Curriculum Intent

At Pegasus pupils will be provided with opportunities to create, play, perform and enjoy music through development of their teamwork, listening, performing and appraising skills. They will also learn to appreciate a wide variety of musical styles, and begin to make judgements and form opinions about a broad range of music.

Music is a unique way of communicating feelings, thoughts and ideas. It is a vehicle for personal expression which can be highly motivating and contribute to children’s personal development. Music reflects the culture and society we live in, and so learning music enables children to better understand the world they live in. It also plays an important part in helping children feel part of a school community. Besides being a creative and enjoyable activity, music can also be a highly academic and demanding subject. It develops a range of key learning skills which can improve children’s learning across the curriculum.

Musical Skills


Links to The Voices Foundation and Musical Futures.

Music Appreciation

I understand and can appreciate a whole range of musical styles. I enjoy learning and singing songs from a wide range of cultures and communities. I listen to a broad mix of different music through either audio recordings or live performances. I work collaboratively and respectfully with my peers to perform music from a wide range of topics. I understand how different instruments work and how to handle and play them respectfully.

How has ‘The Blues’ impacted the music I listen to today? (Year 6)



Practical Skills

I understand that playing musical instruments and following notation can be challenging but I feel confident with my role within a musical ensemble. I am driven and committed to finding and exploring my ‘singing voice’ and using it within the school community.

How does using your speaking/thinking/whispering/singing voice effect the performance of the music? (Years 1-3)


I can express myself and my musicality based on the musical topics I have learnt. Through a strong musical foundation I am able to compose, create and appreciate music and song from a range of style and genres.

What should the rhythmic accompaniment of a ‘Sea Shanty’ sound like if we are trying to represent imagery of the sea?’ (Year 6)

Well Being

I feel confident through singing as part of a large group, choir or individually. Through whole school performances I am able to display my musicality to the best of my ability. During lessons I am able to form confident opinions about a whole range of music as well as sharing ideas and skills with my peers.

Who can think of their own place and trade to sing individually in the song ‘Here I come’ (Years 2/3)

Attitude to learning

I am excited and interested in learning a whole range of musical styles and skills. Music is a subject that is featured heavily in everyday life and is strongly valued by all cultures and societies.

When listening to that example of classical music what emotions did it make you feel and what part of the music made you feel that way? E.g choice of instrument used, the tempo etc… (Years 2-6)

United Learning Musical Culture

I am inspired by music and the emotional and mindful connection it has to our everyday lives. Topics that are taught and modelled by specialist teachers inspire and drive me to succeed in my own musical ability. By laying strong musical foundations I am able to consider how music features and supports my academic future.

What skills can you use from our African Drumming project to help you lead the rhythm section in The Class Band? (Years 5/6)


Whole school summary






The Voices Foundation Inside Music- Early Years


What are the different parts of the body called?


Song example: Head,shoulders,

knees and toes.



How can I use my body to make sound?


Song example: If you're happy and you know it clap your hands/stamp your feet/tap your knees




Can I use my voice to make different sounds?


Song example: Have you brought your speaking/whispering/humming/ singing voice.


The Voices Foundation Inside Music- First Steps Ages 5-7


Can singing help me be active?


Song example: Hey hey look at me- clapping/hopping/jumping/skipping


Can I explore different instruments and their sounds?


Song example: I Have Sounds


What is the difference between shouting and singing?


Song example: Five Little Monkeys

Year 1

The Voices Foundation Inside Music- First Steps Ages 5-7


Can I mirror the correct pitch?


Song example: I see you


How can I use instruments to explore the musical pulse?


Song example: Can you tap?


Can I recognise a song just by its melody?


Song example: Lots of rosy apples

Year 2

The Voices Foundation Inside Music- First Steps Ages 5-7

What is the difference between pulse and rhythm


Song example: Can you tap this rhythm for me?

Can I hear the difference between higher and lower pitch?


Song example: Rain on the green grass.

Can I read and play simple time rhythm?


Song example: Double Double

Year 3

The Voices Foundation Inside Music- First Steps Ages 7-11

  • How can playing short rhythm phrases help me recognise song?


Song example: Touch your shoulders

Am I able to keep to my own melody in two part singing


Song example: Bells in the steeple

How can we use different rhythms to affect music


Song example: Spinning top

Plus African rhythms

Year 4

The Voices Foundation Inside Music- First Steps Ages 7-11

Can I perform my part within a two part ensemble made up of song melody and melodic ostinato?


Song example:

I’ve been to Harlem


Can I use the tone set soh-me-doh when improvising?


Song example: chest, chest, knee, toe.

Can I combine rhythm and pitch symbols to produce melodic notation?


Song example:

The Addams Family

Year 5

The Voices Foundation Inside Music- First Steps Ages 7-11/ Musical Futures ‘Just Play.’

Can I write a 4 bar rhythm piece using crotchets, quavers and rests?


Song example: Double double (re visit)

Fire fire

  • What are some features of classical music and how has it helped influence music I listen to?


Focused study- Pachabel’s Canon

Am I able to compose, notate and perform my part confidently as part of a musical ensemble?


Focused study- Film Music

Year 6

The Voices Foundation Inside Music- First Steps Ages 7-11/ Musical Futures ‘Just Play.’

  • How does improvising in music help improve my confidence?


-Focused Study- The Blues

  • How can I use rhythm, words and rhyme to create music that represents me?


- Focused Study- Rap Music

  • What's makes a good musical performance and how can I use that to inspire my own singing?


- Focused study- Class Production


The Music Curriculum And Local Context 

Throughout the year various small KS2 groups as well as Year 3 visit The Dragon School for Orchestra, Percussion and Choral days as well as The Year 3 Singing Day. During these days children get to work with professional musicians and singers and all days end with a performance in which parents/careers are invited to.

As a music department we have also made links with Radley College School. As well as supporting us with our enrichment they offer a variety of musical experiences for our children throughout the year.

We also have links to a fantastic organisation called ‘The Oxford Philomusica.’ They offer our schools free 2/3 day projects where we work alongside professional working musicians to create a musical performance from scratch. Previous themes include, opera, space and the different seasons. They provide our children with opportunities to play and perform using strings, percussion, and voice. Again, this is mainly aimed at KS2 particularly years 4/5/6.

Every year we also perform at the ‘The Festival Of Voices.’ This is a local music event at Dorchester Abby. We normally take Year 5 or 6 or a mixed group from both years. They sing a range of different songs including songs from different cultures and a variety of musical contexts. Children sing alongside other schools and they are not only accompanied by a professional band but also led by a professional conductor.

Ofsted School Sports Gold Award School Sports Gold Award PSQM

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