Music Rationale

“We like that we are doing loads of music!”

“We learnt the actual song- to sing it then play it”

Pupil Voice

INTENT

We believe that music should be accessible to every child and that all pupils should experience the enjoyment, creativity and personal fulfilment that music can bring. Through a rich and engaging music curriculum, we aim to enhance children's confidence, self-esteem and motivation while supporting them to express themselves creatively and achieve their full potential.

Our music curriculum is designed to nurture, sustain and celebrate the individual musical and creative abilities of every child. It seeks to engage all learners and develop a secure understanding of the fundamental elements of music, including pulse, rhythm, pitch, dynamics and performance.

We recognise that music plays a vital role in both personal and cultural development. It provides children with opportunities to explore their imagination, communicate feelings and emotions, collaborate with others and develop resilience through practice and performance. Through high-quality musical experiences, we aim to inspire a lifelong appreciation of music and the arts.

IMPLEMENTATION

At our school, we use Charanga as the foundation of our music curriculum. This provides a carefully sequenced programme of learning that develops children's musical understanding, listening skills, performance skills and creativity through a structured progression of musical experiences.

Each unit of work focuses on a particular musical style, genre or theme and follows a sequence of five progressive stages:

Step 1: Singing

Children learn and perform a focus song that forms the basis of the unit. They listen to, appraise and compare a range of related music, developing their understanding of musical features and broadening their musical experiences.

Step 2: Playing an Instrument

Children learn to perform musical pieces linked to the focus song using tuned classroom instruments, such as glockenspiels. This provides opportunities to develop technical skills, musical accuracy and confidence in performance.

Step 3: Improvisation

Using their growing musical knowledge, children explore and create their own musical ideas. They experiment with rhythm, pitch and melody, developing creativity and confidence through improvisation.

Step 4: Composition

Children apply their knowledge and skills to compose original pieces of music. They explore how musical elements can be combined to communicate ideas, accompany songs or create a particular mood or effect.

Step 5: Performance

Children are also given regular opportunities to listen to, discuss and appraise a wide range of music. Through structured discussion, they explore what they can hear, evaluate their enjoyment of different pieces and genres, and comment on how music has been composed and performed. Children are encouraged to use accurate musical vocabulary and terminology when expressing their opinions and observations.

IMPACT

The impact of our music curriculum is measured through the careful sequencing of knowledge and skills, enabling children to build their musical understanding progressively over time. If children are successfully keeping up with the curriculum and applying their learning, they are making progress.

Measuring Progress

Formative Assessment

• Lesson Questioning: Teachers regularly assess understanding through questioning, identifying misconceptions and addressing gaps in learning as they arise.

• Pupil Conferencing: Subject leaders and senior leaders discuss learning with pupils, exploring what they have learned, remembered and can apply in music.

• Performance and Observation: Ongoing observation of children's participation, practical music-making and performances provides valuable assessment information. Children regularly perform individually, in pairs and in groups, enabling teachers to evaluate progress and identify next steps. Recordings, including audio and video evidence, may be used to support assessment and celebrate achievement.

• Retrieval Questions: Regular retrieval opportunities help children revisit previously taught musical knowledge and vocabulary, strengthening long-term memory and supporting progression through the curriculum.

Using assessment information gathered through classroom practice and the progression materials provided by Charanga, teachers are able to make informed judgements about children's musical knowledge, skills and understanding. Assessment also informs future planning, ensuring appropriate support, challenge and opportunities for deeper thinking. Children are encouraged to evaluate their own work and that of their peers, developing reflection, resilience and a greater understanding of how to improve as musicians.

By the end of their primary education, children will have developed confidence in performing, composing, listening and appraising music, alongside a secure understanding of key musical concepts and vocabulary. They will leave with an appreciation of music and the confidence to participate in musical experiences beyond the classroom.