Music
Vision
For all pupils to access a rigorous music programme with high quality music-making opportunities that develop their vocal, instrumental and music theory knowledge and skills, providing the platform to flourish as confident and successful young musicians.
EYFS Music
Curriculum Design
In EYFS music lessons, young pupils embark on an exciting journey of musical exploration. They learn to actively engage in teacher-led musical routines, which include whole class singing games, musical commands, and taking turns to create a musical learning environment. Pupils develop their sensory perception by physically representing essential musical concepts like pulse and rhythm through chants and body percussion. With an emphasis on expression, children respond freely to various musical elements using movement and body expressions, fostering creativity and emotional connection to music. Through engaging in singing games and percussion activities, pupils follow and respond to musical signals, building ensemble skills with their peers. They begin to grasp the fundamentals of music notation, distinguish between pulse and rhythm through movement, and physicalise and vocalise pitch. As their musical journey continues, they gain the ability to sing songs with vocal accuracy, memorise a diverse repertoire, and even showcase solo responses. These lessons not only help them make musically connected within the class ensemble and small groups but also foster collaboration and imagination. Moreover, pupils develop their motor skills by sequencing movements into patterns and using movement to convey stories and characters, all while demonstrating their understanding of musical elements such as tempo, pitch, and rhythm. Ultimately, these early years music classes empower students to control their voices, match pitches, and express themselves musically, laying a strong foundation for a lifelong love of music and a well-rounded musical education.
Curriculum Delivery
In EYFS music lessons, pupils experience a world of creativity, exploration, and self-expression. In lessons we start a hello song which takes the class into a vocal warm up using a story to imitate warm-up sounds. Pupils then sing and play together using repertoire which takes them on a musical journey which is associated with their class topic. This close link with other areas of the curriculum supports their whole learning of a topic. Through music, this creates a sense of unity and shared creative expression. Pupils physically engage with rhythms and patterns through basic body percussion. They respond to music with movement and related emotions while following musical cues and signals. Through using imagination to transport pupils into external environments, pupils can sing and dance as we blast off to the moon, sing about Jack and the Beanstalk in Traditional Tales, and listen to an accordion play in a market when learning about our local area. Through these imaginative pathways, pupils develop their creative imagination as well as grasping the basics of music notation through vocalising pitch. Pupils develop their pitch accuracy through singing, cultivate motor skills and storytelling abilities through movement, all while developing a foundational understanding of musical elements like tempo, pitch, and rhythm.
EYFS lessons create an exciting, inclusive, and nurturing environment that makes the curriculum come alive with the joy of musical discovery.
Key Stage 1 Music
Curriculum Design
In Key Stage 1 music lessons, pupils continue on their journey of musical exploration and self-expression. They begin by engaging with vocal play, gradually building confidence and vocal accuracy while learning to chant and sing with a sense of the beat. Through a variety of musical games and activities, pupils immerse themselves in the music classroom culture, all the while developing their understanding of rhythm, including notation such as crotchets, quavers, and rests. They work effectively with un-tuned percussion instruments, reading, performing, and improvising four-beat rhythms using both body percussion and un-tuned percussion instruments. Pupils also delve into metre, learning about the structure of music with a focus on four beats in a bar.
As they progress, pupils expand their musical repertoire, using body signs to express pitch positions. They refine their vocal pitch matching skills, and they begin to improvise short melodic phrases during musical games. Additionally, they start to utilise their acquired musical knowledge to contribute ideas to whole-class creative projects and participate in the production, rehearsal, and performance of extended vocal and instrumental pieces. Throughout these lessons, pupils explore the impact of loud and quiet sounds, gaining control over vocal and instrumental sounds while developing an understanding of timbre and dynamics.
Furthermore, they learn to respond to directions, understand rehearsal and performance objectives, and engage in self-evaluation to continuously develop their performance skills. Ultimately, pupils are encouraged to perform with a sense of enjoyment and effective communication with their audience, fostering a lifelong appreciation for music.
Curriculum Delivery
In Key Stage 1 music the curriculum delivery builds upon the foundation laid in EYFS and continues to foster creativity, exploration, and self-expression. Lessons begin with a ‘Hello Song’ which sets the musical tone for the lesson. Pupils engage in vocal warm ups which can include storytelling elements to engage the students to imitate warm-up sounds. Pupils sing and play together, engaging in musical games and activities while exploring a wider range of musical repertoire. In rhythm exercises, pupils physically engage with rhythmic patterns through body percussion, expanding on the basic rhythmic skills acquired in EYFS. Pupils are introduced to rhythm syllables and their corresponding musical term and note length (E.g. Ta is a crotchet which lasts for one beat). The curriculum develops their rhythm reading and pupils work toward reading lines of rhythms in bars, learning about simple musical structure. Pitch is explored later in the academic year and pupils engage with Kodaly pedagogy, supported with Curwen hand signs to physicalise the pentatonic scale. Pitch is learnt through singing, helping pupils to hone their vocal and listening skills. Furthermore, pupils deepen their comprehension of essential musical elements, including tempo, pitch, and rhythm. These elements are integrated into the lessons, allowing pupils to explore and experiment with them. In the summer term, pupils use the musical elements they have learnt, together with their development in pitch and rhythm in a final creative project.
The Key Stage 1 music curriculum builds upon the foundation skills and experiences from EYFS, providing pupils with a broader musical education while maintaining an engaging approach to learning.
Key Stage 2 Music
Curriculum Design
In Key Stage 2 music lessons, pupils begin by developing a solid foundation in rhythm, exploring simple metres such as 2, 3, and 4 time signatures. They learn to maintain the beat and express rhythm using body and hand-held percussion instruments, creating and combining rhythmic ostinatos. As they progress, pupils delve into the world of rhythm syllables, mastering concepts like crotchets, quavers, minims, semi-quavers, and syncopation. In parallel, they explore the pentatonic scale, using Curwin hand signs to represent five notes and working in two-part harmonies with partner songs and rounds, honing their aural memory and creative abilities.
Additionally, pupils engage in a captivating whole-class creative project by creating texts, developing melodies, and exploring instrumental accompaniments, culminating in rehearsing, performing, and appraising of their compositions. Pupils also have opportunities to perform in small groups, elevating their expressive communication skills, self-assessment, and responsiveness to rehearsal and performance directions.
Moving forward, they venture into compound time, mastering complex rhythms and rhythmic ostinati. They explore diatonic major and minor tonalities, gaining insight into octave concepts, stepwise melodic movement, and the recognition of melodic shapes in musical phrases. Furthermore, pupils embark on a culturally enriching journey by creating a whole-class piece inspired by World Music, drawing from African (Djembe) or Latin (Samba) stylistic influences. They contribute, rehearse, and develop musical and textual ideas, working effectively in small groups to enhance their performances. They also develop notations for their scores to communicate effectively in this creative process.
Throughout Key Stage 2, pupils have opportunities to rehearse and perform in various settings, including small groups, class ensembles, and whole-class performances. They continually self-assess and develop their performance skills, responding to directions and understanding performance objectives. Some pupils may even take on leadership roles within small groups, nurturing potential opportunities for solo performances. In essence, Key Stage 2 music lessons provide a holistic and engaging musical education, fostering creativity, collaboration, and musical growth.
Curriculum Delivery
In Key Stage 2 music, the curriculum delivery further develops pupils' knowledge and skills. As pupils progress, they further their understanding of musical scales and harmonies. They explore the pentatonic scale and employ Curwin hand signs to represent five notes. Working in two-part harmonies with partner songs and rounds, pupils hone their aural memory and creative abilities. The curriculum also emphasises whole-class creative projects, where pupils collaboratively create texts, develop melodies, and explore instrumental accompaniments, culminating in the rehearsal, performance, and appraisal of their compositions. KS2 music education places a strong focus on small group performances. Pupils have the opportunity to showcase their expressive communication skills while responding to rehearsal and performance directions. Self-assessment becomes a pivotal component of their musical development. Pupils engage with complex rhythms toward mastering intricate rhythmic ostinati. The exploration of diatonic major and minor tonalities leads to a deeper understanding of octave concepts, stepwise melodic movement, and the recognition of melodic shapes within musical phrases. Pupils are inspired by African Djembe stylistic influences, collaborating to learn a whole-class piece and using this structure to compose their own piece of music. They contribute, rehearse, and develop musical and textural ideas, learning to create notations for their scores, allowing them to effectively record and communicate within the creative process. Throughout Key Stage 2, pupils are provided with a range of performance opportunities in various settings, including small groups, class ensembles, and year-group performances. They continually self-assess, developing their capacity to musically reflect upon their development and become more responsive to directions and performance objectives. In some areas, pupils may take on leadership roles, offering opportunities for solo performances. Pupils are enrolled into the school’s Strings Programme from year 3 and are able to join the school choir from year 4 upward.
Key Stage 2 music lessons provide a comprehensive and engaging musical education, nurturing creativity, collaboration, and the continued growth of pupils as young musicians.
Impact: How do we know our pupils are learning, understanding
and remembering our intended curriculum?
Our music specialist assesses pupils' understanding and retention of knowledge through a multifaceted approach that aligns with the diverse aspects of their musical education. They employ formative assessments during lessons, observing how well students grasp rhythm concepts, pentatonic scales, and musical structures. Continuous assessment of pupils' participation in creative projects, group performances, and their ability to contribute to musical compositions helps gauge their comprehension and application of musical principles. The specialist also assesses pupils' individual and group performances, evaluating their expressiveness, communication, and responsiveness to directions. These ongoing assessments, coupled with feedback and self-assessment opportunities, ensure a comprehensive evaluation of pupils' musical understanding and knowledge retention.
The Strings Programme assessment is linked to the repertoire in each year group. Students are assessed on their engagement with regular practice, the development from foundation techniques to more advanced playing and musical reading toward graded practical examinations.
Music Curriculum Overview