Learning together, inspiring each other

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  2. Our Curriculum
  3. MUSIC


Subject Co-ordinator:  Mr M Hornby

Link Governor: Mrs Terrill

Check out our coverage documents to see what the children will be learning in our Music curriculum, term by term.


Key Stage 1

Key Stage 2


Five key drivers underpin our Music curriculum:

Enriched vocabulary

“Sticky” knowledge

Creative and critical thinking



At Coldean Primary School, we understand that music, especially music-making, can allow children to ‘feel worthwhile and help explore their emotions,’ (Youth Music Research) and that a good musical education can increase pupils’, ‘self-confidence, creativity and sense of achievement.’ (National Curriculum, 2013)

It is our intent that children are provided with hands-on, creative and relevant musical experiences, that help to encourage an awareness of their emotions and nurture a positive sense of wellbeing in a supportive and environment, where peers can be, ‘Learning Together, Inspiring Each Other.’

Our music curriculum aims to develop pupils who:

  • Enjoy and have an appreciation for music, across a range of musical styles and genres.
  • Are confident to take part in performances across a range of musical styles.
  • Create and compose music on their own and with others, using appropriate technology.
  • Can explore how music makes them feel and create emotional music responses.
  • Explore how music is created, produced and communicated.
  • Use musical language.
  • Can sing and use their voices.
  • Have opportunities to learn a musical instrument and experiment with a variety of instruments.
  • Listen, review and evaluate music across a range of historical periods, genres, styles and traditions, experiencing the work of great composers and musicians.
Our curriculum is sequenced in line with the EYFS Statutory Framework (2020), Development Matters (2020) and the National Curriculum for Music (2013).


At Coldean Primary School we recognise that musical teaching and learning is not neat or linear and that children do not learn in straight lines. Repeating a musical skill doesn’t mean their progress is slowing down or their development is moving backwards, it enables pupils to reinforce musical understanding in order to improve the quality of their musicianship.

Our Music Road Map allows children to develop new music skills and concepts whilst also revisiting and embedding established musical skills and concepts. At Coldean we recognise that achieving mastery in Music means gaining both a deeper understanding of musical skills and concepts whilst also learning something new. The progression document ensures the curriculum is covered and the skills, knowledge and vocabulary taught are progressive from year group to year group.

Music teaching at Coldean will deliver the requirements of the National Curriculum through half termly topics and teachers plan lessons based on our knowledge and skills document and the Charanga scheme of work, ensuring consistency and progression throughout the school.

We recognise that music is a specialist subject and not all teachers are musical specialists, so we use the Charanga Musical School package to supplement our music curriculum. Music in KS2 at Coldean is mainly taught by Mr Taylor, a music teacher, who gives instruction in playing the harmonica. The Charanga package enables clear coverage of the music curriculum whilst also providing support and CPD for less confident teachers to deliver lessons.

At Coldean teachers use the Charanga scheme of work as a supplement to their music lessons rather than following it as a prescribed model. Teachers tailor the units and use the ‘freestyle’ element of the package to provide thematic, cross-curricular lessons that also follow children’s interests. Music lessons are broken down into half-termly units and flexibility is provided to enable teachers to link with other subjects and follow pupil’s current interests.

Each unit of work has an on-going musical learning focus and a unit specific focus to enable previous musical skills to be embedded.  Music lessons usually follow a specific learning sequence:

  • Listen and Appraise
  • Musical Activities
  • Singing and Voice
  • Playing instruments
  • Composition
  • Perform and Share

Our progression model also follows the same learning sequence to ensure all interrelated elements of music are covered and implemented.

Music teaching at Coldean is practical and engaging. A variety of teaching approaches and activities are provided based on teacher judgement and pupil ability. Lessons typically involve a combination of the following; games, songs, challenges, listening to music and discussing music, playing a range of musical instruments, performing back, and composing music using notation sheets. Open-ended tasks are provided that can have a variety of responses and teachers also differentiate activities using the Charanga Bronze, Silver and Gold challenges. Our mastery curriculum provides further enrichment opportunities throughout the year (see below) for children who show extensive aptitude in music.

Performance is at the heart of musical teaching and learning at Coldean and all pupils participate in a key stage performance at Christmas, class assemblies in the summer and in weekly singing assemblies. Parents are invited and welcomed to watch all of these performances.

At Coldean music teaching is not only focused on performance but also providing our pupils with an understanding and appreciation for music. Through our music lessons children study a wide range of musical styles and genres from a range of musical periods.



At Coldean, children can discover areas of musical strength, as well as areas they might like to explore and develop in confidence. Music will aim to develop an understanding of culture and history, both in relation to students individually, as well as cultures from across the world. Children will be encouraged to enjoy music, in a variety of ways across the key stages- either as listener, creator or performer.

Children leaving Coldean:

  • Can reflect on music listened to and discuss its parts using terms such as pitch, duration, timbre, dynamics and texture.
  • Can sing and feel a pulse.
  • Will have played and performed instruments including their voices, in solo and ensemble contexts.
  • Will have improvised and composed music for a range of purposes.
  • Will have recorded their musical compositions using staff and other notation.
  • Can appreciate a wide range of high-quality music drawn from diverse traditions and local musicians.
  • They understand how to further develop skills less known to them, should they ever develop an interest in their lives.