Music curriculum provides a rich and progressive learning experience from the early years to Year 6. Children explore singing, listening, composing, and performing through diverse musical styles, instruments, and traditions. Using high-quality schemes such as Charanga and Sing Up, pupils develop essential musical skills including rhythm, pitch, tempo, and notation. From tuned percussion in EYFS to ukuleles, violins, recorders, and samba in later years, each child has hands-on opportunities to create and enjoy music. The curriculum also promotes confidence, collaboration, and creativity through performances, ensemble work, and digital music projects.
In Nursery, pupils are introduced to music through joyful and interactive experiences. They explore rhythm, pitch, and sound using their voices, instruments and movement. Children sing familiar nursery rhymes and songs, join in with call and response games and begin to keep a steady beat. They use simple percussion instruments to explore different sounds and enjoy moving to music in creative ways. Music is woven into daily routines and story times, helping children to develop listening skills, memory, and confidence in expressing themselves through sound and movement.
The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that 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.
In Reception, pupils build on their early musical experiences by exploring a wider range of songs, rhythms, and instruments. They learn to sing in tune, follow musical patterns, and perform simple compositions using classroom instruments. Children explore musical styles such as funk and classical, and they begin to understand musical elements like tempo, dynamics, and pitch. Through singing, dancing, and performing, pupils develop confidence, coordination, and creativity. Music is also linked to topics and celebrations, giving children opportunities to perform for others and enjoy music as a shared experience.
The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that 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.
In Year 1, children explore music through singing, rhythm, and movement. They learn about beat, pitch, and tempo through fun and varied styles such as hip hop, reggae, and classical. Using instruments, they create sound stories and explore how music can express feelings and ideas. They also begin to understand musical structure through games and improvisation. All children take part in the EYFS and KS1 choir, where they sing together weekly and perform at events such as the nativity, school concerts, and the summer picnic, celebrating music as a joyful part of school life.
Term 1
Introducing Beat: Follow the Autumn 1 series of lessons that will consist of the following.
Charanga- Autumn 1- Introducing the beat
Term 2
Adding Rhythm and Pitch- Follow the Autumn 2 series of lessons that will consist of the following.
Charanga- Autumn 1- Adding rhythm and pitch
Resources Needed: Boomwhackers, Chime Bars, Xylophones
Term 1
Introducing Tempo and Dynamics- Follow the Spring 1 series of lessons that will consist of the following.
Charanga- Spring 1- Introducing tempo and dynamics
Term 2
Combining Pulse, Rhythm and Pitch- Follow the Spring 2 series of lessons that will consist of the following.
Charanga- Spring 2- Combining pulse rhythm and pitch
Term 1
Having Fun with Improvisation- Follow the Summer 1 series of lessons that will consist of the following.
Charanga- Summer 1- Having fun with improvisation
Term 2
Explore Sound and Create a Story- Follow the Summer 2 series of lessons that will consist of the following.
Charanga- Summer 2- Explore sound and create a story
Model Music curriculum new objectives that should be covered in Year 1. New vocabulary is in a bold font.
Singing:
Listening- These styles of music should be introduced
Western Classical Tradition and Film:
Popular Music:
Musical Traditions
Composing
Musicianship
Pulse/Beat
Rhythm
Pitch
In Year 2, children explore music through singing, instruments, and digital tools. They use handbells, boomwhackers, and djembe drums, learning to create rhythms and perform in class ensembles. They explore different musical styles, including samba and African Fanga, and use Chrome Music Lab to compose and experiment with sound. Through games and storytelling, they learn about tempo, pulse, notation, and how music can express different emotions. All children take part in the EYFS and KS1 choir, performing at school concerts, the nativity, and the summer picnic, building confidence and a love of music through shared performance.
Term 1
Exploring Simple Patterns-Each music lesson should have a combination of singing, listening, composing and musicianship (pulse/beat, rhythm and pitch)
These activities can be found on Charanga using the below link and should be used in conjunction with teacher planning incorporating drumming and xylophones.
Term 2
Focus on Dynamics and Tempo
Each music lesson should have a combination of singing, listening, composing and musicianship (pulse/beat, rhythm and pitch)
These activities can be found on Charanga using the below link and should be used in conjunction with teacher planning incorporating drumming and xylophones.
Resources Needed: Drums Xylophones, Glockenspiels
Term 1
Exploring Feelings Through Music
Each music lesson should have a combination of singing, listening, composing and musicianship (pulse/beat, rhythm and pitch)
These activities can be found on Charanga using the below link and should be used in conjunction with teacher planning incorporating drumming and xylophones.
Term 2
Inventing a Musical Story
Each music lesson should have a combination of singing, listening, composing and musicianship (pulse/beat, rhythm and pitch)
These activities can be found on Charanga using the below link and should be used in conjunction with teacher planning incorporating drumming and xylophones.
Term 1
Music That Makes you Dance
Each music lesson should have a combination of singing, listening, composing and musicianship (pulse/beat, rhythm and pitch)
These activities can be found on Charanga using the below link and should be used in conjunction with teacher planning incorporating drumming and xylophones.
Term 2
Exploring Improvisation
Each music lesson should have a combination of singing, listening, composing and musicianship (pulse/beat, rhythm and pitch)
These activities can be found on Charanga using the below link and should be used in conjunction with teacher planning incorporating drumming and xylophones.
Model Music curriculum new objectives that should be covered in Year 2. New vocabulary is in a bold font.
Singing:
Listening- These styles of music should be introduced
Western Classical Tradition and Film:
Popular Music:
Musical Traditions
Composing
Musicianship
Pulse/Beat
Rhythm
Pitch
In Year 3, children learn to play the ukulele, explore music theory, and create digital compositions. They develop their skills in rhythm, pitch, and performance through engaging practical activities.
Term 1
Ukuleles
Play ukulele | Sing Up
Chord C
Chord F
Pluck tunes using notes A B and C
Term 2
Ukuleles
Chord G7
Single and double strummin
Resources Needed: Ukuleles
Term 1
Digital Compositions
Term 2
Music Theory
The children should learn technical terms that give context to music that they have previously heard. How these are taught are up to the teacher. These terms should also be taught throughout other academic terms.
Rhythm, metre and tempo:
Downbeats, fast (allegro), slow (adagio), pulse, beat
Pitch and Melody
High, low, rising, falling; pitch range do–so
Structure and Form
Call and response; question phrase, answer phrase, echo, ostinato
Harmony
Drone
Texture
Unison, layered, solo
Dynamics and Articulation
Loud (forte), quiet (piano)
Instruments and Playing Techniques
Instruments used in Foundation Listening
Term 1
Ukuleles
Model Music Curriculum:
Model Music curriculum new objectives that should be covered in Year 3. New vocabulary is in a bold font.
Singing:
Listening- These styles of music should be introduced
Western Classical Tradition and Film:
Populer Music:
Musical Traditions
Improvise
Compose
Performing
Reading notation
In Year 4, children develop instrumental skills through whole-class violin or brass lessons. They build on music theory, learn to read notation, and perform in ensembles, deepening their understanding of pitch, rhythm, and musical structure.
Term 1
Ukuleles recap of chords and Music Theory
The children should learn technical terms that give context to music that they have previously heard. How these are taught are up to the teacher. These terms should also be taught throughout other academic terms.
Rhythm, metre and tempo:
Getting faster (accelerando), Getting slower (rallentando), Bar, metre
Pitch and Melody
Pentatonic scale, major and minor tonality, pitch range do–do
Structure and Form
Rounds and partner songs, repetition, contrast
Harmony
Static, moving
Texture
Duet, melody and accompaniment
Dynamics and Articulation
Getting louder (crescendo), getting softer (decrescendo); legato (smooth), staccato (detached)
Instruments and Playing Techniques
Instruments used in Foundation Listening including playing techniques
Term 2
Digital compositions
Resources Needed: Brass/Violine
Term 1
Brass BC and WC
Brass BC and WC
Violins YV
Violin objectives to be covered:
Follow Charanga English Model Music Curriculum for listening activities. Each lesson should have singing, listening composing and performing. Use the objectives covered column to check.
Charanga- Stringbabies violin music can be used alongside the lessons.
Term 2
Brass BC and WC
Violins YV
Violin objectives to be covered:
Follow Charanga English Model Music Curriculum for listening activities. Each lesson should have singing, listening composing and performing. Use the objectives covered column to check.
Charanga- Stringbabies violin music can be used alongside the lessons.
Term 1
Brass Band BC and WC
Violins YV
Violin objectives to be covered:
Follow Charanga English Model Music Curriculum for listening activities. Each lesson should have singing, listening composing and performing. Use the objectives covered column to check.
Charanga- Stringbabies violin music can be used alongside the lessons.
Term 2
Brass BC and WC
Violins YV
Violin objectives to be covered:
Follow Charanga English Model Music Curriculum for listening activities. Each lesson should have singing, listening composing and performing. Use the objectives covered column to check.
Charanga- Stringbabies violin music can be used alongside the lessons.
End of term ensemble performances for all of Year 4 to parents
Model Music Curriculum:
Model Music curriculum new objectives that should be covered in Year 4. New vocabulary is in a bold font.
Singing:
Listening- These styles of music should be introduced
Western Classical Tradition and Film:
Popular Music:
Musical Traditions
Improvise
Compose
Performing
Reading notation
In Year 5, children learn to play the recorder and toot, explore digital music, and develop their understanding of musical notation, dynamics, and composition through a range of engaging activities.
Term 1
Recorders and Toots
Tunes on B A and G
E and D
High C and High D
Charanga resources to teach it- Blown away
Term 2
Recorders and Toots
End of term performance
Resources Needed: Recorders and Toots
Term 1
Digital Music
Term 2
Music Theory
The children should learn technical terms that give context to music that they have previously heard. How these are taught are up to the teacher. These terms should also be taught throughout other academic terms.
Rhythm, metre and tempo:
Simple time, compound time, syncopation
Pitch and Melody
Full diatonic scale in different keys
Structure and Form
Ternary form, verse and chorus form, music with multiple sections
Harmony
Triads, chord progressions
Texture
Music in 3 parts, music in 4 parts
Dynamics and Articulation
Wider range of dynamics including fortissimo (very loud), pianissimo (very quiet), mezzo forte (moderately loud) and mezzo piano (moderately quiet)
Instruments and Playing Techniques
Instruments used in Foundation Listening including playing techniques and effects, for example pizzicato (e.g. mysterious) and tremolo (e.g. dark and expectant)
Term 1
Recorders and Toots
Term 2
Recorders and Toots
Model Music Curriculum:
Model Music curriculum new objectives that should be covered in Year 4. New vocabulary is in a bold font.
Singing:
Listening- These styles of music should be introduced
Western Classical Tradition and Film:
Popular Music:
Musical Traditions
Improvise
Compose
Performing
Reading notation
In Year 6, children refine their musical skills through samba drumming, xylophone improvisation, and digital composition. They deepen their understanding of musical structure, performance, and notation in preparation for secondary school.
Term 1
Charanga- xylophones Improvising
Term 2
Digital music composition.
GEC jingles.
Composing
Resources Needed: Samba Ser Xylophones and Glockenpsiels
Term 1
Digital Music Compositions
Term 2
Music Theory
The children should learn technical terms that give context to music that they have previously heard. How these are taught are up to the teacher. These terms should also be taught throughout other academic terms. These terms should be taught in Year 5 and will be revisited in Year 6.
Rhythm, metre and tempo:
Simple time, compound time, syncopation
Pitch and Melody
Full diatonic scale in different keys
Structure and Form
Ternary form, verse and chorus form, music with multiple sections
Harmony
Triads, chord progressions
Texture
Music in 3 parts, music in 4 parts
Dynamics and Articulation
Wider range of dynamics including fortissimo (very loud), pianissimo (very quiet), mezzo forte (moderately loud) and mezzo piano (moderately quiet)
Instruments and Playing Techniques
Instruments used in Foundation Listening including playing techniques and effects, for example pizzicato (e.g. mysterious) and tremolo (e.g. dark and expectant)
Term 1
Samba Instruments
Term 2
Samba Instruments
End of term/leaver assembly performance
Model Music Curriculum:
Model Music curriculum new objectives that should be covered in Year 4. New vocabulary is in a bold font.
Singing:
Listening- These styles of music should be introduced
Western Classical Tradition and Film:
Popular Music:
Musical Traditions
Improvise
Compose
Performing
Reading notation
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