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We believe that music is a vital part of the children’s education and should develop love, passion and knowledge of a range of musical genres. We wish for our children to aspire to create music and believe that music is within their reach and within them, regardless of their abilities. We intend for our children to develop a holistic knowledge of music through enjoyable, high quality music lessons and a rich, varied curriculum.



We use the model music curriculum (a non-statutory guidance) to support and strengthen our music curriculum. Our whole school use of Charanga and our ‘listening plan’ allow the children to engage in creative music sessions whilst also demonstrating a clear progression of skills and musical elements. From EYFS to Year 6, our music curriculum is broken down into 7 key areas. They allow the children to broaden their music knowledge (listen and appraise), build their love for the key musical elements (singing and playing instruments), take creative risks (improvisation), learn how to write music (composition) and become confident musicians (performance). This is all taught through a variety of teaching and learning styles chosen to engage and inspire all learners. Within each of these elements, there is a clear progression of skills, which allow the children to grow as individual, creative, musicians.

Music is taught explicitly as part of a whole-school approach and cross curricular links are made where possible. Music is taught weekly in KS1 and KS2 and through adult-led activities and the provision in EYFS. Opportunities to develop a love and engagement with music are created across the curriculum and through the wider life of the school. Instant intervention occurs as teachers formatively assess each child during their music lessons and intervene at the first instance in order to address any misconceptions the children may have.



We assess the impact of our music curriculum through careful teacher assessment and analysis of this by the subject leader. Staff use observations, children’s responses, recordings of discussion, performance and improvisation evidenced on Seesaw to gauge a clear understanding of the children’s abilities. A range of assessment strategies are used to ensure that pupils, including SEN, are not disadvantaged by assessment. The music subject leader is confident with the accuracy of the judgements made through moderation, observation, dialogue with staff and by reviewing video evidence stored on Seesaw. The subject leader also speaks regularly to children about their work in music and carries out pupil voice.

By the end of Key Stage 2, each child will have a broad and rich musical foundation, on which their creativity and enthusiasm can grow, enabling every child to reach their full musical potential. The curriculum enables children to have the musical foundations they need in order to confidently develop into musicians. They will have knowledge of the music industry and the diverse roles it has to offer and a growing passion to explore these roles in the future.