The Assessment Framework integral to Charanga’s Musical School primary music programme has been refreshed to enable teachers to evidence the intent, implementation and impact of music education in their school.

The Framework links Musical School’s teaching and learning to step-by-step assessment as welcomed by regulatory bodies worldwide, including Ofsted in England.

It uses a ‘plan, do, check, review’ approach, supported by planning and assessment documentation, with the facility for teachers to upload and store digital evidence – all designed to help them clearly demonstrate the progression of their students’ musical knowledge, understanding and skills.

You’ll find six new documents (for Years 1–6/Primary 2–7/Ages 5–11) in the My Workspace area of the platform, once you’ve logged in.

  1. Knowledge and Skills documents for teachers – to help you plan for and identify progression throughout the Musical School Scheme and its Units of Work.
  2. Knowledge Organisers for children – an overview of what your students are, and will be, learning in their lessons if following the Scheme.
  3. Assessment documents – to help determine the impact of your curriculum and the progression of your students’ musical knowledge and skills.
  4. Music Passports – to showcase and celebrate what your children have learnt and achieved musically, year by year.
  5. Vocabulary for children – musical words your children will learn along the way.
  6. Keywords for teachers – a glossary of musical terms to reference in your teaching.

“Music is a complex subject made up of multiple skills,” said Joanna Mangona, Head of Learning at Charanga. “It’s therefore difficult to assess children’s overall progress in music as a grade, level, or number. With this in mind, the Musical School Scheme, our model curriculum, is sequenced logically for the progressive development of musical skills – skills that are revisited and mastered over time.

As students work through it they sing, play tuned and untuned instruments, listen to recorded and live music, and compose and improvise using the interrelated dimensions of music. They learn about music history, exploring a range of musical styles and traditions, while using and understanding staff and other notations.

The assessment documents we have created simply combine to help teachers articulate and evidence where they and their students are on that journey; what they and the school are trying to achieve through their music plan, how that plan is being delivered and its intended outcomes. It’s all there for them – whether they are based in England and preparing for a music ‘deep dive’ or otherwise.”