Music

• Whole-Class Instrumental Teaching: In line with national recommendations, children  in Key Stage 2 participate in whole-class instrumental programmes delivered by a specialist music teacher. This ensures that the opportunity to learn an instrument is not limited to those who can afford private lessons.
• Vocal Confidence: The curriculum uses age-appropriate repertoire that respects a child’s vocal range, ensuring all pupils—including those with SEND—can participate in singing with confidence and joy.
• Music Mark Recognition: The school’s status as a Music Mark school highlights its commitment to providing a high-quality, inclusive music education for all pupils.

Excellence in music is achieved by exposing children to a wide range of high-quality “musical giants” and genres.

• Diverse Repertoire: Pupils engage with the MMC’s “broad aural knowledge” framework, which includes Western Classical Music, Popular Music, and Traditional Music from around the world.
• High-Quality Performance: Pupils are encouraged to achieve excellence by performing in front of others, whether in class, during assemblies, or as part of a Musical Technology club. 
• Specialist Input: The school works with the Hull Music Service to bring in professional musicians and tutors, ensuring that the “Excellence” value is delivered through expert teaching.

• Emotional Articulation: In line with Marfleet’s “Restorative” approach, music is used to help children express their views and talk about their feelings, building their emotional vocabulary.
• Teamwork (Ensemble): Playing in a group or singing in a choir teaches children how to work as part of a team—a core Marfleet value 
• Cultural Capital: By learning about different musical cultures and histories, children gain the cultural capital needed to be “well-rounded and ready for the world.”

• Creative Problem Solving: Composing requires children to be “Thinkers”—selecting, discarding, and organising sounds to create a specific effect or “voice.”
• Analytical Listening: Pupils are taught to be trailblazers by critically deconstructing what they hear, using musical terminology to describe dynamics, tempo, and structure.
• Resilience in Practice: Learning an instrument or a difficult vocal part requires persistence and determination, fostering the “trailblazing” spirit of not giving up when a task is challenging.