At Brook House Primary School, all children receive regular weekly curriculum music lessons. The teaching of music is further enhanced through a specialist music teacher, as well as additional external support through the Haringey Music Service.

The teaching of music is delivered through activities that integrate musical learning into the school day to deliver a broad and balanced curriculum offer for our pupils. Musical learning includes performance, composition and aural based activities, targeting key musical elements throughout the academic year, and giving children the freedom to express themselves creatively, whilst developing knowledge and skills using instruments and voices.

Through the teaching of music we provide our pupils with the opportunity to play and learn a range of musical instruments. Supported through our music teacher and other external service providers, we also offer continuation lessons for those children wanting to continue to learn to play an instrument.

Instruments that children will learn to play whilst at Brook House:

  • Ukulele
  • Clarinet
  • Trumpet
  • Violin
  • Keyboard
  • Recorders
  • Glockenspiel
  • Djembe

The teaching of singing and musicianship is based on the Kodaly method with a range of songs, many taken from Voices Foundation curriculum, and movement games.  Over time, we begin to incorporate musical notation, building the connection between a sound and the written form.

 e regularly listen to music from a variety of genres and discuss the key dimensions of music: rhythm, dynamics, tempo, pitch, texture, timbre, structure as well as instrumentation, articulation and overall mood and meaning. We may respond to the music with composition, art or movement.


  Autumn term Spring term Summer term
Year 1

Children focus on different ways we can use our voices to create different sounds or blend with the group.

We focus on hearing and performing simple intervals with our voices, using Kodaly songs.

We continue to develop our voices and ears using simple Kodaly songs, and in addition we begin to build up a repertoire of longer classroom songs, often related to various topics.

Children begin to read rhythms using simple graphic notation.

We begin using unpitched percussion instruments to play rhythms and explore the different sounds we can make, as well as using our arms and facial expressions to conduct the group.

Year 2 We introduce the use of pitched percussion, identifying high and low pitches, recreating them with our voices and exploring chords and different patterns.

We continue to build our repertoire of classroom songs and begin to perform slightly more complicated songs in canon or in two parts.

We discuss structure using simple terms such as verse and chorus.

Children learn to read rhythms using traditional notation, and learn about tempo and pulse vs rhythm.

They are then introduced to the recorder, learning how to play the first few notes  with correct technique and how to combine them to play simple melodies.

Year 3

Children learn to say and play rhythms from notation in 4/4 and using percussion instruments.

They write their own rhythmic ostinatos and learn how to put them together as part of a group performance with varying texture.

They are introduced to the different pitches on the stave and the pentatonic scale. They compose melodic ostinatos using the xylophones.

Children learn the history of African American music starting with Spirituals and ending with Blues.

They learn to perform spirituals and work songs. They learn to perform the structure of 12 bar blues and to improvise using the pentatonic scale.

They create their own 12 bar blues song and learn how to scat sing. They then appraise Hip hop music and compose their own rap.

Children develop their understanding of the elements of music (dynamics, tempo etc) through pieces of the Classical repertoire.

They learn how to conduct and to follow a conductor.

They then build on the Recorder skills they learned in year 2, learning more difficult notes and more challenging repertoire.
Year 4

Whole class instrumental teaching.

Children are introduced to the trumpet/clarinet/violin how sound is produced, and correct embouchure/ hand position.

They learn the first 3 notes, to play and perform a variety of pieces.

Whole class instrumental teaching.

Children learn to play more notes, start to read from sheet music, and develop their technique.

They learn more complex pieces and are given opportunities to improvise.

Whole class instrumental teaching.

Children learn more complex pieces involving new notes and rhythms.

They further develop their ensemble playing, performing in parts, following a conductor and improvising during a performance.

Year 5

Rhythm focus, based on Ghanaian drumming and Reggae and Ska music.

Children develop their inner sense of pulse, learn about polyrhythms and the difference between playing on or off the beat. Which are all incorporated in large group performances.

Through a study of film music they learn about instrumentation and leitmotif which feed into compositions to a set brief.

They then formally build on their study of pitch begun in year 3, increasing the number of pitches they can read and building fluency.

Children develop their understanding of texture, form and 3 vs 4 time through pieces of the Classical repertoire.

They also learn about protest songs from the 1960s to the present, and work with others in the class to compose their own protest music, preparing them to work with others in a ‘band’ setting.

Year 6

Children learn pop band skills in preparation for KS3. They learn about pop instrumentation and history and perform in sections as part of a large class ensemble.

They sing in 2 and 3 part harmony, performing music with complex structures and switching between various parts (ie vocals and bass riffs) or performing 2 parts at once (eg chords and vocals).

This term the focus is on classical music, and deepening the understanding of musical elements such as pitch, timbre, texture and structure.

This is learned via the appraisal and performance of important classical repertoire.

They also build significantly on the conducting skills begun in year 3.

We look at music from other cultures, with a focus on learning to play pieces from the Caribbean  and the Middle East.

We listen to various different instruments and are introduced to concepts such as clave and modes/ maqams.

We learn how to ornament a melody and are introduced to the concept of tones and semitones.