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Pennine Way Primary School

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Music Curriculum

Our Music Curriculum enhances and deepens the positive connections that inspire our children to harmonise and bond together. Our creative and inclusive musical skills demonstrate confidence, collaboration, exploration and resilience.  Enhancement of social and cultural values though expression, performance, improvisation, composition and comparison; encourage everyone to find their voice, rhythm and dynamic; as they discover their individual pitch.

Music Curriculum Intent

Pennine Way Primary School aims to use music to inspire and motivate children, and play an important role in their personal development. Music can also help children develop a greater appreciation of the world we live in, by understanding different cultures and societies through music.


We aim to deliver a broad and balanced music curriculum which enables pupils to perform, listen to, review and evaluate music across a range of historical periods, genres and gaining knowledge of different traditions, including the works of the great composers and musicians. Our children will learn to sing and use their voices. They will create and compose music on their own and alongside their peers and have the opportunity to learn a musical instrument and progress to the next level of musical excellence. They will understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

Music Curriculum Implementation

In order to ensure a good level of implementation, staff are supported through verbal discussions to help them use the appropriate schemes of work; this helps guarantee a good music curriculum is being taught throughout the school.  The music coverage is routinely reviewed within school to develop staff understanding and knowledge. Our staff teach lessons using the national curriculum and Charanga music scheme to make sure children progress and learn musical knowledge which is then shown within the work they produce. Music is taught as a discrete subject and is also incorporated into other subject areas to aid learning.


The Charanga Music Scheme ensures that skills are taught in order, developing throughout the year groups, and are revisited and embedded throughout every year; each term’s lessons work through each of the key musical concepts. In addition to this, year 2 children learn to play the recorder, and year 4 pupils learn to play the violin. Each term, teachers record a performance for their class that incorporates the learning that has taken place and upload it to a shared drive so children and staff can enjoy witnessing the children’s progress. The Music curriculum is accessible for all children across the school. Many children with SEND, notably those with learning or behavioural difficulties, may be very responsive to music and it allows them a language through which to make sense of their emotions.  Skills are built upon each lesson so children have the opportunity to experience the key concepts. We liaise with other schools in the cluster to share and receive ideas that would benefit the teaching and learning in the school. Children are given the opportunity to perform music in a range of contexts, including Christmas productions, choirs and musical festivals co-ordinated by the cluster.

Music Curriculum Map

Our Curriculum Map for Music gives an overview of which Charanga studies are covered in each term and year group as well as when we plan to have specific musical instrument tuition for the children, e.g. violins in year 4. A range of music genres and styles are covered throughout each year group to provide the pupils with the opportunity to have as broad a range of musical experiences as possible. 

Music Curriculum Skills and Critical Content

Our curriculum skills for Music show the progression of skills within each year group and study. Three Music studies are completed each year in addition to choir, Singing Assemblies and other music opportunities in a range of curriculum areas. 


Critical content for our recovery curriculum in Music has been evaluated and our priority is on based around lost content and critical content needed for progression and links between concepts to be made.


Singing and playing instruments (including music technology) are a key priority to ensure that the children gain experience in the practical aspects of music again, with a particular focus on performance activities. Every year group is involved in 2 performances a year, one being a class assembly and one being a year group production. Performing will be a key focus, even if we are unable to have big audiences through recording and sharing of the finished show with the rest of the school and families. In addition, all children are involved in a range of singing opportunities throughout the year.


In key stage 1, our children will experiment with their voice in a variety of ways and begin to sing in tune as a whole class. They will also play instruments with awareness of pulse and rhythm. These aspects will provide the necessary groundwork for our children to embrace more complex musical performances in key stage 2. Musical vocabulary will be introduced and embedded during listening and appraising activities, which will enable our children to incorporate these elements when improvising and composing in future year groups.


As children move into Key Stage 2, the core priority will continue to be performance work with an increased focus on composition. Critical learning opportunities will include using the musical terminology, and component definitions, learnt in key stage 1 to perform both vocally and instrumentally. For instance, our children learn to use dynamics, pitch and duration in very deliberate ways, including when working from notations.


Music Curriculum Impact

Children at our school understand the relevance of what they are learning within music and enjoy their musical experiences within school.  They experience performances from others as well as performing themselves. They achieve age related expectations in music at the end of their cohort whilst retaining knowledge that is pertinent to music. We strive to give our children the opportunity to foster their musical flare and use this as a form of expression whilst developing a lifelong love of music that will enrich their lives.

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