"Music can change the world!" Beethoven 

At Fremington Primary School, Music is celebrated and valued because it is a powerful and unique form of communication that impacts the way children feel, think and act. The delivery of regular high quality Music lessons to every year group throughout the school by a music specialist, are tailored not only to meet the rigour of our curriculum, but also that of our children.  


The positive benefits of engaging in Musical activity are not subject to the development of skills or knowledge alone, but also to the improvement of memory, concentration, listening skills, co-ordination and further cognitive functionality. Enabling active engagement in a range of quality musical opportunities gives much enjoyment and also helps improve performance in other subject areas. In early years, children sing and move in time with the Music; they learn to play rhythmically to some musical symbols and explore how music makes them feel. During early development, dancing rhythmically to music helps children build motor skills and co-ordination, while allowing them to practice self-expression. Children who learn to play a musical instrument develop better co-ordination, the ability to interpret symbols with sound and develop confidence and self-expression. In KS1 and KS2, children develop their knowledge of the interrelated dimensions of music through musical activity and use this knowledge in practice through performance, composition, listening and analysis.


A Fremington Primary school we believe that every child should have the opportunity to develop their musical potential, and we aim to nurture and encourage musical development across the school to become the very best version of themselves.

"Music is the universal language of mankind" Henry Wadsworth-Longfellow 







By the end of EYFS we want children to know /

  • Comment on sound recordings of instruments, classroom sounds, own voice etc
  • Be able to sing the melodic shape of familiar songs.
  • Enjoy singing, playing, trying out and changing sounds; explore sounds and internalise music through play.
  • Move in time to the pulse of the music being listened to and physically responds to changes in the music,
  • Follow and offer simple musical instructions and actions (eg. playing quietly with quiet parts within music, stopping with the music when it stops. 
 Traffic lights stop and go.)
  • Combine moving, singing and playing instruments, eg marching, tapping a drum whilst singing. 

  • Keep a steady pulse with some accuracy, e.g. through tapping, clapping, marching, playing.
  • Echo a short rhythmic pattern. (Taps rhythms to accompany words, eg tapping the syllables of names/objects/ animals/lyrics of a song.) 

  • Create rhythms using instruments and body percussion.
  • Create music, and suggest symbols to represent sounds (e.g. a large foot for the Daddy bear, small foot for baby bear).
  • Maintain the overall shape of the melody.
  • Sing with movement and with expression.
  • Understand pitch through singing, movement and note names
  • Chant and sing in two parts with a good sense of timing
  • Perform with a good sense of pulse and rhythm.
  • Follow and lead simple performance directions (include start, stop and dynamic changes)
  • Read rhythms as rhythm notation (minims, crotchets, quavers and rests) and begin to understand staff notation (including pitch) when learning accompaniments to songs on instruments.
  • Explore the physical potential of their voice and instruments through the interrelated dimensions of music during improvisation and composition.
  • Begin to use a graphic score for creating purposes.
  • Listen with increased concentration to live and recorded music.
  • Begin to use musical vocabulary to describe what they hear. (Pulse, rhythm, pitch, dynamics, tempo, timbre)
  • Relate the Music they hear to a particular location, place, idea or charcter
  • Express how different types of music make them feel through movement and sound and verbally
  • Present their knowledge of pulse, rhythm, pitch, dynamics and tempo in various ways (interactive or class games / movement / chanting / clapping / call and response /  independent activities etc)
  • Develop a range of vocal techniques for the purpose of preparing the voice to sing (breath control / diction / timbre / dynamics)
  • Sing with accuracy of pitch, breath control and with clear diction.
  • Sing and perform with movement for purpose (Makaton)
  • Play instruments confidently and fluently keeping an appropriate tempo.
  • Suggest, follow and lead simple performance directions (include start, stop, dynamic and tempo changes)
  • Read note values and pitch as staff notation whilst learning instrumental accompaniments to songs.
  • Read note values with more accuracy (crotchet, quaver, minim, semibreve, semiquaver)
  • Develop musical quality – starts, ends, technical accuracy.
  • Use different musical elements in their creative work (dynamics, tempo, timbre etc.)
  • Create simple repeated patterns, melodies and accompaniments with different instruments.
  • Read and write using a combination of simple rhythmic notation, letters and use graphic scoring for compositional purpose.
  • Extend use of musical vocabulary to describe what they hear. (Pulse, rhythm, pitch, dynamics, tempo, timbre, structure, texture) include character, purpose and place in history.
  • Offer comments about own and others work and ways to improve.
  • Begin to form opinions about Music that they hear from various musical genres and styles with simple justification
  • Recall the Musical elements song
  • Identify some of these within the Music they hear
  • Demonstrate their knowledge of some of these through various Musical activities with improved skill and accuracy
  • Develop knowledge and skills for a range of vocal techniques and warmups for the purpose of preparing the voice to sing (breath control / diction / timbre / dynamics)
  • Sing in unison and part song with increasing control and awareness of others, altering their vocals accordingly (breath control, dynamics, timbre, diction and immediate direction)
  • Maintain own part independently when playing as an ensemble or solo.
  • Demonstrate increasing confidence through taking different roles in performance and rehearsal.
  • Follow basic music notation.
  • Follow a music score whilst paying close attention to the time signature and shape of the melody
  • Demonstrate musical quality – starts, ends, technical accuracy.
  • Improvise and compose music using conventional structures and choosing the most appropriate tempo, dynamics and timbre.
  • Use staff notation during creative work.
  • Recognise and begin to use through composition traditional harmony (triads)
  • Become confident in using voice, sounds, technology and instruments in creative ways.
  • Use musical vocabulary to describe, compare and evaluate music confidently.
  • Develop an understanding of the history of music.
  • Share opinions and suggest improvement to their own work and that of others offering specific comments and justifying these.
  • Through aural activity, identify some musical processes that can alter the mood of the Music (e.g. major/minor, change in dynamics, tempo, pitch)
  • Express opinions more confidently about Music that they hear from various musical genres and styles with some justification linked to the interrelated dimensions of Music and links to history and the world today
  • Recall the Musical elements song
  • Demonstrate their knowledge of all the elements through various Musical activities with improved skill and accuracy
  • Be able to define each of the interrelated dimensions of Music / Musical elements and relate this closely to the Music they hear with context
Mrs  Emelia McNeill

Mrs Emelia McNeill

Mrs McNeill is our subject lead and teaches music throughout the school. This year she also runs after school 'Band Jammers' for Key Stage 2 and Singing and drama club with Mrs Dorrell. Mrs McNeill on occasion also runs sing up assemblies throughout the school.

We follow our dreams and embrace who we are...

Fremington Quay by Cliff Spittle