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Motivating Music

At Walford Primary School, we believe that Music is an essential part of a balanced education for all children. Music is a powerful, unique form of communication and is a vehicle for self-expression; is an integral part of all cultures, past and present; develops concentration, perseverance, co-ordination and memory; promotes co-operation, a sense of group identity and togetherness; increases self-discipline and creativity, sensitivity and fulfillment; can inspire and motivate.


We provide children with a broad Music education, which includes performing, composing, listening, reviewing and evaluating music; make singing a part of every child’s school life through all the key stages; give every child in key stage 2 the opportunity to learn an instrument through whole class ensemble teaching (Year 3 and Year 4); offer opportunities for progression, making musical instrument tuition available for those who desire it (available in Piano, Guitar, Brass, Drums, Saxophone, Flute, Violin and more).




At Walford Nursery & Primary School, pupils will:


  • show an awareness of music from different traditions and cultures.
  • understand the history of Music and how it has changed over time.
  • use musical vocabulary to describe and evaluate music.
  • compose and perform using a variety of tuned and unturned instruments with confidence.
  • use technology to record and compose music.
  • listen to and appraise music from a variety of genres.
  • know of and appreciate a range of composers from across cultures and history to enrich their cultural capital.



This is the knowledge and understanding gained at each stage


By the end of EYFS, pupils will be able to: 

  • sing a few familiar songs;
  • imitate movement in response to music;
  • tap out and make simple repeated rhythms;
  • explore and learn how sounds can be changed;
  • develop a preference for forms of expression;

  • sing to self and make up simple songs;

  • capture experiences and responses with a range of media, including music;

  • begin to build a repertoire of songs and dances;

  • explore the different sounds of instruments.


By the end of Key Stage 1, pupils will be able to:

  • use their voices expressively and creatively by singing songs and speaking chants and rhymes
  • play tuned and un-tuned instruments musically
  • listen with concentration and understanding to a range of high-quality live and recorded music
  • experiment with, create, select and combine sounds using the inter- related dimensions of music


By the end of Key Stage 2, pupils will be able to:

  • play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

  • improvise and compose music for a range of purposes using the inter- related dimensions of music

  • listen with attention to detail and recall sounds with increasing aural memory

  • use and understand staff and other musical notations

  • appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

  • develop an understanding of the history of music.



What does our Music Curriculum look like?


Please refer to:


  • our Long Term Plan, which demonstrates the progression of knowledge and skills within the whole school music offer;
  • our Medium Term Plan for each year group, which maps teaching and learning, knowledge and skills through a topic;
  • our Non-core topic webs; which summarise the key knowledge and skills to be acquired and retained during a music unit.
  • our Knowledge Organisers, which summarise the key knowledge and skills to be acquired and retained during a music unit.


Teachers will:

  • plan exciting progressive lessons which build on prior knowledge based on teaching a mixture of musical skills and knowledge;
  • create a learning environment that supports learning and that engages children’s interest e.g. interactive displays; 
  • conduct regular book scrutiny, pupil perceptions and planning audits; 
  • undertake regular whole school professional development.
  • network with other music professionals in the county. 
  • support, encourage, foster and nurture a love of music


Children will be supported by:

  • use of pupil premium funding to provide opportunities for instrumental tuition

  • the adaptation of instruments to overcome any physical barriers (special mouthpieces etc.)

  • use of padded headphones for pupils who have sensory difficulties

  • pre-teaching and opportunity to familiarise pupils with instruments prior to lessons to anticipate any obstacles.

  • small group or 1:1 adult support, when required;
  • the use of effective questioning;
  • the use  of teacher and self-assessment to quickly identify any child who requires additional support in specific areas (if required, pupils will receive additional support or resources to use);

  • the use of Knowledge Organisers to support learning;

  • the use of key vocabulary within lessons;

  • the use of retrieval activities, e.g. Flash Back 4. 


Children will be challenged by:

  • further solo and performance opportunities;

  • invitation to participate in an orchestra and choir;

  • invitations to participate in a composing and performing days annually.


All children can access the curriculum by: 

  • pre-taught vocabulary and instrument sessions, when appropriate (SEND or EAL); 
  • seating children alongside good role models who can provide additional support; 
  • providing visual / practical prompts;
  • teaching lessons using a range of different techniques to appeal to different learning styles, e.g. videos, drama, artefacts, texts etc.
  • targeted use of TAs - TAs to support individual children/small groups. 



Our music curriculum facilitates sequential learning and long-term progression of knowledge and skills.  Teaching and learning methods provide regular opportunities to recap acquired knowledge through high quality questioning, discussion, modelling and explaining to aid retrieval at the beginning and end of a lesson or unit.  This will enable all children to alter their long-term memory and know more, remember more and be able to do more as musicians.


In Music, you might typically see:

  • happy and engaged learners;

  • paired/group work;

  • a range of different activities including practical and use of technology;

  • engagement and perseverance;

  • self-motivated children;

  • children talking about, sharing and reflecting on their learning.


We know how well our pupils are doing through:

  • teacher assessment;

  • pupils who pass Music Grades;

  • feedback given on performances;

  • monitoring of children’s progress.


The impact of our teaching is seen through:

  • confident children who can talk about different styles of music

  • children who are enjoying their learning in music

  • more children taking up instrumental tuition or joining Herefordshire Youth Orchestra

  • pupils who can recall key facts about significant musicians/composers

National Curriculum

Music Learning Journey EYFS-Y6

Progression in Music

Musical Vocabulary by Year Group

Music Knowledge Organisers

Cultural Capital in Music

SMSC in Music

Motivating Music - Class 6 learn the Zoltan Kodaly method

Motivating Music - Body Percussion Y1

Motivating Music - Year 1 Percussion and Singing - Recycling Songs

Motivating Music in Class 6: The Big Sing- Sunday Best

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Motivating Music in Year 6: The Weather Forecast

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WIL: To accurately recall a part of the music listened to and sing in harmony confidently.

Motivating Music Year 1 - Action Songs

Motivating Music - Class 3 Creating Music Using Animal Sounds

Motivating Music in Class 4- Home Learning Music

Motivating Music in Class 4- TooTs

Motivating Music in Class 4- Christmas Carol Singing

Motivating Music- Share Your Talent- Drum Assembly

Motivating Music in Class R

Motivating Music in Class 3 - Ukulele's

Motivating Music - Percussion Workshop

Motivating Music in Class 3 - Samba Drums