Music Curriculum
Charanga Scheme at NEPS
At the beginning of the academic year 2024/2025 our school was excited to introduce Charanga’s Model Music Curriculum Scheme into each class music lesson.
The scheme provides clearly sequenced units and lessons following a spiral approach to musical learning, with children revisiting, building and extending their knowledge and skills incrementally.
Throughout the year children will explore the 4 key areas of music: singing and listening, composing, performing and music technology.
Music Development Plan 2026
Charanga NEPS Music Curriculum Overview 2026
By the end of Year 6, we want children to be able to
Occupational Therapy Support
● Auditory sensitivity: Support is provided through ear defenders and access to calm spaces, enabling pupils to fully participate in music lessons.
● Rhythm and movement: Activities involving rhythm and movement help promote self-regulation and develop motor planning skills.
Musical Glossary
If you have a love or talent for music, nurture it by learning music terminology and theory.
Classics For Kids
Great for learning ‘about’ music – composers / instruments as well as how to read music using interactive games.
BBC KS1 Music
BBC KS1 Music – songs / stories and games – designed for teachers but so much to share at home!
BBC KS2 Music
BBC KS2 Music – songs / stories / interviews – designed for teachers but…
Bring The Noise
BBC KS1 Music with SO Much to share at home!
Music Play Online
More for pupils to explore instruments, pitch, speed, dynamic, instruments.
Inside the orchestra
Wonderful resources to teach about the sounds of the orchestra, chances to compose and the Music Maps is a great way to learn ‘how’ to listen. More KS2 based.
Music Resource Guide
If you are a student who is looking to enrol in a music program or interested in a career as a musician, then this is the music resource guide for you.
Music at NEPS
North Ealing encourages all of its pupils to take advantage of the many provided opportunities to explore the music of all styles.
