GSO Test


Music is a powerful and unique form of communication that can change and impact the way children feel, think and act.

Beehive Lane Music Curriculum

music long term plan.pdf


Our music curriculum starts from but goes beyond the requirements of the National Curriculum expectations of ‘broad and ambitious’ and is developed to be a challenging, imaginative and progressive creative sequence of skills and knowledge, for example, teaching notation from Reception so children are more able to read and play ‘real’ music. Thus, it should encourage children to participate in a variety of musical experiences through which we aim to develop curiosity, engagement and confidence in every child.

The school values of commitment, aspiration, respect and enjoyment underpin this, alongside SMSC education, which plays a key role in Music education and as such, the school engages in several musical opportunities in the local community and offers peripatetic tuition to those who wish to extend their learning further. We are committed to ensuring children understand the value and importance of music in the wider community, and are able to use their musical skills, knowledge and experiences to involve themselves in music, in a variety of different contexts.

An understanding and acceptance of the validity and importance of all types of music is vital and debates and discussion are used appropriately to engage and inspire, to focus and extend thinking skills based around a musical focus.

Children should use music as an ‘in’ to language – focus on rhythm, rhyme, pitch and intonation is developed early on, where progression is continued to develop descriptive language skills in music lessons when learning about how music can represent different feelings, emotions and narratives. Learning and skills will spiral and be adapted according to the year group, needs of the children, and external opportunities at the time. Technical ‘Tier 3’ vocabulary such as volume, pitch, beat and rhythm is also hugely important and children are taught and encouraged how to discuss a broad range of music types and styles using these terms to help facilitate the development of an excellent vocabulary.

Music is a powerful and unique form of communication that can change and impact the way children feel, think and act. We hope children will take advantage of what the world has to offer them.

National Curriculum - Music


High expectations and an excellent attitude to music education is expected of all children to help develop each child both as an individual and collaborative learner. We teach the National Curriculum, supported with challenging progressive skills and knowledge; this is sequenced and built upon term by term, year by year, with children developing the skills from the start of the year to the end, building on from the last idea.

Not only is the Charanga scheme used to ensure a wide exposure to different genres of music, with lots of practical opportunities to explore and develop as musicians and singers, but the Stave House method also underpins this. This teaches children basic notation on a ‘real’ stave through a fun learning approach so children then use this knowledge to play music on instruments, follow notation and use these skills as a composition tool. These skills are consistently developed through the curriculum, lessons and singing assemblies.

Within school, opportunities are taken to perform in class, in assemblies and end of term/year performances, drama pieces, story accompaniments, storytelling and showcase events. Children are exposed to a rich learning experience within music: weekly singing assemblies, various concerts and performances, participation in and listening to the school choir, the opportunity to learn an instrument with a peripatetic teacher, the chance to join a ‘Rock Band’ with Rock Steady (including free bursary places for disadvantaged families), joining a small ukulele ensemble, involvement in both infant and junior music festivals, engaging with community music events, such as Christmas at the local Care Home, Choir competitions, The Big Sing, etc. All of these experience develop confidence, resilience, commitment, independence and the core basic music skills.

Assessment is undertaken on an ongoing basic during lesson and formally assessed termly. Much music assessment is ‘in the moment’ in order to address misconceptions quickly and give the child the opportunity to improve and develop the key skills. This also provides opportunities to challenge children and move them on quickly in terms of their learning and also to support the less able to achieve. These inform next steps so children can build on these and improve further.

Music lessons will engage and inspire pupils to develop a love of music and develop their talent as musicians, in turn increasing their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose and to listen with discrimination.


The impact of music is not only measured in terms of progress, from starting point and attainment levels achieved, but also the effect the music education has on the child in terms of confidence, understanding of culture and history, alongside the development of their social, creative and personal skills such as interaction with and awareness of others and self-reflection. We hope to develop creative children with enquiring minds and resilience, who tackle challenges such as playing a new instruments or learning a new note, without fear of failure. It is hoped all children will make exceptional progress and use their knowledge and enthusiasm to discover areas of strength, as well as areas they might like to improve upon. Children are able to enjoy music, in as many ways as they choose - either as listener, creator or performer. They can dissect music and comprehend its parts. They can sing and feel a pulse.

By the end of Year 6, pupils will have a wide repertoire of diverse pieces and genres, and an understanding of how these are structured which they will be able to use to create imaginative and original composition and performance works. , interaction with and awareness of others, and self-reflection This will be evident through: A musical understanding underpinned by aural perception, internalisation and knowledge of music, including rapidly developing levels of technical expertise; Good awareness and appreciation of different musical traditions and genres; An understanding of how musical provenance - the historical, social and cultural origins of music - contributes to the diversity of musical styles; The ability to give precise written and verbal explanations, using musical terminology effectively, accurately and appropriately; A passion for and commitment to a diverse range of musical activities.

Examples of children's work


Useful links

BBC Teach - KS1 Music

BBC Teach - KS2 Music

Are you interested in Music lessons? Please click here for more information or contact the school office.