Music & Drama


At Mawgan-in-Pydar our intent is that our music curriculum nurtures, inspires and enriches our pupils’ learning experience. Our curriculum will build the confidence in children to sing within a group or solo, sing in harmony, develop an understanding of musical terminology, creating and developing music ideas, listening, responding and reviewing music.


Music Inplementation:

Music is all around us, it enriches our lives, it connects us. It connects people, places and brings our communities together. Everyone should experience music.

Music and drama celebrates the inclusion of all pupils and by providing invaluable opportunities they are able to freely and creatively, communicate ideas and emotions. Pupils have the opportunity experience different cultures and times as well as forging important links both with home, and the wider community. In turn, music and drama can help to develop a sense of group identity and unity as well as encouraging the development of individual skills and interests.

The learning of drama is enhanced in a variety of ways by visits from touring theatre companies, and theatre education practitioners such as drama and movement specialists and storytellers. Opportunities to perform in a range of contexts both within and beyond school through class assemblies, drama workshops, partnerships and community performances enable our children to enhance their skills.


We use Sing up to deliver a high quality, rich, varied and progressive musical framework for Reception – Yr 6, where it fulfills the aims of Development matters, National Curriculum and the Model Music Curriculum ensuring that all pupils:

Early Years Foundation Stage (EYFS) Staurtory Framework

In our EYFS, expressive art and design is a specific area of the Early Years programme. There are two Early Learning goals within this specific area:  Exploring using media and materials and Being Imaginative. We also cover musical elements throughout the prime area; Communication and Language, through the use of retelling stroies and rhymes.

  • The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that the children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.


The National Curriculum for Music

  • Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians.
  • Learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence.
  • Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations

The Model Music Curriculum sets out sequences of learning in the following key areas which, when taken together, all contribute towards the steadily increasing development of musicianship:

  • Singing
  • Listening
  • Composing
  • Performing/Instrumental Performance

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