This guidance is designed to support headteachers, subject leaders and classroom teachers in York to implement the Model Music Curriculum. The MMC is a non-statutory framework published by the Department for Education in March 2021. It sets out a progression model for music from Key Stage 1 to Key Stage 3, and it is intended to help every child experience a broad and ambitious musical education. York Music Education CIC (YME) shares the ambition that all schools should offer rich musical opportunities and stands ready to support you in delivering the MMC.

1 Overview of the Model Music Curriculum

The MMC defines four interconnected strands—performing, composing, listening and appraising—and emphasises that singing and instrumental learning should be central to classroom music. It encourages whole-class ensemble teaching at Key Stage 2 and expects schools to provide pupils with opportunities to develop skills gradually and sequentially. At Key Stage 3, music technology becomes an increasingly important tool for composition and performance (Swindon Music Service CIO). Although the MMC is non-statutory, it is a useful benchmark for ensuring that your curriculum meets or exceeds the ambitions of the National Curriculum and the National Plan for Music Education.

2 Key stage summaries

Key Stage 1 (Years 1–2)

• Children should develop secure singing voices, learn to keep a steady pulse and explore simple patterns through clapping and movement. Short instrumental activities allow pupils to experience different sounds and to improvise and compose.
• Listening is fundamental; exposing pupils to a broad range of music helps develop curiosity and focus. Swindon Music Service notes that the MMC encourages schools to work with their local music hub (Y-Music is the HLO for North Yorkshire and York area) to provide a quality music education.

Key Stage 2 (Years 3–6)

• Whole-class ensemble teaching is a core feature. Every child should have the opportunity to learn an instrument through whole-class ensemble and small-group teaching (smscio.org).
• Pupils build their singing technique, learn to read and write simple notation and develop an understanding of musical structures through composing and improvisation.
• Listening work should cover a range of genres and cultures, helping children connect their own music-making to the wider world.

Key Stage 3 (Years 7–9)

• The MMC states that Key Stage 3 continues the journey towards building a universal foundation of musical understanding (smscio.org). Pupils arrive having experienced performing, composing and listening in earlier years; they should be able to read simple melodies and understand basic harmony.
• Music technology becomes more important; schools are encouraged to make use of digital audio workstations to support composition and production (smscio.org).
• A broad repertoire should include Western Classical music, jazz, popular styles and music from different traditions.

3 Self-evaluation checklist

Use the questions below to reflect on your school’s current music offer. They adapt elements of the self-evaluation tool published by London West (Tri-Borough) Music Hub.

• Curriculum breadth and progression – Does your curriculum cover performing, composing, listening and appraising? Is there clear progression across year groups?
• Singing – Do all children sing every week? Are they exposed to a variety of styles and cultures?
• Instrumental learning – Have you planned for whole-class ensemble teaching, particularly at Key Stage 2? How do you support continuation for pupils who wish to progress?
• Composition and improvisation – Are pupils given regular opportunities to create their own music using instruments, voice and technology?
• Listening and critical engagement – Does your curriculum include structured listening to a wide range of music? How do pupils respond to and discuss what they hear?
• Inclusion and diversity – How does your curriculum reflect the cultural diversity of York’s communities? Are there pathways for pupils with SEND or those requiring additional support?
• Assessment – Do you have a system for monitoring musical development that goes beyond ‘levels’? How do you celebrate and share pupils’ achievements?

4 Developing a school music plan

• Statement of intent – Outline your vision for music in your school, referencing national expectations such as the MMC and the National Plan for Music Education. Tri-Borough Music Hub’s templates include a “Creating your own school music policy” document; you may find this a useful model.
• Curriculum map – Document the content and learning outcomes for each year group, ensuring that singing, instrumental work, composition and listening are planned across the year.
• Resources and staffing – Identify which instruments, technology and teaching expertise you need. Consider how YME’s tutors can supplement the skills of classroom teachers and provide CPD.
• Extra-curricular opportunities – Plan for choirs, ensembles and performances. Ensure that all pupils have access and that there are progression routes into city-wide ensembles.
• Partnerships – Note how you will work with York Music Education, Y-Music (the HLO for North Yorkshire and York area), North Yorkshire Council and other local arts organisations. Clearly state the support you expect from each partner.

5 Curated resources and listening lists

Curated Listening List for York Schools

York Music Education CIC has developed a blended Model Music Curriculum listening resource tailored for York. It draws on Barnsley lists and incorporates best-practice structures from other Hubs (e.g. Leicestershire, Nottingham, Hertfordshire) to ensure breadth, progression and inclusion.

View the full York MMC Blended Listening List

• Listening repertoire – Barnsley Music Service’s Model Music Curriculum listening page explains that listening critically broadens musical horizons and provides links to a wide range of pieces (barnsleymusicservice.com). York schools can create similar playlists, drawing on classical, folk, jazz and world music. Include contemporary composers and local musicians to reflect pupils’ identities.
• Digital platforms – Charanga – Musical School supports the MMC at primary level with schemes of work, repertoire and interactive activities. Other digital tools include MusicFirst and Soundtrap for Education. Ensure that any licences purchased are accompanied by CPD for teachers.
• CPD and training – Encourage staff to attend workshops run by Y-Music (the HLO for North Yorkshire and York area) and national organisations such as Music Mark. YME can provide bespoke training on topics such as songwriting, music technology and inclusive pedagogy.
• Reading and planning materials – Link to the full Model Music Curriculum and to accessible summaries (e.g., the London West Music Hub’s overview). Resources such as the Independent Society of Musicians (ISM) curriculum and Music Teachers’ Association guidance can offer further inspiration.

6 How York Music Education can help

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This guidance is intended to be used alongside the Department for Education’s full Model Music Curriculum and the National Plan for Music Education. It reflects best practice from music services across England and has been tailored to the needs of York schools.