Music is a universal language that embodies one of the highest forms of creativity. St Andrew’s aims to engage and inspire pupils to develop a love of music and  their talent as musicians, and so increase their self-confidence, creativity and sense of achievement.

As pupils progress, they should develop a critical engagement with music, allowing them to compose, read and use music notation as well as listen and appraise a variety of music from different cultures and time periods.

Currently, children have the opportunity to have additional clarinet or violin lessons. In the ‘Department of Excellence’ (Years 4, 5 and 6) , children are also able to participate in the School Choir, performing as part of the Young Voices Choir at Sheffield Motorpoint Arena.

Music Pupil Voice

I like music because we get to experience playing different instruments. This year I performed in a steel drum band.

Year 6 Pupil

Going into the music room is my favourite thing. We have been learning to play African drums.

Year 5 pupil

I love singing with my class. I liked it when we sang in assembly.

Year 2 pupil

Going for Gold!

To be Gold in Music:

  • To use the appropriate terminology to appraise and listen attentively to a piece of music, extending their explanation using more challenging Music concepts.
  • To understand and read Music Notation, understanding duration and pitch as well as an ability to understand time scales and music articulation.
  • To compose music independently and as part of a group using a variety of tuned instruments
  • To improvise to a pulse or to a piece of music confidently.


Problem Solving!


Key Questions

Through study of Music, problem-solving is a key integrated skill which should be apparent in every Music lesson.

  • What does this musical stave tell us about how the music should be played?
  • What musical dimensions are apparent in this piece of music? How are they different to another piece of music?
  • Explain how you know what the texture, timbre, pitch and dynamics is like.
  • Compare the dynamic markings of songs. How are they different?
  • What instruments would you select to create a certain effect or mood?

Young Voices!

Every January, our school choir performs as part of the Young Voices choir at Sheffield Arena – making up a choir of over 5000 children.



Music Updates


Shake, rattle, listen and play.

We have been exploring the musical instruments, listening out for the different sounds they make. We testing what sounds the made when we shook, tapped and moved them from side to side.  Some of them make a loud sound and some are quieter. We like to explore how we can make different sounds with the... read more

MFL Countries Project Year 4

This term Year 4 have been learning all about Brazil. This week Miss Ramsey’s Class have been listening to Brazilian carnival music and writing a music appraisal. Annabelle said “The different instruments I could hear were Trumpet, Drum and Maracas. I liked it because it made me feel like I want to dance”.... read more


Autumn 2018- children in the Department of Excellence have been busy combining DT, English and Music. Year 3- Have created instruments and evaluated how successful they are. Year 4/5- Children had a class vote and selected their favourite song to appraise. Here are some excellent examples of what children can hear and what their opinions are of the... read more

Magnificent Music Notation!

  As part of our exciting, music curriculum, the children have been exploring music notation. There have been an array of activities: the children in Year 5 and 6 participated in a Music Notation challenge and using the internet, completed their own research; Year 4 explored the notes G,A and B on the treble clef and displayed this on the stave accurately; Year 3 explored the duration of notes and Year 1/2 explored pulse and rhythm through different nursery rhymes. Year 5/6 Music Notation Challenge Poster Example Year 5/6 Music Notation Challenge Poster Example Year 6 Created their own composition Year 4 Looked at note values on the stave. Year 3 identified the duration of notes. Year 2 distinguished between pulse and... read more