Curriculum Intent

At St John Fisher Primary School, we believe that music helps to provoke and provide answers to questions about music culture, composers and genres.

All children including the disadvantaged and SEND pupils, are included in the music curriculum. All learners in school are immersed in all areas of the National Curriculum, including children with EHCPs.

The music curriculum is progressive and well sequenced from Early Years Foundation Stage to the end of Year 6 and beyond, ensuring that all pupils are ready for the next phase in their education.

Music at St. John Fisher is ambitious and enables children to develop knowledge and skills that children can transfer to other areas of the curriculum and beyond, these are driven by the use of ‘Big Questions’.

Music is, a partially based theory subject, which develops an understanding of concepts, knowledge and skills. We seek to inspire in children a curiosity and fascination about music culture of the world, including the local festivals and events, which allows us to embrace diversity opportunities. It’s our hope that this love of music learning and the learning of the music world cultures around us, including cultures and its people which will remain with them for the rest of their lives; to promote the children’s interest and understanding of diverse genres, composers will enrich a deeper understanding of music past and present.

All children will be inspired with a broad and balanced curriculum, preparing them for their next stage of life. Within our Music curriculum we ensure that all children get opportunities to learn a musical instrument and give performances to other classes and parents. Here at St John Fisher, we follow the Charanga Musical School programme. Through Charanga the children develop their knowledge and understanding enabling them to apply their new learning, express themselves physically, emotionally and through discussion to create their own musical ideas We give the children wider opportunities to perform to a larger audience such as class assemblies, nativity productions and liturgies. Charanga also gives clear indications of how to differentiate in lessons to challenge the more able. Further differentiation is provided through opportunities such as choir workshops. We believe that music can communicate and can change the way children feel, think and act. It brings together understanding and feeling, enabling expression, reflection and emotional development. We endeavour to ensure that Music is not seen as a stand-alone subject but is incorporated into may other areas of our curriculum.

Implementation: Musicians

To ensure high standards of teaching and learning in music we implement a curriculum that is progressive throughout the whole school. Music is taught as part of a termly topic, focusing on knowledge and skills stated in the National Curriculum. At St John Fisher, we ensure that music has the same importance given to it as the core subjects, as we feel this is important in enabling all children to gain ‘real-life’ cultural experiences. The music curriculum at St John Fisher is based upon the 2021 Primary National Curriculum in England, which provides the broad framework and outlines the knowledge and skills that are taught in each Key Stage. Teachers plan lessons for their class through the Charanga scheme of work linking this to our progression document. Linking to the progression document ensures the curriculum is covered and the skills/knowledge taught is progressive from year group to year group. The music curriculum ensures children sing, listen, play, perform and evaluate. This is embedded in the classroom activities as well as the weekly singing assemblies, various performances and trying out a variety of instruments. Through the musical program Charanga, teachers can produce inclusive lessons for all children to access the musical curriculum in a fun and engaging way, further promoting a love of learning. Teachers deliver music following the Charanga programme, designed specifically for the teaching of music in primary schools. Teacher subject knowledge is developed through the ongoing online CPD. Charanga lessons are planned in sequences to provide children with the opportunities to review, remember, deepen and apply their knowledge and understanding. The Charanga scheme of work is used from Reception to year 6 to ensure a wide exposure to different genres of music, with lots of practical opportunities to explore and develop as musicians and singers.


Within music, we strive to create a supportive and collaborative ethos for learning by providing learning opportunities to develop an understanding of culture and history, both in relation to children individually, as well as ethnicities from across the world. Emphasis is placed on wider music learning opportunities to help all children gain a coherent knowledge of understanding of each unit of work covered throughout the school. This extends to all children, regardless of their background. Our music curriculum is of a high-quality scheme, well thought out and is planned to demonstrate progression. We focus on progression of knowledge and skills and vocabulary progression also form part of the units of work. Children will deepen their understanding between past and present genres and composers. Children can enjoy music in as many ways as they choose – either as listener, creator or performer. The impact of our music curriculum is that when children listen to the different genres and play a variety of instruments, they will have a love of music and increase their levels of self-confidence. External interests and talents are also encouraged and showcased in class and assembly, ensuring that everyone is challenged regardless of previous musical experience. Children understand how to further develop skills less known to them, should they ever develop an interest in their lives.

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

  • Assessing children’s understanding of topic linked vocabulary.
  • Summative assessment of pupil discussions about their learning.
  • Images and videos of the children’s practical learning.
  • Interviewing the pupils about their learning (pupil voice).
  • Annual reporting of standards across the curriculum.
  • Viewing work in books.

Gospel/British Values

  • Democracy
  • Rule of law
  • Individual liberty
  • Mutual respect
  • Tolerance of different faiths & beliefs

The British values and the Spiritual, Moral, Social and Cultural Development form an integral part of the Music curriculum.

Spiritual – Listening to, creating or performing music can sometimes be a moving and even spiritual experience, creating awe and wonder. Pupils are encouraged to reflect on the important effect that music has on people. Singing is also a form of worship, demonstrated in our weekly singing worship.

Moral – Pupils learn to compose and perform for different audiences and purposes. Pupils also learn to respect all genres of music. Through the songs chosen for liturgies and Masses.

Social – Through the common purpose of making music, pupils learn to work effectively with others and build good relationships. Music plays a vital role in building self-confidence such as through sharing music and performing.

Cultural – Pupils have the opportunity to encounter music from many cultures/religions, and through their growing knowledge and understanding of music, they become more accepting towards other cultures, religions and societies. Pupils learn to respect the diversity of Music and learn about the history of music when listening to and appraising music from different genres.

Curriculum Documents

Curriculum Knowledge Maps

EYFS and KS1 Music

LKS2 Music

UKS2 Music