School Name

Wildground Federation

Learn and succeed together for the journey ahead

School Name

Wildground Federation




Why do we teach Music? (Intention)

At Wildground Federation we aim to give children the skills to be able to enjoy, create and appreciate music. We teach children the foundations of creating, playing, recording, listening, appraising and analysing music technology. In addition music lessons encourage children to be emotionally literate and understand the impact of music on our mood and how this can support a healthy mental and physical state.  We want children to embrace new musical technologies. We want music to support learning across the curriculum and to ensure the curriculum is accessible for all.  Through music our children develop their learning through performing, listening, analysing, improvising, problem solving, generalising,  and using their own emotional and creative skills. They will develop sequential understanding and improve their understanding of musical vocabulary. When children are in music lessons they will develop their resilience and team skills to become more skilled performers.


How do we teach music? (Implementation)

At Wildground Federation music is taught through continuous provision in EYFS with some discreet teaching and through discreet music lessons in key stage 1 and 2. The music curriculum is delivered through our own scheme of work. Each year group learns an instrument and takes part in performances as well as developing composing, listening, singing and appraising skills that also includes information technology.   Every lesson in the scheme has been individually planned so that it can be effectively taught using the infrastructure we have in place at school to meet the needs of our pupils.  Having discreet lessons means that the children are able to develop depth in their knowledge and skills over the duration of each of their music topics. Where appropriate meaningful links are made between the music curriculum and the wider curriculum. We use a variety of ways to teach children including demonstration teaching; performance, ensemble, independent skills, listening, practice, discussion, interpretation, improvising, composing and analysing music and use collaboration to work on projects.


Curriculum Overview (Progression of Music from EYFS - Year 6)


Look below at the curriculum overview to see what we do each term in music.

We use words webs to support our curriculum learning and develop language - one of curriculum drivers. Below are some examples

National Curriculum Learning Objective: To perform

Milestone 1      (Year 1 and 2)                                                           

Milestone 2 (Year 3 and 4)

Milestone 3 (Year 5 and 6)

• Take part in singing, accurately following the melody.

• Follow instructions on how and when to sing or play an instrument.

• Make and control long and short sounds, using voice and instruments.

• Imitate changes in pitch.

• Sing from memory with accurate pitch.

• Sing in tune.

• Maintain a simple part within a group.

• Pronounce words within a song clearly.

• Show control of voice.

• Play notes on an instrument with care so that they are clear.

• Perform with control and awareness of others.

• Sing or play from memory with confidence.

• Perform solos or as part of an ensemble.

• Sing or play expressively and in tune.

• Hold a part within a round.

• Sing a harmony part confidently and accurately.

• Sustain a drone or a melodic ostinato to accompany singing.

• Perform with controlled breathing (voice) and skilful playing (instrument).

National Curriculum Learning Objective: To compose                    

Milestone 1

Milestone 2     

Milestone 3

• Create a sequence of long and short sounds.

• Clap rhythms.

• Create a mixture of different sounds (long and short, loud and quiet, high and low).

• Choose sounds to create an effect.

• Sequence sounds to create an overall effect.

• Create short, musical patterns.

• Create short, rhythmic phrases.

• Compose and perform melodic pieces.

• Use sound to create abstract effects.

• Create repeated patterns with a range of instruments.

• Create accompaniments for melodies.

• Use drones as accompaniments.

• Choose, order, combine and control sounds to create an effect.



• Create rhythmic patterns with an awareness of timbre and duration.

• Combine a variety of musical devices, including melody, rhythm and chords.

• Thoughtfully select elements for a piece in order to gain a defined effect.

• Use drones and melodic ostinati (based on the pentatonic scale).

• Convey the relationship between the lyrics and the melody.

• Use digital technologies to compose, edit and refine pieces of music.

National Curriculum Learning Objective: To transcribe

Milestone 1

Milestone 2

Milestone 3

• Use symbols to represent a composition/ piece of music and use them to help with a performance.

• Devise non-standard symbols to indicate when to play and rest.

• Recognise the notes EGBDF and FACE on the musical stave.

• Recognise the symbols for a minim, crotchet and semibreve and say how many beats they represent.

Begin to read notes on the musical stave

• Use the standard musical notation of crotchet, minim and semibreve to indicate how many beats to play.

• Read and create notes on the musical stave.

• Understand and use the # (sharp) and (flat) symbols.

• Use and understand simple time signatures.

National Curriculum Learning Objective: To describe music

Milestone 1

Milestone 2

Milestone 3

• Identify the beat of a tune.

• Recognise changes in timbre, dynamics and pitch.

• Use the terms: duration, timbre, pitch, beat, tempo, texture and use of silence to describe music.

• Evaluate music using musical vocabulary to identify areas of likes and dislikes.

• Understand layers of sounds and discuss their effect on mood and feelings.

• Choose from a wide range of musical vocabulary to accurately describe and appraise music including: 

    • pitch 

    • dynamics 

    • tempo 

    • timbre 

    • texture 

    • lyrics and melody 

    • sense of occasion 

    • solo

    • rounds

    • harmonies

    • accompaniments

    • drones

    • cyclic patterns

    • cultural context.

• Describe how lyrics often reflect the cultural context of music and have social meaning.