🎵 The New Music Curriculum and Diversity: What Might It Mean for Primary Schools?

The government’s Curriculum and Assessment Review has landed, and it’s the first time in a while that music has really featured in the conversation. The review isn’t a new curriculum yet, but it signals a direction: more inclusive, diverse, and meaningful music education for Key Stage 1 through Key Stage 4.

Progression Without Pressure

One of the main points coming through is the idea of clearer progression in musical learning, so that children build skills and understanding year on year. Terms like “rigorous foundation” and the "three pillars of musical understanding" (technical, constructive and expressive) are mentioned, but at its heart, music in primary school should still be about doing music: singing, exploring sounds, composing, improvising, performing, and listening.

Knowledge and understanding matter, but they shouldn’t replace the joy of making music and expressing yourself through sound. That balance will be key in any future curriculum.

Teachers Need Support

Many primary schools still rely on non-specialist teachers for music lessons. That’s not a problem, but any future curriculum that asks for more structure or “rigour” will need to come with real support.

Practical, classroom-ready resources and accessible CPD will make all the difference. Otherwise, even well-intentioned improvements could feel overwhelming, and both children and teachers could lose motivation. Music education should feel achievable and enjoyable for everyone.

Music That Reflects Society

The overall review also makes a strong case for representation. While it doesn’t explicitly link it to any subject, it’s reasonable to assume that the same principles can apply: children should see themselves in the music they learn. They should be exposed to a wide range of genres, traditions, and musicians. That means breaking out of the narrow Western classical mould, giving pupils access to global, popular, and community music, and celebrating the diverse contributions to our musical culture.

In other words, the curriculum should broaden horizons, not shrink them. And it should do it in a way that works for every school, every teacher, and every child.

What This Means for You in the Classroom

If you teach music in KS1 or KS2, whether you’re a specialist or not, this is worth thinking about. You might not know exactly what the 2028 curriculum will look like, but you can start asking yourself:

• How can I make music inclusive for every child in my class?

• How can I build skills and knowledge year on year without overloading myself or my pupils?

• How can I give children access to a wide range of music, from classical to contemporary, from local traditions to global sounds?

  
  

Starting the Conversation Now

Music education is about connection, creativity, and joy. The review is giving us a nudge to think about what matters most in primary music, and how we can support every teacher and child to access it.

If you’re curious about ways schools are already introducing children to a rich variety of musicians and traditions, check out our free sample pack designed to spark discussion, engagement, and inspiration across KS1 and KS2.