Music

 

"Where words fail, music speaks."

Hans Christian Andersen

 

Music is an art form that expresses ideas and emotions through sound, rhythm, melody or harmony. Music is a form of language which evokes movement and emotion.  Music engages the brain while stimulating neural pathways associated with higher forms of intelligence, memory and an improved mental health.

In our teaching of music, we will cover:

• Pitch, Duration, Dynamics, Tempo, Timbre, Texture and Structure, Composition, Performance
• A range of styles of music
• History of music

A musician needs the following skills, which will be embedded within our curriculum.

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We follow the Harris Federation Music Curriculum, aligned with the DfE Model Music Curriculum, Ofsted Research

Review, and National Plan for Music Education, using a spiral approach to build skills over time.

Our offer includes:

• Weekly structured music lessons for all pupils.

• A focus on singing, instrumental work, composition, and listening.

• Performance opportunities.

• Weekly singing lessons for all pupils.

• Inclusive access for SEND and Pupil Premium pupils.

• Partnerships with local music hubs and professional organisations.

We are committed to continually developing our provision to ensure music remains central, accessible, and

aspirational for all.

 

 

Intent: introduction, vision and philosophy

The purpose of this document is to clarify the how, why and what of music teaching at our academy.  This is to be used by staff to clarify expectations, highlight the resources that we have access to, and to ensure that a high-quality music curriculum is being taught to all of our pupils in our academy. 

We ensure that our music teaching engages and inspires our pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement.  As our pupils progress, we see them develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.

As part of our teaching we strive to provide children with the skills needed to be a musician, which include being analytical, being able to persevere, listening, communicate effectively with others and to have a sense of rhythm.  We encourage children to participate in a variety of musical experiences through which we aim to build up the confidence of all children.  Our teaching focuses on developing our children’s ability to sing in tune both on their own and as part of a group.  We teach them to listen and appreciate different forms of music and provide them with the vocabulary to effectively participate in discussions based on their own opinion of different pieces of music.  We encourage our children to use their analytical skills in music lessons when learning about how music can represent feelings and emotions, critically engaging both in the work of composers, their own and their peers work.

Our intent is aligned with the DfE Model Music Curriculum and the National Plan for Music Education, providing pupils with exposure to diverse genres, musical traditions, and the opportunity to develop personal expression through music.

Implementation: what does Music teaching look like?

KS1: Music in the Early Years Foundation Stage

Each week in KS1, children enjoy a dedicated singing session alongside a structured music lesson, supporting early musical development. Singing develops pitch, rhythm, and memory through action songs, call-and-response, and movement. Pupils explore musical elements such as pulse, dynamics, and tempo, and engage in listening tasks to identify instruments and changes in sound. Instrumental work focuses on untuned percussion, with pupils also introduced to tuned instruments such as chime bars and glockenspiels to support pitch awareness and ensemble playing. Lessons are practical and inclusive, with songs taught by ear and supported by visuals and simple notation.

KS2

Building on the foundations of KS1, pupils in KS2 continue with weekly music lessons that extend their skills in singing, instrumental performance, and musical understanding. They begin to compose, improvise, and perform with greater control and creativity. Formal notation, including staff notation, is introduced progressively. Recorder is taught in Year 3, Steel pans are taught in Year 4, with tuned percussion and digital tools used in later years. Pupils engage with a wider range of genres and take part in structured listening and analysis. Whole-class instrumental teaching and regular performance opportunities promote ensemble skills, independence, and musical confidence.

Impact

KS1

In KS1, pupils develop foundational musical skills such as keeping a steady beat, matching pitch, and following rhythmic patterns. By the end of Year 2, pupils can identify basic musical elements and use simple notation. They gain confidence singing alone and in groups, and music supports wider development in memory, listening, self-confidence, concentration, and collaboration. Participation is high across all groups, including SEND and Pupil Premium pupils, with adaptations ensuring full access. End-of-unit assessment videos capture pupils’ learning and performances, providing a summative record of their skills and allowing teachers to track progression over time.

KS2

In KS2, pupils demonstrate increasing musical independence, fluency, and confident use of musical vocabulary. They perform with expression, accuracy, and understanding of style and structure, compose using various tools, and critically evaluate music. Music supports both academic and personal growth, fostering resilience through rehearsal and public performance. Engagement in co-curricular music rises, especially in Years 5 and 6, where pupils contribute to wider performances. Teachers use end-of-unit assessment videos as summative evidence, enabling them to monitor progress, celebrate success, and ensure all pupils, including disadvantaged and SEND, experience meaningful musical development.