Music Curriculum Statement


At Claremont we value music because it is a most powerful and unique form of communication that can change and impact the way children feel, think and act. The teaching of music helps the body and the mind work together. Exposing children to music during early development and teaching them rhythm and pattern can help them to learn the sounds and meanings of words. Children develop descriptive skills in music lessons when learning about how music can represent feelings and emotions. We teach them the disciplined skills of recognising pulse and pitch. Also, we teach the children how to work with others to compose music and perform for an audience. We believe that every child should have the opportunity to develop their musical potential and we aim to nurture and encourage musical development across the school. A high proportion of our children have English as an Additional Language (EAL) so we ensure that teachers and TA’s incorporate key vocabulary and clearly model skills to enhance the learning. We encourage children to make links to their own lives and other curriculum subjects providing opportunity for oral discussions. All children are given the opportunity to access the curriculum at their level and are provided with the resources required to enhance their understanding.


Our whole curriculum is shaped by our school vision, which aims to enable all children, regardless of background, ability or additional needs, to flourish and to become the very best version of themselves they can possibly be.

Pupils in the Early Years Foundation Stage begin their journey in music through the specific area of Expressive Arts and Design. They are encouraged to be imaginative and to explore different media and movement to express themselves, teachers use videos and Tapestry to record their progress.

In years 1-6 the National Curriculum provides clear progression through age-related objectives from Key Stage 1 through to the end of Key Stage 2. Where possible, cross curricular links are made with both core and foundation subjects.

In music our teaching of the National Curriculum is supported by a clear skills and knowledge progression of the Charanga scheme of work. This progression model ensures all interrelated elements of music are covered and implemented.  Teachers use the ‘freestyle’ element of the package to provide thematic, cross curricular lessons that also follow children’s interests. Each unit of work has an on-going musical learning focus and lessons usually follow a specific learning sequence:

  • Listen and Appraise
  • Musical Activities (including pulse and rhythm)
  • Singing and Voice
  • Playing instruments
  • Improvisation / Composition
  • Perform and Share.

Music teaching at Claremont is practical and engaging. The variety of teaching approaches and activities are provided based on teacher judgement and pupil ability.  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.

During the year, all children will have the opportunity to develop their understanding, skills and techniques in music. We are very proud of our musical achievements at Claremont. We welcome parents to our music concerts and productions throughout the year to share the musical ability we have at our school. IPADS are used to take pictures and videos of the children’s performances throughout the year.

Our peripatetic teachers who come into school to teach music lessons give opportunities for children from year 2-6 to learn and develop their skills from an experienced specialist teacher.

  • Year 2 -Drums/Singing
  • Year 3 -Singing
  • Year 4 – Ukulele
  • Year 5 – Guitar
  • Year 5/6 – Steel pans and Rock band

They, along with class teachers ensure that pitch, rhythm, dynamics, structure, tempo and duration are implemented and repeated throughout all stages of the music curriculum. With each new instrument the children embed these key music dimensions ensuring that each year key skills are improved upon.

Composing or performing using body percussion and vocal sounds is also part of the curriculum, which develops the children’s understanding of musical elements without the added complexity of an instrument.

Alongside our curriculum provision for music, some gifted and talented pupils also have an opportunity to participate in additional 1:1 music teaching by being offered the opportunity to learn a musical instrument with peripatetic teachers. This programme of study is organised by Awards For Young Musicians – drum kit, and Maingot Music Scholarships – violin.  Children in these sessions also have an opportunity to sit examinations as well as perform at our concerts and assemblies.


We use first-hand evidence of how pupils are doing, drawing together evidence from pupil interviews, observations of performances and discussions with pupils about what they have remembered about the content they have studied. These judgements will inform the curriculum and whether children are ready for the next stage of their education.

By the time children leave our school they will:

  • Have a wide repertoire and confidence which they will be able to use to create original, imaginative, and distinctive compositions.

This will be evident in:

  • A musical understanding underpinned by high levels of aural perception and enjoyment of music. Some children will have a high or rapidly developing level of technical expertise.
  • A good awareness and appreciation of different musical traditions and genres.
  • Some understanding of how the historical, social and cultural origins of music contributes to the diversity of musical styles.
  • A passion for and enjoyment of a diverse range of musical activities.  

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