Music at St Luke’s

Our Music curriculum is ambitious, inclusive and carefully sequenced. It is designed to ensure that learners develop secure musical knowledge, practical skills, creativity and confidence from the Early Years Foundation Stage to Year 6.

The curriculum provides regular opportunities for learners to:

• sing;
• listen and respond;
• play instruments;
• perform;
• improvise;
• compose;
• explore musical notation;
• develop aural memory;
• evaluate music;
• learn about musical traditions and history; and
• participate in individual and ensemble music-making.

St Luke’s uses Kapow Primary as an important resource to support curriculum planning and delivery. Subject leaders and teachers review and adapt the materials to ensure that the curriculum reflects learners’ prior knowledge, the school’s context, the National Curriculum and the wider musical life of St Luke’s.

Learners develop both practical musicianship and knowledge about how music is created, organised and communicated. They learn to recognise and use the interrelated dimensions of music:

• pulse;
• rhythm;
• pitch;
• duration;
• dynamics;
• tempo;
• timbre;
• texture;
• structure; and
• notation.

These dimensions are introduced in age-appropriate ways and revisited through increasingly demanding listening, performing and composing experiences.

Singing is central to our musical provision. Learners develop vocal confidence, accuracy, expression and an expanding repertoire. They sing within lessons, collective worship, performances and the wider life of the school.

Instrumental learning enables learners to explore sound practically and apply musical ideas. They use tuned and untuned percussion and other available instruments to develop rhythmic, melodic and ensemble skills.

Listening is taught actively. Learners encounter a broad and carefully selected repertoire and are taught how to listen with attention, recognise musical features, use appropriate vocabulary and express increasingly informed responses.

Composition and improvisation enable learners to make creative decisions. They explore, select, organise, rehearse, record and refine musical ideas for different purposes.

Performance gives learners opportunities to share music with others, develop confidence and understand the responsibilities of both performers and audiences. Learners perform individually, in groups, as classes and as part of the wider school community.

The curriculum introduces learners to music from different cultures, traditions, periods and communities. Repertoire is selected thoughtfully so that learners encounter both familiar and unfamiliar music, develop cultural understanding and avoid narrow assumptions about musical value.

Our curriculum is ambitious for every learner. Teachers adapt resources, instruments, notation, groupings and methods of participation so that learners can access important musical knowledge and contribute meaningfully without unnecessarily reducing challenge.

By the end of Year 6, learners should sing and play with increasing accuracy, fluency, control and expression. They should listen attentively, use musical vocabulary, create and refine musical ideas, understand age-appropriate forms of notation and participate confidently in individual and ensemble music-making.

Our Music curriculum develops two closely connected forms of knowledge: substantive knowledge and disciplinary knowledge.

Substantive Knowledge

Substantive knowledge is the musical knowledge learners acquire about sound, music, repertoire, instruments and musical organisation.

It includes knowledge of:

• pulse and metre;
• rhythm and duration;
• pitch and melody;
• dynamics;
• tempo;
• timbre;
• texture;
• structure;
• musical notation;
• vocal technique;
• instrumental technique;
• musical forms;
• musical styles and genres;
• composers, performers and traditions;
• ensembles and instrumental families;
• rehearsal and performance conventions; and
• the historical and cultural contexts of music.

Substantive knowledge enables learners to identify, describe and understand what they hear, sing, play and create.

Learners build knowledge of musical repertoire over time. They encounter music from different periods, places, traditions and genres and develop an increasingly secure understanding of how musical elements are used expressively.

Disciplinary Knowledge

Disciplinary knowledge is the knowledge learners use to think, work and communicate as musicians.

Learners are taught how to:

• listen with concentration;
• recognise and recall sounds;
• maintain a steady pulse;
• reproduce rhythmic and melodic patterns;
• control the voice;
• play instruments with appropriate technique;
• perform individually and within an ensemble;
• follow a leader or conductor;
• respond to notation;
• improvise;
• compose;
• select and organise sounds;
• rehearse purposefully;
• evaluate music;
• give constructive feedback;
• refine musical ideas;
• make expressive decisions; and
• communicate musical intentions.

Learners are not expected simply to sing a song, play an instrument or complete a creative task. They are taught to understand the musical decisions involved and how their performance or composition can be improved.

For example, learners should not only reproduce a rhythm. They should develop understanding of pulse, duration, rests, tempo and how their part relates to the wider ensemble.

Substantive and disciplinary knowledge are developed together. Learners need knowledge of musical elements, conventions and repertoire to perform and compose with understanding. Practical music-making then helps them deepen, apply and demonstrate that knowledge.

Our Music curriculum is structured around recurring musical concepts. These are introduced practically and revisited with increasing depth, precision and complexity.

Pulse

Pulse is the steady beat that underpins a piece of music.

Learners develop the ability to:

• feel and maintain a steady pulse;
• move in time with music;
• distinguish pulse from rhythm;
• perform together at a shared speed; and
• recognise changes in metre and emphasis.

Secure understanding of pulse supports singing, instrumental performance and ensemble work.

Rhythm

Rhythm is the pattern of long and short sounds and silences within music.

Learners learn to:

• copy rhythmic patterns;
• recognise and perform rests;
• create rhythms;
• represent rhythms through symbols and notation;
• combine contrasting rhythmic parts; and
• maintain a rhythm within an ensemble.

Pitch

Pitch describes how high or low a sound is.

Learners develop the ability to:

• recognise higher and lower sounds;
• match pitch with their voices;
• follow melodic movement;
• reproduce melodies;
• play tuned instruments;
• recognise repeated notes and intervals; and
• organise pitches when composing.

Duration

Duration concerns the length of sounds and silences.

Learners explore:

• long and short sounds;
• sustained notes;
• rests;
• note values;
• rhythmic patterns; and
• how duration contributes to musical effect.

Dynamics

Dynamics describe how loudly or quietly music is performed.

Learners learn to:

• recognise contrasts in volume;
• respond to dynamic changes;
• control volume when singing and playing;
• use appropriate musical terminology; and
• select dynamics to communicate an expressive intention.

Tempo

Tempo describes the speed of music.

Learners learn to:

• identify fast and slow music;
• maintain a consistent tempo;
• respond to changes in speed;
• use appropriate musical vocabulary; and
• choose tempo for expressive effect.

Timbre

Timbre is the distinctive quality or character of a sound.

Learners explore:

• different voices;
• instrumental sounds;
• acoustic and electronic sounds;
• ways of playing an instrument;
• combinations of sound; and
• how timbre can represent a mood, idea, character or setting.

Texture

Texture describes how musical sounds and parts are combined.

Learners encounter:

• a single musical line;
• melody with accompaniment;
• layered rhythms;
• overlapping vocal or instrumental parts;
• call and response;
• rounds; and
• increasingly complex ensemble textures.

They learn to listen to their own part while remaining aware of the whole performance.

Structure

Structure is the way music is organised.

Learners explore structures such as:

• beginning, middle and end;
• repetition;
• contrast;
• question and answer;
• verse and chorus;
• call and response;
• binary and ternary form; and
• sections organised for a particular musical purpose.

Understanding structure supports listening, performance and composition.

Notation

Notation is a means of recording and communicating musical ideas.

Learners progress from:

• pictures and symbols;
• graphic scores;
• rhythm patterns;
• letter names;
• simple pitch representation; and
• staff notation appropriate to their stage of learning.

Notation is taught as a practical tool for understanding, remembering, performing and sharing music.

Singing

Singing develops musical understanding, aural memory, expression and shared participation.

Learners develop:

• posture;
• breathing;
• diction;
• pitch matching;
• phrasing;
• control;
• expression;
• awareness of others; and
• confidence when singing alone and with others.

Songs are selected with consideration for learners’ vocal ranges, development, cultural breadth and musical progression.

Listening and Appraising

Listening is an active musical discipline.

Learners are taught to:

• concentrate;
• recognise musical features;
• recall sounds;
• compare performances;
• use musical vocabulary;
• identify expressive choices;
• make connections with other music;
• express preferences with reasons; and
• respond respectfully to unfamiliar music.

Performing

Performance involves preparing and communicating music to an audience.

Learners develop:

• technical control;
• fluency;
• accuracy;
• expression;
• ensemble awareness;
• stage and rehearsal discipline;
• confidence;
• response to direction; and
• respect for performers and audiences.

Improvising and Composing

Improvisation involves creating music spontaneously within an agreed framework.

Composition involves selecting, organising, recording and refining musical ideas.

Learners develop the ability to:

• explore sounds;
• create rhythmic and melodic ideas;
• respond to a stimulus;
• work within musical structures;
• make expressive decisions;
• record ideas;
• rehearse;
• evaluate; and
• revise their work.

Ensemble

Ensemble music-making involves performing with others.

Learners learn to:

• listen across the group;
• follow a leader;
• maintain their own part;
• enter and stop together;
• balance voices and instruments;
• rehearse cooperatively;
• support other musicians; and
• contribute to a shared musical outcome.

Our Music curriculum is implemented through carefully planned units that develop learners’ musical knowledge, practical skill, creativity and confidence over time.

St Luke’s uses Kapow Primary as an important resource to support curriculum planning and delivery. Subject leaders and teachers review and adapt the materials so that they reflect learners’ prior knowledge, the school’s context, the National Curriculum and the wider musical life of St Luke’s.

Music is taught as a distinct subject. Learners also encounter music through collective worship, weekly singing, class assemblies, church services, performances, choir, festivals and community events. These experiences enrich the curriculum but do not replace systematic classroom Music teaching.

Teachers introduce new learning in a clear sequence. They identify what learners already know, revisit important musical knowledge and make explicit connections between listening, singing, performing, improvising, composing and notation.

New content is broken into manageable steps so that learners can develop secure understanding of:

• pulse;
• rhythm;
• pitch;
• duration;
• dynamics;
• tempo;
• timbre;
• texture;
• structure;
• notation;
• vocal technique;
• instrumental technique;
• ensemble performance; and
• musical evaluation.

Practical music-making is central to implementation. Learners are given regular opportunities to hear, sing, play, create, rehearse and perform music.

Teachers use:

• clear explanation;
• vocal and instrumental demonstration;
• listening examples;
• call and response;
• repetition;
• guided practice;
• physical movement;
• visual representation;
• notation;
• questioning;
• rehearsal;
• feedback; and
• independent application.

Learners are encouraged to respond actively to music. This may include moving to the pulse, identifying musical features, comparing performances, discussing expressive choices and using appropriate vocabulary.

Singing is taught progressively. Teachers model posture, breathing, diction, pitch, phrasing and expression. Repertoire is selected carefully so that songs are appropriate for learners’ voices and provide increasing musical challenge.

Instrumental learning is introduced through practical demonstration and purposeful repetition. Learners develop control, accuracy and ensemble awareness using available tuned and untuned instruments.

Composition is taught as a musical process. Learners are supported to:

• explore sounds;
• generate ideas;
• select and organise material;
• use an agreed structure;
• rehearse;
• record or notate ideas;
• listen critically;
• receive feedback; and
• refine their work.

Teachers make the intended musical learning clear. Activities are selected because they develop musical understanding rather than simply provide an enjoyable performance task.

Music teaching is supported through curriculum guidance, shared planning, professional development and subject leadership. The Music leader works with teachers to strengthen subject knowledge, improve confidence and ensure that the intended curriculum is taught consistently.

Our Music curriculum is sequenced so that learners build increasingly secure and connected musical knowledge from the Early Years Foundation Stage to Year 6.

Progression is not understood simply as learning more songs or using a wider range of instruments. It involves the planned development of:

• singing;
• listening;
• pulse and rhythm;
• pitch and melody;
• instrumental technique;
• improvisation;
• composition;
• notation;
• ensemble awareness;
• musical vocabulary;
• evaluation;
• performance confidence; and
• increasing independence.

Musical concepts are revisited through different repertoire and practical contexts so that learners can transfer and deepen their understanding.

Early Years Foundation Stage

In Nursery and Reception, children develop musical foundations through singing, rhyme, movement, listening, sound exploration and the use of instruments.

They begin to:

• respond to music physically;
• recognise and maintain a simple pulse;
• copy rhythms;
• explore vocal sounds;
• sing familiar songs;
• experiment with instruments;
• distinguish between contrasting sounds;
• create simple musical ideas; and
• perform with others.

Key Stage 1

In Key Stage 1, learners develop secure musical foundations.

They begin to:

• sing with increasing pitch accuracy;
• maintain a steady pulse;
• copy and create rhythmic patterns;
• recognise higher and lower sounds;
• play simple instrumental parts;
• listen for musical features;
• use simple graphic or symbolic notation;
• improvise and compose short ideas;
• perform individually and with others; and
• describe music using appropriate vocabulary.

Lower Key Stage 2

In Lower Key Stage 2, learners develop greater control and understanding.

They begin to:

• sing with improved accuracy, control and expression;
• perform more complex rhythmic and melodic patterns;
• maintain an independent part;
• recognise and use musical structures;
• respond to standard and graphic notation;
• improvise within agreed frameworks;
• compose for a clear purpose;
• identify instruments, styles and musical features;
• provide constructive feedback; and
• refine performances and compositions.

Upper Key Stage 2

In Upper Key Stage 2, learners deepen their musical independence and understanding.

They are expected to:

• sing and play with increasing fluency and expression;
• sustain more complex ensemble parts;
• interpret notation with greater confidence;
• use musical dimensions deliberately;
• compose and improvise with increasing control;
• evaluate music using precise vocabulary;
• make informed expressive decisions;
• rehearse with greater independence;
• respond constructively to feedback;
• understand music within historical and cultural contexts; and
• prepare for secondary Music.

By the end of Year 6, learners should possess secure musical foundations, practical confidence and the knowledge needed to participate successfully in listening, performing and creating music.

Musical vocabulary is deliberately selected, introduced, modelled and revisited throughout the curriculum.

Learners need secure vocabulary to describe what they hear, understand musical instructions, evaluate performance and explain creative decisions.

Teachers explicitly teach:

• vocabulary connected with the interrelated dimensions of music;
• singing terminology;
• instrumental language;
• notation terms;
• performance vocabulary;
• composition and improvisation language;
• ensemble terminology;
• stylistic and historical language; and
• words used to evaluate and improve music.

This includes words and phrases such as:

• pulse;
• beat;
• rhythm;
• pitch;
• melody;
• duration;
• dynamics;
• tempo;
• timbre;
• texture;
• structure;
• silence;
• rest;
• phrase;
• pattern;
• notation;
• graphic score;
• staff;
• note;
• chord;
• accompaniment;
• unison;
• round;
• ensemble;
• solo;
• conductor;
• improvise;
• compose;
• rehearse;
• perform;
• audience;
• accuracy;
• fluency; and
• expression.

The vocabulary becomes increasingly precise and sophisticated as learners move through the school.

Teachers support vocabulary development by:

• linking terms directly to sound;
• demonstrating musical ideas;
• modelling accurate use;
• revisiting language regularly;
• displaying key vocabulary where helpful;
• asking learners to compare examples;
• encouraging oral rehearsal;
• using sentence structures where appropriate; and
• expecting learners to use musical language when explaining their work.

Music also develops communication beyond words.

Learners communicate through:

• voice;
• movement;
• rhythm;
• melody;
• dynamics;
• expression;
• gesture;
• ensemble awareness; and
• musical response.

Purposeful discussion remains important. Learners are given opportunities to:

• describe what they hear;
• explain musical choices;
• compare performances;
• discuss mood and effect;
• provide constructive feedback;
• respond to unfamiliar music;
• justify preferences;
• evaluate compositions; and
• reflect on improvement.

Over time, learners should communicate musical understanding with increasing confidence, precision and sensitivity.

Assessment in Music is used to determine what learners know, understand, hear, perform and create.

It helps teachers identify whether learners have secured the intended musical knowledge and whether they can apply it through singing, playing, listening, improvising, composing and evaluating.

Assessment is used to inform teaching, identify misconceptions and support curriculum improvement.

Teachers assess learning through a range of evidence, including:

• observation during practical activity;
• questioning and discussion;
• singing;
• instrumental performance;
• rhythmic and melodic recall;
• listening responses;
• improvisation;
• composition;
• notation;
• rehearsals;
• individual and ensemble outcomes;
• recorded performances;
• learner reflection; and
• end-of-unit tasks.

Teachers consider whether learners can:

• maintain a pulse;
• reproduce rhythms and melodies;
• sing with increasing accuracy and expression;
• play with appropriate technique;
• listen and respond attentively;
• recognise musical features;
• use musical vocabulary accurately;
• follow notation;
• create and organise musical ideas;
• maintain a part within an ensemble;
• make expressive decisions;
• evaluate performance;
• respond to feedback; and
• work with increasing independence.

Teachers check understanding throughout lessons rather than waiting until the end of a unit.

They identify:

• insecure pulse;
• inaccurate rhythm or pitch;
• weak instrumental technique;
• limited listening attention;
• misunderstanding of notation;
• low confidence;
• difficulty maintaining an independent part;
• limited musical vocabulary; and
• misconceptions about style, culture or repertoire.

Teachers respond through:

• further demonstration;
• slower rehearsal;
• repetition;
• simplified or adapted parts;
• visual or physical representation;
• targeted questioning;
• paired practice;
• additional listening;
• alternative notation;
• further modelling; and
• increased challenge.

Assessment is proportionate and purposeful. It is not based solely on whether a learner already plays an instrument, performs confidently in public or produces a polished final outcome.

Teachers also consider:

• progress from starting points;
• musical understanding;
• participation;
• listening;
• creativity;
• perseverance;
• ensemble contribution;
• response to feedback; and
• improvement over time.

Subject leaders use assessment evidence to identify:

• strengths in curriculum implementation;
• areas of inconsistency;
• concepts that require further emphasis;
• weaknesses in singing, rhythm, notation or instrumental progression;
• participation gaps;
• groups who may not be achieving as well as expected;
• professional development needs;
• instrument or resource needs; and
• areas where curriculum sequencing should be refined.

The impact of our Music curriculum can be seen in what learners know, hear, perform, create and communicate.

We evaluate whether learners have developed secure musical foundations, increasing practical confidence and the ability to respond thoughtfully to a broad range of music.

Over time, learners should demonstrate:

• an increasingly secure sense of pulse;
• improved rhythmic accuracy;
• greater pitch awareness;
• increasing vocal confidence and control;
• improved instrumental technique;
• stronger listening and aural memory;
• increasingly precise use of musical vocabulary;
• understanding of musical dimensions;
• confidence in responding to notation;
• the ability to create and organise musical ideas;
• increasing confidence in improvisation and composition;
• stronger ensemble awareness;
• greater fluency and expression;
• the ability to evaluate and improve music;
• knowledge of a broad musical repertoire;
• respect for different musical traditions;
• confidence in performance; and
• positive attitudes towards musical participation.

Impact is evaluated through a range of evidence, including:

• discussions with learners;
• observations of lessons;
• singing and instrumental outcomes;
• recordings of performances;
• compositions and improvisations;
• notation and graphic scores;
• listening responses;
• learner reflection;
• curriculum reviews;
• subject-leadership monitoring;
• participation in choir and performances;
• involvement in festivals and community events; and
• readiness for the next stage.

No single source of evidence is used in isolation.

Leaders consider whether the intended curriculum has been taught effectively, whether learners have developed the intended musical knowledge and whether all groups have benefited.

Particular attention is given to:

• learners with SEND;
• disadvantaged learners;
• learners with English as an additional language;
• learners with low confidence;
• learners with limited access to music beyond school;
• learners who participate less frequently;
• learners with gaps caused by absence; and
• learners who require greater challenge.

Leaders also consider whether all learners have equitable access to:

• singing;
• instruments;
• ensemble music-making;
• performances;
• choir;
• festivals;
• community opportunities; and
• musical leadership.

Where evaluation identifies weaknesses or inconsistency, leaders refine curriculum planning, provide professional development, review resources and evaluate the impact of subsequent action.

By the end of Year 6, learners should be knowledgeable, expressive and increasingly independent musicians.

They should be able to listen attentively, sing and play with growing control, create and refine musical ideas, use appropriate vocabulary and contribute confidently to shared performances.

They should be well prepared for secondary Music and understand that music can provide a lifelong source of creativity, expression, belonging and enjoyment.

Our Music curriculum is ambitious for every learner. All learners are entitled to develop musical knowledge, practical skill, creativity and confidence through meaningful participation.

Teachers identify potential barriers and adapt teaching without unnecessarily reducing musical challenge or narrowing curriculum entitlement. Adaptations are selected in response to individual need and the musical demands of the lesson.

These may include:

• explicit teaching and pre-teaching of musical vocabulary;
• visual, verbal and physical modelling;
• smaller steps within a rhythm, melody or sequence;
• additional rehearsal;
• slower tempo;
• repetition and call-and-response;
• colour-coded or enlarged notation;
• graphic scores;
• simplified but musically meaningful parts;
• alternative instruments;
• adapted beaters or grips;
• accessible digital music tools;
• paired or group support;
• alternative ways to respond or perform;
• additional processing time;
• carefully planned adult support; and
• reduced sensory demand where appropriate.

Teachers use sound, movement, gesture and practical demonstration to make musical ideas accessible.

For learners with physical, sensory or medical needs, teachers work with families, the SENCo and relevant professionals to plan safe and meaningful participation.

For learners with English as an additional language, music can provide a valuable route into participation. Teachers support understanding through demonstration, repeated language, visual prompts, songs, rhythm and opportunities to rehearse orally.

Learners with low confidence are supported through predictable routines, rehearsal before public performance, small-group opportunities and positive feedback.

Learners with limited access to music beyond school are provided with equitable opportunities to use instruments, sing, compose, perform and take part in the wider musical life of the school.

Learners who demonstrate secure understanding are challenged through:

• more complex rhythmic or melodic parts;
• greater independence;
• leadership;
• solo or ensemble responsibility;
• notation;
• composition;
• improvisation;
• analysis of more complex music; and
• supporting or coaching others.

Teachers and leaders review participation as well as final outcomes. They consider whether learners:

• sing;
• play instruments;
• contribute to ensemble work;
• compose;
• improvise;
• perform;
• attend choir or enrichment;
• take on leadership; and
• develop confidence as musicians.

Inclusion in Music means enabling every learner to make a genuine musical contribution.

In Nursery and Reception, children develop the foundations of Music primarily through Expressive Arts and Design.

Musical learning is also supported through Communication and Language, Physical Development, Personal, Social and Emotional Development and the wider daily life of the setting.

Through carefully planned provision and adult interaction, children are encouraged to:

• listen to a range of music;
• sing familiar songs and rhymes;
• explore vocal sounds;
• move in response to music;
• maintain a simple pulse;
• copy rhythmic patterns;
• experiment with instruments;
• distinguish between contrasting sounds;
• create simple musical ideas;
• choose sounds for a purpose;
• perform with others; and
• express preferences and responses.

Children begin to use musical language such as:

• sound;
• beat;
• rhythm;
• fast;
• slow;
• loud;
• quiet;
• high;
• low;
• song;
• instrument;
• listen;
• copy;
• start;
• stop; and
• perform.

Adults model singing, movement, instrument use and attentive listening.

Music is embedded through:

• songs and rhymes;
• daily routines;
• collective worship;
• storytelling;
• movement;
• role play;
• celebrations;
• instrument exploration; and
• spontaneous child-led music-making.

Children are given opportunities to repeat and revisit familiar songs so that they develop memory, pitch confidence and a sense of shared participation.

They also encounter music from different cultures and traditions in age-appropriate ways.

These experiences prepare children for Key Stage 1 by developing listening, vocal confidence, rhythm, coordination, musical memory, creativity and enjoyment.

Our Music curriculum enables learners to encounter a broad and thoughtfully selected range of music.

Learners should experience music from:

• different historical periods;
• different cultures and traditions;
• Britain and the wider world;
• sacred and secular traditions;
• classical traditions;
• folk traditions;
• popular music;
• jazz;
• musical theatre;
• film and media;
• contemporary composers and performers; and
• local and community music-making.

Repertoire is selected to broaden knowledge and challenge narrow assumptions about which music is important or who can be a musician.

Learners encounter composers, performers and musical leaders from a diverse range of backgrounds, including:

• women composers and performers;
• Black and minority ethnic musicians;
• disabled musicians;
• musicians from different faith and cultural traditions;
• local artists;
• historical figures;
• contemporary creators; and
• musicians working across different genres.

Representation is not treated as a one-off celebration or token addition. It is considered when selecting:

• listening examples;
• songs;
• performances;
• composers;
• images;
• videos;
• instruments;
• historical contexts; and
• visiting musicians.

Teachers support learners to approach unfamiliar music with curiosity and respect.

Learners are encouraged to consider:

• where the music comes from;
• who created or performs it;
• what purpose it serves;
• which instruments or voices are used;
• how cultural context shapes the music;
• how the music may be experienced by different audiences; and
• how musical traditions influence one another.

Teachers avoid presenting cultures or traditions through stereotypes or isolated “world music” activities.

Where music has sacred, cultural or historical significance, it is introduced accurately and respectfully.

Through this breadth, learners develop knowledge, openness, cultural awareness and a stronger understanding of music as a shared human practice.

The wider musical life of St Luke’s is an important strength of our provision.

Learners encounter music not only through curriculum lessons but also through:

• weekly singing;
• collective worship;
• choir;
• church services;
• class assemblies;
• school performances;
• community events;
• festivals;
• celebrations;
• visiting musicians;
• workshops;
• instrumental opportunities; and
• performances for families.

These experiences strengthen belonging, confidence and shared identity.

Singing

Regular singing brings learners together and supports:

• pitch development;
• rhythm;
• memory;
• diction;
• breathing;
• expression;
• listening;
• confidence; and
• collective participation.

Songs are selected to reflect the school’s Christian character, curriculum themes, cultural breadth and the vocal development of learners.

Choir

Choir provides additional opportunities for learners to:

• rehearse regularly;
• develop vocal technique;
• sing in parts;
• build repertoire;
• perform publicly;
• represent the school;
• support worship and celebration; and
• experience ensemble discipline.

Choir participation should remain open and inclusive, with appropriate encouragement for learners who may not initially see themselves as confident singers.

Performance

Performance opportunities may include:

• class assemblies;
• church services;
• Christmas and Easter events;
• end-of-year celebrations;
• festivals;
• community occasions;
• school productions;
• informal class performances; and
• musical sharing with families.

Performance is prepared carefully so that it deepens musical learning rather than becoming an isolated event.

Learners are taught how to:

• rehearse;
• follow direction;
• enter and finish together;
• communicate with an audience;
• manage nerves;
• support one another;
• respect performers; and
• reflect on the experience.

Instrumental and Creative Opportunities

Where appropriate, learners may also access:

• instrumental tuition;
• music clubs;
• composition projects;
• digital music-making;
• percussion ensembles;
• visiting teachers;
• partnerships with local music services;
• workshops;
• live music experiences; and
• links with secondary schools or community organisations.

Leaders review participation to ensure that opportunities are not limited only to learners who are already confident, experienced or able to access private tuition.

Particular attention is given to the participation of:

• disadvantaged learners;
• learners with SEND;
• learners with low confidence;
• learners with limited musical experience outside school; and
• learners who may benefit from additional encouragement.

Music contributes strongly to learners’ personal, spiritual, moral, social and cultural development.

Through listening, creating and performing, learners develop:

• confidence;
• self-expression;
• discipline;
• patience;
• creativity;
• perseverance;
• empathy;
• cooperation;
• leadership;
• emotional awareness;
• cultural understanding; and
• a sense of belonging.

Music gives learners opportunities to explore mood, emotion, identity, belief and shared experience.

Collective singing and performance strengthen community and help learners experience what can be achieved through shared effort.

Music also teaches learners how to:

• listen attentively;
• respect different contributions;
• respond constructively to feedback;
• manage performance anxiety;
• rehearse with discipline;
• support others;
• take creative risks;
• appreciate unfamiliar traditions; and
• value both individual and collective achievement.

The subject contributes to learners’ understanding of democracy, the rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs through:

• shared decision-making;
• agreed performance expectations;
• respectful listening;
• freedom of creative expression;
• collaborative composition;
• cultural understanding;
• participation in worship;
• responsibility within ensembles; and
• recognition of different musical traditions.

Our school values are developed meaningfully through Music.

Kindness

Learners encourage one another, listen carefully, support less confident performers and respond sensitively to creative ideas.

Respect

Learners respect different musical traditions, performers, audiences, instruments and the contributions of others.

Confidence

Learners develop confidence by singing, playing, composing, improvising and performing in increasingly public and independent ways.

Excellence

Learners pursue excellence through rehearsal, accuracy, expression, careful listening, disciplined practice and refinement.

Music supports our vision to Believe, Achieve and Thrive by helping learners believe in their creative potential, achieve through practice and collaboration, and thrive through expression, participation and belonging.

Families can support Music learning by encouraging listening, singing, creativity and positive participation.

The most valuable support does not require private tuition or expensive instruments. Parents and carers can help learners develop confidence and musical curiosity through everyday experiences.

Families can support learning by:

• singing familiar songs together;
• listening to a wide range of music;
• talking about instruments and musical features;
• encouraging learners to explain what they have studied;
• clapping and copying rhythms;
• keeping a steady pulse;
• attending school performances;
• encouraging choir or instrumental participation where appropriate;
• helping learners practise short musical parts;
• discussing music from different cultures and traditions;
• encouraging respectful responses to unfamiliar music; and
• celebrating effort, confidence and improvement.

Useful questions include:

• What can you hear?
• Can you find the pulse?
• Is the music fast or slow?
• Which instruments can you identify?
• How does the music change?
• What mood does it create?
• How did you improve your performance?
• Which part was challenging?
• What did you contribute to the group?
• How would you change your composition?

Families can also explore music through:

• live performances;
• local community events;
• church and faith settings;
• libraries;
• museums;
• age-appropriate digital resources;
• family and cultural traditions; and
• music connected with celebrations or significant occasions.

Where learners are practising an instrument, short and regular practice is generally more helpful than infrequent, lengthy sessions.

Families should encourage practice positively and avoid comparing learners with more experienced musicians.

Any online resources recommended by the school will be selected carefully to ensure that they are age-appropriate, accessible and consistent with the curriculum.

Families who would like further guidance about Music, choir, performances or instrumental opportunities should contact the school.

Our Music curriculum is planned so that learners develop increasingly secure knowledge in singing, listening, performing, improvising, composing and notation.

The content taught in each year group is informed by the National Curriculum and supported by Kapow Primary resources. Teachers and subject leaders review and adapt units to reflect prior learning, the school’s context and the wider musical life of St Luke’s.

The summaries below should be read alongside the whole-school Music curriculum overview and progression documents.

Nursery

Children explore sound, rhythm, movement, songs, rhymes and instruments through play and adult-guided experiences.

They begin to respond to music physically, copy simple patterns and participate in shared singing.

Reception

Children develop greater confidence in singing, moving, listening and creating.

They begin to maintain a simple pulse, recognise contrasts, explore instrumental sounds and perform with others.

Year 1

Learners develop foundational understanding of pulse, rhythm, pitch and musical contrast.

They sing familiar songs, play simple instrumental parts, listen attentively and create short musical ideas.

Year 2

Learners develop greater rhythmic and melodic control.

They sing and play with increasing accuracy, respond to simple notation and organise musical ideas for a clear purpose.

Year 3

Learners begin to sustain more complex musical parts.

They develop stronger instrumental technique, recognise musical structures, improvise within agreed frameworks and evaluate performance.

Year 4

Learners deepen their understanding of rhythm, pitch, texture, structure and notation.

They perform with greater control, compose more developed ideas and contribute increasingly independently to ensemble work.

Year 5

Learners apply musical knowledge with increasing fluency and expression.

They maintain independent parts, interpret notation, make deliberate compositional choices and evaluate music using increasingly precise vocabulary.

Year 6

Learners draw together knowledge from across the Music curriculum.

They perform with increasing accuracy, control and confidence, compose and refine musical ideas, respond thoughtfully to repertoire and prepare for secondary Music.

The exact units and repertoire studied in each year group should be listed or linked below.

Year-Group Curriculum Links

• Nursery Music and Expressive Arts overview
• Reception Music and Expressive Arts overview
• Year 1 Music overview
• Year 2 Music overview
• Year 3 Music overview
• Year 4 Music overview
• Year 5 Music overview
• Year 6 Music overview

The following documents provide further information about the Music curriculum at St Luke’s.

Core Music Documents

• Whole-School Music Curriculum Overview
• Music Progression of Knowledge and Skills
• Singing Progression
• Listening and Appraising Progression
• Instrumental Performance Progression
• Improvisation and Composition Progression
• Music Notation Progression
• Musical Vocabulary Progression
• Music Curriculum by Year Group
• Music Repertoire Overview
• Music Enrichment and Performance Overview
• Music Policy

The Music subject leader works with teachers, senior leaders, worship leaders, external music specialists and governors to support the quality, consistency and development of Music across the school.

The subject leader ensures that the intended curriculum is ambitious, inclusive, progressive and accurately represented in published information.

Subject leadership includes:

• reviewing curriculum plans and progression documents;
• checking alignment with the National Curriculum;
• ensuring that progression from EYFS to Year 6 is clear;
• reviewing the use and adaptation of Kapow Primary resources;
• supporting teachers’ musical subject knowledge;
• identifying professional development needs;
• observing lessons and practical music-making;
• listening to singing and instrumental performance;
• reviewing compositions and recorded outcomes;
• speaking with learners about their knowledge and experiences;
• monitoring musical vocabulary and notation;
• evaluating inclusion and participation;
• reviewing choir and performance opportunities;
• monitoring access to instruments;
• reviewing partnerships and specialist provision;
• identifying strengths and inconsistencies;
• evaluating the impact of improvement actions; and
• refining curriculum content and resources where necessary.

The subject leader considers whether learners are building secure musical knowledge and confidence over time.

Particular attention is given to whether:

• singing is taught progressively;
• learners develop secure pulse and rhythm;
• listening is active and purposeful;
• instrumental technique develops appropriately;
• composition and improvisation are taught systematically;
• notation is introduced progressively;
• repertoire is broad and thoughtfully selected;
• learners with SEND access an ambitious curriculum;
• disadvantaged learners participate fully;
• all learners have equitable access to instruments;
• assessment captures practical musical development;
• choir and performance opportunities are inclusive;
• classroom learning connects meaningfully with wider musical provision; and
• learners are prepared for the next stage.

The Music leader works closely with colleagues responsible for collective worship and school performances so that these experiences support musical development as well as the wider life of the school.

The subject leader reports relevant findings to senior leaders and governors.

Evaluation informs:

• curriculum refinement;
• staff development;
• repertoire selection;
• instrument purchases;
• enrichment planning;
• performance opportunities;
• partnership working; and
• school improvement priorities.

The published Music page and linked documents are reviewed regularly to ensure that they remain current and reflect actual practice.

Further information about the Music curriculum is available from the school.

Parents and carers can request:

• more detailed information about the content taught in a particular year group;
• copies of curriculum overviews;
• information about progression;
• guidance on supporting Music learning at home;
• accessible versions of published curriculum documents;
• information about choir;
• details of performances and festivals;
• information about instrumental opportunities;
• clarification about music clubs or enrichment; and
• information about church and community performances.

Please contact the school office through the contact details provided on the school website.

Families should refer to school communications for current information about rehearsals, performances, clothing, timings and audience arrangements.

Paper copies of curriculum information can be provided on request.

The school welcomes constructive feedback about the accessibility and usefulness of its curriculum information. Published content is reviewed regularly to ensure that it remains accurate, clear and consistent with the curriculum learners receive.