At Greenfields Schools we base our teaching on the Model Music Curriculum in KS1 and 2. EYFS follow the EYFS Expectations. Below we have a curriculum grid showing the coverage of skills across EYFS, KS1 and KS2. Staff are encouraged to be creative with their teaching. Staff have access to Kapow music planning, but they may also use other ways of meeting the objectives. Staff are encouraged to link their music teaching to their topic planning when appropriate. Staff are engaged to look at the model music curriculum for more detailed guidance for their year group.

Year Group	Singing	Musicianship (Pulse, Rhythm, Pitch)	Instruments	Notation	Listening and Appraising
Year 1	Simple Songs, chants, pitch-matching	Keep a steady beat; copy simple rhythms; explore high/low	Untuned percussion	Graphic notation	Respond to music through movement and drawing
Year 2	Greater control; simple rounds	Beat with tempo changes; longer rhythms; so-mi-la-pitch	Introduce tuned percussion	Simple rhythmic symbols (ta/ti-ti)	Identify instruments dynamics
Year 3	Rounds and partner songs	Longer rhythmic patterns; pitch steps/leaps	Learn to play tuned instruments	Treble clef basics; crotchets, quavers, minims	Identify orchestral families
Year 4	Simple harmony	More complex rhythms; early syncopation	Learn to play more complex music on tuned instruments	Simple key signatures; extended rhythms	Recognise structures (rondo, variations)
Year 5	2-3 part harmony	Increased rhythmic complexity; wider pitch range	Ensemble playing with independence	Semiquavers; accidentals	Historical periods (baroque-romantic)
Year 6	Confident harmony; performance skills	Fluent rhythm/pitch control	Multi-part ensemble playing	Fluent treble clef; intro to bass clef	Analyse musical features across genres

Key Stage 1 (Years 1–2)

Overall aim: Build musical foundations through singing, simple instruments, movement, and listening.

Singing

• Lots of singing — short, simple songs.
• Call‑and‑response, echo songs, chants.
• Learning to match pitch and sing in tune.

Musicianship

• Understanding pulse, rhythm, and basic pitch.
• Clapping and copying patterns.
• Moving to music to feel beat and tempo.

Notation (Early Stages)

• Graphic notation (pictures, symbols).
• Simple rhythmic symbols (ta/ti‑ti style depending on school).
• No expectation of staff notation yet.

Listening

• Exposure to a wide range of music:
  • Classical
  • Pop
  • Folk
  • Music from around the world
• Responding through movement, drawing, or simple discussion.

Playing Instruments

• Untuned percussion (shakers, drums, claves).
• Introduction to tuned percussion (e.g., glockenspiels).
• Playing simple patterns and ostinatos.

Composing & Improvising

• Creating short rhythmic or pitch patterns.
• Improvising using voices or classroom instruments.
• Working in small groups.

Key Stage 2 (Years 3–6)

Overall aim: Develop musical skills more deeply — singing in harmony, instrumental skills, notation, composition, and ensemble work.

Singing

• Wider vocal range.
• Singing in parts (rounds, partner songs, harmony by Y6).
• More complex repertoire from different cultures and styles.

Instrumental Performance

• Whole‑class instrumental teaching recommended (e.g., ukulele, recorder, strings, brass, woodwind).
• Playing melodies, simple accompaniments, and ensemble pieces.
• Developing technique and musical expression.

Notation

• Reading and writing staff notation:
  • Treble clef
  • Rhythms including semiquavers
  • Key signatures (simple)
• Using notation to perform and compose.

Listening & Appraising

• Broader, more structured listening:
  • Western classical tradition
  • Film music
  • Jazz
  • Popular music
  • Global traditions
• Understanding musical features (tempo, dynamics, structure, timbre).
• Learning about composers, genres, and historical context.

Composing & Improvising

• Creating longer, more structured pieces.
• Using scales, motifs, and simple chord progressions.
• Improvising using tuned instruments.
• Recording ideas using notation or digital tools.

Ensemble Skills

• Playing and singing in groups.
• Following a conductor.
• Listening to others and blending sound.
• Preparing for performances.