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Music Curriculum Statement


At Silvertrees Academy, it is our intent that we make music an enjoyable learning experience. Music is a powerful, unique form of communication that can change the way pupils feel, think and act. It enables personal expression, reflection and emotional development. Our children will be inspired and engaged by their music education. They will learn that music is a universal language that embodies one of the highest forms of creativity. All children are given the opportunity to compose and create, as well as play and perform using a range of instruments. We teach them to listen and to appreciate different forms of music. Through singing songs, children learn about the structure and organisation of music. Our music education aims to engage and inspire pupils to develop a love of music through a progressive curriculum. As an integral part of culture, past and present, music helps people understand themselves, and relate to others - forging important links between the home, school and the wider world. 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.

The aims of teaching music in our school are:

  • To enjoy and have an appreciation for music.

  • To listen to, review and evaluate music across a range of genres, styles and traditions.

  • To sing and use their voices to create different effects.

  • To create and compose music, both on their own and with others.

  • To use a range of musical language.

  • To make judgements and express personal preferences about the quality and style of music.

  • To have opportunities to play a variety of instruments.

  • To take part in performances with an awareness of audience.

  • To listen to and evaluate the work of great composers.




The music curriculum ensures students sing, listen, play, perform and evaluate. This is embedded in the classroom lessons as well as the weekly singing assemblies, performances and the learning of instruments.

At Silvertrees we have our own music overview that supports teachers in planning their music lessons around songs suitable for their year group and also allows for cross curricular links.

Teachers plan lessons for their class using our progression of knowledge and skills document. The progression document ensures the curriculum is covered and the skills/knowledge taught is progressive from year group to year group.

The Charanga scheme of work is used in the classroom sessions to ensure a wide exposure to different genres of music, with lots of practical opportunities to explore and develop as musicians and singers.

The sing-up online platform is also used to support a fully integrated approach to musical development, connecting together the interrelated strands of singing, playing, performing, composing and improvising, listening, and appraising.

The elements of music are taught in weekly lessons so that children are able to use some of the language of music to appreciate and analyse how music is made and played.

Within these lessons children learn how to compose, focusing on different dimensions of music. This in turn supports their musical understanding when listening, playing, or analysing.

Opportunities to compose or perform using body percussion and vocal sounds are also part of the curriculum, which develops the understanding of musical elements without the added complexity of an instrument.

Each year group also study a different composer throughout the year to help broaden their appreciation and understanding of musical history. An example of the composers studied are as follows:-


  • Reception-Mozart

  • Year 1-Chopin

  • Year 2-Beethoven



Our music Curriculum is high quality, well thought out and is planned to demonstrate progression and build on and embed current skills. We focus on progression of knowledge and skills in the different musical components and like in other subjects, discreet teaching of vocabulary also forms part of the units of work. The integral nature of music and the learner creates an enormously rich palette from which a student may access fundamental abilities such as: achievement, self-confidence, interaction with and awareness of others and self-reflection. Children are able to enjoy music as a listener, creator or performer. They are given the opportunity to dissect music and comprehend its parts, with the understanding that they can further develop their musical skills in the future if this is something that inspires them.

We measure the impact of our curriculum through the following methods:

  • Pupil discussions and interviewing the pupils about their learning (pupil voice).

  • Moderation staff meetings with opportunities for dialogue between teachers.

  • Annual reporting and tracking of standards across the curriculum.

  • Photo evidence and images of the pupils’ practical learning.

  • Video analysis through recording of performance in lessons.

  • A reflection on standards achieved against the planned outcomes.

In addition to this, we also measure the impact of the year group composers and regularly ask the children about their composer and the style of music they are learning.