1. Rationale and Methodist Distinctiveness

At Ribbleton Avenue Methodist Junior School (RAMJS), music is central to our ethos and identity. Rooted in our Methodist heritage, we recognise the power of music to inspire faith, bring communities together, and provide every child with meaningful opportunities for self-expression.

Methodists are well known as enthusiastic singers, a tradition dating back to John and Charles Wesley, who understood the power of song in strengthening and sharing faith. Singing remains a vital means of worship, reflection, and celebration within our school. We strive to uphold this tradition by embedding music into our daily practice, our worship, and our wider curriculum.

2. Aims

Through music, we aim to:

• Provide a progressive, enjoyable, and life-enhancing curriculum in line with the National Curriculum and DfE Model Music Curriculum.
• Develop musical skills, knowledge, and creativity for all children, regardless of background.
• Foster a culture of ambition, courage, respect, love, hope, and faith, aligning with our Methodist values.
• Offer enrichment opportunities that raise aspirations, broaden horizons, and inspire a lifelong appreciation for music.

3. National Curriculum & DfE Guidance

In line with the National Curriculum for Music (2014) and the DfE Model Music Curriculum (2021), pupils will:

• Perform: sing and play musically with confidence, accuracy, fluency, control, and expression.
• Create: improvise and compose music using the inter-related dimensions of music.
• Listen: develop aural memory, listen with attention to detail, and respond to high-quality live and recorded music.
• Understand: use and understand staff notation, appreciate diverse musical traditions, and develop awareness of music’s history.

The DfE expects every child to receive at least one hour of curriculum music each week, as well as opportunities for singing, instrumental learning, and ensemble performance. RAMJS fully meets and exceeds these expectations.

4. Intent

At RAMJS, our music curriculum:

• Provides equal access to musical opportunities, recognising and addressing the barriers posed by deprivation.
• Promotes progression from KS1 into KS2, working closely with Ribbleton Avenue Infant School to build on prior learning.
• Enables children to explore music as performers, composers, and critical listeners.
• Offers a broad, balanced, and inclusive experience, enriched with instrumental tuition, choral opportunities, and community performance.

5. Implementation

Curriculum Design

• Weekly Lessons: Every child receives at least one hour of quality music teaching each week.
• Schemes of Work: We use and adapt Charanga, Out of the Ark, Sing Up, and bespoke units, alongside our “Musician of the Month” focus.
• Instruments: Progressive instrumental teaching from Year 3–6:
  • Year 3 – Glockenspiel
  • Year 4 – Ocarina & Lancashire Sings Choir
  • Year 5 – Descant Recorder
  • Year 6 – Recorder (extension to sharps/flats, wider repertoire)
• Singing: Singing is embedded across school life—in worship, assemblies, classrooms, and performances.
• Enrichment: Choirs, community singing (e.g., Morrisons, Lancashire Sings, Young Voices), instrumental clubs (guitar, keyboard), and public performances.

Wider Opportunities

• Pupils perform in assemblies, concerts, and local/national events.
• Regular exposure to high-quality live and recorded music from diverse traditions and genres.
• Pupil voice shapes aspects of the curriculum, including song choices for assemblies and thematic compositions (e.g., Sea Shanties in literacy).

Progression

• Curriculum builds year-on-year from early musicianship to confident instrumental performance and notation.
• Bespoke support for Gifted & Talented pupils, including access to additional lessons and clubs.

6. Impact

By the end of KS2, children at RAMJS will:

• Demonstrate confidence, skill, and creativity as performers and composers.
• Have a secure understanding of musical notation, vocabulary, and structures.
• Appreciate and respect music from different cultures, traditions, and time periods.
• Recognise the role of music in faith, worship, and community life.
• Have developed the ambition, courage, and hope to pursue future musical opportunities.

Impact is measured through:

• Pupil progress in lessons and across year groups.
• Regular assessment against National Curriculum objectives.
• Pupil voice and reflections on their musical experiences.
• Participation in enrichment and community events.

7. Resources

• Wide range of tuned/untuned percussion, recorders, ocarinas, glockenspiels, keyboards, guitars, WAKATUBZ.
• Access to high-quality teaching resources: Charanga, Out of the Ark, Sing Up.
• Specialist teaching support from Lancashire Music Service.

8. Monitoring and Review

• The Music Lead monitors planning, teaching, and assessment to ensure progression.
• Governors receive regular updates on music provision and pupil opportunities.
• Policy reviewed every two years, with input from staff, pupils, and governors.

9. Conclusion

Music at RAMJS is more than a subject—it is a celebration of our faith, culture, and community. Rooted in our Methodist identity, our music curriculum brings joy, belonging, and aspiration, ensuring that all children leave us with the skills, confidence, and love of music that will enrich their lives and futures.

Appendix: Music Curriculum Progression Map (KS2)

Cross-School Threads

• Faith & Methodist Identity: Singing embedded in worship, celebrations, and daily routines.
• Musician of the Month: Exposure to diverse genres, traditions, and composers.
• Inclusivity & Pupil Voice: Children help shape repertoire (e.g., sea shanties, pop songs for assemblies).
• Enrichment: Choirs, instrumental clubs (guitar, keyboard), public concerts, and professional recordings.
• Progression from KS1: Builds directly on foundations from Ribbleton Avenue Infant School.
• Gifted & Talented: Additional lessons (keyboard, guitar), small group tuition, and performance opportunities.