Music

Please click here to view our 5 year Music Development Plan. 




The Wenhaston Way

Music

Our Wenhaston Way for Music reflects our school's core values. Through music, students are encouraged to aim high and strive for musical excellence. Exploring diverse musical cultures helps them become global citizens. Learning and mastering musical skills fosters resilience. Music also provides a powerful platform for effective communication and creative expression. By integrating these values, we empower children to become well-rounded individuals ready to thrive in the wider world.

Our approach

At Wenhaston we believe that music and singing should be firmly embedded into our curriculum and school experience, so that children learn and enjoy music as part of their day to day school life.

Our bespoke curriculum follows four key strands in music – 

Each unit usually has a focus around one of these areas. 

At Wenhaston we believe that Music should be taught as a skills and experience based subject, and as a result the focus is on learning and applying key concepts and disciplinary skills over the programme of study.

Timetable expectations

In EYFS Music happens every week as part of continuous provision and teacher led and guided activities such as singing and musical games. 

In KS1 children complete one full unit of 6 hours every main term, which can be delivered as separate sessions or blocked to suit the topic and class needs. 

In KS2 children receive a dedicated one hour lesson every week with a music specialist. 

Regular sessions (5 or 6 lessons of approx. 45 mins) or blocked units (at least 3 longer sessions) are more effective than ‘one off experiences’ in enabling progression. One off experiences can add context and opportunities but don’t necessarily result in measurable learning, and as such should be seen as additional to our curriculum.

Principles and expectations

Each unit of work is thoroughly planned to focus on one of the key strands (singing/instrumental performance, composing, listening), and over the course of the year each class covers each strand. This allows the children to build skills year on year in each area. 


Individual units will often have aspects of crossover among them and additional opportunities which allow consolidation and revisiting of concepts and skills which is helpful especially within mixed age classes to ensure consolidation and progression.


Each unit also covers in more detail the elements (inter-related dimensions) of music which are also revisited and developed over the whole curriculum to allow progression. (Elements of music – tempo, pitch, dynamics, texture, timbre, structure). Additionally, progression in music reading and notation is built from EYFS through each key stage.

One off experiences might include visits from musicians, a trip to a concert, workshops etc.

Recording and Marking

Children complete some written work during lessons and this is usually within listening activities, and usually increases as children progress up the school. Greater emphasis is placed on practical skills so that the children can apply their learning in performance and composition. Most marking is done verbally or as a whole class so that children learn to assess their own work and plan their rehearsal and aims for performance. 

Scheme, resources and licenses

At Wenhaston we follow our own bespoke scheme of learning which has been carefully planned using guidance and principles from the Model Music Curriculum and the experience of a music specialist. Resources used include BBC Ten Pieces, BBC Schools Radio, Music Express and bespoke units planned by teachers.

Teaching sequence -

Additional Music Opportunities at Wenhaston -

Vocabulary and terminology progression - 

Vocabulary is built throughout Key Stage 1, Lower and Upper Key Stage two. Particular care is taken that children are able to apply vocabulary correctly and in context. For example, recognising and naming the symbol of a crescendo marking does not demonstrate understanding of its use, and as such these symbols should be demonstrated within practical work. Vocabulary and technical language is built at appropriate stage within its context e.g. such as the building of rhythm vocabulary in step with the playing of those rhythms. 

Assessment and monitoring -

Music is assessed as an ongoing process throughout the unit, with initial feedback and pointers given in teacher guided work. Children rehearse and revise their performances continuously. Sound recordings are made at the start and end of most units to allow the children to hear their own progression and to comment on areas to improve or focus in a final performance. Teachers then use these recordings to inform future planning and provide appropriate challenge to pupils based on their current level. LIDS are carried out each year to monitor the impact and retention of learning and skills. 

Updated October 2024