussion.
A language-rich curriculum is vital if we are to open doors and bridge the gaps for our children’s futures. We, therefore, place a high focus on developing the children’s vocabulary and spoken skills using explicit teaching of Musical vocabulary.
Music fits well into a cross-curricular enquiry based approach, as it can illustrate and augment understanding of events, places and periods.
Mental Health and Well-being
Music is a well-proven support for well-being and good mental health. It has a key role in setting mood and providing opportunities to discuss emotions.
Making music collaboratively can provide a sense of belonging to a whole and performances underpin a strong sense of belonging to a wider community, the school.