Music at D’Eyncourt Primary

D’Eyncourt aims to provide a high-quality music education. During the year, children experience a wide range of genres and have a broad and balanced curriculum for music. We adopt the online scheme of work, Charanga, which provides current and relevant material to the children. From September 2021, we will be implementing the new Model Music Curriculum alongside the National Curriculum to ensure that our children have a breadth of musical knowledge. This will allow them to develop their singing, listening, composing and performance skills.

There are a range of extra-curricular activities that children can partake in. Children can join a ‘band’ with Rocksteady, learning how to play a song with an instrument of their choice and perform in front of an audience. There is also the opportunity to be involved with the choir who perform at various events throughout the year. As well as this, pupils can learn to play the guitar with a specialist from Wolverhampton Music Service.

Key Stage 1

Pupils should be taught to:

  • use their voices expressively and creatively by singing songs and speaking chants and rhymes (through music lessons, Christmas performances and Mothers Day assemblies)
  • 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.

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.

Pupils should be taught to:

  • play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression (through music lessons and phase productions)
  • 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.

Key Vocabulary

The Interrelated Dimensions of Music
  • Pulse – the regular heartbeat of the music; its steady beat.
  • Rhythm – long and short sounds or patterns that happen over the pulse.
  • Pitch – high and low sounds.
  • Tempo – the speed of the music; fast or slow or in between.
  • Texture – layers of sound. Layers of sound working together make music very interesting to listen to
  • Timbre – all instruments, including voices, have a certain sound quality e.g. the trumpet has a very different sound quality to the violin.
  • Dynamics – how loud or quiet the music is.
  • Structure – every piece of music has a structure e.g. an introduction, verse and chorus ending.
  • Notation – the link between sound and symbol.
EYFS Years 1 and 2 (as EYFS plus…) Years 3 and 4

(as EYFS, Year 1 and 2 plus…)

Years 5 and 6

(as EYFS, Year 1/2/3/4 plus…)

KS1 (Curriculum Vocabulary)

Singing, chants, rhymes, play, tunes instruments, untuned instruments, listen, high- quality live music, high quality recorded music, experiment, create sounds,

select sounds, combine sounds

KS2 (Curriculum Vocabulary)

Play, perform, solo, ensemble, voices, musical instruments, accuracy, fluency, control, expression, improvise, compose, listen, recall sounds, aural memory, notations, appreciate, understand, history of music, live music, recorded music, composers, musicians.

Download Key Vocabulary – Music

Knowledge Organisers

At D’Eyncourt we understand the importance of knowledge organisers and how they can support children’s understanding and learning.

They are also an excellent assessment tool which can help identify gaps in learning and inform planning, teaching and intervention. As we follow the Charanga scheme, children will be encouraged to refer to the relevant knowledge organisers that link to the unit the children are focusing on to help support and enhance their learning.

School leaders, headteachers and subject leaders then may look at a series of knowledge organisers to check for progression and continuity both within and across curriculum subjects and to ensure standards and expectations for learning are being implemented, and if not, what CPD is required.

Pupils will review, revise and quiz themselves using their knowledge organisers. Knowledge organisers are a really clear and easy to understand way for parents to be more aware of what their children are learning and thus to support them.

Please see below an example of a Year 2 and a Year 6 knowlege organiser.

Year 2

Download Knowledge Organiser Year 2

Year 6

Download Knowledge Organiser Year 6

Culture Capital

At D’Eyncourt, we know that Cultural Capital is essential to improve the life chances of our children by supplying them with essential knowledge and also experiences that they wouldn’t normally be exposed to. One of our main cultural capital drivers is creating global citizens and delivering quality first teaching and these are always evident within our music curriculum.

Our music curriculum is diverse and caters for the many cultures within our school. As a result, this ensures that our children are exposed to a wide variety of music genres and ensures that they can thrive in the modern world. Children are exposed to classical music, rap and jazz; these genres have been selected to broaden children’s minds and develop a love and appreciation of different cultures.

Music Policies

Music Policy