Whitings Hill Primary School


"Music is a universal language that embodies one of the highest forms of creativity. A high quality music education should engage and inspire pupils to develop a love of music and their talent as musicians"

National Curriculum 2014


  • To help children to feel that they are musical and develop a lifelong love of music.
  • To focus on developing the skills, knowledge and understanding that children need in order to become confident performers, composers and listeners.
  • Children will develop the skill to play tuned and untuned instruments.
  • They will develop an understanding of history and culture in relation to the music they are listening to and learn how music can be written down.
  • The process of how music is created, produced, and communicated through their voices, instruments and technology is developed.
  • Children are given the opportunity to express their own creativity using their developing skills in a variety of different scenarios and allowing them to move on to the next level of musical excellence.


Our music curriculum has 5 main strand:

  • Performing
  • Listening
  • Composing
  • History of music
  • The interrelated dimensions of music

Where possible cross curricular links are made to capture pupil’s imaginations and to encourage them to explore music more enthusiastically. Children will be taught to sing fluently and expressively and play tuned and untuned instruments. They will learn to recognise the dimensions of music – pitch, duration, tempo, timbre, structure, texture and dynamics.


  • Children will become confident performers, composers and listeners.
  • They will be able to express themselves musically at and beyond school.
  • Children will show appreciation for a wide range of music styles from around the world and historical contexts.
  • They will understand they ways music can be written down to support performing and composing music.
  • They will demonstrate and articulate enthusiasm for music and be able to discuss their own personal preferences.