Music

Intent

At Sibsey Free Primary School, we aim to provide an inspiring and inclusive music curriculum that develops children’s creativity, confidence and appreciation of music from a wide range of cultures, traditions and historical periods. Through music, children are encouraged to express themselves, collaborate with others and develop a lifelong enjoyment of musical experiences.

Using the Charanga scheme as the foundation of our curriculum, we intend for children to develop a secure understanding of the interrelated dimensions of music: pulse, rhythm, pitch, tempo, dynamics, timbre, texture, structure and notation. We want children to become confident performers, composers and listeners who can engage critically with music and understand its role in shaping cultures, communities and individual identity.

Through the study of music, children develop musical knowledge and skills progressively over time. They learn to listen attentively, sing confidently, play instruments, compose creatively and evaluate thoughtfully. We want children to leave Sibsey Free Primary School with the confidence to participate in musical opportunities and an appreciation of the value of music in their lives and the wider world.

Implementation

Our SIBSEY curriculum principles for Music.

S- Secure Knowledge and Vocabulary

We prioritise the explicit teaching of musical knowledge and vocabulary. Children build upon prior learning and revisit key musical concepts to support long-term retention and confident application. Through the Charanga curriculum, musical knowledge and practical skills are developed together, enabling children to understand music whilst actively engaging in musical experiences.

Children are introduced to key vocabulary such as pulse, beat, rhythm, pitch and tempo from the earliest stages of learning. As they progress through the school, they develop their understanding of more complex concepts including dynamics, timbre, texture, structure, notation and improvisation. We carefully map vocabulary across the curriculum to ensure progression and revisit key concepts regularly to strengthen understanding and recall.

I – Inclusive and Accessible

We are committed to equity of access. Teaching is adapted to meet the needs of all children, with appropriate scaffolding, support and challenge so that everyone can succeed. Our music curriculum is intentionally designed to ensure that all pupils can participate fully, regardless of prior experience or musical ability.

Aligned with EEF guidance, learning is carefully sequenced with clear modelling, guided practice and opportunities for independent application. Charanga’s structured approach provides accessible pathways into musical learning, while allowing teachers to adapt activities to meet the needs of individual learners.

Children are encouraged to take creative risks, develop confidence and celebrate their achievements within a supportive and inclusive environment.

B – Broad and Diverse

We recognise the limited diversity within our immediate community, so our music curriculum is designed to broaden children’s perspectives and develop their understanding of music from a wide range of cultures, traditions and genres.

Through Charanga and additional enrichment opportunities, children encounter music from different historical periods, countries and communities. They explore classical, folk, jazz, blues, pop, world music and contemporary genres, developing an appreciation of the diversity and richness of musical expression.

Children learn about influential musicians, composers and performers from different backgrounds and consider how music reflects and shapes cultures, identities and experiences.

S – Sequenced and Coherent

Our music curriculum is carefully and purposefully sequenced, ensuring that children build upon and connect their existing knowledge and skills. Attention is paid to vertical coherence through carefully planned progression in listening, singing, performing, composing and evaluating.

The Charanga scheme provides a clear progression model that revisits key musical concepts while gradually increasing complexity and challenge. Children develop a secure understanding of the interrelated dimensions of music and learn to apply these concepts in a range of musical contexts.

Performance, composition and listening are integrated throughout the curriculum, allowing children to make meaningful connections between different aspects of musical learning. Prior learning is deliberately revisited and extended to ensure that knowledge and skills are securely embedded over time.

E – Evidence Informed

Our teaching is grounded in research and the science of learning, including retrieval practice, spaced learning, explicit instruction and regular opportunities for review. We regularly evaluate and refine our music curriculum in light of current evidence, best practice and developments within music education.

The Charanga scheme provides a progressive and evidence-informed framework that supports children in remembering more, understanding more and applying their musical knowledge with increasing confidence. Regular opportunities for rehearsal, repetition and performance strengthen learning and support long-term retention.

High-quality musical experiences, live performances, recordings and practical activities are carefully selected to deepen understanding and engagement.

Y – Young People with Aspirations

We nurture ambition and aspiration, preparing children for the next stage of education and for the opportunities and challenges beyond Sibsey. Through music, children develop confidence, resilience, creativity and self-expression.

Children are encouraged to perform, compose and share their work with others, developing pride in their achievements and an appreciation of the contribution music makes to society. They learn about potential pathways within music and the creative industries and develop transferable skills including collaboration, communication and perseverance.

Through this, children become confident, reflective and creative individuals who recognise the value of music in their own lives and within the wider world.

Impact

By the time children leave Sibsey Free Primary School, they have a secure understanding of key musical concepts, vocabulary and skills and can apply them confidently across a range of musical experiences.

Children can listen attentively and respond thoughtfully to music, using appropriate musical vocabulary to describe and evaluate what they hear. They sing with increasing accuracy and expression, perform confidently using voices and instruments, and compose and improvise using their developing musical knowledge.

Children understand how music reflects different cultures, traditions and historical periods and demonstrate appreciation and respect for a diverse range of musical styles and genres. They are able to make connections between musical elements and explain how these contribute to the overall effect of a piece of music.

Progress in music is evident through pupils’ ability to perform, compose, listen and evaluate with increasing confidence, accuracy and independence. Assessment is integrated through observation, discussion, performance opportunities and outcomes linked to curriculum objectives. Assessment information is used to identify misconceptions, inform future planning and ensure that musical knowledge and skills are securely embedded over time.

Work in music supports learning across the curriculum and prepares children well for the next stage of education and for life as confident, creative and culturally aware individuals.