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Music is a powerful, unique form of communication that can change the way pupils feel, think and act.  It brings together intellect and feeling and enables personal expression, reflection and emotional development.  As an integral part of culture, past and present, it helps pupils understand themselves and relate to others, forging important links between the home, school and the wider work.  The teaching of Music develops pupils’ ability to listen and appreciate a wide variety of music and to make judgments about musical quality.  It encourages active involvement in different forms of amateur music making, both individual and communal, developing a sense of group identity and togetherness.  It also increases self-discipline and creativity, aesthetic sensitivity and fulfilment.


Our Vision

Our Music Curriculum: Intent, Implementation and Impact

  • Intent: What do we want our pupils to learn?

    The intention of our music curriculum is first and foremost to help children to feel that they are musical, and to develop a life-long love of music. We focus on developing the skills, knowledge and understanding that children need in order to become confident performers, composers, and listeners. Our curriculum introduces children to music from all around the world and across generations, teaching children to respect and appreciate the music of all traditions and communities.

    We want our children to develop the musical skills of:

    • singing,
    • playing tuned and untuned instruments,
    • improvising and composing music,
    • listening and responding to music.

    They will develop an understanding of the history and cultural context of the music that they listen to and learn how music can be written down.                                                                                                                                                                                                            Through music, our curriculum helps children develop transferable skills such as:

    • team-working,
    • leadership,
    • creative thinking,
    • problem-solving,
    • decision-making,
    • presentation,
    • performance skills.

    These skills are vital to children’s development as learners and have a wider application in their general lives outside and beyond school.

    Our music scheme takes a holistic approach to music, in which the individual strands below are woven together to create engaging and enriching learning experiences. There are 5 strands:




    The History of Music

    The inter-related dimensions of music:

    pulse, pitch, duration, dynamics, tempo, timbre, texture, structure & appropriate musical notation


  • Implementation: How do we teach our music curriculum in EYFS ?


    Our EYFS scheme has been updated to reflect the updated 2021 Statutory framework.

    Child-led learning plays a large part in the Early Years curriculum. We support our children in following and exploring their own interests. This allows for a greater depth of learning and understanding and much higher levels of well-being and involvement.  

    Children are supported in their use of music as part of child-led play, whether singing songs, listening to music, dancing or playing instruments. Thus allowing them to express their creativity and emotions, as well as reaching a deeper level of musical understanding. 

    Our EYFS staff enhance their chosen area of play by providing additional resources, demonstrating how to use existing resources or even using the computer. This may include:

    • Demonstrating how to play certain instruments
    • Encouraging children to perform together as a group
    • Starting to sing a familiar song and play an instrument, encouraging others to join in
    • Clapping or tapping out a beat
    • Providing lyrics to a song
    • Using familiar, everyday objects to create new instruments and sounds
    • Demonstrating how to use your body and voice as instruments
    • Searching for and watching videos showing traditional dances 
    • Learning and practising traditional dances together 
    • Using a safe search engine to find out more information or facts about particular dances or music types
    • Searching for and listening to music together

    Finding out about different music relating to customs and festivals that are important to the children

    Enhanced provision is provided to encourage consolidation of learning after a lesson,  in response to children’s expressed interests or a seasonal event.

    Enhanced provision resources may include:

    Seasonal instruments, for example, sleigh bells at Christmas Instruments related to a particular culture Instruments related to a special festival Instruments created by the children CDs or other listening material related to a topic of interest Costumes related to a topic of interest

  • Implementation: How do we teach our music curriculum in KS1 and KS2 ?

    Each five-lesson unit combines these strands within a cross-curricular topic designed to capture pupils’ imagination and encourage them to explore music enthusiastically. Over the course of the scheme, children will be taught how to sing fluently and expressively, and play tuned and untuned instruments accurately and with control.

    The Kapow Primary scheme follows the spiral curriculum model where previous skills and knowledge are returned to and built upon. Children progress in terms of tackling more complex tasks and doing more simple tasks better, as well as developing understanding and knowledge of the history of music, staff, and other musical notations, as well as the interrelated dimensions of music and more.

    They will learn to recognise and name the interrelated dimensions of music - pitch, duration, tempo, timbre, structure, texture and dynamics - and use these expressively in their own improvisations and compositions.

    What do lessons look like?

    In each lesson, pupils will actively participate in musical activities drawn from a range of styles and traditions, developing their musical skills and their understanding of how music works.

    Lessons incorporate a range of teaching strategies from independent tasks, paired and group work as well as improvisation and teacher-led performances. Lessons are ‘hands-on’ and incorporate movement and dance elements, as well as making cross curricular links with other areas of learning.

    Differentiated guidance is available for every lesson to ensure that lessons can be accessed by all pupils and opportunities to stretch pupils’ learning are available when required.

    Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary.

    Each unit of work consists of 5 lessons. These will take place in weekly, 45 minutes to one hour lessons. 

    Teachers do have the flexibility to split the lesson into 2 shorter sessions or combine 2 lessons depending on the unit and the needs of the children. All 5 lessons are completed within the term.                                                                                                                                         

    Our music curriculum is also enhanced with whole school weekly singing sessions which also focus on ensuring pupils understand, develop and remember important subject-specific vocabulary.


  • Impact


    The impact of our Music curriculum can be constantly monitored through both formative and summative assessment opportunities. Each lesson includes

    guidance to support teachers in assessing pupils against the learning objectives and at the end of each unit there is often a performance element where teachers can make a summative assessment of pupils’ learning.

    Assessment quizzes and knowledge catchers are used throughout each unit. These can be used at the start and/or end of a unit to measure pupil progress.

    After the implementation of our music curriculum, pupils leave school equipped with a range of skills to enable them to succeed in their secondary education and to be able to enjoy and appreciate music throughout their lives.

    The expected impact is that children will:

    • Be confident performers, composers and listeners and will be able to express themselves musically at and beyond school.
    • Show an appreciation and respect for a wide range of musical styles from around the world and will understand how music is influenced by the wider cultural, social, and historical contexts in which it is developed.
    • Understand the ways in which music can be written down to support performing and composing activities.
    • Demonstrate and articulate an enthusiasm for music and be able to identify their own personal musical preferences.
    • Meet the end of key stage expectations outlined in the National curriculum for Music.
    • Understand and appreciate that music can help them to understand and express their emotions and help to regulate them too.







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