Music

At Wolfson Hillel, we make music a practical and enjoyable learning experience. Children are provided with weekly music lessons in which they learn all aspects of the National Curriculum. Our children learn to sing songs; play different musical instruments including the recorder, Glockenspiel, Ukulele and African drums; listen to, discuss and evaluate a wide variety of music, including live performances; compose, refine, rehearse and perform music of their own.

Curriculum

Wolfson Hillel is a Jewish school in which we embrace the rich culture and traditions of Judaism. The Jewish calendar is packed with festivals and special days in which we love to sing songs in both Hebrew and English to commemorate those occasions. Each year group gives a musical presentation to parents on at least one of these occasions so that by the end of their journey through the school they have participated in at least 8 different musical presentations. We believe that the sheer joy of music feeds the soul of the community, enriching each student while strengthening the shared bonds of children, staff, families and the wider community.

At Wolfson Hillel we encourage an understanding and acceptance of the validity and importance of all genres of music, and a respect for music from other countries and cultures. Children sing songs from other cultures and in other languages; they will study Pentatonic Folk Music (focus on East Asia), African drumming; Indian music (Ravi Shankar), music from some Great Black musicians and music for Chinese New Year.

Singing is at the heart of our music curriculum and the songs are chosen carefully to enable the progression of concepts and technical difficulties from year to year. As well as singing and ongoing musical skills, each year group has a focus topic as shown:

Implementation

Wolfson Hillel has a music specialist. She is timetabled to teach each class one lesson a week in a dedicated music room which is well resourced with musical instruments. Children attend key stage assemblies three times a week. All the assemblies include singing and the KS2 assembly on a Wednesday includes listening to music from a variety of Genres.

Music Enrichment

At Wolfson Hillel we aim to provide the children with a rich range of musical experiences:

• Throughout the year we invite professional musicians to perform and sometimes give workshops to every key stage. Most recently, we enjoyed a performance by a Jazz trio; Steel Pan group – including workshops; and a string ensemble performing excerpts from Peter and the Wolf together with a prima ballerina.
• Parents are invited to join EYFS children throughout the year for “Stay and Play” to join in with the children’s activities.
• Parents are invited to musical assemblies and presentations throughout their child’s school journey.
• We have a strong connection with a local Old People’s Day Centre where classes go to sing for the members.
• Choir is led by the music coordinator as and enrichment for years 4, 5 and 6. The choir perform in school assemblies and community events as well as the annual Jewish schools’ Choir Festival.
• Orchestra is led by the music coordinator as an enrichment for KS2. This club gives children a chance to meet other children who are learning an instrument. They perform to each other and learn to play together as an ensemble. The orchestra performs for all the school and parents.
• Musical Theatre is led by a visiting teacher as an enrichment. ???
• Some children have weekly instrumental lessons given by visiting peripatetic teachers from EMS.
• “Hillel’s Got Talent” gives all children a chance to perform an act of their choice. This annual fund-raising event is organised by the PTA and supported by the Head Teacher.
• “Grandparents’ Day” is an annual fundraising event which includes every class from nursery to year 6 performing a song on the stage.

Monitoring and Assessment

The music teacher assesses each child against the learning objectives of each musical project. Progress is reported at the end of each unit in an assessment grid and any areas of weakness are highlighted to inform planning for the following unit.

Reading

Children read lyrics of songs from the white board. Children learn to read music notation starting with simple graphic notion and progressing to formal rhythm and also pitch notation particularly when learning to play the recorder and glockenspiels. When they are learning to play the Ukuleles, they learn tab notation. Children are encouraged to use musical vocabulary and terminology during lessons and are taught the meanings of the words that are key in each unit.

Provision for SEND Pupils

We believe that every child, including those with special needs, should have access to a wide range of high-quality live music experiences and a sound foundation in general musicianship. We believe that music education can help raise attainment and self-esteem, and can lead to behavioural improvements and promote greater social cohesion. The units of work are flexible enough to be adapted for pupils of all abilities and experience levels. 

Lessons incorporate a variety of teaching methods to allow for different learning styles. Song lyrics, for example, can be read from the board but are also taught using call and response. More able children are used frequently to model music making. When playing musical instruments or rhythm work, for example, children often work in 2’s and 3’s enabling peer support. The music teacher meets regularly with the SENCO to discuss individual children. Retrieval practices are used to remind children of the key facts in each lesson.