Skip to content ↓


We believe that all forms of the arts allow children to express themselves, be creative and explore their spirituality. Music at Darrington allows children to flourish - demonstrating all of these aspects. It allows children to shine, developing and demonstrating their talent as musicians and exposes them to the canon of musical composition, sharing with them the best that each musical tradition can offer.

We teach children to appreciate and talk about a range of genres from different musical traditions using the appropriate musical vocabulary. We ensure all children have the opportunity to play a musical instrument and to compose and make their own music. We give children many opportunities to perform which develops their self-esteem and confidence.



We take the National Curriculum statements for music and provide an enhanced version of this that inspires children to develop a love of music and to create music as talented musicians. As a result, pupils develop a critical engagement with music, are able to compose imaginatively and also listen with discrimination to a range of musical genre. We also recognise the key importance that music has in developing pupils’ self-confidence and self-esteem and how it can enhance wellbeing and mental health. EEF research demonstrates that this in turn can have a positive impact on attainment in the core subject areas.

Using the research available on Cognitive Load Theory we map the National Curriculum for music into a coherent and sequential progression model that outlines the musical knowledge, skills and vocabulary needed at each key stage that will build towards children being able to perform, sing, review and evaluate music across a range of historical periods. In this way we clearly outline the sequence of learning in music so that teachers can build on this at each stage. We place a particular emphasis on the teaching of vocabulary so that children are equipped with the language to be able to talk about their learning in music. 

Teachers take the progression model below and map this into a long-term plan for their year group, drawing links to other subjects where these are meaningful. 

Teachers then use Kapow to support them to plan at a more detailed level the sequencing of content to be taught across each unit so that over time children know more and remember more.



We ensure that teachers of the subject, including those who are non-specialist, have excellent subject knowledge, and leadership supports the acquisition of this for ECTs and those early in their careers. We use resources such as Kapow to support the teaching of music. Based on research by Rosenshine, subject matter is presented clearly, teachers carefully check learning and identify misconceptions, providing direct feedback.

Pupils have the opportunity to listen to the best genres, styles and traditions in music, to become familiar with a range of composers from a range of periods. Children also have the opportunity to use music as a form of expression, composing and performing using instrumentation including their own voices. This includes: wider opportunities in music (samba) and extensive access to individual and small group musical tuition from Wakefield Music Service.

Research based teaching of tier 2 and tier 3 vocabulary is key to subject specific delivery, so that children are equipped to talk about their learning - using the correct academic language. Teaching is designed to ensure children know more and remember more. Music is carefully resourced to ensure we have all the specialism and resources required. This includes the use of external peripatetic teaching for individual lessons. Pupils have many opportunities to engage in extra-curricular opportunities in music such as singing in the local community and participating in young voices. Singing is an integral part of daily collective worship.



Children express themselves confidently through voice. They enjoy and participate enthusiastically in a whole range of musical performance. For example, church services, productions, young voices and singing in the community. A large proportion of KS2 children are learning to play a musical instrument.

Children are able to use musical vocabulary to describe and appraise a variety of musical pieces covering a range of genres. Children demonstrate a good knowledge of music including different composers, musical periods and instruments.