Didsbury Road Primary School

A Happy, Creative Learning Community showing kindness and respect to all.

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Contact Details


Subject leader name: Ms Nolan


Subject Intent


'The world is in great need of more music education. When students play music it allows a part of their artistic mind to express itself, which is very important in helping to balance a child intellectually, spiritually and emotionally.' Paul Reed Smith

'You can't use up creativity. The more you use, the more you have.' Maya Angelou

'Music is about communication, creativity and cooperation. By studying music in schools, students have the opportunity to build on these skills, enrich their lives and experience the world from a new perspective.' Bill Clinton


Our Music curriculum is designed to allow a progression of skills and knowledge to enable our children to perform together in small and large groups using a variety of instruments and singing voices, and to create and compose their own music.


The curriculum exposes them to a wide variety of musical styles and is designed to be stimulating, challenging and fun! We want our children to love and enjoy music. We aim to encourage creativity in an environment where no one is scared to take risks and try out ideas, and to develop self- confidence and independence through musical activities that can be transferred to other areas of learning.


Teaching and learning


We follow the six steps to outstanding teaching and learning in music (see separate Teaching and Learning Policy).

Orientation - instruments and resources are prepared ready to use at the start of each lesson to ensure maximum learning time. Music lessons take place in the music room where there is a permanent display showing key vocabulary, elements of music, musical instrument families (cross-cultural) and conventional notation and related vocabulary. Key vocabulary for each new topic is displayed on a temporary display. 

Prior knowledge - the curriculum themes run in two-year cycles (Y1/2, Y3/4 and Y5/6). When the theme is revisited in Y2, 4 and 6, relevant pieces, rhythms etc are revised in the first session before developing and moving to more challenging activities. The teacher assesses what needs repeating and what can be developed.  When starting new themes with Y1, 3 and 5 prior knowledge is ascertained through careful questioning, modelling and copying (the teacher assesses children as they play) and talking time (the teacher assesses retention).

Presentation - the curriculum is a mix of performing (playing and learning actual pieces) and composing (linked to music in the real world and using ideas and techniques from that music). The curriculum content is cross-cultural and we learn about different styles of music and musicians. Lessons are focused on talking/playing/creating with minimal writing. Teacher-led introductions are used at the start of new work (or revision) with the whole class playing and learning. Children then move to paired/group independent practice/creating/talk. Listening time is then used to enable everyone to show their work and receive instant verbal feedback. Children work collaboratively and are encouraged to be confident in their composing choices by deciding what works musically.

Challenge - there are always opportunities to challenge the children in both playing and composing. When composing children are encouraged to think outside the box and move away from the original learning objective it it works musically. Questioning and instant feedback is used to extend and challenge children's thinking.

Feedback - children are given space and time in talking time to work together without teacher intervention. However, the teacher listens in for misconceptions and to identify children who need extra support. Instant intervention and feedback is then used discreetly. Common misconceptions are addressed with the whole class. In listening time instant feedback is given and children act on this feedback to progress their learning. There are regular listening time slots throughout the lesson.

Repeat - there are many opportunities to revisit and practise learned skills and every session starts with a recap and assessment of the previous session's learning.


Inclusion in Music:

See the attached document for adaptive teaching strategies in the areas of:

  • communication and interaction
  • cognition and learning
  • sensory and/or physical
  • social and emotional

What our pupils say about music


'I love music because I feel like I can be creative and I enjoy working with friends.'

'I enjoy music because I get to learn different pieces on different instruments and to create pieces.'

'I enjoy learning the songs for different events/festivals in the year.'

'We enjoy music because it allows us to be creative in our composing and everyone's piece is listened to.'

'I think music is great! We learn about different musicians and also get to make our own pieces of music inspired by a musician.'

'I enjoy music because we get to create our own pieces and cooperate with lots of different people. We also get to have fun with others and learn about different types of music.'

'I enjoy all the music we do in music lessons as there is such a variety. I also love my violin lessons and hope to continue them at high school.'

Music in EYFS