Music curriculum
This page is designed for Music subject leaders to:
- View the Kapow Primary Music curriculum in one convenient place.
- Discover the rationale behind Kapow Primary’s Music curriculum.
- Find relevant information to support leading Music.
The Curriculum and Assessment Review final report has been released. We’re reviewing the recommendations and planning for future updates.
For more information, see our Curriculum updates and FAQs pages.
Music scheme of work
Contains public sector information licensed under the Open Government Licence v2.0
1. Intent
This section outlines the overall curriculum plan, including its structure, sequencing and the specific knowledge and skills students are expected to acquire.
Curriculum aims
The Kapow Primary Music scheme is designed to help pupils recognise themselves as musical and to nurture a lifelong love of music.
The scheme develops the skills, knowledge, and understanding needed to become confident performers, composers, and listeners. The curriculum introduces pupils to music from across the world, encouraging respect and appreciation for the music of all traditions and communities.
Pupils build musical skills through singing, playing tuned and untuned instruments, improvising, composing and listening and responding to music. They develop an understanding of the historical and cultural context of the music they encounter and learn how music can be notated.
The scheme also supports the development of transferable skills, including teamwork, leadership, creative thinking, problem-solving, decision-making and presentation and performance abilities. These skills are integral to pupils’ development as learners and have wide application in their lives beyond school.
Statutory and non-statutory guidance
National curriculum
Kapow Primary’s standard, mixed-age and condensed schemes of work fulfil the statutory requirements for Music outlined in the National curriculum (2014).
Ofsted research review
Kapow Primary’s standard, mixed-age and condensed Music schemes are based on principles outlined in Ofsted’s Music research review.
New research and developments
The standard, mixed-age and condensed Music schemes are continually evaluated and refined through regular curriculum reviews, internal audits and feedback from subscribing schools.
Updates are informed by the latest subject-specific research, changes to National curriculum guidance and developments in pedagogy. This ensures the curriculum remains current, effective and relevant.
Curriculum balance
The five strands
The National curriculum organises the attainment targets for Music under:
- Listening and evaluating.
- Creating sound.
- Notation.
- Improvising and composing.
- Performing – singing and playing.
Accordingly, Kapow Primary’s Music curriculum has been structured with these strands running through each unit.
The strands ensure balanced coverage of the different areas of Music and that both substantive and disciplinary aspects are covered.
Listening and evaluating
Listening to music is important to develop an appreciation for music but listening with a critical ear also allows pupils to recognise how music is constructed and how it impacts the listener. Listening and evaluating is therefore the precursor to Improvising and composing and Performing. By exposing pupils to a diverse range of music from various cultures and historical periods, this strand also promotes an understanding of the history of music.
Creating sounds
Learning technical proficiency with an instrument takes time, and the ability to create and control sound is fundamental to making music. This proficiency requires knowledge of specific instruments, including how to hold and play them, as well as the development of fine (and sometimes gross) motor skills and postural awareness. When it comes to singing, controlling breathing and voice modulation to create dynamic contrasts is crucial.
Notation
In order to compose and perform longer pieces of music, pupils need to understand notation as a means of communicating musical ideas. They will learn that the position of notes on the stave indicates their pitch, and that the symbols used represent the duration of each note or rest. Our aim is for pupils to be able to 'work out' how to read a simple piece of music from a given starting note by applying the principles of staff notation, rather than reading music by sight or simply memorising musical pieces.
Improvising and composing
Improvisation in music involves creating music spontaneously, without prior planning or written notes. This helps pupils build confidence, express themselves freely, and develop flexibility in their musical thinking. Composition tasks require students to plan and structure their musical ideas. This structured approach strengthens their ability to organise thoughts systematically and often use notation to record their ideas.
Performing - singing and playing
Performing provides pupils with a practical reason to hone and apply their musical skills. It promotes group practice and collaboration, as pupils work together to achieve an aim. This experience not only boosts pupils' confidence and self-esteem but also enhances their awareness of themselves and others within the group.
Progression
Progression
The Music Progression of skills and knowledge document provides an overview of the skills and knowledge covered in each phase and strand. It also outlines how these skills are developed to enable pupils to reach the end-of-key-stage outcomes outlined in the National curriculum.
New learning is weighted toward the beginning of each key stage, allowing for regular opportunities to revisit, consolidate and apply it in subsequent years. As a result, knowledge and skill development may appear more concentrated in some year groups than others.
Spiral curriculum
Kapow Primary’s Music scheme of work has been designed as a spiral curriculum with the following key principles in mind:
- Cyclical – pupils return to the key knowledge and skills again and again during their time in primary school.
- Increasing depth – each time a skill is revisited, it is covered with greater complexity.
- Prior knowledge – pupils build upon previous foundations rather than starting again.
Experiential learning
At the heart of Kapow Primary’s Music curriculum is the development of pupils’ tacit knowledge — the intuitive musical understanding that comes from rich, varied experiences rather than direct instruction alone.
Types of knowledge
Types of knowledge
Knowledge is defined differently depending on the subject in question. The Music research review states that pupils learn in Music by acquiring three types of knowledge:
- Tacit knowledge.
- Procedural knowledge.
- Declarative knowledge.
Declarative knowledge
Declarative knowledge (‘knowing that’)
This is the factual information and concepts pupils learn that can be clearly stated or ‘declared’. It includes:
- Being able to name musical instruments and their characteristics.
- Understanding musical terminology, such as pitch, tempo, rhythm, etc.
- Naming symbols used in musical notation and what they represent.
- Knowing about musical styles and genres and their cultural and historical background.
- Knowing about significant figures in music.
This type of knowledge is most often developed in the ‘Listening and evaluating and ‘Notation’ strands.
Procedural knowledge
Procedural knowledge (‘knowing how’)
Playing music is a skill; to be able to competently perform that skill, musicians undoubtedly have many elements of procedural knowledge, including:
- How to hold the instrument correctly.
- How to produce different sounds with the instrument.
- How to read the notation in front of them.
- How to play a melody in time.
There is a crossover between tacit and procedural knowledge. While some procedural knowledge may be acquired instinctively, it may also require refinement. Kapow Primary’s Music curriculum specifies when this knowledge will be explicitly taught to pupils.
Procedural knowledge is most often developed in the ‘Creating sound,’ ‘Improvising and Composing’ and ‘Performing’ strands.
Tacit knowledge
Tacit knowledge (‘knowing intuitively’)
Much of the knowledge gained in music learning is gained through experience with music and informal listening, not through direct instruction. Tacit knowledge can be both substantive and disciplinary and includes:
- Developing a natural sense of rhythm and melody, demonstrated by an ability to clap along to the pulse of the music.
- Learning how to hold instruments through hands-on experience.
- Understanding pitch and tone in singing through practice and imitation.
- Instinctively move to music, showing an understanding of rhythm and expression through their bodies.
- Understanding that music can evoke feelings by listening and reacting to different types of music.
In the Kapow Primary Music curriculum, pupils have many opportunities to develop this tacit knowledge. In EYFS (Reception) and KS1, pupils are encouraged to explore instruments, sound and emotions. As they develop musically, this tacit knowledge is refined with more explicit instruction.
Tacit knowledge is most often developed in the ‘Listening and evaluating, ’Creating sound’ and ‘Improvising and composing’ strands, where pupils develop an intuitive understanding of music.
Wider knowledge and skills
Oracy
Lessons in Music provide rich opportunities for developing oracy, particularly through singing, group performance and musical discussion.
Pupils learn to control their voice, adjusting pitch, dynamics and tone to sing expressively and clearly; an essential foundation for confident spoken communication.
Pupils are encouraged to think aloud, question and reflect on what they hear and create. Through activities such as evaluating performances, discussing musical choices and exploring the meaning behind lyrics or compositions, they develop their ability to articulate opinions, justify decisions and engage in collaborative dialogue.
Critical thinking
Pupils analyse musical elements, compare different genres and traditions, and evaluate performances and compositions.
This helps them to question assumptions, develop musical judgement and form reasoned responses to a wide range of musical experiences.
Personal development in Music
SMSC
The scheme supports spiritual, moral, social and cultural development by encouraging pupils to:
- Explore different perspectives.
- Reflect on ethical issues.
- Collaborate with others.
- Appreciate cultural diversity through subject-specific content.
British values
Lessons promote British values (democracy, the rule of law, individual liberty, mutual respect and tolerance) by incorporating activities that encourage debate, respect for differing opinions and an understanding of societal structures.
Cultural capital
Kapow Primary’s Music curriculum broadens pupils’ experiences by introducing them to influential musicians, musical traditions from around the world, and the historical and cultural contexts of different genres.
This ensures they gain the knowledge and skills needed to engage meaningfully with music in society.
Transition from EYFS to KS1
Continuity of learning
Kapow Primary’s Music scheme aligns with the statutory EYFS guidance.
Key themes and skills introduced in EYFS are revisited and developed further in KS1, ensuring continuity and progression.
This transition is aided by the continuity of learning created by the curriculum strands, which run from EYFS to Year 6. Subject leaders can pinpoint how knowledge develops in EYFS and how this creates the foundation for their KS1 learning.
Building on early experiences
Lessons build on curiosity, exploration and discussion, which are central to EYFS learning. As pupils move into Year 1, more structured activities are gradually introduced.
In KS1, oracy, questioning and storytelling help pupils transition from informal to more formal subject-based learning.
Development of key skills
Kapow Primary’s Music scheme supports the progressive development of skills, such as observation, reasoning and problem-solving, which are introduced in EYFS and strengthened in KS1.
Adaptive teaching strategies ensure all learners are supported as they transition to more formal learning approaches.
Cross-curricular links
The scheme aligns with EYFS Early Learning Goals, making links with communication and language, understanding the world and expressive arts to create a smooth transition.
It promotes independence and confidence, supporting pupils as they adapt to the expectations of KS1 learning.
Inclusion and diversity
Inclusion and diversity
Kapow Primary’s Music scheme has been designed to represent a range of cultures, backgrounds and races.
- The scheme’s visual representation is inclusive and representative of a variety of people and places, challenging stereotypes or historical ideologies.
- Within sensitive units, questions have been included to support pupils’ lived experiences and backgrounds.
- Where appropriate, colonial choices and their impact on musical issues are explored.
The Kapow Primary Music scheme supports pupils in appreciating the complexity of people’s lives, the diversity of societies and the relationships between different groups.
2. Implementation
This section outlines how Kapow Primary's Music curriculum is taught in the classroom – including teaching strategies, learning activities and the use of resources. It also includes details on how the curriculum can be adapted to suit your school and cohort.
Timetabling
Kapow Primary’s Music scheme is designed to be taught for one hour per week to meet the needs of the National curriculum.
CPD
Kapow Primary supports teachers in delivering the Music curriculum effectively through clear and informative CPD videos.
These videos are designed to help teachers feel confident in their role by providing guidance on key concepts, teaching strategies and best practices.
Kapow Primary also offers Music education webinars throughout the academic year, such as ‘Modelling in music’ and ‘What does assessment in music look like?’ Previously held webinars are also available to view on demand.
With Kapow Primary’s CPD videos, subject leaders can develop their expertise and, in turn, support their colleagues in delivering high-quality lessons.
Whether helping with subject knowledge, modelling effective teaching techniques or offering practical tips for the classroom, Kapow’s CPD videos ensure that every teacher has access to the support they need.
Lesson preparation
Watch
View teacher CPD videos and pupil videos in one place.
The videos relate directly to the teaching and learning in the lesson or unit.
For illustrative purposes only – the exact ‘Before the lesson’ sections vary between lessons.
Have ready
Prepare for each lesson using a list of the suggested presentations, materials, items or links.
For illustrative purposes only – the exact ‘Before the lesson’ sections vary between lessons.
This section groups printable resources for each lesson so they can be located easily.
Resources are also clearly stated at the point of use in each lesson plan.
For illustrative purposes only – the exact ‘Before the lesson’ sections vary between lessons.
Teacher knowledge
View teacher knowledge at a glance, relevant to the particular lesson. This includes tips on lesson organisation, common misconceptions and additional subject knowledge to help teach tricky concepts with confidence.
For illustrative purposes only – the exact ‘Before the lesson’ sections vary between lessons.
Cautions
This section highlights parts of the lesson that may need careful handling or may be relevant for a particular cohort. Background information and suggested guidance are provided to help navigate lessons with potentially sensitive topics.
For illustrative purposes only – the exact ‘Before the lesson’ sections vary between lessons.
Unit structure
Unit hubs
Music unit hubs contain all the necessary lesson links, resources and information relevant to the unit being taught.
Information on the unit hubs corresponds to all the relevant Music key documents, such as the Progression of skills and knowledge and vocabulary progression.
The unit hub also links to useful resources and key documents, suggests units that could build on knowledge or activate prior learning and outlines cross-curricular links.
Unit hubs offer a wealth of useful information, including useful updates, major planning considerations, key skills and knowledge and much more.
Lesson structure
Recap and recall
Each lesson begins with a short activity revisiting prior learning. This helps reinforce key knowledge, activate long-term memory and create connections between past and new learning.
Recap and recall activities are varied to keep the start of the lesson engaging and fun while still supporting active recall.
Attention grabber
A short, engaging activity designed to hook pupils into the new learning in the lesson.
This could be a thought-provoking question, a quick investigation or an interactive discussion to spark curiosity and enthusiasm for the topic.
Main event
The core part of the lesson, where pupils engage in activities that develop their understanding of the learning objective.
This includes a mixture of teacher modelling, guided practice and independent or collaborative tasks tailored to support all learners.
Wrapping up
A final reflective activity that consolidates learning.
This could involve reviewing the success criteria, discussing key learning or applying knowledge in a different context to assess understanding and encourage deeper thinking.
SEND
The Kapow Primary Music scheme of work is designed to be fully adaptable for pupils with SEND. Every lesson includes an adaptive teaching section, providing clear guidance on how activities can be modified to meet the needs of all learners.
Pupils learn in a variety of ways. As such, Kapow Primary Music lessons include a range of strategies to support and challenge every pupil, such as:
Scaffolding – activities are designed with flexibility in mind, allowing for additional support or challenge where needed.
Multi-sensory approaches – lessons incorporate different elements to engage all learners.
Clear instructions and structured tasks – ensuring clarity and reducing cognitive load for pupils who benefit from additional support.
Opportunities for collaborative and independent learning – allowing pupils to work at their own pace while building confidence and independence.
By embedding adaptive teaching throughout, the scheme ensures that all pupils, regardless of their starting points, can access and succeed in their learning.
In addition, the step-by-step curriculum design supports pupils with SEND, avoiding sudden jumps in complexity at transition points and allowing for steady, manageable progression.
Knowledge retention
Spiral curriculum
Kapow Primary’s Music scheme incorporates a spiral curriculum model, ensuring that pupils revisit and develop their understanding of key themes and concepts as they progress. This approach allows them to make meaningful connections, reinforce their learning and achieve mastery over time.
- Revisiting key concepts – pupils encounter the same ideas multiple times throughout their education, with each revisit adding more complexity.
- Progressive depth – concepts are not just repeated but expanded upon, helping pupils to make connections and develop a richer understanding over time.
- Knowledge retention – regular exposure to key ideas strengthens memory and prevents knowledge from being forgotten.
- Skill development – pupils refine and apply their skills in different contexts, improving their ability to think critically and solve problems.
- Adaptive learning – by building on prior knowledge, the curriculum meets pupils at their current level and supports all learners, including those who need extra reinforcement and those who are ready for greater challenges.
Knowledge organisers
Kapow Primary’s Knowledge organisers are a structured document designed to support pupils’ learning by clearly outlining the key knowledge, vocabulary and concepts covered in a unit of work.
It serves as a reference tool for both teachers and pupils, helping to consolidate learning and support knowledge retention.
- Essential knowledge at a glance – summarises the most important facts, concepts and skills that pupils need to learn for a particular unit.
- Key vocabulary – provides a list of subject-specific terms with definitions to develop pupils’ language and understanding.
- Clear and visual layout – organised in a way that makes information easy to digest and revisit, often using diagrams, timelines or key images.
- Support for retrieval practice – helps pupils engage in self-assessment, recall activities and revision, reinforcing long-term memory.
- Teacher and pupil-friendly – acts as a quick reference for teachers when planning lessons and an accessible learning aid for pupils to develop independence in their studies.
Recap and recall
- Activates prior knowledge – helps pupils make connections between new and existing learning, reducing cognitive overload.
- Strengthens memory pathways – retrieval practice has been shown to improve retention more effectively than passive review.
- Identifies gaps in understanding – teachers can quickly assess what pupils remember and address misconceptions before introducing new content.
- Builds confidence – regular recall activities reassure pupils that they can remember key concepts, improving engagement and motivation.
- Promotes spaced learning – revisiting prior learning at regular intervals supports long-term retention, rather than cramming information in a single lesson.
Additional adults
Support for additional adults
Kapow Primary recognises that teaching assistants play a vital role in many classrooms and that in some schools, they may be responsible for delivering lessons.
Accordingly, anyone teaching Kapow Primary’s Music lessons can be issued a login. While the Music scheme is primarily designed for teachers, the clear lesson structure, step-by-step guidance and adaptive teaching strategies ensure that lessons can also be taught by teaching assistants.
Schools without additional adults
Due to budget constraints and varied staffing structures, it is not always possible to have classroom support from additional staff.
Kapow Primary’s Music lessons are designed with this in mind, providing resources and explanations that allow teachers to deliver high-quality lessons independently without necessarily relying on additional adults.
If additional support is suggested in a lesson, it is clearly marked within the Have ready part of the lesson plan.
Adapting the scheme of work
Mixed-age
For schools with mixed-age classes, Kapow Primary offers structured long-term plans that ensure a coherent and progressive curriculum.
These plans avoid content repetition while ensuring all pupils cover the full curriculum.
Condensed
Kapow Primary’s Music curriculum is designed to be taught on a half-termly basis.
For schools with limited curriculum time, the condensed Music scheme maintains full National curriculum coverage while streamlining content to focus on the most essential knowledge and skills.
Cross-curricular learning
Kapow Primary’s Music scheme of work supports cross-curricular learning by making clear connections between subjects, helping pupils develop a broader understanding of key concepts and skills.
Cross-curricular links are explicitly highlighted: each unit includes identified cross-curricular connections, detailed in the unit hub and long-term plans. These allow teachers to integrate learning across different subjects.
In addition, each lesson has a cross-curricular links section showing the links to the National curriculum in subjects other than Music.
Transitioning to Kapow Primary
Transitioning schemes
Schools may have questions about introducing Kapow Primary’s Music curriculum if pupils have not followed the scheme from the beginning.
Where a different Music scheme or a school-designed curriculum has been used previously, there may be concerns about pupils’ prior knowledge and how this might affect their access to lessons in later year groups.
Progression considerations
If pupils join the Music scheme partway through, their prior learning may not align with the curriculum sequence. As a result, they may be more confident in some areas and less secure in others.
Some aspects of the curriculum may benefit from a slower pace at times, allowing space to pause, revisit key ideas or clarify vocabulary as needed. The areas where differences in prior learning are most likely to affect pupils’ access to lessons are:
- Musical vocabulary – Pupils may be less familiar with the language needed to describe, discuss and evaluate music at the expected level.
- Notation systems – Pupils may not yet understand notation introduced in earlier year groups, such as rhythm grids, graphic notation or staff notation, which can make it difficult to follow or complete tasks.
- Creating sound – Pupils may be less confident when improvising or composing, or when selecting sounds intentionally to meet a brief.
- Understanding musical elements – Pupils may have a less secure understanding of elements such as pitch, tempo, dynamics, structure and texture, which are often assumed in later lessons.
In other areas, such as performance and listening analytically, pupils may not yet be working at the expected level. However, they will still be able to engage with lessons and progress from their current starting points.
Guidance
Each Kapow Primary lesson is supported by a teacher CPD video that explains the subject knowledge, key concepts and intended learning. These videos are designed to upskill teachers and support confident implementation of the curriculum, without requiring prior familiarity with the wider scheme.
Kapow Primary’s detailed progression documents clearly outline the knowledge, vocabulary, and skills developed across year groups. Teachers can use them selectively as references to support planning and decision-making, e.g. to check what pupils may already have encountered. For subject leaders, progression documents provide an overview of the curriculum’s structure and how learning builds over time.
Where further support is helpful, teachers may prefer a more guided transition into the scheme. The Music: Transitioning to Kapow Primary document provides suggestions for units from earlier year groups that can be taught selectively to support a more gradual transition.
Support for teachers
Transitioning to a new curriculum does not need to be challenging. Kapow Primary supports and upskills teachers, ensuring they can implement the curriculum as intended. To help teachers feel confident and prepared, every lesson includes a teacher CPD video that clearly explains the subject knowledge, key concepts, and intended learning.
If pupils join the scheme partway through the curriculum sequence, teachers may choose to allow more time to work through units, pausing to revisit or explain concepts and vocabulary that pupils have not yet secured. This may be because the content was not encountered within the scheme previously or because it has not been retained over time.
Lessons include built-in opportunities for formative assessment, allowing teachers to assess understanding and respond through discussion, questioning and observation, so they can support pupils in making progress from their current starting points.
3. Impact
This section outlines how Kapow Primary's Music curriculum checks what pupils know, understand and are able to do.
Assessment
Formative
Kapow Primary Music lessons include ongoing assessment opportunities, such as questioning, retrieval practice and interactive activities.
These enable teachers to assess understanding in real time and adapt their teaching accordingly.
Summative
Each unit provides an Assessment quiz, which allows teachers to measure pupils’ understanding at key points.
This tool helps gauge how well pupils have retained key knowledge and skills over time.
Evidencing progress
Written outcomes
Pupils demonstrate their learning and provide tangible evidence of progress through a variety of activities, including structured written work, annotated diagrams and creative responses.
Pupil voice
Lessons encourage discussion, reflection and verbal explanations.
This allows teachers to capture pupils’ understanding through questioning, class discussions and recorded responses, supporting a broader view of progress beyond written work.
Assessment spreadsheet
The Assessment spreadsheet helps to track pupils’ Music attainment over time.
This tool allows teachers to record progress against learning objectives and assessment statements, making it easier to monitor development and identify areas for support.
Whole-school development
Teacher confidence
Kapow Primary’s Music scheme is designed to boost teacher confidence and support whole-school improvement by providing high-quality, accessible resources that empower teachers to deliver engaging and effective lessons.
The scheme supports teacher confidence using:
- Clear lesson plans and subject knowledge support – step-by-step guidance ensures teachers feel well-prepared, even if they are not subject specialists.
- CPD videos – short, expert-led training videos help subject leaders develop their expertise and support their colleagues.
- Adaptive teaching strategies – practical suggestions for differentiation ensure that teachers can confidently meet the needs of all learners.
School improvement
The scheme supports school improvement using:
- Consistent, high-quality teaching – a structured scheme ensures a coherent approach across year groups, supporting curriculum progression.
- Assessment and evidence tracking – built-in assessment materials help teachers monitor progress and demonstrate impact.
- Alignment with Ofsted expectations – the scheme supports personal development, broadens pupils’ horizons and ensures a knowledge-rich curriculum, helping schools meet inspection criteria.
By reducing workload, building teacher expertise and ensuring high teaching standards, Kapow Primary contributes to a confident teaching staff and a well-structured, effective curriculum that supports whole-school improvement.
Support with inspections
A well-structured and progressive curriculum
- Clear learning sequences ensure knowledge builds over time.
- Lessons are aligned with the National curriculum.
Evidence of pupil progress
- Assessment materials (e.g. Unit quizzes and the Assessment spreadsheet) can be used to provide information about pupil progress.
- Written outcomes and pupil voice show engagement, understanding and the ability to recall knowledge.
Support for subject leadership
- Key documents and CPD videos help subject leaders confidently discuss the curriculum.
- Knowledge organisers and lesson plans provide details of what has been taught and learned.
- The Adaptive teaching section in each lesson provides an opportunity to discuss inclusivity and demonstrate how all learners are supported.
A broad and balanced curriculum
- The scheme broadens pupils’ horizons, develops critical thinking and promotes British values, contributing to Ofsted’s personal development criteria.
- Lessons integrate real-world connections and cultural capital, showcasing a rich learning experience.
CPD
- Equips subject leaders to articulate intent, implementation and impact – CPD videos provide clear explanations and subject knowledge to help leaders confidently discuss the curriculum with inspectors.
- Builds teacher confidence and consistency – ongoing training ensures all staff understand the curriculum structure and feel prepared to deliver high-quality Music lessons across the school.
Kapow Primary Music scheme FAQs
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Performance is a key element of Kapow Primary’s Music curriculum. Most units conclude with a final performance opportunity, allowing pupils to share what they have learned.
The scheme also embeds regular low-stakes performances throughout each unit. These experiences are crucial for building confidence, celebrating progress, developing peer feedback skills and supporting formative assessment.
Where possible, look for real-world opportunities to share final performances beyond the classroom – whether in the lunch hall, with another class or during special events such as parents’ evening.
Kapow Primary’s Music scheme recognises the value of teaching musical notation in the classroom, but does not rely solely on it. Lessons are carefully designed to be fully accessible, regardless of prior musical experience or reading ability.
Pitch and rhythm notation are introduced gradually, starting with pictorial and letter-based representations. As pupils progress through Key stage 2, this develops into reading and understanding notes on the stave, building confidence step by step.
Yes. Every school is different, with its own needs and constraints. Accordingly, flexibility was built into Kapow Primary’s Music curriculum.
Each lesson includes a clear Learning objective and Success criteria. When making adaptations, it is important to ensure these remain the focus – this helps maintain progression and supports the development of key musical skills.
Kapow Primary’s Music curriculum is fully aligned with both the National curriculum and the Model Music Curriculum. It ensures broad and balanced coverage of all key areas, including: Singing, Listening and appraising, Composing, Performing and Notation and musical language.
Progression is carefully mapped across year groups, building technical, constructive and expressive skills over time. Pupils revisit and develop core concepts such as beat, rhythm, pitch, dynamics, harmony and melody in increasingly sophisticated ways.
Kapow Primary’s Music curriculum supports inclusive, high-quality Music education for all pupils and provides clear opportunities for performance, creativity and musical understanding in line with national expectations.
To provide the best music-learning experience for pupils, using Kapow Primary alongside your local music hub strikes a strong balance between curriculum Music and specialist instrumental expertise. Kapow Primary supports your weekly curriculum Music lessons, while your local hub provides instrumental tuition and wider enrichment opportunities.
Working in partnership with your hub helps ensure your provision is aligned without unnecessary duplication. Make clear links between classroom learning and instrumental work – for example, shared focus on rhythm, notation, and ensemble skills – to reinforce and deepen pupils’ musical understanding.
Use Kapow Primary as your consistent, inclusive curriculum foundation and your music hub for specialist enhancement.
Sometimes referred to as ‘the musical elements’, the interrelated dimensions of music are the building blocks that musicians use to create, shape and change sound. By changing these building blocks, music can be made to sound different in mood, style or character.
Throughout the Kapow Primary Music scheme, the mnemonic ‘DR SMITH’ is used to help teachers and pupils remember the interrelated dimensions: dynamics, rhythm, structure, melody (and pitch), instruments, tempo and harmony.
These dimensions are explored progressively across all year groups. Pupils learn to identify, describe, and apply them through singing, listening, performing, composing, and appraising. They are woven throughout each unit, helping pupils develop a deeper understanding of how music works and how to express themselves musically.
Yes, Kapow Primary’s Music: School development plan is a template designed to support teachers in creating a bespoke plan.
Once complete, the plan should be shared on your school website, outlining how your school currently delivers Music education through the Music curriculum, extracurricular provision and musical experiences. It should also detail any planned changes to further improve provision.
Kapow Primary’s Knowledge organisers were created to support the learning within every unit. Share these at the start of a unit and refer to them throughout; consider them an active teaching tool.
Knowledge organisers were designed to support long-term musical understanding – try to use them little and often. When introducing new concepts or learning, link this back to the Knowledge organiser to strengthen understanding.
One of the best ways to embed the Knowledge organisers into lessons is to use them as an aid to support musical talking, thinking and reflection.
When writing Music reports, it is important to focus as much on effort, participation and engagement as it is attainment, achievement and perfection. Focus on what pupils can do and how they are developing.
Be specific about the musical skills they can demonstrate (e.g. playing in time, developing rhythms, interesting compositions), as well as the soft skills such as collaboration (working well with others), creativity (exploring new ideas) and critical thinking (noticing when they make a mistake and self-correcting). It is important to consider the child’s achievement as a whole musician rather than simply stating what they can or cannot do.
Kapow Primary’s Music curriculum has been designed to suit all classrooms. Lessons can be delivered using just the glockenspiel; however, it is advisable to incorporate other instruments where possible. For example, if a pupil is learning the flute, they can be invited to use this as part of their classroom music-making.
It is not expected that schools to have a full range of instruments. There are always alternative ways to achieve the same musical outcomes without specialist equipment. For example, if drums are not available, a table or body percussion can be used instead.
Kapow Primary’s Music scheme is designed to be flexible and accessible, even in settings with limited resources. Many lessons include body percussion, vocal work and untuned percussion, which can be delivered without specialist equipment.
Where instruments are limited, pupils can work in pairs or small groups to share. Some instruments can be substituted with classroom objects (e.g. pencils for tapping, plastic tubs for drums), or digital tools can be used as virtual instruments or backing tracks.
No, you do not have to use the instrumental scheme; however, the Model Music Curriculum is clear that instrumental playing is a core entitlement for all pupils in primary school.
It is important to actively encourage children to play and make music during curriculum Music lessons, particularly if you choose not to include a separate instrumental scheme within your planning.
To manage behaviour in Music, it is important to teach pupils when, why and how to make sound. Clear routines and shared expectations allow practical music-making to remain purposeful and positive.
Keep pupils actively involved throughout the lesson to decrease the likelihood of off-task behaviour. Use the space in your classroom strategically by assigning children specific areas or corners to work in. When pupils are working in small groups, encourage them to form small circles, facing inwards and with their backs to the rest of the class, to reduce distractions and help them focus on their listening.
Many teachers also find it effective to agree on different acceptable volume levels for different purposes. For example, a quiet practice volume for rehearsal and exploration, and a louder performance volume for sharing work.
