Music
Our Vision and the Intent
The National Curriculum for music aims to ensure that all pupils:
• Perform, listen to, review and evaluate music
• Be taught to sing, create and compose music
• Understand and explore how music is created, produced and communicated.
At St Botolph’s the intention is that children gain a firm understanding of what music is through listening, singing, playing, evaluating and composing across a wide variety of styles, traditions and musical genres. Our objective at St Botolph’s is to develop a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music. We aim to foster an unbiased respect for the role that music may wish to be expressed in any person’s life. We are committed to ensuring children understand the value and importance of music in both the school and wider community. Wherever possible, we try to enable children to use their musical skills, knowledge, and experiences by involving themselves in music in a variety of different contexts within school and the wider community. Teamwork is encouraged through whole school singing worships and a range of paired/group activities within the class. An awareness of how music and technology can be integrated is fostered through explicit links with composing and Computing.
The music curriculum we deliver ensures students sing, listen, play, perform and evaluate. This is embedded not only in the classroom activities, but also our weekly singing assemblies, various concerts and performances, the learning of instruments, and the joining of our musical ensembles. The elements of music are taught in lessons, enabling the children to describe pieces of music through the use of the correct musical vocabulary, and understand how it is made, played, appreciated and analysed. In the classroom, students learn how to play various instruments; percussion, recorders, glockenspiels and keyboards. In doing so, children understand the different principle of each method of creating notes, as well as how to read basic music notation. They also learn how to improvise and compose by focussing on different dimensions of music. Composing or performing using body percussion and vocal sounds is also part of the curriculum for our younger children, which develops the understanding of musical elements without the added complexity of an instrument. Music has a high profile at St Botolph’s with regular performances that are designed to ignite curiousity for the subject. Those children keen to explore music beyond the classroom are offered peripatetic tuition provided by the Peri Group. Additional computing/composing units have been added to the long term provision to enable children to keep up with the ever changing technologies.
Meet the Subject Leader and Governor
Subject Leader: Mrs B May
Music Governor: Mrs S Morris
Our Curriculum Journey
Charanga
At St Botolph’s we follow Charanga Music Scheme, which develops musical understanding through the key elements of listening and appraising, singing, playing instruments, improvising, composing, and performing. Through regular opportunities to listen to and evaluate a wide range of music, children have developed their critical listening skills and some musical terminology. Singing activities have strengthened pitch, rhythm and confidence, while instrumental work has enabled pupils to apply and refine their practical performance skills. Improvisation and composition tasks have encouraged creativity, allowing children to explore and express their own musical ideas. Opportunities to perform and share their work have further supported confidence, collaboration and musicianship, helping pupils make clear progress across all aspects of the music curriculum.
Year 4 and 6 Digital Units
Loopseque is used within music lessons as a creative sequencing tool that allows pupils to explore rhythm, pulse, texture and composition in an engaging and practical way. By arranging and layering loops, pupils can experiment with different musical patterns, structures and sounds, developing their understanding of how music is created. The software encourages creativity, improvisation and decision-making, as children can edit, combine and refine their musical ideas in real time. Using Loopseque also supports the development of digital music skills, enabling pupils to compose, perform and evaluate their own pieces while building confidence in using music technology as part of the wider music curriculum.
Over the course of the year alongside using Charanga and Loopseque, children take part in a range of performances opportunities such as:
- Year 5 Christmas cantata
- Year 4 Easter cantata
- Foundation Sing-along
- Year 1 and 2 Nativity
- Care home visits- Christmas sing-along
- Young Voices/ Voices In a Million
- Musician end of year concert
- St George’s Band
What the Children Learn
Below is our Music Roadmap, which shows how children’s knowledge and skills develop throughout their time at St Botolph’s.
Subject in Action
Enrichment Opportunities
Music enrichment opportunities make a valuable contribution to pupils’ musical development and enjoyment of the subject. A range of activities, including choir, instrumental tuition, performance events and participation in school productions, provides pupils with opportunities to develop their skills beyond the classroom. These experiences help to build confidence, teamwork and resilience while fostering a lifelong appreciation of music. Opportunities to perform for different audiences allow pupils to showcase their talents and take pride in their achievements. Enrichment activities also support wider participation in music across the school, ensuring that pupils of all abilities can engage with and benefit from high-quality musical experiences.
At St Botolph’s, we provide a wide range of enriching musical opportunities, including end-of-year concerts and performances, Secondary school band visits, performances for local care homes, participation in Young Voices and VIAM events, and specialist music tutor sessions that enable pupils to develop their skills, confidence, and enjoyment of music.
Pupil Voice
“I really enjoy using Loopseque because it makes creating music fun and easy. I like experimenting with different sounds and rhythms, and it helps me feel like a real composer.”
Year 6 pupil
“Music is my favourite subject because it allows me to be me and express myself”
Year 4 pupil
““The music lessons are fun and challenging. I like learning new songs and techniques, and I am proud of how much my playing has improved this year.”
Year 5 pupil
Celebrating Success
More photos coming soon.
Learning at Home
Introduction
Music plays an important role in children’s cognitive, social, emotional, and creative development. Opportunities to engage with music outside school help children build confidence, improve listening and communication skills, develop creativity, and foster a lifelong appreciation of music. Parents and carers can make a significant contribution to musical development regardless of their own musical background. The most effective support comes from encouraging regular, enjoyable musical experiences within everyday family life.
Reception (Ages 4-5)
At the Reception stage, children develop musical understanding through singing, listening, movement, and exploration.
Parents can support by:
- Singing regularly with their child.
- Encouraging participation without focusing on accuracy.
- Exploring sounds and rhythms together.
- Providing opportunities for movement and dance.
- Talking positively about music and musical experiences.
Years 1-2 (Ages 5-7)
As children progress through Key Stage 1, they begin to develop a stronger understanding of pulse, rhythm, pitch, and musical structure.
Parents can support by:
- Encouraging regular singing and musical play.
- Listening to their child’s performances.
- Discussing favourite songs and musical preferences.
- Establishing short and enjoyable practice routines.
- Celebrating effort and participation rather than focusing solely on achievement.
Years 3-4 (Ages 7-9)
Children in Lower Key Stage 2 often begin more structured musical learning and may develop increased independence as musicians.
Parents can support by:
- Establishing consistent practice routines.
- Providing a suitable space for practice.
- Showing interest in musical progress.
- Attending school performances and concerts.
- Encouraging perseverance when learning becomes challenging.
A short daily practice session is generally more beneficial than infrequent longer sessions.
Years 5-6 (Ages 9-11)
In Upper Key Stage 2, children often become more independent musicians and begin to develop individual musical interests and preferences.
Parents can support by:
- Encouraging children to take ownership of their musical learning.
- Helping children set realistic goals.
- Providing opportunities to share performances with family members.
- Recognising commitment, effort, and progress.
- Supporting participation in extracurricular musical activities where possible.
Musical Activities for All Primary-Aged Children
- Listen to a range of musical genres together.
- Participate in family singing activities.
- Attend local musical performances and events.
- Explore music from different cultures and traditions.
- Incorporate music into daily routines, celebrations, and family activities.
- Encourage creative movement and dance.
- Use music as a stimulus for art, storytelling, and imaginative play.
Supporting Music at Home: Key Principles for Parents
- Demonstrating enthusiasm and interest in music.
- Providing encouragement and positive feedback.
- Creating regular opportunities for musical engagement.
- Valuing effort and progress.
- Allowing children to explore their own musical interests.
- Ensuring musical activities remain enjoyable and free from unnecessary pressure.
Children are more likely to develop confidence and sustain engagement when music is viewed as a positive and rewarding part of everyday life.
Recommended Reading
We’re Going on a Bear Hunt by Michael Rosen
Giraffes Can’t Dance by Giles Andreae
Handa’s Surprise by Eileen Browne
Lost and Found by Oliver Jeffers
Leon and the Place Between by Angela McAllister
Kensuke’s Kingdom by Michael Morpurgo
Letters from the Lighthouse by Emma Carroll