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Music @ Kirkburton First


The Intent of Music at Kirkburton First School

The Implementation of Music at Kirkburton First School

Organisation and Planning

Music at Kirkburton First School is taught according to the Key Stage group guidance as part of the 2014 National Curriculum.

In Key stage 1, pupils should be taught to:

 use their voices expressively and creatively by singing songs and speaking chants and rhymes

 play tuned and untuned 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.

In Key stage 2, pupils should be taught to:

 sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.

 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.

The teaching of Music is timetabled weekly in every class. We are currently using the award winning Charanga Musical School Scheme’ to ensure that all children across the school are being developed in the following musical skills. Charanga has been updated to embody the New Model Music Curriculum.

The MMC sets out sequences of learning in the following key areas which, when taken together, all contribute towards the steadily increasing development of musicianship:

• Singing

• Listening

• Composing

• Performing/Instrumental Performance

The scheme allows us to teach music through different genres of music, tailored to the age and stage for that year group. 

Our Year 4 class receives whole class Ukulele tuition weekly, from Kirklees Music School through the Wider Opportunities scheme.


As a Church School, Music plays an important part in our collective worship and our Christian ethos. The act of coming together and learning to sing is something that is now fully implemented post-Covid. Whole-school singing is timetabled weekly. During this time, songs are learned and rehearsed for events in the Christian calendar; Harvest, Christmas, Easter in order that we can sing together as part of celebration and thanksgiving.

Opportunities now to sing in our local church have returned as Easter and Christmas services have resumed.

Peripatetic instrumental and singing teaching is provided by Musica Kirklees as a service in school which is paid for by parents and carers of individuals.

At Kirkburton First, we link music across the Curriculum where we can. Examples of links are as follows:

  • By learning songs which link to topics, children can gain another aspect of understanding, as well as a reason to sing together, as a class.
  • Using a Science or Geography topics to inspire compositions for example is seen in KS2 plans – using the idea of ‘air’ as a musical focus, or sounds of the rainforest, to encourage and develop careful listening and response.
  • Learning ‘songs of the sea’ during the Titanic topic, or listening to music from the Victorian era in history lessons, gives children another insight into the past,
  • Use of songs and movement within mathematics teaching is used as a tool to aid children memories when learning key facts.
  • Links to the arts curriculum as children respond to the music they hear through painting or movement

The Impact of Music at Kirkburton First School

Recording and Assessment  

Lots of work in the music curriculum is practical.

Teachers will record compositions at stages of completion as a means of peer and self-assessment.

Response to music can be recorded as artwork.

Simple notations and graphic scores may be recorded on paper.

Where a practical session has taken place teacher may take photographs s evidence linked to a topic.

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