Music

curriculum vision on a page template 2.pdf

Intent

"Music is a world within itself and a language we all understand" - Stevie Wonder

Here at SMATT, we inspire children to 'let their light shine' within a rich and nurturing musical environment. We are committed to helping every child flourish as a musician of the future while developing a lifelong love of music.

Music is universal and deeply embedded within our school community. Through cross-curricular learning, group instrumental lessons, and worship, children are exposed to a variety of musical experiences at SMATT. We believe that music plays a vital role in spiritual development, fostering creativity, confidence, and self-expression.

Through our carefully sequenced use of the Kapow Primary music curriculum, children develop knowledge and skills progressively across each key stage. They build a secure understanding of pitch, pulse and rhythm, moving from exploration and imitation in the early years to confident performance and composition by the end of year 6. Pupils develop fluency in notation, an understanding of musical structure, and the ability to listen critically and comment on a wide range of genres and styles. As their experience broadens, so too does their musical vocabulary, enabling them to discuss, evaluate and refine their work with increasing confidence and precision.

By engaging in meaningful musical experiences, our children grow in passion and resilience, equipping them with skills and values that enrich not only their education but their everyday lives.

Implementation

At SMATT, we use the KAPOW Primary Music Curriculum. Kapow provides a classroom-based, participatory and inclusive approach to Music teaching and learning, and ensures consistency across year groups and builds skills progressively. Kapow Curriculum provides the framework for learning, supporting staff with the skills and knowledge needed to deliver the subject with confidence. All children, from FS to Y6 will study a termly themed unit to learn progressive skills and knowledge, ensuring children sing, listen, play, perform and evaluate music according to the
requirements of the National Curriculum.

Children in years 4, and 5 experience additional music teaching for a period during the year; ukulele and keyboards. This builds upon learning in KS1 and equips the children with a sound knowledge of structure, rhythm and pitch by the time they reach upper KS2.

Music is taught on a weekly basis from Year 1 to Year 6. Teachers use and adapt Kapow Music lessons plans to meet the needs of their classes. Kapow Primary Music is a spiral curriculum which promotes three key principles:

• Cyclical: Pupils return to the same skills and knowledge again and again during their time in primary school.
• Increasing depth: Each time a skill or area of knowledge is revisited, it is covered with greater depth.
• Prior knowledge: Upon returning to a skill, prior knowledge is utilised so pupils can build upon previous foundations, rather than starting again.

Kapow provides teacher knowledge videos to support CPD, so that staff feel knowledgeable and confident teaching Music to a high standard.

Music in EYFS

In Reception, Music is an integral part of the daily routine, providing children with numerous opportunities to engage creatively and develop key skills. Children sing a variety of well-known nursery rhymes and songs, often performing these with others and, when appropriate, moving in
time with the Music. Throughout the year, children have access to instruments during child-initiated activities, allowing them to explore rhythm and sound. In addition to their daily nursery rhyme sessions, Reception children take part in performances such as nativity plays, where they sing and act out songs in front of an audience. They also benefit from Write Dance, a programme that uses Music and movement to develop physical coordination and early writing skills. During one term of PE, they focus on dance, further enhancing their physical development through rhythm and movement. Additionally, children participate in standalone Music lessons to focus specifically on rhyme and rhythm, supporting their overall Musical development.

Subject in Action

Adaptive Teaching Toolkit

adaptive teaching strategies music docx 2.pdf

Adaptive Teaching in Progress

Take a look below at some adaptive teaching strategies you will see in Music to ensure children have the best outcomes in their learning.

Use of ear defenders.

A quiet space away from the main classroom.

Enrichment Opportunities

Extra-Curricular/ Musical Enrichment Activity	Frequency	Impact/Implementation
iRock	1x a week	Our school’s partnership with iRock allows pupils to receive small group musical tuition in an instrument of their choice (drums, bass, guitar, keyboard and vocals). The group will perform as a band to the school at the end of each term.
Year 5 Keyboard Lessons	1x a week	Children receive free keyboard lessons as part of our music funding. To take part children will hand a slip into their class teacher. The children will be taken in two groups. This develops the children’s instrumental skills.
Year 4 Ukulele	1x a week	All children receive free ukulele lessons as part of our music funding. At the end of the year, year 4 perform as an ensemble to the whole school demonstrating their new musical skill.
Choir	1x a week	The choir is for KS2 children and is open for anyone to join. There is no audition process and practice takes part at a designated time during the school day to ensure no children are missing their lunch or break. Children gain valuable experience performing as an ensemble, developing musicality and confidence.

Name of Performance	Frequency	Impact/Implementation
Harvest Service Christmas Carol Service Pentecost Service Christingle Service Easter Service	Term specific	The whole school (EYFS to Year 6) practice specific hymns to perform at each service. This allows all children to flourish as a community through ensemble singing. Tickets are free and can be collected from the office.
Class Assembly	One class a term	Each term a class will demonstrate their learning (topic specific) though an assembly. This will include singing as an ensemble. This cross-curricular learning approach helps to strengthen subject knowledge and music specific skills. Tickets are free and can be collected from the office.
Nativities	EYFS, Year 1 and 2 1x each at Christmas	Children develop skills singing as an ensemble. This will be the first time the children have sung in front of the school so it is a valuable experience to develop confidence. Tickets are free and can be collected from the office.
Year 6 Production	1x a year	Year 6 perform a play at the end of the year. This will include singing, dancing and acting. It helps to promote a love of music, developing confidence and performance as an ensemble Tickets are free and can be collected from the office.
Daily Worship	Daily	Children are invited to sing as part of our daily worship.
Christmas Pantomime	1x a year	The whole school is visited by a travelling pantomime. This is an interactive show, whilst also allowing the children to watch professional singers/actors.
Family Trust	3x a year	The whole school is visited three times a year by family trust. Children are invited to sing and join in with dances and actions.
World Music Day	1x a year	The whole school came together to explore the theme 'united by music'. Each class researched a different musician and learnt one of their songs. At the end of the day, we came together as a school to showcase our learning.

2024- 2025

- A group of children took part in a workshop run by composer Steve Higgins. Children conducted and composed their own music. "I feel inspired to make my own music" - Year 3 pupil, "I want to share my knowledge of compositions with others" - Year 4 pupil

- Year 3 had a brilliant local clarinetist come and perform pieces of music to them. "We were blown away by her talent, the children were engaged and inspired" - Year 3 class teacher

2025 - 2026

"Performing in the concert makes me feel nervous and happy. I am going to be brave. I would like to learn to play the Banjo" - Year 1 pupil

"I like learning more about people I know like Bob Marley and David Bowie."

Impact

At SMATT, the impact of our Music curriculum is seen in the secure knowledge, developed skills and growing musical confidence of our pupils.

Through our carefully sequenced curriculum, supported by Kapow Primary, pupils demonstrate clear progression in:

Pitch, pulse and rhythm
Notation and musical structure
Listening and appraisal
Composition and performance
Use of precise musical vocabulary

Pupils are able to speak confidently about their learning, make links to prior knowledge and apply their understanding in new musical contexts.

Assessment and Evidence of Learning

Assessment in music is purposeful and directly linked to curriculum content. Assessment at SMATT stems from the following:

Pre- and post-unit reviews identify starting points and demonstrate progress over time.
Final performance pieces provide evidence of pupils applying knowledge and skills in performance or composition.
Vocabulary checks ensure pupils retain and accurately use key musical terminology.
Assessment trackers allow teachers to track their pupils progress. After each lesson, each pupil is assessed against the lesson objective and given a score.
Pupil voice discussions evidence depth of understanding and retention of key concepts.

Much assessment is rooted in professional observation. Teachers evaluate pupils’ musical development by focusing on the progression of knowledge and skills rather than solely on performance outcomes. Observation identifies how securely pupils understand and apply musical concepts in real time.

Self- and peer-assessment further strengthen pupils’ metacognitive skills, enabling them to reflect on, refine and improve their work. Video recordings, photographs and practical evidence support accurate teacher assessment.

Monitoring Progress and Adapting Provision

Teachers in Years 1–6 use Kapow objectives and assessment criteria to track progress in both substantive knowledge and disciplinary skills. Our assessment tracking systems enable subject leaders and teachers to:

Identify gaps or misconceptions
Adapt teaching responsively
Provide targeted support or appropriate challenge
Ensure that pupils with SEND and disadvantaged pupils access and succeed within the full music curriculum
Monitor progression across year groups and key stages

Where gaps are identified, curriculum planning is adjusted to strengthen retention and secure understanding.

Outcomes for Pupils

As a result of our curriculum and assessment approach, pupils at SMATT:

Demonstrate secure, retained musical knowledge over time
Perform and compose with increasing accuracy, fluency and expression
Listen critically and evaluate using appropriate musical vocabulary
Show resilience, creativity and confidence
Develop a genuine appreciation of music within school and beyond

Music at SMATT contributes positively to pupils’ wider development, supporting their spiritual growth, cultural understanding, confidence and character — ensuring they truly let their light shine.