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The Subject Leader for music is Miss Tombling


Music is a strength of the school and there are many opportunities for the children to take part in this area. It is a way of communicating with others, providing creative stimulus and enjoyment and encouraging co-operation between participants.


Music is not intended to cater for the needs of just the talented; everyone can derive considerable fulfilment and enjoyment from studying and practising music.


Key Stage 2 children have the opportunity to have individual tuition from the Arts Support Service and there is the opportunity to join the choir, which is held on Monday lunchtimes.


Throughout the year the children participate in Harvest festival, Christmas and Easter Services.We also hold a Mother’s Day Service and a Father's Day service for mums, grandmas, dads and grandads. We sing and play instruments and make gifts for our mums and dads.


A Welcome Service is held every year at the Church, when the new YR children are welcomed into the school/church community and the vicar presents them all with a Bible.


In the Summer term, we hold a music and dance festival on the school field which enables to children to express their talents.


In Key Stage 1


Children are taught how to sing and play musical instruments. They explore sounds and create their own short compositions. They learn to listen carefully, finding out and describing how sounds can change: for example, getting higher, lower, louder, quieter. They experience a wide range of music from different times and cultures.


By the end of KS1 most children are able to

  • Sing songs from memory
  • Play simple untuned instruments with confidence and an awareness of pulse
  • Investigate, choose and combine sounds to produce simple compositions
  •  Tell stories with sounds and produce simple graphic scores.
  • Talk in simple, but appropriate terms about sounds and music they have made, listened to, performed or composed.
  •  Respond to short pieces of music from different cultures; showing an awareness of differences and similarities


In Key Stage 2


Children sing and play musical instruments in a controlled way. They learn to perform music in groups, and see how their own contribution makes a difference to the whole performance. The children begin to learn how to express their ideas and feelings through their own music. They listen to many different types of music, picking out the detail and learning how it was created and used.


By the end of Key Stage 2 most children are able to

  • Join in enthusiastically with both singing and performing music and enjoy making music for a variety of audiences.
  • Work co-operatively to create and perform music within a group
  • Compose short musical pieces and is able to use a basic musical framework in order to create simple compositions.
  • Comment on different musical elements within a composition and be able to recognize how music can be affected by the time and place in which it is written.

MUSIC Progression FS/KS1

National curriculum breakdown


30-50 months


40-60 months

Year 1

Year 2


Controlling sounds through singing and playing.

Sing to self

Use voice in different ways such as speaking, singing and chanting.

Perform simple rhythms, poems, rhymes and songs by copying.

Begins to build up a simple repertoire of songs.

Take part in singing.

Copy and create patterns with their own voices.

Follow instructions on how and when to sing/play an instrument

Take notice of others when performing

Make and control long/short sounds [duration]

Imitate changes in pitch – high and low

Sing songs in ensemble following the tune (melody) well.

Use voice to good effect understanding the importance of warming up first.

Perform in ensemble with instructions from a leader.

Make and control long and short sounds using voices and instruments ,playing by ear and including simple improvisation (duration).


Creating and Developing musical ideas.

Make up rhythms

Makes up simple songs

Represent their own ideas, thoughts and feelings through music.

Explores the different sounds of instruments.

Make a sequence of long/short sounds with help [duration]

Clap longer rhythms, with help.

Make different sounds [high/low –pitch, loud/quiet- dynamics, fast/slow-tempo, quality of the sound –smooth, crisp, scratchy, rattling, tinkling etc –timbre


Choose sounds to achieve an effect (including use of ICT).

Order sounds to create an effect (structure- beginnings/endings).

Create short musical patterns.

Create sequences of long and short sounds- rhythmic patterns (duration).

Control playing instruments so they sound as they should.

Use pitch changes to communicate an idea.

Start to compose with two or three notes.


Responding and reviewing

Create movement in response to music.

Develop preferences for forms of expression

Represent  own ideas, thoughts and feelings through music.


Hear, listen and respond to the pulse to music

Hear, listen and respond to different moods in music

Identify texture- one sound or several sounds? [ recognising repeated patterns]

Choose sounds to represent different things [ideas, thoughts, feelings, moods etc]

Identify the pulse in music.

Recognise changes in timbre (sound quality- smooth, crisp, scratchy, rattling, tinkling etc.), dynamics (loud and quiet), tempo  (fast and slow) and pitch (high and low).

Start to recognise different instruments. Listen for particular things in music.

Begin to compare music.










Listen to and experiment with simple sounds .


Listen to and copy simple sounds and patterns.

Be aware of how an instrument can make different sounds based on how it’s played.

Listen for different types of sounds

Know how sounds are made and changed

Make sounds with a slight difference, [with help]

Use voice in different ways to create different effects

Listen carefully and recall short rhythmic and melodic patterns.

Use changes in dynamics, timbre and pitch to organise music.

Change sounds to suit a situation.

Make own sounds and symbols to make and record music.

Start to look at basic formal notation- play by ear first.

Know music can be played or listened to for a variety of purposes (in history/ different cultures).

MUSIC Progression KS 2

National curriculum breakdown

Year 3

Year 4

Year 5

Year 6


Controlling sounds through singing and playing.

Sing songs from memory with accurate pitch and in tune.

Show control in voice and pronounce the words in a song clearly (diction).

Maintain a simple part within an ensemble.

Play notes on instruments clearly and including steps/ leaps in pitch.

Work with a partner to create a piece of music using more than one instrument and one or two notes.

Sing in tune, breathe well, pronounce words, change pitch and dynamics.

Sustain a rhythmic ostinato/ drone/ melodic ostinato, (to accompany singing) on an instrument (tempo/ duration/ texture).

Perform with control and awareness of what others are singing/ playing.

Improvise within a group using more than 2 notes.

Improvise using repeated patterns.

Show control, phrasing and expression in singing, showing an awareness of tempo, dynamic and musical style.

Sing a separate part in a group performance, keeping in time with the group eg sing or play a part in a round. (pitch/structure).

Improvise on own with increasing aural memory.

Sing or play from memory with confidence.

Take turns to lead a group.

Maintain own part in a round/ sing a harmony/ play accurately with awareness of what others are playing.

Play more complex instrumental parts.

Improvise using 5 notes of the pentatonic scale.






Creating and Developing musical ideas.

Compose and perform melodies using two or three notes.

Use sound to create abstract effects (including using ICT).

Create/ improvise repeated patterns (ostinati) with a range of instruments.

Effectively choose, order, combine and control sounds (texture/ structure) to create a specific mood or feeling

Use pictures/symbols to record compositions icluding pitch/dynamics.

Compose and perform melodies using three or four notes.

Make creative use of the way sounds can be changed, organised and controlled (including ICT).

Create accompaniments for tunes using drones or melodic ostinati

Create (dotted) rhythmic patterns with awareness of timbre and duration.

Use standard notation to record compositions.

Show how dynamics can be used to provide contrast


Compose and perform melodies using four or five notes.

Use a variety of different musical devices including melody, rhythms and chords.

Record own compositions. Use notation to record groups of pitches [chords]

Create own songs

Identify where to place emphasis and accents in a song to create effects (duration).



Compose and perform melodies using five or more notes.

Show confidence, thoughtfulness and imagination in selecting sounds and structures to convey an idea.

Create music reflecting given intentions and record using standard notation.

Use different forms of notation to show different purposes [rests, duration of notes]

Use ICT to organise musical ideas (where appropriate).

(Combine all musical dimensions).


Responding and reviewing

Internalise the pulse in music.

Know the difference between pulse and rhythm.

Start to use musical dimensions vocabulary to describe music–duration, timbre, pitch, dynamics, tempo,

texture, structure.

Use these words to identify where music works well/ needs improving. Explain how it has improved.

Know how pulse stays the same but rhythm changes in a piece of music.

Listen to several layers of sound (texture) and talk about the effect on mood and feelings.

Use more musical dimensions vocabulary to describe music–duration, timbre, pitch, dynamics, tempo, texture, structure, rhythm, ostinato, melody, harmony.

Explain the use of silence and its effect.

Identify cyclic patterns  (melodic or rhythmic patterns that are repeated over and over again). 

Know how pulse, rhythm and pitch fit together.

Use a range of words to describe music (eg. duration, timbre, pitch, dynamics, tempo, texture, structure, beat, rhythm, silence, ostinato, melody, harmony, chord, flat, sharp, dotted rhythm, staccato, legato, crescendo, diminuendo).

Use these words to identify strengths and weaknesses in own and others’ music.




Know how the other dimensions of music are sprinkled through songs and pieces of music.

Use musical vocabulary confidently to describe music.

Work out how harmonies are used and how drones and melodic ostinati are used to accompany singing.

Use knowledge of how lyrics reflect cultural context and have social meaning to enhance own compositions.

Refine and improve own/ others’ work.









Use musical dimensions together to compose music.

Know number of beats in a minim, crotchet, quaver and semibreve and recognise symbols (duration).

Play with a sound-then-symbol approach.

Use silence for effect and know symbol for a rest (duration).

Describe different purposes of music in history/ other cultures.



Combine sounds expressively (all dimensions).

Read notes and know how many beats they represent (minim, crotchet, semibreve, quaver, dotted crotchet, rests).

Know that sense of occasion affects performance.

Describe different purposes of music in history/ other cultures.


Create music with an understanding of how lyrics, melody, rhythms and accompaniments work together effectively (pitch/texture/ structure).

Read/ work out the musical stave (notes as Year 4).

Perform songs in a way that reflects the meaning of the words, the venue and sense of occasion so that the audience appreciates it.

Describe different purposes of music in history/ other cultures.



Use increased aural memory to recall sounds accurately.

Use knowledge of musical dimensions to know how to best combine them.

Know and use standard musical notation to perform and record own music (adding dotted quavers).

Use different venues and occasions to vary performances.

(Combining all musical dimensions).

Describe different purposes of music in history/ other cultures.