Music is important because it stimulates creativity and imagination, making it a pleasurable activity, which can provide fulfilment throughout life. It provides knowledge of the work of a range of musicians and composers which contributes to a cultural understanding. It provides sensory experiences and a unique way of understanding and responding to the world, allowing children to communicate what they see, feel and think.


At St Thomas More our aim is raise the profile of Music to enable children to become more confident in this area, so that all children will:-

· Find enjoyment in music and see themselves as musicians.

· Find a sense of purpose, achievement and fulfilment in musical expression.

· Develop skills to use a wide range of instruments competently.

· Feel able to express their ideas and feelings through imaginative composition performance and appreciation of music.

· Develop an appropriate vocabulary to help them understand and discuss their own work and that of others.

· Appreciate and evaluate the work of a range of composers, from their own and other cultures.

· Critically evaluate their own work.

Music is highly valued at school and permeates many aspects of the curriculum. The children celebrate music through classroom teaching, assemblies, worship, musical performances, and extra curricular activities. The school’s overall aim is to recognise that music is fun and enjoyable and children are introduced to music from a wide range of well-known composers.


At St. Thomas More First School, we base our teaching on the National Curriculum Programmes of Study and this is particularly helpful with ensuring that there is continuity and progression. The programmes of study set out what should be taught at Key Stage 1 and 2 and The Foundation Stage programmes of study for Creative development are set out in the EYFS. The music scheme Music Express is used to support the planning in all Key Stages.

Foundation Stage

Pupils in the Foundation Stage develop their skills in the Creative development area of the EYFSP. They will begin to sing a repertoire of songs, explores a range of instruments and experiments with how they can change them A range of activities related to their everyday experiences are provided. Children are encouraged to make, explore and investigate instruments inside and outside of the classroom.

Key Stage 1

Key Stage 1 work on a two year topic based rolling program (Cycle 1 and Cycle 2), implementing key skills in Music.

The skills include using their voices expressively and creatively by singing songs and speaking chants and rhymes, playing tuned and untuned instruments musically, listening with concentration and understanding to a range of high-quality live and recorded music and experiment with, create, select and combine sounds using the inter-related dimensions of music.

Key Stage 2

Key Stage 2 work on a two year topic based rolling program (Cycle 1 and Cycle 2), implementing key skills in Music which extend and reinforce the skills from Key stage 1.

The skills include play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression, 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.

Children in KS2 are also learn the ukulele for two terms. (One in cycle 1 and one in cycle 2)

In previous years children have taken part in musical performances at the Palace Theatre Redditch and The Symphony Hall in Birmingham and Young Voices at the Genting Arena in Birmingham.

National Curriculum – Music key stages 1 to 2 (

A whole school musical effort to celebrate Easter 2021

Here are some useful websites to support your child’s learning: